“A STUDY OF GRAMMATICAL ERRORS COMMITTED IN

SUBJECT - VERB AGREEMENT IN ENGLISH ESSAY

WRITING BY 7TH STD STUDENTS AND TEST THE
EFFECTIVENESS OF REMEDIAL PROGRAMME TO
RESOLVE IT”

Action Research Report submitted Yashwantrao Chavan Maharashtra

Open University, Nashik for the fulfilment of Diploma in School
Management (DSM)

Researcher

Catherine Victor Paul

P.R. No - D21EJ0248949

Guide

Dr. Suresh Isave

Research Centre
TILAK COLLEGE OF EDUCATION, PUNE -411030
CENTER CODE-62251
Academic Year 2021-22
 DECLARATION
I hereby declare that I have submitted the Action
Research study “A study of grammatical errors
committed in subject - verb agreement in English
Essay Writing by 7th std students and test the
effectiveness of remedial programme to resolve it” to
YCMOU, Nashik for the “Diploma in School
Management” on the basis of relevant source material
and field work carried out in the vicinity. The data
collected and conclusions drawn in the dissertation are
my own and they are not previously published.

The books and the articles referred to, are listed in the
references are duly acknowledged.

Place: Pune Researcher

Date: Catherine Victor Paul
 CERTIFICATE

This is to certify that work incorporated in this dissertation

entitled “A study of grammatical errors committed in
subject - verb agreement in English Essay Writing by 7th
std students and test the effectiveness of remedial
programme to resolve it” submitted by Catherine Victor
Paul, was certified out under my guidance. The material that
has been used is duly acknowledged in this dissertation.

I further certify that the work or part of it has not been

submitted to any University for the purpose of degree or

diploma.

Place: Pune Research Guide

Date: Dr. Suresh Isave

 ACKNOWLEDGEMENT

The researcher is profoundly grateful to her guide Prof.Dr.

Suresh Isave for showing extreme patience, being
understanding and providing excellent guidance for completion
of this research.
The researcher is thankful to the management of Shri H.B.
Girme High School and Jr.College,Wanawdi, Pune for their
permission to conduct this research.
The researcher is thankful to the Principal of Shri H.B.
Girme High School and Jr.College,Wanawdi, Pune for her
co-operation and support.
The researcher extends gratitude to all teachers, students of
STD VII who have spent their valuable time to fill the tool to
the researcher.
Finally, the researcher expresses gratitude to her family for
their patience, tolerance, support and encouragement during the
course of this study.

Researcher

Catherine Victor Paul

 Certificate
Declaration
Acknowledgement

INDEX
CHAPTER 1 – INTRODUCTION
Sr. Subject Page No
No.
1.1 Introduction
1.2 Need and importance of the study
1.3 Statement of the study
1.4 Objectives of the study
1.5 Operational definitions of terms used
1.6 Hypothesis
1.7 Scope
1.8 Delimitations
1.9 Limitations
1.10 Research Methodology
1.11 Tools for Data Collection
1.12 Population and Sample
1.13 Conclusion
CHAPTER 2 - REVIEW OF THE RELATED AND
LITERATURE RESEARCH
Sr. Subject Page No
No
2.1 Introduction
2.2 Need of the review of the related literature &
Research
2.3 Objectives of review of the related literature and
Research
2.4 Review of related literature
2.5 Review of related research
2.6 Similarities between related researches and present
Research
2.7 Differences between the related research and
present research
2.8 Conclusion

CHAPTER 3 – METHODOLOGY OF THE RESEARCH

Sr. Subject Page No
No.
3.1 Introduction
3.2 Methods of research
3.3 Methodology of present research
3.4 The characteristics of single group pre-test-post test
experimental design.
3.5 Variables in Research
3.6 Population and Sample
3.7 Tool for data collection
3.8 Construction of tests
3.9 Statistical Techniques
3.10 Procedure of the research
3.11 Conclusion

CHAPTER - 4 ANALYSIS AND INTERPRETATION

OF DATA
Sr. Subject Page no.
no.
4.1 Introduction
4.2 Collection of data
4.3 Analysis of Data
4.4 Interpretation of data
4.5 Conclusion

CHAPTER- 5 SUMMARY, CONCLUSION AND

SUGGESTIONS
Sr. Subject Page no.
No.
5.1 Introduction
5.1.1 Need and Importance
5.1.2 Statement of problem
5.1.3 Operational definitions of terms used
5.1.4 Objectives
5.1.5 Sample
5.1.6 Research Methodology
5.1.7 Scope, Limitations and Delimitations
5.2 Findings
5.3 Discussion of findings
5.4 Conclusion

Bibliography
Appendix
Appendix A pre-test question paper
Appendix B post-test question paper
Appendix C List of students
 CHAPTER- 1

INTRODUCTION
 Chapter-1 INTRODUCTION
1. 1 Introduction:

Action research is a form of investigation designed for use by

teachers to attempt to solve problems and improve professional
practices in their own classrooms. It involves systematic observations
and data collection which can be then used by the practitioner-
researcher in reflection, decision-making and the development of more
effective classroom strategies.- Parsons and Brown (2002).

According to (Rocco, 2011), "Research is a careful investigation

or inquiry especially through search for new facts in any branch of
knowledge." Research is a movement, a movement from the known to
the unknown (Redman and Mory, 2010).

English is one of the International Language used across the world. In

this era of globalisation and media, English Language is learnt from
elementary up to University in India because English is an open
window to the outside world.

Language is a system that human beings use to convey their

actions, feelings, ideas etc. In a language, there is a set of rules to be
followed with the front person. This set of rules is called grammar,
that is the description of the ways in which words can change their
forms and can be combined into sentences in that language. (Harmer
2001:12).

According to Harmer (2004:31), Writing encourages students to

focus on accurate language use. Writing is a recursive process it is
cited by Harmer (2004: 4-5). It means that it is the process of
planning, drafting, revising and editing. Aligned with this if an essay
writing is taken into consideration.

Essay Writing:

An Essay writing is a written piece that is designed to present an idea,

propose an argument, express the emotion or initiate debate.

In Essay writing subject-verb agreement is a basic principle of the

English language grammar, it simply denotes that a singular subject
needs a singular verb and a plural subject needs a plural verb.

According to Corder (as cited in Hourani, 2008), when students

commit such errors it is thought that either the students have major
misunderstandings of the concept or they had been taught by the
method of rote memorization rather than practicing.

Descriptive Essay:

 A descriptive essay is an essay that describes something – an object

or person, an event or place, an experience or emotion, or an idea.
 The goal of this kind of essay is to provide readers with enough
detailed descriptions for them to be able to picture or imagine the
chosen topic.

 Even though there are countless topics for a descriptive essay, a

writer only has to use two types of description. The first type of
description is used for concrete topics, and the second is used when
the essay describes an abstract topic.
 Even though there are countless topics for a descriptive essay, a
writer only has to use two types of description. The first type of
description is used for concrete topics, and the second is used when
the essay describes an abstract topic.

1.2 Need and importance of the present research:

Majority of students are not interested to do the the essay writing in
the exam or as a home work and few of them who attempt it are not
perfect, resulting in less marks or no marks in this section.
Either the children are helped by their parents or copying from an
essay book, rote learning, fear of getting exposed in the class – so
asking doubts becomes difficult and last but not the least the protocol
of English grammar is not followed or understood by the children.
There are other areas where the school does not have time to
encourage to read different books to get general knowledge or the
parents at home do not encourage children to read different books or
gift books on occassions.
Thus keeping in mind the above said, and a matter of concern, dealing
with this vital problem of subject-verb agreement in essay writing is a
major obstacle. Further steps are to find out the problems of students
while writing essays, seal in the gaps between students and teachers
and create a remedial programme on subject–verb agreement skill in
essay writing for the 7th std students.

1. 3 Statement of the study :

“A study of grammatical errors committed in subject-verb agreement

in English Essay Writing by 7th std students and test the effectiveness
of remedial programme to resolve it”

1. 4 Objectives of the study:

1. To find out the grammatical errors done in subject - verb

agreement in English Essay Writing by 7th std students.
2. To develop a remedial programme to improve subject – verb
agreement in English Essay Writing.
3. To test the effectiveness of the remedial programme to improve the
subject - verb agreement in English Essay Writing.

1. 5 Operational Definitions of term used :

1. Error - Grammar is such an important thing to apply in learning

language. Different author will have different term in defining what
grammar is. Patterson (1999) states that speakers and writers intend to
apply the grammar to their tasks.

2. Subject-verb agreement- The subject-verb agreement that has

been defined by Sparks (2006:1) mentions that subject-verb agreement
can be explained thoroughly: the subject and the verb in a sentence
should follow each other. It means the verb must be suitable with the
subject that agrees with the rules of grammar.

3.Writing -According to Brown and Lee (2015), writing is an activity

of improving yourself to write where you are free to think presently,
and fell.

4. Essay –It is derived from the French word essayer, which means
“to attempt,” or “to try.” An essay is a short form of literary
composition based on a single subject matter, and often gives the
personal opinion of the author. A famous English essayist, Aldous
Huxley defines essays as, “a literary device for saying almost
everything about almost anything.” The Oxford Dictionary describes
it as “a short piece of writing on a particular subject.” In simple
words, we can define it as a scholarly work in writing that provides
the author’s personal argument.

1.6 Hypothesis :

* Research Hypothesis –In order to realize the objectives of the

study, the following hypothesis will be formulated for testing :-

There is an improvement in the students after the implementation of

remedial programme in subject - verb agreement in English Essay
Writing of the 7th standard students.

* Dependent Variable : Subject - verb Agreement errors in essay

writing of 7th std students.

* Independent Variable –The remedial Programme.

1.7 Scope :This research focuses on the subject-verb agreement errors

committed in simple present tense in writing a descriptive essay by the
Std VII students. The results of the study is applicable to Std. VII
students of Shri H.B. Girme High School and Jr.College,Wanawdi,
Pune

1.8 Delimitations:
1.The research is delimited to 30 students studying Shri H.B. Girme
High School and Jr.College,Wanawdi, Pune for academic year 2021-22.

2. It is delimited to only Descriptive English essay writing of the

above mentioned group.
3. It is delimited to the English Subject only.
1.9 Limitations:
1. The research is limited to improve narrative essaywriting only.
2. The students IQ, interest, intelligence and socialbackground
will not be considered in the research.
3. The result of the study will solely depend on theresponse
given.

1.10 Research Methodology:

Research Method:
Experimental Research Method will be conducted.

Research Design:
Single Group, pre-test and post-test design will be implemented.

Research Procedure :
Firstly students weak in English Grammar will be identified in the
area of subject – verb agreement in Essay writing with the help of
their English teacher, after analysing, the pre-test will be conducted by
the researcher.

The application of the remedial programme will be done. Then the

post test will be conducted.

1.11 Tools for Data Collection:

Data collection Tool :
In this research, achievement test will be used for data collection,
analysis of data.

Data analysis Tool : Rating scale is used for the data analysis of the
current study.
1.12 Population and Sample:

The population of this research will be the second-semester students

of English medium std. VII.
Sample – 30 students of std VII of Shri H.B. Girme High School and
Jr.College,Wanawdi, Pune will be selected by purposive sampling for
this research.

1.13 Conclusion:

By analyzing the types of grammatical errors after finding them, it

is hoped that the teachers can not only help but guide the students to
write English essays using proper subject- verb agreement but also
reduce the errors.
It will help to seal in the gaps between teachers and students
which will help in being transparent towards each other. It is also
expected that this study will help the English medium students to
recognize the failure in using English grammar.
By recognizing their grammatical errors, the process of learning
can be more fluent, specifically to students who learn English
language.
 CHAPTER - 2
REVIEW OF RELATED
LITERATURE AND
RESEARCH
 Chapter 2
Review of the related literature and Research

2.1 Introduction:
The success of research depends on the knowledge, thinking,
reasoning interest & insight of the researcher. Review of related
literature allows the researcher to be acquainted with current
knowledge in the field or area in which is going to conduct her
research.

It is a significant aspect of any research work to know, what others

have learned from similar research situations and to help in the
formation of hypothesis for the study. Research takes advantage of the
knowledge which has accumulated in the past as a result of constant
human endeavor. It can never be undertaken in isolation of the work
that has already been done on the problems which are directly or
indirectly related to a study proposed by a researcher.

A careful review of the related journal, books, dissertations, thesis,

and other sources of information on the problem to be investigated is
one of the important steps in the planning of any research study. A
review of the related Literature must precede any well planned
research study.

Definition: A literature review is a “critical analysis of a segment of a

published body of knowledge through summary classification and
comparison of prior research studies, reviews of literature and
theoretical articles”.
There are various questions asked before doing a review of related
literature like.
 How are sources similar in terms of methodologies, philosophies,
claims, Choice and interpretation of evidence, reliability, etc.
 How do they differ?
 Do you observe gaps in the research or areas that require
further study?
 Do particular issues or problems stand out?
 Do you want to compare text in general or on specific issue
or question?
So the researcher did the review of the related literature and research.
It helps in order to understand and sharpen the existing knowledge of
the problem area and provide a background for the research. It also
helps to understand what is already known in the field in order to
avoid duplication of work.

2.2 Need of the review of related Literature & Research:

Research is done in order toinform People with new knowledge or
discovery and provide a background for the research.There are many
reasons why literature review to avoid duplication of work. is
rendered as significant part of any research.

Thus, how can she further convince the readers, in this case, the
committee who will scrutinize your paper? By the mere fact that the
researcher is using ‘referencing” by citing what more credible people
have said about the topic will build a stronger foundation for the
researcher’s paper.
With the literature review, the researcher needs to establish a clear tie
between the works that the researcher has cited and the topic that she
is writing about. The researcher should be able to justify the inclusion
of a certain work in the researcher review so as to make everything
written to be a useful one.
Importance of Review of Related Literature:
Reasearch is made in order to inform people with new knowledge or
discovery. However, it is not to be expected that everybody would
willingly believe what you are tackling in your whole research paper.
Thus, what you can do to make your research more credible will be to
support them with other works which have spoken about the same
topic that you have for your research. This is where literature review
come in.
2.3 Objectives of review of the related literature and research:
The objectives of the research are as follows:
* To enable the researcher to define the limits of her field.
* To avoid unfruitful and useless problem areas.
* To avoid duplications of well-established findings.
* To give and understanding of the research methodology.
* To know previous recommendations.

2.4 Review of the related literature :

1. 200 English Grammar Mistakes

Author: Melony Jacobs
A must be book of Common Grammar and Punctuation Errors with
Examples, Exercises and Solutions so You Never make them
againThis book is very helpful to make essay writing better.

2. Learn Em Good (Essay Writing Book)

Author: Stuart Ackerman

This step by step book helps not only students but also teachers andd
parents.It helps the students to tutor,guide how essays specially
descriptive essays are wirtten.

