Exploring Subject-Verb Agreement Errors in Student Writing of Pili Parochial

School: Causes and Solutions

YU, KATRINA LOI P.
Masters of Arts in Education- Major in English Language Teaching
Ateneo de Naga University
ABSTRACT
Mastery of grammatical rules, particularly subject-verb agreement, is fundamental to
effective written communication in language education. Despite its importance, errors in
subject-verb agreement persist in student compositions across various educational
levels, impeding clear communication and highlighting gaps in linguistic competence. This
study aims to examine subject-verb agreement errors in student writing, identify common
error patterns and their root causes, and propose targeted solutions to enhance
grammatical instruction. A mixed-methods approach was employed, integrating
quantitative and qualitative methodologies. Writing samples, surveys, and interviews
were collected from 100 students and 20 teachers across intermediate and secondary,
educational levels of Pili Parochial School. Errors were categorized into singular-plural
mismatches, incorrect verb forms, and complex sentence structure errors. Quantitative
analysis revealed that singular-plural mismatches were the most frequent error type, with
significant differences in error types across educational levels (p < 0.05). Qualitative
analysis highlighted insufficient grammatical instruction, interference from colloquial
speech, and the complexity of English grammar as major contributors to these errors.
Targeted instructional interventions, including focused grammar exercises, contextualized
grammar instruction, and technology-enhanced learning tools, were developed. Teacher
training workshops and comprehensive teaching resources were also proposed. Pilot
testing of these interventions showed a significant reduction in subject-verb agreement
errors. This study provides a comprehensive analysis of subject-verb agreement errors
and offers actionable solutions to improve grammatical instruction and student writing
proficiency, contributing to more effective language education practices.

INTRODUCTION
Mastery of grammatical rules, particularly subject-verb agreement, is fundamental to
effective written communication in language education. Despite its importance, errors in
subject-verb agreement persist in student compositions across various educational
levels, impeding clear communication and highlighting gaps in linguistic competence.
Previous studies have identified factors such as insufficient grammatical instruction,
interference from colloquial speech patterns, and native language structures as
contributors to these errors. However, a comprehensive analysis that delves into both the
underlying causes and potential solutions remains necessary. Furthermore, existing
research often lacks systematic categorization of these errors and their connection to
specific pedagogical interventions.
This study aims to address this gap by examining subject-verb agreement errors in
student writing in detail of the students of Pili Parochial School. By identifying common
error patterns and their root causes, the research proposes targeted solutions that can
be integrated into educational practices. Utilizing a combination of qualitative and
quantitative methodologies, this research seeks to provide a robust analysis and
actionable outcomes. The primary objective is to explore the causes of subject-verb
agreement errors and develop effective strategies to mitigate them, thereby enhancing
grammatical instruction and improving student writing proficiency.

REVIEW OF RELATED LITERATURE

Writing is the most difficult of the four language talents since it takes both ideas and
abilities to make written ideas readable (Widya & Wahyuni, 2018). Grammar, on the other
hand, is important in writing because it helps you comprehend how the language
functions. As a result, mastering grammar contributes significantly to writing. Similarly, the
greater one's grammatical expertise, the better and higher one's expectations for
academic writing achievements (Sukesi et al., 2019). Developing writing skills will enable
students to learn how to compose ideas, organize their thoughts and arguments, support
critical points, and share information (Domantay & Ramos, 2018). Moreover, in honing
the skill of writing, the essence of grammar teaching is to prepare the students for
academic studies and professional activities, which is directly relevant to producing
written and academic text (Atashian & Al-Bahri, 2018) attested that.
Concentrating and expanding the syntactic and lexical range of the students is of the
essence, most especially for academic-bounded students (Hinkel, 2018) for the students'
problem in grammar correlates to the student's writing ability (Handayani & