LEVEL OF COMPETENCY IN SUBJECT-VERB AGREEMENT AMONG 4TH

YEAR BSEd STUDENTS IN GOV. ALFONSO D. TAN COLLEGE

A Research Paper Presented to the

Faculty of Institute of Teacher Education
Gov. Alfonso D. Tan College
Maloro, Tangub City

In Partial Fulfillment
Of the Requirements for the Degree
BACHELOR OF SECONDARY EDUCATION
MAJOR IN ENGLISH

Barroquillo, Rica Jean C.

Tillo, Marjorie U.

October 2019
 ACKNOWLEDGMENT

Through the support, encouragement, and advice of many individuals, this study has evolved

from an idea into a concrete reality. It is the researchers´ pleasure to thank the following

individuals:

Dr. Aljun Pilonggo, the research instructor, for his full-time encouragement, constant reminders

and support;

Ms. Mahalia Sultan, the researchers´ adviser, for imparting her ideas for the improvement of this

study;

Mr. Danilo Fajardo, the researchers´ editor, for doing his job efficiently;

Mr. Clint Joy Quije, the school statistician, for the statistical help that he extended for this

research;

Mr. Alemar C. Mayordo, the chairperson of the panel, Mr. Junfe V. Pacillos and Ms. Mary

Antonette B. Ricafort, the panel members, for the valuable comments and suggestions that they

contributed for the improvement of this study;

To the respondents, for their full-cooperation and participation in answering the questionnaire;

To our beloved parents, guardians, sisters and brothers, for their unconditional love,

understanding and financial support throughout the study;

And above all, the researchers owe their deepest gratitude to the Almighty Father for His

blessings, comprehension, patience, courage, determination and good health.

Through these individuals, this work has been done successfully.

 DEDICATION

We owe our deepest gratitude to our

Almighty God for imparting His
unconditional love upon us and for
giving us more knowledge, patience and
guidance in accomplishing this study.
This book is humbly dedicated to our
respective parents:

Mr. & Mrs. Ricardo A. Barroquillo

Mr. & Mrs. Donaciano S. Tillo

To our family, friends, relatives,

instructors and to our adviser and editor
who shared, supported and helped us
throughout the study.
ABSTRACT
Subject-verb agreement means that the subject and the verb must agree in case and in
number. Being able to find the right subject and verb will help you correct errors of
subject-verb agreement. It is an important part of academic writing as it unifies a
sentence and makes it easier for the readers to understand. Thus, this study on “Level of
Competency in Subject-Verb Agreement among 4 th year BSEd Pre-Service Teachers in
Gov. Alfonso D. Tan College” aims to determine the level of competency in using
subject-verb agreement. This research used the descriptive-quantitative method design. A
total of 20 4th year BSEd Pre-Service Teachers coming from the Institute of Teacher
Education as the respondents of this study. An adapted questionnaire & rubrics were used
as tools in gathering the data. The data revealed that the level of competency among 4 th
year BSEd Pre-Service Teachers in using subject-verb agreement in terms of identifying
errors was novice with a grand mean of 23.7 which implied that students need
improvement since 80% of the students got the score of below 30 out of 70. For the essay
composition, it had a grand mean of 11.4 and was interpreted as minimal proficient and
the implication was mid low level of competency in writing essay. Thus, teachers must
strengthen their strategies and activities in subject-verb agreement in order for efficient
learning to occur.

Keywords: Competency, Subject, Subject-Verb Agreement, Verbs, Intervention Program

TABLE OF CONTENTS
 Page
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGMENT iv
DEDICATION v
TABLE OF CONTENTS vi
LIST OF FIGURES x
LIST OF APPENDICES xi
Chapter 1 THE PROBLEM AND ITS SCOPE
Background of the Study 1
Conceptual Framework 3
Schematic Diagram 5
Statement of the Problem 6
Significance of the Study 6
Research Methodology 7
Research Design 7
Research Respondents 7
Research Setting 7
Research Instrument 7
Instrument Validity 8
Data Gathering Procedure 8
Statistical Tool Used 8
Scope and Limitations
8
Ethical Consideration 9
 Definition of Terms 10

2 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 1 Students´ Level of Competency in Subject-verb
Agreement (SVA) 11
Table 2 Students´ Level of Competency in
Essay Composition 12

3 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of findings 13
Conclusions 13
Recommendations 14
REFERENCES 15
APPENDICES 16
CURRICULUM VITAE 27
 LIST OF FIGURE

Figure Page

1 Schematic Diagram of the Study 5

 LIST OF APPENDICES

Appendix Page

A Letter of Permission 17

B Questionnaire 18

C Rubrics of Essay Composition 24

D Gathered Data Results (Rater 1, 2 and 3) 25

 Chapter 1

THE PROBLEM AND ITS SCOPE

Background of the Study

Subject-Verb Agreement (SVA) refers to the rules of grammar in English

language where the subject agrees or matches with the verb/s used in the sentence. So if

the subject is singular the verb should be singular to agree with it. For plural subjects,

similarly the plural verbs are generally used considering the number of the subject.

Competency in subject-verb agreement should be developed to form correct and clear

sentences in speech and writing. It is also the basis in identifying teachers’ effectiveness.

One way to ensure one’s competency in using subject-verb agreement is through

application.

Hornby (2000) states that subject-verb agreement is an agreement between the

subject with its verb (predicate). Similarly, Leech (2006) states that concord (is also

called as agreement), in the most general terms, is a relation between two elements such

that they match one another in terms of some grammatical feature. It means that

agreement is a relation between two elements that should agree with each other. For

instance, the agreement between a subject and verb. According to Mas’ud (2000),

subject-verb agreement is very important to be learned if someone wants to understand

and use English well in written and spoken communication. It will help the reader or the

listener to understand the clear meaning of sentences. However, Thalib (2003), found out

in his study that the students are still confused in applying subject-verb agreement rules

and their lack on knowledge of the said rules is the main factor causing the production of
error. Moreover, Nicolas (2008) found out that English language learners struggle with

subject-verb agreement with regard to complex noun phrases. The study of Marzuki and

Zainal (2004) revealed that the most frequent error was in writing reports and

examination was in subject-verb agreement. It was found out that it has 95.5%

occurrence. Futhermore, Adira et al. (2010) also supported that subject-verb agreement

was one of the common errors in 66 paragraphs of novels that they have analyzed. In fact,

the record shows 7.07% of errors in subject-verb agreement.

The student-researchers have interviewed some English teachers in Gov. Alfonso

D. Tan College, Tangub City. They said that most of the 4th year BSEd Pre-service

Teachers in A.Y 2019-2020 make lots of grammatical errors while speaking and writing

in English. The most common error among those is the use of subject-verb agreement.

These errors are apparent mostly in their writing, even when they are at the tertiary level

already. The students hardly notice this, especially, the errors they are frequently making

regarding subject-verb agreement (SVA).

With this, the researchers determined the 4th year Pre-service Teachers

competency in using subject-verb agreement (SVA) were non proficient and were subject

for an intervention training program. They should be competent in using subject-verb

agreement for it is the basic sentence structure that should be mastered by the second

language learners and having learned it is an important tool as an English Second

language (L2) teachers.

Conceptual Framework

The concept of subject-verb agreement is simple. Although, making the subject

and the verb agree with each other seems easy, it is still one of the most common

mistakes in English (Al Dubib, 2013). It is proven by Marzuki, Zainal et. al. (2004), and

al-dubib in al-dubib’s thesis that the most frequent error was subject-verb agreement.

According to Leech (2006) aside from subject-verb agreement, there is also

noun-pronoun agreement and that is agreement between a pronoun and its antecedent in

terms of number, person and gender. Then, he adds that in English, the most important

agreement is subject and verb. Furthermore, in a simple sentence, a verb usually comes

after the subject. It can be a word or phrase which contains a simple form of verb, an

adverb, a modal or an auxiliary. The form of verb must agree with the form of the subject

(Sihombing ,2010).

