Nhoreen G

DR. GLORIA D.
LACSON FOUNDATION COLLEGES OF CABANATUAN CITY, INC

Maharlika Highway, Cabanatuan City, 3100, Philippines
Tel. Nos. (044)960-1630
Reciprocal Teaching: A Strategy Increasing Grammar Skills among
Elementary Grade 3 Learners
An Action Research Report Presented to
The Faculty of Bachelor of Elementary Education at Dr. Gloria D.
Lacson Foundation College
Cabanatuan City
In partial fulfillment of the
Subject ES 20-Methods of Research
By;
Galvez, Nhoreen Sheinne
Bachelor of Elementary Education
2023
DR. GLORIA D. LACSON FOUNDATION COLLEGES OF CABANATUAN CITY, INC
Tel. Nos. (044)960-1630
II
APPROVAL SHEET
This study entitled “Reciprocal Teaching: A Strategy Inreasing
Grammar Skills among Elementary Grade Students” prepared by Nhoreen
Sheinne Galvez in partial fulfillment of the requirements of the
subject ES 20 (Methods of Research) has been examined and was
recommended for approval and acceptance.
Dr.Bernardo A. Zabala Jr. LPT, PhD., RPsy, FRIPsy
Research Adviser
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III
Acknowledgment
Without the direction and assistance of numerous people, who in
various ways contributed and extended their essential aid in the
preparation and completion of this study, this Action Research would not
have been possible.
First and foremost, the researchers want to express their gratitude to
Dean Violeta G. Sagun of the College of Education and for pushing the
researchers to do something once believed was impossible but which
ultimately accomplished.
The researchers are incredibly grateful to Sir Bernardo A. Zabala
Jr.,LPTT Ph.D.,Rpsy, FRI psych, Research Adviser, for his sincere,
inspiring, and encouragement, which will always remember.
For the research respondents, Grade 3- Rivera thank you for being
completely honest and cooperative in answering those questions. Most of all,
the researchers are grateful to the Almighty God for endowing the
researchers with the knowledge and wisdom.

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IV
Table of Contents
TITLE PAGE .....................................................................................................................i
APPROVAL SHEET ..........................................................................................................ii
ACKNOWLEDGEMENT........................................................................................................iii
TABLE OF CONTENT.................................................................................................……v
LIST OF TABLE...........................................................................................................vi
CHAPTER 1
Rationale…………………………………………………………………………………………………………………………………… 1-2
Review of Related Literature………………………………………………………………………………… 2-4
Variables of the Study………………………………………………………………………………………………… 4
Theoretical Basis …………………………………………………………………………………………………………… 4-6
Research Questions…………………………………………………………………………………………………………… 7
Hypothesis………………………………………………………………………………………………………………………………… 8
Definition of Terms………………………………………………………………………………………………………… 7-8
CHAPTER 2
Research Design…………………………………………………………………………………………………………………… 8-9

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Research Locale…………………………………………………………………………………………………………………… 9
Participants…………………………………………………………………………………………………………………………… 9-10
Date Collection ………………………………………………………………………………………………………………… 10
Data Gathering & Analysis ……………………………………………………………………………………… 10-12
Data Gathering Instrument ……………………………………………………………………………………… 12-13
CHAPTER 3
Results and Discussion………………………………………………………………………………………………… 13-17
CHAPTER 4
Summary and Conclusion………………………………………………………………………………………………… 18-19
CHAPTER 5
Recommendation …………………………………………………………………………………………………………………… 20-21
Action Plan …………………………………………………………………………………………………………………………… 21
References ……………………………………………………………………………………………………………………………… 22-24
APPENDICES
Appendix A. Pre and Post Test…………………………………………………………………………… 25-38
Appendix B. Lesson Plans………………………………………………… 39-54
Appendix C. Raw Score………………………………………………………………………………………… 55
Appendix D. SPSS Result…………………………………………………………………………… 56-57

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Appendix E. Curriculum Vitae ……………………………………………………………………………… 58
FIGURES
Figure 1. Conceptual Paradigm of the Study ………………………………………… 5
Figure 2. Map of Caalibangbangan Integrated School……………………… 10
TABLES
Table 1. Tabulation of Pre-test ……………………………………………………………………… 14-15
Table 2. Tabulation of Post-test …………………………………………………………………… 115-16
Table 3. Tabulation result of Pre & Post-test …………………………… 17

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CHAPTER I
Rationale
This study aimed to analyze the needs for developing critical thinking
skills technology-based assessment instruments in English subjects for
vocational school and find out the factors that can support and inhibit
developing and implementing critical thinking skills technology-based
assessment instruments. This study used the qualitative research method
with a case study design. The subject of study was 5 teachers and 15
eleventh-grade vocational school students at Tangerang. Observations,
interviews, and documentation were conducted to collect the data. After
collecting the data, the researcher used triangulation to confirm the data.
The data collected were analyzed to answer the research questions using
several stages, namely condensation, display, and verification. The results
showed that the development of technology-based assessment instruments of
critical thinking skills on vocational school English subjects needs to be
developed. The schools have facilitation for conducting a technology-based
assessment. Students have never taken on critical thinking skills
assessment. Teachers and schools did not have the development of assessment
instruments of critical thinking skills so teachers have never conducted
critical thinking skills assessments on English subjects. Moreover, the
students still have some obstacles in English learning such as vocabulary,
pronunciation, and grammar. Therefore, the teachers should help to improve
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students’ vocabulary, pronunciation, and grammar before conducting a
critical thinking skills assessment.(Ryzka Cahyaningrum, Wahyu Lestari,
Supriyadi Supriyadi 2022)
Various claims suggested that reciprocal teaching strategy has a
significant effect in academic, it increased the reading comprehension of
grade 1 of SMAN 1 Way Pengubuan and university students ( Puspitas, et al.
& Rawengnan, et al. 2020) literacy skills in college students (Gruenbaun,
2012). However, little has been investigated the effect of reciprocal
teaching strategy in the area of grammar skills. While existing studies
have established the reciprocal teaching strategy, the researcher will use
it again but in different grade levels and schools to validate the existing
claims that this strategy is beneficial in the learning process. The
purpose of this research is to determine and increase the significant
effect of the reciprocal teaching strategy on the grammar skills of every
learner.
Review of Related Literature
Grammar is the study of words and the ways words work together; an
invisible force that guides us as we put words together into sentences.
According to the study of Dalil, et al. (2013) grammar attempt to highlight
the vitality of in teaching and acquiring a second language, the role of
grammar plays into many dimension. Grammar has a meaningful reason to teach,
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first, it provides more insight into the working of human minds, second, it
can be used to facilitate to simulate the critical thinking abilities
according to Rajit, et al. (2021). The English language proficiency of
historically Prior to a reported slow fall in the population between 1993
and 2000, the number of Filipinos had been steadily stable. The ensuing
years. The rising percentage of people with poor English skills—which
quadrupled from a pitiful 7% in 1993 to 14% in 2006—is even more concerning
(UK Essays, 2013).
Regarding the aforementioned, grammar is thought of as one of the core
components of language. Grammar proficiency is a prerequisite for being
able to communicate in any language, regardless of the language. A strong
mastery of grammar suggests the ability to communicate more clearly and the
likelihood of being understood by others. Furthermore, having an excellent
mastery of grammar enables one to produce writing of an outstanding quality
(Bradshaw, 2013).Eight parts of speech are required by English grammar,
including nouns, pronouns, adjectives, and adverbs, verbs, conjunctions,
interjections, and prepositions.
Reciprocal teaching is a guided teaching strategy where small groups
of students improve their comprehension by the scaffolded application of
Predicting, Clarifying, Questioning, and Summarizing as reading strategies
(Palinscar & Brown, 1984). The reciprocal teaching model has been used to
improve comprehension for students who can decode but have difficulty
comprehending text” (Lysynchuck, Pressley & Vye, 1990; Palinscar & Brown,
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1984; 1985; Klingner & Vaughn, 1996, p.275).The most obvious benefits of
reciprocal teaching are improved comprehension and metacognition tendencies
and skills. Further, student engagement is necessarily improved as long as
the students are actively fulfilling their roles. Students can benefit from
hearing one another’s perspective/interpretation of a text as well as
practicing fulfilling a role within a group to realize an ongoing,
collective effort.
According to the study of Kamdideh, et al. (2019) the Iranian EFL
intermediate students and grade 1 of SMAN 1 Way Pengublian ( Puspitas, et
al.) increased their reading comprehension using the reciprocal teaching as
a strategy. Moreover, in the research of Rokhaniyah (2020) reciprocal
teaching significantly effective in increasing the listening skills of ELF
learners'. There is also a study conducted by Ahmadi, et al. (2012) EFL and
ESL learners increased their vocabulary using the reciprocal teaching
strategy. In 2013, Ghorbani, et al. claims that reciprocal teaching can
also use to increase the writing ability of the learners.
Variables of the Study
Dependent variables this variable grammar skills using reciprocal
teaching is the skills that learners should master. Since grammar skills
can be used on a daily basis, it is an important skill that help the
learners to be competitive in real-life situation. They can apply it in
many fields of job they desire. On the other hand, the independent
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variables this variable is reciprocal teaching, a strategy of teaching that
engages the learners to participate in the class. Also, this variable is
critical thinking where the intelligence of the students will increase.
Theoretical Basis
The researcher used the collaborative theory by Lev Vigotsky. The
experimental groups rely on other group to accomplish the given task,
students working together is the most effective form of interaction.
According to Laal et.al (2011), collaborative learning develop the social
support system for learners, build diversity understanding and promote
critical thinking skills which can improve the result of learners activity.
Figure 1: The concept paradigm of the study representing the two cycles of
implementation.
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CONE OF EXPIRIENCE
The Cone of Experience by Edgar Dale this concept explains why people
learn more from the things they really do. In their article, Davis and
Summers (2015, p. 6) stressed Dale's notion that the best method to allow
learners to learn is to actively involve them in the process, with a clear
purpose. It is advised that teachers base their activities on and that will
build upon real-world experiences because these direct and intentional
encounters are representations of reality or everyday life. The learners'
recall of new information is enhanced, according to the researchers, when
they are actively involved in the learning process.
LEARNING BY DOING
According to Dewey's philosophy of progressive education, young children
should participate in socially engaging active learning (Dewey, 1938).
According to Dewey, social interactions serve as the real cornerstone of a
successful education, and schools should be seen as social institutions
(Flinders & Thornton, 2013). Children will also learn by doing in these
classrooms and employing approaches like practical challenges. When
educators design lessons, They will integrate the curriculum with an
emphasis on construction learning while taking student interests into
account. The educational process encompasses a child's complete
intellectual, social, emotional, physical, and spiritual growth in addition
to academic performance (Schiro,2012).

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Research Question
Specifically, this research sought to answer the following research
questions;
1. What are the competence levels of grade 3 students in terms of grammar
skills before the intervention?
skills before and after the intervention?
3. Is there a significant difference between the result of grade 3
students' performance in terms of grammar before and after the intervention?
Hypothesis
Null Hypothesis (HO): There is no significant relationship between the
results of grade 3 students' grammar skills in terms of Reciprocal teaching.
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Alternative Hypothesis (HA): There is a significant relationship between
the results of grade 3 students' grammar skills in terms of Reciprocal
teaching.
Definition of Terms
For better understanding of the study, the following words are
conceptually and operationally defined.
Grammar Skills - is the skill that the researchers want to measure.
Paired sample t-test - used to measure the significant difference between
the result of grade 3 students' performance in terms of grammar skills
before and after the intervention.
Pre-test - it is the ability to assess a student's progress.
Post-test - is the test given to students after the instruction has been
presented or complete.
Reciprocal Teaching – an instructional technique in which the teacher and
students take turns leading discussion, guided by four cognitive strategies:
predicting, analyze, define and summarizing.
CHAPTER II
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Methodology
This chapter outlines the research methodology that will be used in
the study, including the research design, research locale, participants,
data gathering analysis , data gathering instruments used to collect data
for the study of Increasing Grammar skills using Reciprocal Teaching among
Elementary grades.
Research Design
In determining the objectives of this study, an action research
design was used. Action research is a type of research commonly used in an
educational institution. Conducting action research is putting the action
in operation. It means executing a proposed alternative strategy to collect
systemically relevant data to find out how these work. It is also a way to
discover how a particular practice can be improved or adjusted to address
the educational problem and writing a narrative account of what happened
(Bayan, 2017).Therefore, this study will use one experimental group that
receives intervention. Reciprocal Teaching will be used as an intervention
to increase the skills of third grade students in grammar. The experiment
between pre-test, intervention, and post-test will be observed and measured
to determine the changes.
Research Locale
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This intervention will be conducted in Caalibangbangan Integrated
School located at Cabanatuan, Nueva Ecija. Caalibangbangan Integrated
School is a public school built in Brgy. Caalibangbangan, Cabanatuan City,
Nueva Ecija.
Figure 2. Map of Caalibangbangan Integrated School
Participants
The participants of this study are Grade Three, Section A at
Caalibangbangan Integrated School. The Grade 3 is the first grade level to
demonstrate understanding grammar skills according to the curriculum guide
in english, therefore grade three levels are most appropriate grade level
respondents. Researcher also conducted a primary interviewed on the teacher
asking a students a common problem and based on the interviewed most of the
grade three students have difficulty in the grammar thus, third grade
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11
students will receive the intervention. The sampling methods used are
purposive random sampling with a total of 35 students that contains of 14
boys, and 21 girls that enrolled during school year 2022-2023 were
determined by school registrar.
Instruments and Data Collection Instrument
The researchers will use an ability test. It was created to assist
researchers in gathering reliable information in order to complete the data
required for the study. The terms shall be simple and clear to prevent
confusion. The respondents will answer the test during face to face classes
which correspond to their most suitable answer. The test is composed of 25
items. The instrument will be tested for validity by selected experts.
Data Gathering and Analysis
To adequately gather the necessary details or information for the
research study, the experiment will be started by the researchers for a
week on July and run through the end of October.
The results of the pre-test and post-test were gathered, and the
mean, standard deviation, and paired sample t-test for statistically
significant differences, the pre-test and the post-test is what are the
competence level of grade 3 students in terms of reading comprehension
before the intervention and how effective the reciprocal teaching strategy
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in assessing grammar skills of the students of Elementary grade after the
intervention were used to code, add up, and statistically analyze the
scores.
Preparation 1: Pre-implementation
Before starting the study the researcher underwent the following steps.
The researcher observes problems in the field that researchers are
interested to address; Choosing Grade 3 students as respondents of the
study. Asking permission from the Principal of Caalibangbangan Integrated
School because it involves human subjects for the research. Next parent
consent, a student generally must assent to participate in the research.
After students they can be informed, voluntary to participate in our study
and for the last preparation of the test to the selected respondents who
will be examined. A letter requesting for approval to conduct study in
Caalibangbangan Integrated School will be sent through face-to-face
interaction. After receiving approval, the researcher will begin collecting
data from Caalibangbangan Integrated School.
Preparation 2: Implementation
The researcher presented the lesson in accordance with this strategy,
where a schedule distributed to students by the four sub-strategies for
reciprocal teaching strategy: prediction, analyzing, define and summarizing.
In the first phase of the lesson the researcher leads the dialogue,
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applying the strategies to on of the paragraphs, Grade 3 students are
divided into cooperative groups(each group of 8 eight and nine individuals),
in accordance with sub-strategies involved. The following rolesare
distributed between the members of each group so that each individual has
only one role: Predictor, Analyst, Defining and Summarizer. A leader is
determined for each group ( the role of the teacher in the dialogue
management) taking into account exchanging roles with other members of the
group.Interactive dialogue within the group begins with the leader/teacher
runs the dialogue, and each individual within each group presents its
mission to the rest of the members of the group, and answers their
questions what he has done.
Preparation 3: Post- implementation
The researchers will next proceed to the following phases in order to
determine study's effectiveness: First evaluating the effectiveness of
intervention for the basis of accepting the null hypothesis. Second tally
and interpret the results of the test. Third, concluding all the findings
and informing the participants of the study's outcomes; Lastly formulating
recommendations for developing the existing skills that this research found
out.
Data Gathering Instruments
The researchers will use ability test. It was created to assist
researchers in gathering reliable information in order to complete the data
required for the study. The terms shall be simple and clear to prevent
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14
confusion. The respondents will answer the test during face to face classes
which correspond to their most suitable answer.
Data Gathering Analysis
The researchers will start the experiment for a week of July up to the
end of October in order to properly get the important details or
information needed for the research study. The results of the pretest and
post-test were collected, and these scores were coded, added together, and
statistically treated using the mean, standard deviation, and sample paired
t-test of significant differences. The level of performance of the
experimental groups and the classification of students were determined
using the mean and standard deviation, while the sample paired t-test was
used to determine the significant differences between the mean scores on
the pre-test and post-test of both groups.
CHAPTER III
Findings
Table 1: Competence levels of grade 3 student in terms of grammar skills
before the intervention.
Mastery f Percentage of Verbal
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Classification the total Interpretation
96%-100% 0 0 Mastered
86%-95% 0 0 Closely
approximately
mastery
66%-85% 0 0 Moving towards
master
35%-65% 24 68.57% Average
16%-34% 10 28.57% Low
5%-15% 1 2.86% Very low
0-4% 0 0 No Mastery
Total 35 100%
Legend:
96-100% - Mastered
86-95% - Closely approximately mastery
66-85% - Moving towards master
35-65% - Average
16-34% - Low
15-5% - Very low
0-4% - No Mastery
Table 1 shows the mastery level of grade 3 students, section A with the
age range to 8-9 years old in terms of grammar skills using subject verb
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agreement with singular and plural noun before the intervention. The
tabulated data shows that 1 out of 35 students got 5-15% with the verbal
interpretation of very low, 10 students got 16%-34% with the verbal
interpretation of low, and 24 students got to 35-65%. The data suggest that
the majority of students scored 35-65% in mastery classification. This
indicated that grade 3 students have an average mastery on the given test.
This result is expected, according to the report of philstar the English
competency in 2020 place seven spot lower on global proficiency index
compared to 2019.
Table 2: Competence level of reciprocal Teaching in enhancing grammar
skills of grade 3 students after the intervention.
Mastery f Percentage of Verbal
Classification the total Interpretation
96%-100% 1 2.86% Mastered
86%-95% 1 2.86% Closely
approximately
mastery
66%-85% 16 41.75% Moving towards
master
35%-65% 14 40% Average
16%-34% 2 5.71% Low
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5-15% 1 2.86% Very low
0-4% 0 0 No Mastery
Total 35 100%
Legend:
96-100% - Mastered
86-95% - Closely approximately mastery
66-85% - Moving towards master
35-65% - Average
15-5% - Very low
0-4% - No Mastery
Table 2: shows the effectiveness of reciprocal teaching in enhancing the
grammar skills of grade 3 students after the implementation of the
intervention. The competence level of grade 3 students after the
implementation 1 out of 35 students got 5-15%, 2 students got 16-34%, 14
students scored 35-65%, while the 16 of the students obtained 66-85%, 1
student got 86-95% and 1 student scored 96-100%. The majority of students
during the post-test got 66-85% that fall into moving towards the mastery,
which indicates that the student’s grammar skills improved after the
interpretation.
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Table 3: Significant differences between the result of grade 3 student
performance in terms of grammar skills using reciprocal teaching before and
after the intervention.
Mean SD T-value P-value Decision Conclusion
-5.89 4.50 -7.74 <.001 Reject the
null There a
hypothesis significant
and accept difference.
the
alternative
hypothesis
Table 3 presents the significant differences between results of grade 3
student’s performance towards of grammar skills involving subject verb
agreement with singular and plural noun before and after the intervention.
The data showed there is a significant difference in the pretest and post-
test scores (M=-5.89, SD=4.50); t(35)= -34, p=<.001. This tabulated finding
suggest that there is a significant difference between pretest and post-
test, moreover, reciprocal teaching is effective intervention to improve
the grammar skills of the respondents.
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CHAPTER IV
Summary and Conclusion
This chapter presents the summary and conclusion from the conduct of the
study of Reciprocal Teaching: A Strategy for Increasing Grammar Skills
among Elementary Students.
The study was conducted at Caalibangbangan Integrated School. The
respondents were the grade 3, section and they were selected using
purposive sampling.
Summary
This chapter is the findings of the study were summarized according to
the statement of the problem stated from the Chapter 1.
skills before the intervention?
The pre-test data revealed that the respondent have an average mastery
towards the English grammar.
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skills before and after the intervention?
After the intervention the accumulated data shows that the grammar skills
of experimental group using reciprocal teaching have increased into moving
towards mastery.
3. Is there a significant difference between the result of grade 3
students' performance in terms of grammar before and after the intervention?
Using the tool, paired sample t-test the data between pre-test and post-
test revealed that there a significant difference. The intervention is
effective in increasing the grammar skills of grade 3, section A. The
student’s shows different behavior during the implementation period,
majority of them enjoyed and cooperated in terms of answering, raising hand,
and asking questions.
Conclusion
Based on the indicated finding, the following conclusions were drawn:
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1. Before the implementation of the Reciprocal Teaching strategies, the
pre-test
2. After using the intervention, the post-test result showed a mean
percentage scored of
3. There was a significant relationship between the pre-test and post-test
results.
4. Overall data from the intervention and test results demonstrate that the
Reciprocal Teaching has an impact in the concept mastery of the
participants.
The researcher concluded that students learned more the grammar using
the reciprocal teaching. In this strategy, the respondents were given a
chance to clarify and ask. The intervention also creates an atmosphere
where the respondents enjoyed the learning.
CHAPTER V
Recommendation and Action Plan
Recommendation
This study revealed that the Reciprocal teaching is effective which is a
strategy increasing the grammar skills among elementary grade students. The
following recommendations are based on the study findings:
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1. Reciprocal teaching strategy has been proven that is effective; teachers
should include the reciprocal teaching as a strategy to their classroom
that will help students become more confident about their grammar skills.
2. This study should be extended to other subjects that require grammar
skills.
3. To ensure its effectiveness, this study should also be conducted to
other grade levels.
4. The researcher recommends using reciprocal teaching as a strategy to
increase the grammar skills of elementary student.
Action Plan
Objectives Strategies Time Person Expected
Target Activities Frame Involve Output
Increased Use reciprocal Year Teacher, Increase
the grammar teaching as a tool bound Pupils Grammar
skills of increase the Skills.
pupils confident of the
pupils in grammar.
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Develop the Prepare some Year Teachers, Developed
performance activities that bound Pupils skills using
level of the will help students Reciprocal
pupils to increase teaching.
grammar skills of
the pupils using
reciprocal
teaching.
References
Hesti, R. (2020). Applying Reciprocal Teaching to Overcome Learners'
Barriers to Effective Listening
http://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/1259
Gruenbuam, E.A (2012). Common Literacy Struggles with College Students:
Using the Reciprocal Teaching Technique
https://www.tandfonline.com/doi/abs/10.1080/10790195.2012.10850357
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Rawengwan, W., & Yawiloeng, R. (2020). Reciprocal Teaching Method for
Enhancing Thai EFL Learners’ Reading Comprehension Ability
https://so05.tci-thaijo.org/index.php/spurhs/article/view/235680
Sari, Ambar Wulan. "THE EFFECTS OF APPLYING RECIPROCAL TEACHING METHOD TO
THE STUDENTS’ACHIEVEMENT IN READING COMPREHENSION." English Teaching and
Linguistics Journal (ETLiJ) 2.2 (2021): 179-187.
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&as_ylo=2021&as_yhi=2023
Schrum, Mariah L., Erin Hedlund-Botti, and Matthew Gombolay. "Reciprocal
MIND MELD: Improving learning from demonstration via personalized,
reciprocal teaching." Conference on Robot Learning. PMLR, 2023.
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&as_ylo=2021&as_yhi=2023
Boltaev, Chutkul. "CHARACTERISTICS OF ENGLISH GRAMMAR SKILLS IN VARIOUS
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(2023).
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https://scholar.google.com/scholar?q=Grammar+skills&hl=en&as_sdt=0%2C5&as_y
lo=2022&as_yhi=2023
Nitin, Rachana, et al. "Exploring individual differences in musical rhythm
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lo=2022&as_yhi=2023
Díaz Chávez, Ana Paula. Reciprocal teaching strategy to improve students’
reading comprehension. BS thesis. La Libertad: Universidad Estatal
Península de Santa Elena, 2022., 2022.
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23&q=reciprocal+teaching+using+grammar+skills&btnG=
Bilici, Özlem Utku, and Gonca Subaşı. "EFL Learners’ Metacognitive
Awareness of Global Reading Strategies and L2 Reading Comprehension Skills:
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23&q=reciprocal+teaching+using+grammar+skills&btnG=
Appendix A.
Pre-test and Post-test
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Appendix B. Lesson Plan Day 1
PHINMA Araullo University
College of Education and Liberal Arts
Parts
I. Objective
At the end of 45 minutes session student should be able to:
 distinguish singular noun;
identify
 and correct error based on subject agreement rules; and
 construct grammatically correct sentence observing subject verb
agreement rules
II. Subject Matter
A. Topic- Subject verb agreement with singular noun
B. References- https://www.scribbr.com/language-rules/subject-verb-
agreement/
C. Material- Multimedia and worksheet
D. Values integration- Understanding
III. Procedure
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A. Daily routine
- Greetings
- Prayer
- Checking of attendance
- Classroom management
B. Review/Lesson Preview
- What was our last topic?
- Can you give me an example what is the difference between
declarative and interrogative?
- How about the difference between exclamatory and imperative?
C. Motivation
The leader will provide the link:
https://www.youtube,com/watch?.v=x91JnI9pLO
D. Lesson proper
 Singular noun-is a noun that refers to only one person, place,
things, or idea.
- Book
- Boy
- Flower
- Tree
- Cat
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 Subject verb agreement – if the subject is singular the verb must
be singular.
Here are few examples of subject verb agreement:
- The child becomes happier.
- That tree causes hay fever.
- The author analyzes the test.
Guided activity
Instruction: The teacher will group the students into 4 groups. Each group
will be assign to do different task each group have 5 minutes to finish the
task. The teacher will also post a five(5) sentences for the activity.
●Group 1 will be the predictor. This group will predict what singular noun
in the sentence. The tacher will facilate the activities.
● After hearing the answer of group 1 the group 2 will be analyze all the
given singular noun and use it in a sentences. The teacher will set as
collector of all the paper of group 2.
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● The teacher will distribute the paper from group 2 to group 3. This
group will define the if the group 2 used the correct subject verb
agreement.
● For the final group the teacher will let the group to brainstorm to sum
up all the learning from group 1 to 3. The group 4 will state infront of
the class what they notice, learned and suggest. After the activity the
teacher will add some information to encourage each group to learn more.
Enter
Group 1:
 Predict – this group should predict what singular noun in the
sentence.
Group 2:
 Analyze - this group will analyze all the given singular noun
and use it in a sentence.
Group 3:
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 Define - this group define if the student use a correct
subject verb agreement.
Group 4:
 Summarize- this group will summarize all the lesson, what are
they learned.
Independent Activity
Direction: Can you choose the singular verb? Encircle the
singular verb that is correct for each sentence.
1. Angel help/helps his mom.
2. My mother cook/cooks for me.
2. The frog jump/jumps when it is scared.
4. She think/thinks before writing.
5. Shenna live/lives in a big house.
IV. Application
Direction: Read the paragraph which has agreement errors. Write
the correct version of any singular verb.
Oh Give Me a Home
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Where does the deer and the antelope play? One place is yellow stone
national park. It were created in 1872. Parts of the park are in Wyoming,
Montana, and Idaho. The parks are safe place for many animals. Bears, mouse,
buffalo deer and antelope lives there. Beavers, otters, fish and eagles
also enjoy the park. For them, Yellowstone be home sweet home.
V. Generalization
- What is singular noun?
- What is subject verb agreement?
VI. Evaluation
Changes each plural noun to singular noun.
1. Girls, __________ 6. Candies, ___________
2. Children, ___________ 7. Boys, ___________
3. Geese, ___________ 8.Cats, ___________
4. Horses, ___________ 9. Mangoes, ___________
5. Witches, ___________ 10.Houses, _____
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Lesson Plan Day 2
PHINMA Araullo University
College of Education and Liberal Arts
Parts:
I. Objectives
At the end of the 45-minute discussion, the pupils should be able
to:
 Identify the irregular plural nouns;
 Construct a sentence using the plural form of nouns; and
 Appreciate the significance of irregular nouns in writing.
II. Subject Matter
a) Topic: Use plural form of frequently occurring irregular nouns
b) References: https://grammar.yourdictionary.com/grammar-rules-
and-tips/irregular-plurals.html
https://grammar.yourdictionary.com/parts-of-
speech/nouns/plural-noun-
worksheet.html?fbclid=IwAR1ceA968PzCvz2SvJIq_qm9Fq87kUFANa8Kg8
NVqRLLty80fVVk2JN1-k4
c) Materials: Multimedia
d) Values Integration: Understanding one’s preference
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III. Procedure
A. Daily Routine
- Greetings
- Prayer
- Checking Attendance
- Classroom Management
B. Review/Lesson Preview
- What was our last topic?
- Can you give am example?
- Can you use the word tree in a sentence?
C. Motivation
The teacher instructs the students to stand up and copy the video that is
being played.