Learn'Em Good Essay Writing also makes it easy for parents to

understand what teachers are looking for when marking and assessing
writing. Parents will learn how to easily help their child with writing
assignments at home. This book contains many worksheets, tips,
lessons, and graphic organizers for your child to use and copy to
analyze concepts, considered differently.

3. High school English Grammar and composition :

Author: Wren & Martin
A famous book of all generations.Part IV of this book, tells us a
detailed study of written composition. Characteristics of a good school
essay, classification of essays, hints on essay writing, methods of
collecting material for essay, etc. These topics are very useful for
school essay writing.
4. Use of English in teaching and Learning , Vol No.1

Author : M. Chandrakant (2013)

Today English in India stands at the cross roads. English is used

differently by different people. In all the corners of schools,
everybody keeps his eye on effective teaching of English. Students in
rural areas study English in classes, but find it difficult to converse
fluently. Teachers have to play a very significant role in day today
educational scenario.
He is the catalytic agent for realizing the desired objectives the desired
objectives and for translating the dreams into realities. The teacher
should be proficient in the language. In the Indian way of thiking
young generation is a positive asset and precious national rsources
which needs to be cherished and developed English language.

5. Challenges and opportunities in teaching of English Research.

Author : Zanke subhash (2010): Volume No78

Researcher has taken following points for his study as a review, Even
after so many years of teaching English in India, teachers of English
face various challenges whileteaching English as a foreign language.
The digital age has brought drastic changes in almost every walk of
life, including teaching of English.
We get how to know about various challenges in teaching English.
Even to know about various opportunities in teaching English. It
should strengthen the teaching of English of English by adapting to
the new technology.
2.5 Review of Related Researches :
1. Title: Preparation and testing the effectivnes of an activity based
programme on writing skill in English for the students of std.VI
Researcher: Bhausaheb Shivaji Karekar
Degree: Ph.D
University: Pune
Objectives of the research.
1. To identify the existing strategies used by teachers for improving
writing skill of students.
2. To investigate the problems faced by students while writing in
English.
3. To develop an Activity Based Program for developing the writing
skill of students.
4. To test the effectiveness of an Activity Based Program on writing
skill for Std. VI students.
Method of research:
Sample: All students of Std. VI in Z P Marathi medium schools
located in Aland- Markal cluster, Pune.

2. Title:“Development of language skill training programme in

English for B.Ed. students.”
Researcher: Pornima Kadam
Degree: Ph.D
University: SNDT, Mumbai
Objectives of the research.
1. To prepare training program for enhancement of LSRW skills
(Listening, Speaking, Reading and writing skills) in English for
student teachers at degree level.
2. To study effectiveness of training program in terms of LSRW skills
with respect to oral communication and written communication.
Method of research: Experimental Method
Sample: 15 B.Ed students of MIT B.Ed College, Pune.
3. Title: A critical study of common errors in composition writing in
english with special reference to VII standard
Researcher: Vatsala Pawar
Degree: Ph.D
University: Kolhapur
Objectives
1. To investigate the errors of grammatical items, punctuation,
capitalization and spelling mistakes found in composition writing of
the pupils studying in VII standard.
2. To try to find out whether the pupils organise their composition
work properly.
3. To classify the common errors according to the type of
composition.
4. To verify the errors of the students from various types of
compositions.
5. To find out the probable causes of errors in composition writing.
6.To have a comparative study of some frequent errors which occur in
various types of composition writing.
7.To find out in which type of composition writing the pupils commit
many mistakes.
8. To compare the mistakes committed by the pupils in composition
writing from urban and rural areas.
9.To guide the pupils as well as the teachers to classify the mistakes
and then to avoid them.
10. To formulate remedial measures for preventing the typical errors.
Method of research: Experimental Method
Sample: 500 teachers from 5 schools by multi stge sampling.
4. Title: "A Diagnostic study of errors in written English of pre degree
students"
Researcher: . Mohammed T.K. undertook
Degree: Ph.D
University: Calicut
Objectives
1.To identify the major errors in written English of pre degree
students. (+2 stage).
2. To classify the errors into major functional and grammatical areas.
3.To study the relative proportion of errors with a view of classifying
and arranging them into the major areas in the order of importance.
4. To determine the source or cause of the errors identified.
5. To suggest corrective measures and remedial programmes.
Method of research: Experimental Method
Sample: 29 students of Degree, Incidental Random Sampling.

5.Title :To understand the effect of essay reading and writing skill on
the comprehension ability of Std. VII students.
Researcher: Joshi C.
Degree: M.Ed
University: SCERT, Pune
Objectives:
1.To guess the students comprehension and reading ability.
2.To learn to read loudly with proper intonation and rhythm with the
help of punctuation marks.
3.To explain essay writing structure, nature, and its kinds with reading
 exercise to the students.
4. To study the effect of development of the students essay reading
and writing skill on their comprehension ability.
5.To find out the co-relation between expression and comprehension.
Method of research: Experimental Method
Sample: 20 students of Std. V of Mount St. Patrick Academy
Lohegaon, Pune.

6. Title : Subject verb agreement and coma errors in essaywriting of

Std. VII students and remedial programme to overcome it.
Researcher: Ayesha Nadri
Degree : M.Ed.
University: MIT WPU, Pune
Objectives:
1. Preparation of remedial programme to overcome the subject
verb agreement and coma errors in essay writing skills of Std.
VII students.
2. To study the effectiveness of the remedial programme.
Method of research: Experimental Method
Sample: 20 girl students from PA Inamdar Public School of Std.VII,
Pune were selected by the Purposive Sampling.
7. Title: Preparation of a teaching programme to develop essay
writing skills of Std. VIII student and study of its effectiveness.
Researcher: Waghmare Tanuja
Degree: M.Ed.
University: SNDT, Pune
Objectives:
1. Preparation of teaching programme to develop essay writing skills
of Std. VIII students.
2.To study the effectiveness of the teaching programme.
Method of research:- Experimental Method
Sample: 30 girls’ students from St. Joseph Convent High School of
Std. VIII Pune were selected by the ‘Incidental Sampling.’

8. Title: A corrective programme on the Grammatical Errors in Essay

writing by std. VII students.
Researcher: Madhuri Rasal

Degree : M.Ed.

University: SNDT , Pune

Objectives:

1. To find the the Grammatical Errors in Essay writing by std.

VIII students.
2. Develop a programme to correct the Grammatical Errors in
Essay writing by std. VIII students.
3. To study the effects of the corrective programme.
Method of research: Experimental Method
Sample: 30Students from Angel Public School of std.VIII were
selected by Incidental Sampling.

9.Title: Study on Improving VII std students, creative Writing Skill

in English Essays by development Programme.
Researcher: Pranita Makasare
Degree : M.Ed.
University: MIT WPU, Pune
Objectives:

1. To understand the areas of improvement in creating writing in

english essays.
2. To develop a programme programme to improve the creativve
writing in English essays.
3. To study the effectiveness of the developed programme on
improving the creative writing skill in english essays.
Method of research:- Experimental Method
Sample:20 students of RCM High School, Pune

10. Title: Developing a remedial instructional package to reduce the

errors in sentence structure, committed by the students in written
english at the higher secondary level
Researcher: Herbert Baskaran
Degree : Ph.D
University: Algappa
Objectives:The following are the objectives of this research study:
1. To identify among the Five Basic Sentence Patterns in English, the
Basic Patterns which are frequently used by the students of the Higher
Secondary Classes in Written English.
2. To identify and categorize the errors committed by the students of
the Higher Secondary Classes in the Five Basic Sentence Patterns in
English.
3.To develop a suitable remedial instructional package for the students
of the Higher Secondary Classes to minimize those errors committed
by them in the Five Basic Sentence Patterns in English.
4. To administer the developed remedial instructional package to the
students of the Higher Secondary Classes in order to minimize the
errors committed by them in the Five Basic Sentence Patterns in
English.
5. To find out the impact of the remedial instructional package
administered to the students of the Higher Secondary Classes in
minimizing the errors in the Five Basic Sentence Patterns in English.
6.To study the attitude of the experimental group towards English
during the pre-remedial and post-remedial treatment periods.
Method of research:- Experimental Method
Sample:50students fromUrban Schools, 30 students from Rural
schools by Random Sampling .