In addition, Huddleston and Pullum (2005) state that the subject normally

indicates the actor, the person or thing performing the action, while the predicate

describes the action.It is clear that subject-verb agreement is the agreement between

subject and verb. If the subject is singular, the verb is singular and if the subject is plural,

the verb is plural because the meaning of a sentence will be ambiguous without the

subject and the verb that agreeing with each other.

One of the elements that students must have the competency in learning English

is grammar. Grammar is the central component of language (Greenbaum, S.& Gerald N.

2002). Subject-verb agreement is one of its materials. Eastwood states that subject-verb

agreement means choosing the correct singular or plural verb after the subject. In
addition, Pyle and Page (2002) stated that the subject and verb in a sentence must agree

in person and number. Furthermore, Lock supports that mastering the functions of subject

and finite from the beginning is important for second language learners. Without such

competency, they are likely to have many problems with basic sentence structure, with

the formation of questions and negatives, and with the marking of tense and of number

agreement. It means that subject-verb agreement is a basic sentence structure that should

be mastered by the second language learners.

Baleghizadeh and Gordani (2012) explain that no matter how well a person

posses brilliance ideas in his of writing, and it will be useless if the writer, in this case is a

student lacking the ability to maintain the clarity and avoid ambiguity due to grammar

conventions. Therefore, being aware of the importance of grammar gives many

advantages to the writers.

The students tend to make errors in writing. According to Sarfraz (2011), the

students are weak in English, especially in writing, commit multiple errors as they have

been inadequately exposed to learning of English. Students are weak in writing English

due to the lack mastery of grammar, especially in terms of subject-verb agreement rules.

Sparks (2006) states that subject-verb agreement is a fancy term for a simple idea.

According to Nayan (2009) many students have problem in subject-verb agreement rules

in writing even though they have been learning English for many years in school.
 LEVEL OF

COMPETENCY IN

USING SUBJECT-VERB
PROPOSED
AGREEMENT IN
INTERVENTION
TERMS OF: TRAINING

PROGRAM
1.1 Identifying errors

1.2 Essay Composition

Figure 1. Schematic Diagram of the Conceptual Framework of the Study

Statement of the Problem

The study determined the level of competency in identifying errors and applying

subject-verb agreement in Essay Composition among 4th year BSEd Pre-service

Teachers of Gov. Alfonso D. Tan College enrolled in the 1st Semester A.Y. 2019-

2020. Thus, this study sought answers to the following questions:

1. What is the level of competency in applying subject-verb agreement (SVA)

among 4th year BSED Pre-service Teachers in terms of :

1.1 Identifying errors

1.2 Essay Composition

2. Based on the result of the study, what enhancement program can be proposed?

Significance of the Study

This study will be significant to the following:

Curriculum Makers. This study will give schools a venue for students to be

innovative in their teaching approaches and techniques that will suit to their students’

linguistic need.

The teachers. This study will give teachers the idea on what are the strategies and

innovation they’re going to employ in teaching subject-verb agreement (SVA).

The students. This study will be of great help to the students since English

Language is recognized as the universal language. With this study, the researchers will be

able to help students to determine their level of competency in using subject-verb

agreement (SVA).
Research Methodology

In this section, the researchers formally describe the techniques and procedures

supporting contextual learning with regard to its research design, research setting,

research respondents, research instruments, instruments validity, data gathering and

statistical treatment of data.

Research Design. This study used a descriptive method of research. Descriptive

research is defined as a research method that describes a situation, behavior subject or

characteristics of the population or phenomenon that is being studied. Descriptive

research was used to determine the level of competency in subject-verb agreement in

terms of identifying errors and essay composition.

Research Setting. The research was conducted at Gov. Alfonso D. Tan College

in Maloro, Tangub City, Misamis Occidental. Institute of Teacher Education has offered

different programs and these are Bachelor of Secondary Education major in: English,

Filipino, Mathematics, MAPEH and Bachelor of Elementary Education major in General

Education.

Research Respondents. Based on the teacher’s data, students’ have difficulty in

subject-verb agreement. Thus, the researchers conducted this study. The respondents of

this study were the 4th year Pre-service Teachers of Gov. Alfonso D. Tan College

(GADTC). The researchers had chosen 20 4th year BSEd Pre-service Teachers as

respondents because they wanted the level of their competence before they were

deployed as intern students, so that the Institute can provide necessary assistance

considering the result of this study.

 Research Instrument. This study utilized an adapted Civil Service review

questionnaire authored by Maria Faye M. Colas, and Jose Laderas Santos (2017). Also, it

made use of a standardized essay scoring rubric designed by Abbas Sallam (2016) for

essay composition.

Instrument’s Validity. The study provided a standardized questionnaire and an

essay rubric which were presented to the adviser, editor, statistician and the panel

members for validation.

Data Gathering Procedure. The researchers asked permission from the school

and from the instructor to allow them to have the 4 th year BSED Pre-service Teachers as

their respondents. The student-researchers chose three Master Teachers to rate the

respondents’ essay. Once the questionnaire was gathered, the researchers then interpreted

the data.

SCORE INTERPRETATION
61-70 Advanced High
51-60 Advanced Mid
41-50 Advanced Low
31-40 Intermediate
1-30 Novice

SCORE INTERPRETATION
18-20 High Proficiency
13-17 Good Proficiency
8-12 Minimal Proficiency
5-7 None Proficiency

Statistical Tool. In analyzing and interpreting the gathered data, the formula

below was used.

 Percentage. This will be used to get the percentage of the respondents’

score for the level of competency.

Percentage = f x100%
n

Where: f is the frequency of a given score range.

Scope and n is the number of respondents.

Limitation

This study was conducted to the 4 th year BSEd Pre-service Teachers of Gov.

Alfonso D. Tan College. As far as the study is concerned, the focus was to find out the

level of competency of the 4th year BSEd Pre-service Teachers in using subject-verb

agreement (SVA). It assessed and determined whether the 4th year BSEd Pre-service

Teachers were fully skilled or competent enough in using subject-verb agreement in or

was there a need for an intervention program to make students learn more about the

English language.

Ethical Consideration

The ten principles of ethical consideration by Bell & Bryman (2007) was

complied with in this study. First, the research respondents would not be subjected to

harm in any way. Respect for the respondents’ dignity was prioritized. Full consent was

obtained from the respondents before the study. Protection of the privacy of research

respondents, the adequate level of confidentiality of the research data, and the anonymity

of individuals participating in the research were ensured. Moreover, deception and

exaggeration about the aims and objectives of the study were avoided. Affiliations in any

forms, source of funding, as well as any possible conflicts of interest were declared.
Lastly, any type of communication in relation to the research was done with honesty and

transparency and any misleading information as well as, presentation of primary data

findings in biased manner was avoided.

Definition of Terms

To further understand the content of the research, the following terms are

operationally defined:

Assess. This means to evaluate or estimate the level of competency in Subject-

Verb Agreement.

Competency. It is the ability to use Subject-Verb Agreement successfully or

efficiently.

Subject. It is a person or thing that is being discussed, described, or dealt with.

Subject-Verb Agreement. It is the correspondence of a verb with its subject in

person and number. This means that if the subject is singular, the verb cannot be plural

and vice versa.

Verbs. These are words used to describe an action, state, or occurrence, and

forming the main part of the predicate of a sentence.

Intervention Program. It indicates the relevance of the proposed study

program for the development or enhancement in using Subject-Verb Agreement.

 References
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2013”. (Thesis of Department of English Language and Literature at Al-
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Al-Dubib, D. (2013). “Error Analysis of Subject-verb Agreement in the Writing of EFL
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in-using.pdf

Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis and interpretation of data. The table of

the study is presented as follows:

Table 1

Students´ Level of Competency in Subject-verb Agreement (SVA)

Score Frequency (f) Percentage (%) Interpretation

61 - 70 0 0 Advanced High

51 - 60 1 5% Advanced Mid

41 - 50 0 0 Advanced Low

31 - 40 3 15% Intermediate

1 - 30 16 80% Novice

Total 20 100%
Mean : 23.7 or 24
Novice

Table 1 shows the students level of competency in subject-verb agreement. The tabulated

result reveals that none of the respondents reached the ¨advanced high¨ level with an

equivalent scores of 61-70. However, based on the results obtained, majority of the

students reached the lowest level and was interpreted as ¨novice¨ with the frequency of 16

or 80% of the total respondents with an equivalent scores of 1-30. The result only implies
that BSEd Pre-service Teachers level of competency in subject-verb agreement needs

improvement. According to Thalib (2013), it was found out in his study that the student

are still confused in applying subject-verb agreement rules and their lack of knowledge of

the said rules is the main factor causing the production of error .The same study also

revealed that ESL students were unable to apply the correct use of subject verb agreement

and thus, this showed that they have problems in using subject-verb agreement correctly

(Surina & Kamaruzzaman, 2009, Sahirah & Zaidah, 2004).

Table 2

Students´ Level of Competency in Essay Composition

Score Frequency (f) Percentage (%) Interpretation

18 - 20 0 0 High Proficiency

13 - 17 5 25% Good Proficiency

8 - 12 15 75% Minimal Proficiency

5-7 0 0 Non- Proficiency

Total 20 100%
Mean: 11.4
Minimal Proficiency

Table 2 shows the students level of competency in applying subject-verb agreement in

essay writing. The tabulated result reveals that none of the respondents reached the ¨high

proficiency¨ level with an equivalent scores of 18-20. On the contrary, based on the

obtained results, a frequency of 15 or 75% of the respondents fell under ¨ minimal

proficiency¨ with an equivalent scores of 8-12. The result only states that BSEd interns
are minimally proficient in writing an essay. Subject-verb agreement is believed to be

one of the major problems faced by many ESL learners in producing

grammatically correct piece of writing. Previous studies in subject-verb agreement

errors indicated that the majority of ESL learners have problems in using and making

grammatically correct sentences following subject verb agreement (Surina, Latisha,

Mahani, Anis, Nazira & Suhaimi 2011).

 Chapter 3

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION

Summary of Findings

This chapter presents the summary, findings, conclusion, and recommendations of

the study.

This study on the Level of Competency in Subject-Verb Agreement among 4th

BSEd students in Gov. Alfonso D. Tan College was conducted to determine the level of

competency in subject-verb agreement in terms of identifying errors and essay

composition. This considered 20 4th BSEd Pre-Service Teachers in the Institute of

Teacher Education were the respondents. Descriptive-quantitative method was employed

in this study. An adapted questionnaire and scoring rubrics were used as tools in

gathering the data.

The result revealed that the level of competency in Subject-Verb Agreement

among 4th year BSEd Pre-Service Teachers in Gov. Alfonso D. Tan College as to

identifying error was novice with a grand mean of 23.7. For the essay composition, it had

a grand mean of 11.2 and was interpreted as minimal proficiency.

Conclusion

Based on the findings, the researcher concluded that the level of competency

among the respondents in subject-verb agreement was low in terms of identifying errors.

Consequently, their level of competency in subject-verb agreement in terms of essay

composition was minimal proficiency in Essay Composition. It signifies that majority of

the pre-service teachers struggle with subject-verb agreement.

Recommendation

Based on the above mentioned conclusion the following recommendations are hereby

suggested.

Students. The students should build motivation within themselves so that they will learn

more about subject-verb agreement independently.

Teachers. The teachers must strengthen their strategies and activities in teaching subject-

verb agreement. Also they teacher must know the weaknesses of the students in order to

find ways to help them reach the desired level of competence expected of them in the

teaching field.

Administration. They shall provide more English learning materials that can be used by

students to practice their skills in using subject-verb agreement. The said materials should

be found in the school library.

Future Researches. The next researchers can use this study as a baseline guide in

conducting a related study in other research environment.

 INTERVENTION TRAINING PROGRAM FOR THE ENHANCEMENT OF 4TH YEAR

PRE-SERVICE TEACHERS LEVEL OF COMPETENCY IN SUBJECT-VERB

AGREEMENT

Rationale:

Subject-Verb agreement is important for it is the basic sentence structure that

should be mastered by the second language learners and having learned it is an important

tool as an English Second language (L2) teachers. Pre-Service Teachers of Gov. Alfonso

D. Tan College of the Institute of Teacher Education experience difficulty in using

subject-verb agreement in terms of identifying errors and essay composition. This

difficulty will really affect their effectiveness of being a teacher for having a competency

in using it will be the basis of becoming one.

Objectives

To ensure the improvement of the Pre-Service Teachers in using subject-verb

agreement and be able to apply it through oral and written way;

To foster the needs of the Pre-Service Teachers who encountered difficulties in

subject-verb agreement.

To formulate a plan and well updated activities towards practicality of students’

needs.
Key Result
Areas
Objectives Intervention Activities Person
(KPA) Responsible

To reduce To interact Enhancement  Identifying  Teacher

difficulty and shared the Training errors in the  Student
and enhance knowledge Program given
the use of about the sentences.
subject-verb correct usage  Writing
agreement of subject- Essay
in verb
identifying agreement.
errors and
essay
composition

To foster good Coaching/ Process  Teacher

practice by Tutorial consultation  Student
disseminating particularly in
information subject-verb
about the agreement
correct usage
of subject-
verb
agreement.
APPENDICES
 APPENDIX A

Letter of Permission

March 5, 2019

LOVE H. FALLORAN
Vice President for Academic Affairs

Ma’am:
In partial fulfillment of the course Educational Research B (Ed. Res 190 B), the
undersigned are the 4th year BSEd-English students of Gov. Alfonso D. Tan College
asking for permission to conduct a research study on “LEVEL OF COMPETENCY IN
SUBJECT-VERB AGREEMENT AMONG 4TH YEAR BSEd STUDENTS IN GOV.
ALFONSO D. TAN COLLEGE”.
With this, we humbly ask for your permission to allow us to conduct a study to
th
the 4 year BSEd students. We would like to gather data for interpretation and
completion of our research work. Rest assured that the data will be held with utmost
confidentiality.
We are hoping that this request will be granted.
Thank you and God bless.

Very truly yours,

RICA JEAN C. BARROQUILLO MARJORIE U. TILLO

Researcher Researcher

Noted:

ALJUN C. PILONGGO, Ph.D

Research Instructor
MAHALIA SULTAN, M.Ed
Adviser
APPENDIX B
Questionnaire
Gov. Alfonso D, Tan College
Maloro, Tangub City

LEVEL OF COMPETENCY IN SUBJECT-VERB AGREEMENT AMONG 4TH

YEAR BSEd STUDENTS IN GOV. ALFONSO D. TAN COLLEGE

Name (Optional)___________________________________________Date:___/___/___

Directions: Select and encircle the letter of an underlined word or phrase that needs to be
changed to make the sentence correct.

1) Each of the senators denyinvolvement in the passing of the controversial law on

A B C D
death penalty. No error
E
2) Since 2011, I traveled to many countries in Asia, together with some friends in the
A B C
profession. No error
D E
3) As soon as we receive your payment, we will appraise the Finance Department so
A B C
that you can claim your permit. No error
D is a well-known E
4) The President lawyer, dynamic speaker, sharp shooter and
A B C
provides generous Leadership. No error
D E
5) A number of killings all over the country has caused the ire of many at President
A B C
Dutertecaused. No error
D E
6) Inside the box are a collection of a wide array of specimen for the class
A B
experiments. No errorC D

E
7) Since the War on Drugs of the Duterte Administration commenced, the number of
A B C
EKG have dramatically decreased. No error
E
D Secretariesare from Davao City and known to be a trusted ally of the
8) One of the Cabinet

A
President. No error B C
9) Had the teacher knew that the Dean would read every word in the report, he could have
A B C D
been more careful. No error
E
10) One of the employee was suspended due to his frequent absenteeism and tardiness.

A error
No B C D

E Cityis adjudged as the most biggest city in the world based on area. No error
11) Davao

A
12) The members B teamspent their whole
of the C timeyesterday preparing for their
D final E

showdown. No A
error B C D

13) The lines on her E

face suggest that the vibrancy of youth is already gone. No error

14) TheA B that the costumerreturns

store manager demanded C D
the items in a week’s E
time. No

error A B C D E

15) Let us resolvedto preserve our character because without itwe are nothing. No error
C away. No error
B of the best wayto releaseour stress
A regularly is one
16) Exercising D E

B
17) WhenAwe die, we will just be a memory. C of that? NoDerror
Have we think E

B lie down our hurtsCand disappointments

A encouragesto
18) Our good Lord D at theEfoot of
B
A there. No error
Hiscross to find our peace C

E and I, everyone else in the family waspresent

19) ExceptDhis aunt who resides in the US

A No error
during the burial. B C D

20) Because we will just beEa memory after we die, we should tried to make good memories

A No error
while we are still alive. B C

D Laws ofELeadership by John Maxwellhave truly influenced

21) The 21st Irrefutable
B C
numerous leadersAworld-wide. No error
D E
22) A flexible person is one who can adopt to his environment. Thus, being able to be
B C
with anyAtype of personality. No error
D E
23) The news of Senator De Lima’s involvement in the new Bilibiddrug
A B C
activitieswhere frustrating to those who voted for her in the last election. No error
D E
24) I enjoyed study economics in high school and now I’veenrolled at the School of
A B C D
Economics. No error
E
25) I used to be keen of all scientific subjects but now I would prefer to study
A B C D E
humanities. No error

26) Monvilcalled me this morning for tell me that he had passed the Civil Service
A B C D
Examination. No error
E
27) I haven’t never seen anybody who rides a horse so well before. No error
B C D E
28) I was soAangry that I took the watch brokento the jewelers to get my money back.
B C D E
No error A

29) The policemanshowed us an identical picture of the man who steal the car. No
A B C D E
error

30) I won’t be able to go on a holiday this year unlessI will get a past-time job. No
B C D E
error A C
31) It was so nice day that we decided to picnic in the field. No error
B C D E
32) PatriciaAloves singing, dancing, and to act in front of the crowd. No error
B C D E
33) You feel like yourAhead is going to burst because every corner in Paris makes for
A B C D
a good picture. No error
E a destinationis not a realistic mindset at all. No error
34) Working toward
B
A mixingis the new way C D E
35) Print to weardots. No error
B C D E
36) TheseAcheerful spots are like a happy pills for your closet. No error
A contrastgive B C D E
37) The the normal-looking street a nice strength. No error
B
A arm of C D E
38) I love an Lorraine Schwurtz bangles because it makes you look young and
A to down play a B
helping dressy look. No error
C D

E
39) The organization exists to empower its members to be leader, be a friend, and be
A B C D
of service. No error
E
40) Hey, its actually okay to eat ice cream while watching a reality show about weight
A error B C D
loss! No
E
41) My mother gone to the market yesterdayto buyme some fresh fruits. No error
B C D E
42) Trust me whenAI tell you you’re going to pass the Civil Service Exam these time.
A B C D E
No error

43) Elmer’s favorite pet has receivedmedical treatment yesterday. No error

B
A the invitation C D E
44) I did received but I turned it down at once. No error
B C
A numerous interestexploring D E
45) One of his an unchartered island. No error
B
A the Aries woman fall C E
46) When in love, she will seen toDbe the most attractive woman
A B C D
on the planet. No error
E
47) They are muchaware of their sexual instinct, and can be quiet unemotional when
B C
they haveAphysically intimate. No error
D E
48) Everything she wear needs to show her sexuality in a clear and a non-offensive
B C D E
way.ANo error