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https://www.youtube.com/watch?v=_yYBRqt1xU0
A. Lesson Proper
- Content and Skill Building
(PowerPoint Presentation)
 Plural noun - A plural noun is the form of a noun used to show there
are more than one.
1. To make regular nouns plural, add -s to the end.
cat – cats
house – houses
2 .If the singular noun ends in -s, -ss, -sh, -ch, -x, or -z, add -es to the
end to make it plural.
truss – trusses
bus – buses
marsh – marshes
lunch – lunches
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3. In some cases, singular nouns ending in -s or -z, require that you
double the -s or -z prior to adding the -es for pluralization.
fez – fezzes
gas –gasses (note that gases is also an acceptable, and more commonly used,
spelling of this plural noun.
4 .If the noun ends with -f or -fe, the f is often changed to -ve before
adding the -s to form the plural version.
wife – wives
wolf – wolves
Exceptions:
roof – roofs
belief – beliefs
chef – chefs
chief – chiefs
5.If the singular noun ends in -y and the letter before the -y is a vowel,
simply add an -s to make it plural.
boy – boy
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ray-rays
6.If the singular noun ends in -o, add -es to make it plural.
potato – potatoes
tomato – tomatoes
Exceptions:
photo – photos
piano – pianos
halo – halos
With the unique word volcano, you can apply the standard pluralization for
words that end in -o or not. It’s your choice! Both of the following are
correct:
volcanoes
volcanos
7. If the singular noun ends in -is, the plural ending is -es.
analysis – analyses
ellipsis – ellipses
- Guided Activity
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Instruction: The teacher will group the students into 4 groups. Each group
will be assign to do different task each group have 5 minutes to finish the
task. The teacher will also post a five(5) sentences for the activity.
●Group 1 will be the predictor. This group will predict what irregular
pronoun in the sentence. The teacher will facilate the activities.
● After hearing the answer of group 1 the group 2 will be analyze all the
given irregular pronoun and use it in a sentences. The teacher will set
as collector of all the paper of group 2.
● The teacher will distribute the paper from group 2 to group 3. This
group will define the if the group 2 used the correct irregular pronoun.
● For the final group the teacher will let the group to brainstorm to sum
up all the learning from group 1 to 3. The group 4 will state infront of
the class what they notice, learned and suggest. After the activity the
teacher will add some information to encourage each group to learn more.
1. The pencil writes very darkly.
2. She is afraid of a lion.
3. He stole my chocolate from my bag.
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4. A boy is coming towards you.
5. This toy was handcrafted.
Group 1:
Predict – Students should predict what are singular noun in every sentence
make it plural forms.
Group 2:
Analyze – Students will analyze all the given plural forms and use it in a
sentence.
Group 3:
Define – Students will define if the students use a correct subject verb
agreement.
Group 4:
Condense – At the end of the session, students will summarize what have
learned.
- Independent Activity
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Read the following sentences. Choose the correct version of the plural noun
from the options inside the parentheses.
1 .Can you ask the (childs/children) to come in for dinner?
2. I have a piece of food stuck in my (teeth/tooths).
3. Please tell me the story of the three (mouses/mice).
4. How many (halves/halfs) make a whole?
5. The ground was so hot that I burned my (feet/foots).
V. Generalization
 What is plural noun?
 Can you give example of plural noun with s?
 How important knowing plural form of noun in writing in daily living?
VI. Application
Complete the poem. Give the plural forms of the nouns inside the
parenthesis. Write your answer in your paper.
MY SILLY PUPPIES
My puppies
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are silly (puppy) ________
They play with the (monkey)________
but not with the (turkey)_________
They play with the (donkey)_________
but not with the (pony)_________
My puppies
are silly (puppy)________
They eat a lot of jelly
but they don’t like (lily)_________
they eat a lot of (berry)_________
but they don’t like (cherry)_________
V. GENERALIZATION
 What is plural noun?
 Can you give examples of plural noun with s?
 How about plural noun with es?
VI. Evaluation
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The teacher will provide a short quiz for the students to answer after 10
minutes. The teacher will collect the activity sheets.
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Appendix C Raw Score (Pre & Post)
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Appendix D: SPSS Result
Table 1: Competence levels of grade 3 student in terms of grammar skills
before the intervention.
Table 2: Competence level of reciprocal Teaching in enhancing grammar
skills of grade 3 students after the intervention.
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Table 3: Significant differences between the result of grade 3 student
performance in terms of grammar skills using reciprocal teaching before and
after the intervention.
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CURRICULUM VITAE
Name: Nhoreen Sheinne L.Galvez
Place of Birth:Talavera, Nueva Ecija
Date of Birth: November 25, 2000
Address: San Carlos Aliaga, Nueva Ecija
Civil Status: Single
Parents: Father: Norvin G. Galvez
Mother: Lenie Rose L. Galvez
EDUCATIONAL BACKGROUND
Primary
School: San Carlos Elementary School
Year: 2012-2013
Secondary
School: San Carlos High School
School Year: 2016-2017
Tertiary
School: PHINMA Araullo University
School Year: 2022- present