2.6 Similarities between Related Researches and the Present

Research
1. In most of the researches single group experimental method
used.
2. Tool of research is mostly achievement test.
3. The common objective of the most of the related research is to
correct subject verb agreement in essay writing.
4. In most of the researches, research is done on VII std students.

2.7 Differences between the related Research and presentresearch

1. The focus of the research were on the development of essays,and

creative writing, etc. but the present research focuses on remedial
programme of descriptive essay only.

2. Some of the research is carried out on girls students .But the

present research will be carried out on Std. VII standard co.ed
students of of state board English Medium School.

3. Some researches on the all the errors other than subject verb
agreement errors,but the present research focuses on only subject verb
agreement errors. only.

2.8 Conclusion : The researcher did the review of the related literature
and research. It helped the researcher in order to understand and
sharpen the existing knowledge of the problem area and provide a
background for the research. It also helped to understand what is
already known in the field in order to avoid duplication of work.
 CHAPTER -3
METHODOLOGY OF THE
RESEARCH
 Chapter-3 Methodology of the Research

3.1 Introduction:
The methodology is the description of the procedure or techniques
adopted in the research. Research methodology can be understood as a
way to systemically solve or answer the research problem. Thus
essentially, it can be understood as the process of studying how
research is done in a scientific manner.
Through the methodology, we study the various steps that are
generally adopted by a researcher in studying his/her research problem
and the underlying logic behind them.
According to Harris.C.W.-“The machinery of methodology occupies
a very important place in any kind of the research. The vehicle of
research cannot perform its functions without it since it is the
methodology that lays the sown the way the formal research is to be
carried out and a detailed description of the research variable and
producer.”
According to John W. Best, “A research is a careful inquiry or
examination in seeing facts or principles delight “ Investigator in
order to as certain something.”
3.2 Methods of research: Research methods refers to the tools that
one uses to do research. Researchers use different methods to achieve
results while testing theories and analyzing data. Selecting the best
research method to use can help a research professional achieve useful
results in their investigations.
There are different methods used for the research such as historical,
descriptive and experimental.
Following are the three methods of educational research namely:






 Historical research method: Any integrated narrative or
descriptive past events or facts written in a spirit of critical
inquiry for the whole truth”- Nevins (1978) -“branch of
knowledge concerned with past events, especially those
involving human affairs.” Funk and Wagnalls (1976).On the
contrary provides a method of investigation to study.
 Descriptive research method: Descriptive Research refers
to research that provides an accurate portrayal of characteristics
of a particular individual, situation, or group. Descriptive
research, also known as statistical research. These studies are a
means of discovering new meaning, describing what exists,
determining the frequency with which something occurs, and
categorizing information.
 Experimental Research Method: Experimental research is
used to determine & evaluate the adequacy & effectiveness of the
educational & institutional objective through the measurement of
their out comes. Experimental research is a kind of study that
rigidly follows a scientific research design.The data either
supports th hypothesis or rejects the hypothesis.
3. 3 Methodology of present research:
1. The main objective of the present research is to study the
effectiveness of remedial programme developed by the researcher.So
in order to analyse the effects the researcher preferred the
experimental research method.
2. Experimental design refers to how participants are allocated to the
different groups in an experiment. An experimental design is a blue
print of the procedures. In the present the researcher intended to use a
singlegroup pretest and post test experimental design.

3.4 The single group pre-test post-test design:

In this design, effects of the treatment are judged by
difference between pre-test and post-test.
-The design can be diagrammatically shown as follows:

Administer Remedial Administer

Pretest Treatment Posttest

3.5 Variables in research :

Variables are the conditions or characteristics that the experimenter

manipulates, controls or observes. There are three types of variables
viz. independent, dependent and control variables.
1. Independent variable:
In present study the remedial pogramme is the independent variable.
2. Dependent Variables:
In present study post test score is the dependent variable.
3. Controlled variable:
Standard , age, units of syllabus, medium of instruction, etc are the
controlled variables.

3.6 Population and Sample :

The population considered for the present present research were
all students ABCdivisions - Std VII Shri H.B. Girme High School and
Jr.College,Wanawdi, Pune.
Sample:
It is a collection consisting of a part or subset of the objects or
individuals of population which is selected for the purpose,
representing the population sample obtained by collecting information
only about some members of a population.
*Sampling Method
Non – Probability Sampling
*Sampling
Incindental sampling procedure was employed for selection of sample.

3.7 Tools for data collection :

Data collection tools are methodologies employed to gather data from
a targetted, selected group of people to assess pre-defined parameters
by analyzing the data gaining rich insights about the same Data
collection tools have fundamentally changes the way businessess
function.It helps to understant customers better and meet &exceed
their expectations.
3.8 Construction of Test:
A pretest and post test was prepared and aministered to test the
subject- verb agreement errors in writing English descritpive essay.

English Descriptive essay test:

Essay Topics for pre-test

1. The house of my dreams.
2. An ideal study room.
3.A. visit to my hometown.
4. My favourite movie.
5.What annoys me.
Essay Topics for post-test

1. My dream place.
2. My favourite vacation.
3 The most happy moment I remember.
4. My Lunch break
5.What I always have in my pocket.

3.9 Statistical Techniques :

Information called is qualitative in nature as qualitative data can be
convert into academic achievement hence the researcher by using
percentage as statistical tools converts the qualitative into quantitative
According to John Best,
“Like the fool in the carpenter’s box each research tool is appropriate
in the given situation to accomplish a particular and hazards.”
The basic tools are as follows:
Rating Scale:

A rating scale is a special kind of checklist in which the items or

characteristics checked must be rated quantitatively or qualitatively
according to the degree of presence or absence of a trait, the degree of
perfection of a skill or a degree of completion of a task.
A rating scale was administered to evaluate and analyse the pretest
and postest. Evaluation of the subject verb agreement in English
descriptive style essay is a tedious matter and for this proper rating
scale is necessary to develop which will give the researcher the criteria
to evaluate the students.
Percetage Rating • Percentage rating is done whenever the investigator
wants a quick rating with maximum uniformity from rater to rater.
The technique requires the rater to place the rates among different
specified percentage groups .
According to Garrett, "The rating scale is a device for obtaining
judgements of degree to which an individual possesses certain
behaviour traits and attributes not readily detectable by objective
tests."
Rating Scale :
SR. NO. Range of Score Level of Ability
1 80% -100% Excellent
2 70% -79% Good
3 60% - 69% Fair
4 45% - 59% Poor
5 < 44% Very Poor

Distribution of marks criteria:

SR. NO. SKILLS / CRITERIA MARKS

1 Omission 05

2 Addition 05

3 Misinformation / Knowledge 05

4 Interlingual 05

5 Intralingual 05

Criteria for descriptive essay

SR. NO. ESSAY WRITING

1 Relevance to the theme
2 Focus on Topic
3 Sequence
4 Inclusion of references
5 Clarity of Thoughts
 6 Comprehensiveness
7 Creativity
8 Mechanics
9 Effective Connotative Language
10 Handwriting

3.10 Procedure of the Research

Administration of Pretest:
1. The students were given instructions about the whole procedure of
pre-test remedial programme and post test.
2.They were given 5 decriptive essay topics out of which 1 was to be
choosen by the student and written.
3. The pre test was administered on students of “Shri H.B. Girme
High School and Jr.College,Wanawdi, Pune”. after the students had
written their essay.
4. With the help of the rating scale mentioned above, the evaluation of
essay was done specifically for subject – verb agreement based on the
criteria mentioned according to the rating scale.
5. Researcher found out the subject verb agreement errors made by
the students in essay writing and the problems faced by the students
while writing the descriptive essay.
6.The remedial programme was designed and iniated to solve the
problem areas where errors occurred. It included the necessary
rules,sequences, methods with a blend of games activities, quizes and
practice.
SR. SKILLS / EXPLANATION OF RULE
NO. CRITERIA
1 Omission The subject of a sentence must
agree with the verb of the
sentence. They must agree in
two ways:In Number: Singular
or Plural.
2 Addition The unnecessary addition of
items or words in a sentence
3 Misinformation Wrong form of verb entry-
The verb must agree in number
and person with its real subject.
4 Interlingual Native Language Phrase is
frequently used
5 Intralingual During the learning process of
the second language at a stage
when learners haven’t really
acquired the knowledge.
EXAMPLE
* The list of books is / are on the
table.
* The refugees was / were feeling
miserable.
Many online information is
contain the rubbish information
not the education information.
Cookies and brownies is nice
treat for you teacher.
Students moral values increase
(can also be increased)by life
skills.
“Since requirements to be a
model HR has been considered as
one of administrator’s duty”
(Incomplete Applications of
Rules)
 Remedial Programme -Work Sheet Day 1
Sr. Ommission Correct Incorrect
No
1 The list of books are on the table. (is)instead of are 
2 The refugees were feeling miserable. 
3 The colour of the boxes were same.  Was instead
of were
4 The teachers was doing their work. Were instead of was 
5 I has chocolates. have in stead of has 
6 We was going on a long trip. Were instead of was 

Sr. Addition Correct Incorrect

No
1 Many online information is contain the Contain instead of is 
rubbish information not the education contain
information.
2 Carmen has look after the Look instead of has 
management. look
3 The fact that the camera man had his Focus instead of 
focussing mother and father who focussing
wanted to participate in a debate.
4 The school has to maintain the water 
tank.
5 The merry go round was in full swing 
6 The work of the carpenter was 
marvellous.

Sr. Misinformation Correct Incorrect

No
1 Cookies and brownies are nice treat for 
you teacher.
2 They have locker facilities. 
3 Since I know that almost all of TV Are very bad 
programs on TV recently is very bad. instead of is very
bad
4 The instruments that Madhuri played was Were instead of 
all new. was
5 Dating have a good effect for the people.  has instead
of have
6 I has to cook different dishes. Have instead of 
has
 Remedial Programme -Work Sheet Day – 2

Sr. Interlingual Correct Incorrect

No
1 Students moral values increase by life Can be 
increased
skills.
2 The cake cook in cooker Can be cooked 
3 Divorce can be decreased by Dating 
4 He on the torch when dark. Has to on 
5 The glass can crack with a hammer 
6 Brother sister are known to have a special 
bond.

Sr. Intralingual Correct Incorrect

No
1 “This happen because many people happens 
see movies” (Overgeneralization)

2 “I am afraid of something that will happen 

happens in the future” (Ignorance of
Rules Restrictions)
3 “Since requirements to be a model requirements 
HR has been considered as one of
administrator’s duty” (Incomplete
Applications of Rules)

4 He had to go went in the market Only go 

5 “He is has many offices aborad” Only has 

(False Concept Hypothesized)
6 “She is afraid of operation will not Will not go 
went properly.” (Ignorance of Rules
 Remedial Programme -Work Sheet Day – 3

SUBJECT – VERB AGREEMENT EXERCISE

I. Choose the correct form of the verb in the following sentences:

1. The ship with its crew______________ (was/were) lost.

2. Sanskrit as well as Urdu______________ (is/are) easy to learn.
3. I have a pair of glasses which______________ (is/are) grey and red
in colour.
4. Ajay, Vijay, Akshay none______________ (appear/appears) to be
bright and wise.
5. He and I______________ (am/is/are) great pals.
6. A couple of boys______________ (disturbs/ disturb) the whole
class.
7. The majority______________ (want/wants) to go to Goa and not to
Nainital.
8. Tennis______________ (is/are) a popular game in the United
States.
9. The staff______________ (is/are) happy with their new pay rise.
10. Manju’s spectacles______________ (was/were) lost in the school.
11. None______________ (seem/seems) to be serious in the class.
12. I, Pooja Sood, ______________ (is/am) a student of Bal Bharati
Public School.
13. I wish I______________ (was/were) a millionaire.
14. If I ______________ (was/were) you, I would have forgiven him.
15. ‘The Three Musketeers’______________ (is/are) an interesting
read.
16. Both the trains______________ (go/goes) to Punjab.
17. His knowledge of cars______________ (is/are) amazing.
18. Pliers______________ (is/are) made of iron.
19. Aerobics to him ______________ (is/are) both relaxation and
entertainment.
20. Dramatics ______________ (is/are) my passion.
21. The news ______________ (was/were) better than she expected.
22. The audience ______________ (was/were) spellbound by Arti’s
speech.
23. The furniture which was bought in the auction sale
______________ (has/have) been resold.
24. No nook or corner ______________ (is/was) left unexplored.
25. The minister with his deputies______________ (is/are) about to
arrive.
Administration of Post-test:

The post test was administered again where in the same procedure was
followed after the remedial programme. They were given 5 decriptive
essay topics out of which 1 was to be choosen by the student and
written.
2. The post test was administered on the same students of “Shri H.B.
Girme High School and Jr.College,Wanawdi, Pune”.
Though descriptive style essay was again implemented, the topics for
the essay were changed.

3.11 Conclusion
After the Analysis of both the test, the scores of both the test were
compared. Bar graphs are shown . The result of these was taken into
consideration and interpretation was done.
Researcher has studied about the method as per the topic.This study
deals with the “A study of grammatical errors committed in
subject - verb agreement in English Essay Writing by 7 th std
students and test the effectiveness of remedial programme to
resolve it” The detailed analysis is described in the next chapter.
 CHAPTER - 4
ANALYSIS AND
INTERPRETATION
OF DATA
 Chapter -4
Analysis and Interpretation of Data
4.1 Introduction:

Data collection is an essential & important part of the research work.

Researchers can’t reach to the final step of findings without the
collection & analysis of data .
Data Analysis Procedures (DAP) helps you to arrive at the data
Analysis. The uses of such procedures put your research project in
perspective and assist you in testing the hypothesis with which you
have started the research .
The uses of such procedures put your research project in perspective
and assist you in testing the hypothesis with which you have started
the research. This chapter describes in details the analysis of the data
collected and its interpretation.
This chapter describes in details the analysis of the data collected by
the researchers and it’s interpretation of the analysis of the data
presented.The testing of the objectives of the research follows this
analysis.
The chapter concludes the presentation of major findings and
conclusion. The data was computed by the researcher by comparing
pre-test and post-test scores, with the help of rating scale.