49) We also saw that those who challenged the status quo died miserably deaths. No
A B C D E
error

50) Crystals is considered by many to be one of the building blocks of life. No error
A B C D E
51) The quartz crystal is one of the most stable crystalline structure in existence, and
B
A transistors, radios, telephones
is widely used in things like and many advanced
C D
electronic systems, such as microchips. No error
E
52) These delicious fruits contain oil, calcium, sulfur, iron, potassium, phosphorous,

A
manganese, B
copper and magnesium, which is all beneficial for health. No error

C D E
53) Guyabano also contains numerous nutrients and vitamins that are health to the body. No
A B C D E
error

54) The stronger your connection to a particular fengshui cure, the more effective this cure

become A
in activating a specific energy for you. No error B C

using as fengshuicures, the coins areEmost often tied together with a red thread. No
55) When D

error A B C D E

56) Their open mind and philosophical view motivate them to wander around the world in

A meaning of life. No error

search of the B C D
E
57) Freedom are their greatest treasure, because only them can freely travel and explore

A and philosophies. NoBerror

different cultures C

E but keep in mind that the type of apple tree you end up
D apples from seed,
58) You can grow

A
with is different from the seed you plant.BNo error C

D
59) They did not visit their grandmother E
yesterday, didn’t they? No error
A willB not start a schedule, is it?CNo error D
60) The parade E

A first, but
61) The ox arrived B the ratCsneaked E of him and became the first lucky
D on front

animal. NoAerror B C D E

62) Dance is a skillfully choreographed art practice largely by professional few. No error

63) WeAare all hoping that yourBdoing very wellCin your new job. NoDerror E

C for you? NoDerror

B gadget I bought
A seen you’re new
64) Have you E

B me somehow
A advise she give
65) The C calmed
D my nerves. No error E

A
66) The students B
remainedsilence D
duringCthe entire lecture ofEthe terror teacher. No error
B plane was delay dueCto turbulent weather.
67) The arrival of theApassenger D No error E

A heavily in the power

68) She relies B of prayersCof her favorite saint.
D No error E

A drink this medicine

69) You must B C in the morning
first thing
E
D on an empty stomach. No error

received his award, he B

70) When he A shared it to his colleagues.CNo error D E

A B C D E
 APPENDIX C

Rubric for Composition Writing

Abbas, Salam H. (2016)
CRITERIA (4)High Proficiency (3)Good (2)Minimal (1)Non- Score
Proficiency Proficiency Proficiency

Composing Focuses on central Central idea, Not a focused idea or No clear idea,
ideas with an but not as more than one idea, little or no
organized and evenly sketchy elaboration elaboration, and
elaborated text elaborated and and many digressions many digression
some
digressions

Style Purposefully chosen Vocabulary Vocabulary basic and Not controlled,

vocabulary, sentence less precise not purposefully tone flat,
variety, information, and selected;tone flat or sentences halted
and voice to affect information inconsistent or choppy
reader chosen less
purposeful

Sentence Standard word order, Mostly Some non-standard Frequent non-

Formation no enjambment (run- standard word word order, standard word
on sentences) order, some enjambment, and word order,
completeness (no enjambment or omission (e.g.; verbs) enjambment, and
sentence fragments sentence word omissions
standard modifiers fragments
and coordinators, and
effective transitions

Usage Standard inflections Mostly Some errors with Shifts from one
(e.g., plurals, standard inflections, agreement, tense to another;
possessive, -ed, -ing inflections, and word meaning errors on
with verbs, and --ly agreement, and conventions
with adverbs), word meaning (them/those,
subject-verb good/well, double
agreement, standard negatives, etc.)
word meaning

Mechanics Effective use of Mostly Some errors with Misspell even

capitalization, effective use spelling and simple words;
punctuation, of mechanics, punctuation that little formatting
spelling,and errors do not detract from meaning evident
formatting detract from
(paragraphs noted by meaning
indenting)

Total