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DR. GLORIA D.

LACSON FOUNDATION COLLEGES OF CABANATUAN CITY, INC

Reciprocal Teaching: A Strategy Increasing Grammar Skills among

Elementary Grade 3 Learners

An Action Research Report Presented to

The Faculty of Bachelor of Elementary Education at Dr. Gloria D.

Lacson Foundation College

In partial fulfillment of the

Subject ES 20-Methods of Research

Galvez, Nhoreen Sheinne

Bachelor of Elementary Education

This study entitled “Reciprocal Teaching: A Strategy Inreasing

Grammar Skills among Elementary Grade Students” prepared by Nhoreen

Sheinne Galvez in partial fulfillment of the requirements of the

subject ES 20 (Methods of Research) has been examined and was

recommended for approval and acceptance.

Dr.Bernardo A. Zabala Jr. LPT, PhD., RPsy, FRIPsy

Without the direction and assistance of numerous people, who in

various ways contributed and extended their essential aid in the

have been possible.

First and foremost, the researchers want to express their gratitude to

researchers to do something once believed was impossible but which

The researchers are incredibly grateful to Sir Bernardo A. Zabala

Jr.,LPTT Ph.D.,Rpsy, FRI psych, Research Adviser, for his sincere,

inspiring, and encouragement, which will always remember.

completely honest and cooperative in answering those questions. Most of all,

researchers with the knowledge and wisdom.

TITLE PAGE .....................................................................................................................i

APPROVAL SHEET ..........................................................................................................ii

Review of Related Literature………………………………………………………………………………… 2-4

Variables of the Study………………………………………………………………………………………………… 4

Theoretical Basis …………………………………………………………………………………………………………… 4-6

Definition of Terms………………………………………………………………………………………………………… 7-8

Research Design…………………………………………………………………………………………………………………… 8-9

Date Collection ………………………………………………………………………………………………………………… 10

Data Gathering & Analysis ……………………………………………………………………………………… 10-12

Data Gathering Instrument ……………………………………………………………………………………… 12-13

Results and Discussion………………………………………………………………………………………………… 13-17

Summary and Conclusion………………………………………………………………………………………………… 18-19

Recommendation …………………………………………………………………………………………………………………… 20-21

Action Plan …………………………………………………………………………………………………………………………… 21

References ……………………………………………………………………………………………………………………………… 22-24

Appendix A. Pre and Post Test…………………………………………………………………………… 25-38

Appendix B. Lesson Plans………………………………………………… 39-54

Appendix C. Raw Score………………………………………………………………………………………… 55

Appendix D. SPSS Result…………………………………………………………………………… 56-57

Appendix E. Curriculum Vitae ……………………………………………………………………………… 58

Figure 1. Conceptual Paradigm of the Study ………………………………………… 5

Figure 2. Map of Caalibangbangan Integrated School……………………… 10

Table 1. Tabulation of Pre-test ……………………………………………………………………… 14-15

Table 2. Tabulation of Post-test …………………………………………………………………… 115-16

Table 3. Tabulation result of Pre & Post-test …………………………… 17

skills technology-based assessment instruments in English subjects for

developing and implementing critical thinking skills technology-based

assessment instruments. This study used the qualitative research method

eleventh-grade vocational school students at Tangerang. Observations,

interviews, and documentation were conducted to collect the data. After

several stages, namely condensation, display, and verification. The results

showed that the development of technology-based assessment instruments of