4.2 Collection of data:

For the current research, data was collected from std. VII students of
Shri. H.B. Girme High School and Jr.College,Wanawdi, Pune.
 Permission was granted by the Principal of this school.
4.3 Analysis of Data:

Analysis of data can be done in two ways

1. Quantitative
2. Qualitative

4.3.1 Quantitative analysis:

“Quantitative analysis of data is reported in terms of scores after the

tests have been scored and regulated. The four helpful modes to get
started on analyzing the gathered data.”
 To think in terms of significant tables that the data permit.
 To examine carefully the statement of the problem and analyze and
to study the original record of data.
 To get away from the data and to think about the problem in
Layman’s terms to actually discuss that problem with others.
 To analyze the data by making various statistical calculation
 Statistical measures used for analysis of data
Several types of statistical measures are appropriate in describing and
analyzing data as a meaningful way. In the present study, the
researcher used the following statistical measures.
4.3.2 Qualitative analysis:
Qualitative research is a method of inquiry employed in many
different academic disciplines, traditionally in the social sciences,
qualitative researchers aim to gather an in-depth understanding of
human behavior and the reasons that govern such behavior. The
qualitative method investigates the why and how of decision making,
not just what, where, when. Hence, smaller but focused samples are
more often used than large samples.
The first step in analyzing qualitative research involves organizing the
data. The method of organizing these data differs depending on the
research strategy and data collection techniques used.
The second step includes the description of data, the setting in which
they were collected, and the participants in the study. Finally, the data
must be interpreted.

Analysis of the present research:

1. The procedure of the research was as follow :

2. An informal talk with the students was intiated, with the help of the
teacher incharge.
3. The procedure of the pretest was explained to the teachers and to
the sample.
4. The researcher designed subject-verb agreement test in the form of
descriptive essay writing test.
5. This test was administered as pretest on the 30 students by asking
them to write a descriptive essay in english on any one of the given
topics which consisted of 25 marks.
6. The time given to the students was half an hour.
7. The researcher concluded analyzed, classified the types and
possible causes on the problem of subject-verb agreement errors
committed by the sample in the pre test.
8. Remedial programme was designed to lessen the errors made in
subject verb agreement in essay writing.
9. The test was again administered as posttest on the same 30
students by asking them to write a descriptive essay in english on any
one of the given topics which consisted of 25 marks.
10. The time given to the students was again half an hour.
11. The researcher concluded analyzed, classified the types and
possible causes on the problem of subject-verb agreement errors
committed by the sample in the pre test.
 12.The researcher displayed the data in the table of analysis.
13.The researcher interpreted the results.
14. The researcher concluded the research.

Analysis of the Data:

Analysis of the pretest scores:Table 1
Pretest Scores

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io

ks
at

al
n

ua

ge
m

ar
io

gu
de of

on

fM
r

ng

ta
iss

fo

lin
stu No.

en
s

iti

rli
n
nt

to
tra

ta
isi

rc
dd

te
m
ll

To

ou

Pe
Ro

In

In
O

1 2 2 3 3 4 14 25 56%
2 2 3 3 3 3 14 25 56%
3 3 2 2 4 3 14 25 56%
4 2 3 2 3 4 14 25 56%
5 3 2 2 4 3 14 25 56%
6 2 2 2 3 4 13 25 52%
7 2 2 3 4 4 15 25 60%
8 2 2 3 3 3 13 25 52%
9 2 3 3 3 4 15 25 60%
10 3 2 3 4 3 15 25 60%
11 2 2 2 3 4 13 25 52%
12 3 2 3 4 3 15 25 60%
13 2 3 4 3 4 16 25 64%
14 2 3 3 3 3 14 25 56%
15 2 2 3 2 4 13 25 52%
16 2 3 3 3 3 14 25 56%
17 2 3 2 3 3 13 25 52%
18 2 2 3 3 3 13 25 52%
19 3 2 2 2 3 12 25 48%
20 2 3 3 4 3 15 25 60%
21 2 2 3 3 3 13 25 52%
22 2 2 3 4 2 13 25 52%
23 3 2 3 2 3 13 25 52%
24 2 3 4 3 3 15 25 60%
25 2 2 3 2 4 13 25 52%
26 2 2 4 4 3 15 25 60%
27 2 3 4 4 4 17 25 68%
28 3 3 3 3 4 16 25 64%
29 2 2 4 3 3 14 25 56%
30 2 2 3 4 4 15 25 60%

Total 67 71 88 96 101 423 750 56%

Percentage 44.67% 47.33% 58.67% 64.00% 67.33%

 After the implementation of the remedial programme,post test was
administered to check the effects of the remedial programme.

Analysis of the Post test scores: Table 2

Post test scores

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o
ati

ks
l

al
n

ge
m

ar
io

gu

gu
de of

on

fM
r

ta
iss

fo

lin

lin
stu No.

en
s

iti

n
nt

tal

to
tra
ter
isi

rc
d
Om
ll

Ad

To

ou

Pe
Ro

In

In
1 3 3 4 4 5 19 25 76%
2 3 4 4 4 4 19 25 76%
3 4 3 3 5 4 19 25 76%
4 3 4 3 4 5 19 25 76%
5 4 3 3 5 4 19 25 76%
6 3 3 3 5 5 19 25 76%
7 3 3 4 5 5 20 25 80%
8 4 3 4 4 4 19 25 76%
9 3 4 4 4 5 20 25 80%
10 4 3 4 5 4 20 25 80%
11 3 3 3 4 5 18 25 72%
12 4 4 4 5 4 21 25 84%
13 3 4 5 4 5 21 25 84%
14 4 4 4 4 4 20 25 80%
15 3 3 4 3 5 18 25 72%
16 3 4 4 4 4 19 25 76%
17 3 4 3 4 4 18 25 72%
18 3 3 4 4 4 18 25 72%
19 4 4 3 4 4 19 25 76%
20 3 4 4 5 4 20 25 80%
21 3 3 4 4 4 18 25 72%
22 3 3 4 5 4 19 25 76%
23 4 3 4 4 4 19 25 76%
24 3 4 5 4 5 21 25 84%
25 3 3 3 4 4 17 25 68%
26 3 3 4 4 3 17 25 68%
27 4 4 4 4 4 20 25 80%
28 4 4 3 3 4 18 25 72%
29 3 3 4 3 3 16 25 64%
30 4 3 3 4 4 18 25 72%

Total 101 103 112 125 127 568 750 76%

Percentage 67.33% 68.67% 74.67% 83.33% 84.67%

4.4 Interpretation of Data:

Table 3 – Test scores in Percentage due to errors committed.

Pretest scores in Post test scores in
percentage due to percentage due to Errors
Sr No. Different Errors Errors committed committed
1 Ommission 44.67% 67.33%
2 Addition 47.33% 68.67%
3 Misinformation 58.67% 74.67%
4 Interlingual 64.00% 83.33%
5 Intralingual 67.33% 84.67%

Representation of data in Column Graph

90.00%

80.00%

70.00%

60.00%

50.00%
Pretest scores in percentage
40.00% due to Errors committed

30.00% Post test scores in percentage

due to Errors committed
20.00%

10.00%

0.00%

Interpretation of Data :
From the above comparative analysis:
1. It is interpretated that the students have scored less marks error
wise. In the Ommission error in the pretest the students scored
44.67% where as in post test the students scored 67.33%
2. In the Addition error in the pretest the students scored 47.33%
where as in post test the students scored 68.67%
3. In the Misinformation error in the pretest the students scored
58.67% where as in post test the students scored 74.67%
4. In the Interlingual error in the pretest the students scored 64.00%
where as in post test the students scored 83.33%
5. In the Interlingual error in the pretest the students scored 67.33%
where as in post test the students scored 84.67%.
6. It is interpretated and confirms that the students had a major errors
as in Ommission as compared to other errors and so on.
7. It is also interpretated that the remedial programme implemented
was successful and it increased the understanding and retention of the
students as they scored more marks in the post test ommitting the
errors.

Table 4 – Test scores of the students in pre test and post test .

Test Percentage
Pre test 56%

Post test 76%

Representation of data in Pie Chart

Percentage

56% Pre test

76% Post test

1. It is interpretated that the percentage of scores in the post-test has

increased noticeably.
2. It indicates that remedial teaching was effective to decrease the
subject verb agreement errorse in essay writing especially in
descriptive essays.
Table 5 –Scores of each students in pre test and post test .

Roll No. of
students Pre test Post test

1 56% 76%
2 56% 76%
3 56% 76%
4 56% 76%
5 56% 76%
6 52% 76%
7 60% 80%
8 52% 76%
9 60% 80%
10 60% 80%
11 52% 72%
12 60% 84%
13 64% 84%
14 56% 80%
15 52% 72%
16 56% 76%
17 52% 72%
18 52% 72%
19 48% 76%
20 60% 80%
21 52% 72%
22 52% 76%
23 52% 76%
24 60% 84%
25 52% 68%
26 60% 68%
27 68% 80%
28 64% 72%
29 56% 64%
30 60% 72%

Percentage 56% 76%

1. It is interpretated that the percentage of scores of each student in the
post-test has increased noticeably as compared to the pre test.
2. It indicates that remedial teaching was effective to decrease the
subject verb agreement errorse in essay writing especially in
descriptive essays.

Table 6 – Number of students falling under different categories of

percentage in the Pre test

SR. Range No of students Level of Ability

NO. of
Score
1 -
80% -100% Excellent
2 -
70% -79% Good
3 11
60% - 69% Fair
4 19
45% - 59% Poor
5 -
< 44% Very Poor

Table 7 - Number of students falling under different categories of

percentage in the Post test

SR. Range No of students Level of Ability

NO. of
Score
1 9
80% -100% Excellent
2 18
70% -79% Good
3 13
60% - 69% Fair
4 -
45% - 59% Poor
5 -
< 44% Very Poor
From the above it can be interpreted that in the pre-test that there were
only 11 students who fell under fair category and 19 students who fell
under poor category.There was not a single student who fell under the
excellent or good category.
In the post test it can be interpretated that the level of ability of
students in writing english descritive essay increased with less errors
and scoring as well thus falling into excellent category with 9 students
, Good – 18 students and fair -13 students.There were no students left
for poor and very poor category

Conclusion:

It can be concluded that due to the rapport built up with the teachers
and students, the researcher got and obesrved various strategies that
teachers use in the classroom for improving writing skills of students.
It enabled the researcher to plan the activities.
The researcher was able to identify the difficulty areas in which
students commonly made subject verb agreement errors while essay
writing. Implementation of the remedial programme brought about a
significant change in the performance of students.
Implementation brought about positive change in the performance of
students in almost all the aspects.
Students remained engaged and interested in activities. The students
are required to use all faculties like thinking, reasoning and
imagination while they were engaged in an activity.
Activities included in the remedial programme were suitable and aptly
selected to bring about improvement in the essay writing skills using
proper subject verb agreement by the students.
The teacher should have the exact strategy as well as evaluate the
errors by giving some correction and guidance on the students essays
in order that the students use the correct rule when writing any type of
essay.
 CHAPTER -5
SUMMARY,CONCLUSION AND
SUGGESTIONS
5.1 Introduction:
The term ‘grammar’ is permanently assigned with thedifferent levels of
language structure, suchas syntax, semantics, phonology and morphology.
It is defined by Braidi (1999) as “a description of the structure of a
language and the way in which linguistic units such as words and phrases
are combined to produce sentences in the language”. It usually takes into
account the meaning and the functions these sentences have in the overall
systemof the language’ (p. 2).
One of these grammatical rules that fits under the main domain of syntax
in the language system, and which is considered an area of difficulty to
learners, is the rule ofsubject-verb agreement. 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.
The present study is an attempt to investigate this specific kind of subject
verb agreement error that the young students commit in essay writing,
with some implications for (ELT) ‘English language teachers’ and
practitioners. This research was conducted with specific purposes of
finding out the Subject Verb Agreement errors in essay writing with a
broad scope of the following.

The focus of this study is to not only help the students through the solving
of the problem by remedial programme but also help the researchers in
analyzing and determining different patterns and sources of grammatical
errors lke subject verb agreement that keep emerging with school students.
Moreover, it will propose solutions that will aid the future of these
students to perfect their writing skills and be up to par when they reach
their senior year.

5.1.1 Need and Importance:

Grammar is an important component of English Language to build the
accuracy in both writing and speaking. Primary auxiliaries and its S –
V agreement are the basic pillars of English Grammar. Numerous
students make grammatical errors in the basic Subject–Verb
agreement Errors in the basic Subject –Verb agreement rule.

For instance, regarding Do- verb, instead of writing a sentence ‘They

play cricket’, was written as ‘They plays cricket’. Regarding Have-
verb, instead of writing a sentence ‘Dolly has round face’, was written
as ‘Dolly have round face’.

Also regarding Be- verb, instead of writing a sentence in simple past

tense ‘We were at home yesterday’, was written as ‘We was at home
yesterday’. Therefore, to overcome the problems and to improve the
knowledge of basic Subject– Verb agreement rule, this action
research was conducted.

5.1.2 Statement of the study :

“A study of grammatical errors committed in subject-verb

agreement in English Essay Writing by 7th std students and test the
effectiveness of remedial programme to resolve it”
5.1.3 Operational Definitions of term used :

1. Error - Grammar is such an important thing to apply in learning

language. Different author will have different term in defining what
grammar is. Patterson (1999) states that speakers and writers intend
to apply the grammar to their tasks.

2..Subject-verb agreement- The subject-verb agreement that has

been defined by Sparks (2006:1) mentions that subject-verb
agreement can be explained thoroughly: the subject and the verb in
a sentence should follow each other. It means the verb must be
suitable with the subject that agrees with the rules of grammar.

2. Writing -According to Brown and Lee (2015), writing is an

activity of improving yourself to write where you are free to think
presently, and fell.

4. Essay –It is derived from the French word essayer, which

means “to attempt,” or “to try.” An essay is a short form of literary
composition based on a single subject matter, and often gives the
personal opinion of the author. A famous English essayist, Aldous
Huxley defines essays as, “a literary device for saying almost
everything about almost anything.” The Oxford Dictionary
describes it as “a short piece of writing on a particular subject.” In
simple words, we can define it as a scholarly work in writing that
provides the author’s personal argument.

5.1.4 Objectives of the study:

1. To find out the grammatical errors done in subject - verb

agreement in English Essay Writing by 7th std students.
2. To develop a remedial programme to improve subject –
verb agreement in English Essay Writing.
3. To test the effectiveness of the remedial programme to
improve the subject - verb agreement in English Essay
Writing.

5.1.5 Sample
30 students of std VII of Shri H.B. Girme High School and
Jr.College,Wanawdi, Pune will be selected by purposive sampling
for this research.
5.1.6 Research Methodology
Research Method:
Experimental Research Method will be conducted.

Research Design:
Single Group, pre-test and post-test design will be implemented.

Research Procedure :
Firstly students weak in English Grammar will be identified in the
area of subject – verb agreement in Essay writing with the help of
their English teacher, after analysing, the pre-test will be conducted
by the researcher.

The application of the remedial programme will be done. Then the

post test will be conducted.

5.1.7 Scope , Limititations and Delimitations

Scope :This research focuses on the subject-verb agreement errors
committed in simple present tense in writing a descriptive essay by the
Std VII students. The results of the study is applicable to Std. VII
students of Shri H.B. Girme High School and Jr.College,
Wanawdi, Pune

Limitations:

1. The research is limited to improve narrative essaywriting only.

2. The students IQ, interest, intelligence and socialbackground
will not be considered in the research.
3. The result of the study will solely depend on theresponse
given.

1.8 Delimitations:
1.The research is delimited to 30 students studying in Shri H.B.
Girme High School and Jr.College,Wanawdi, Pune for academic
year 2021-22.
2. It is delimited to only Descriptive English essay writing of the

above mentioned group.

3. It is delimited to the English Subject only.

5.2 Findings

1. It is interpretated that the students have scored less marks error

wise. In the Ommission error in the pretest the students scored
44.67% where as in post test the students scored 67.33%
2. In the Addition error in the pretest the students scored 47.33%
where as in post test the students scored 68.67%
3. In the Misinformation error in the pretest the students scored
58.67% where as in post test the students scored 74.67%
4. In the Interlingual error in the pretest the students scored 64.00%
 where as in post test the students scored 83.33%
5. In the Interlingual error in the pretest the students scored 67.33%
where as in post test the students scored 84.67%.
6. It is interpretated and confirms that the students had a major errors
as in Ommission as compared to other errors and so on.
7. It is also interpretated that the remedial programme implemented
was successful and it increased the understanding and retention of the
students as they scored more marks in the post test ommitting the
errors.
8. It is interpretated that the percentage of scores in the post-test has
increased noticeably.
9. It indicates that remedial teaching was effective to decrease the
subject verb agreement errorse in essay writing especially in
descriptive essays.
10. It is interpretated that the percentage of scores of each student in the
post-test has increased noticeably as compared to the pre test.
11. . It indicates that remedial teaching was effective to decrease the
subject verb agreement errorse in essay writing especially in
descriptive essays
12. .The pre-test that there were only 11 students who fell under fair
category and 19 students who fell under poor category.There was
not a single student who fell under the excellent or good category.
13. . In the post test it can be interpretated that the level of ability of
students in writing english descritive essay increased with less errors
and scoring as well thus falling into excellent category with 9
students Good – 18 students and fair -13 students.There were no
students left for poor and very poor category
5.3 Discussion of Findings

The concern is that what grammar teachers should teach as well as

when and how teachers teach grammar will depend on goals of the
language program, learners’variables including learning objectives,
ages, level of language proficiency, learning styles.

Among a wide range of grammartical models to select, curriculum

developers and teachers prefer to count on modern descriptive
grammars because this type of grammar establishes links between
form and meaning of the language (Ellis, 2006).

In addition, we should avoid teaching grammar in separation

because the integration of grammar and other skills can effectively
promote language learning (Burns, 2009).

Besides, teachers need to consider the students’ ages and

proficiency level to decide to teach grammar inductively or
deductively. Inductive grammar is better for intermediate or
advanced learners, and deductive grammar is suitable for adults but
not for young students (Do, 2013).

In general, if grammar is taught at the right time, at the right place,

and with the rightway, it can help students efficiently scaffold their
language learning. Grammar needs to be integrated into other
languages skills so that grammar knowledge can be developed
harmonically with different aspects of language. Moreover,
grammar lessons need to be putinto purposeful situations instead of
separate and unrelated sentences.

This can supportstudents to confidently use grammar rules and

structures in their real life contexts.
The educational implications are as follows:

• The results of the research will help to design remedial

programme with more enriched and refined teaching practices.

• It will help to develop positive attitude among the students and

the teachers for future remedial Programme.

• By this research it was realized that there is a difference in the

students ability, attitude aptitude of Std. VII students before and
after the Remedial Programme.

• Thus there is importance of Remedial programme which helps in

increasing the confidence in writing essays with minimised subject
verb agreement errors.

5.4 Conclusion
The obtained result indicated that there is significant difference
between Pre test and post test score of sample group. It implies that
performance of students of sample Group showed notable
improvement in the subjec verb agreement in the English essay
writing skills after undergoing remedial treatment using
activites,etc.

There is a positive attitudinal change towards English essays

among the sample group students after the experiment. The
remedial programme and the teaching strategy was found to be
effective in enhancing the ability to not only answer the question
related content but also the methods used during this process is
effective. The reaction of students towards this method of
correcting the problen and teaching strategy is found positive.
Suggestions

Grammar is not just a set of rules or structures, and teaching

grammar can help learners of English speed up their English
language learning process.

Unfortunately,some teachers may not have a positive look about

teaching grammar because they think that grammar is not very
necessary to teach learners in the age of communicative language
teaching nowsaday. In addition, some teachers may not know how
to make grammar lessons become lively and exciting.

As a result, the boredom of teaching grammar in traditional ways

cannot be avoided in language teaching and learning progression.

In order to teach grammar effectively, teachers need to input the

grammar lessons into specific contexts or communicative situations
instead of focusing on separate sentence structures. It is also
necessary for the teachers to integrate grammar into other language
skills and to inspire learners to be aware of the benefits of learning
grammar.

When grammar istaught with meaningful purposes together with

other English language skills, students will inevitably recognize its
importance. Consequently, students can see that they can apply the
useful grammar knowledge into their everyday activities instead of
just focusing on fixed and boring sentences in a textbook. Thus, the
following suggestion are as follows:

1. Practicing writing process practically with teacher’s and

provides learners with the practice and skills necessary to write a
good piece of writing accurately, meaningfully and appropriately.
2. Students, who struggled to write, increase awareness of how to
gather information and use it in their writing confidently.

3. Scaffold writing will help students to examine their learning of

writing skills, and it is an effective way to support students’ writing
with inefficient English language proficiency that most of them
have.

4. Writing essay practise not only improve students’ writing skills

but also it makes it possible to establish and shift student’s other
skills of English language (reading, speaking, and listening), since
they use the feedback, which they get from their writing, to help
them with other English skills (reading, speaking, and listening).

5. Games and other technique will help educators develop

themselves and become autonomous learners. In other words,

the remedial programme presented in this study has helped the

students to find out their weaknesses andstrengths, and how to
work on their weaknesses and improve them.
6. If teachers gives the right instruction to the students through the
mini-lesson they know how to organize their writings and how to
make correction in both reviewing and editing stages independently
7. Such programme have been effective on developing
students’abilities and skills of writing if we compare it to
traditional method .

Recommendations for further research:

1. Similar programme can be used for developing essay writing skills
in anyother language.
2. Teacher can create interest for all subjects by using innovative
methodsof teaching.
3. The programme can be developed for report writing, summary
writing, note making, composition, letter writing, etc .
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1. Sharma, S.P. (2009). Teacher Education. (4th ed.). Kanishka

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2. Pandya, Dr. Shefali.R.(2013). Educational Research: A.H,

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4.Strumpf, M., & Douglas, A. (2004). The grammar bible:
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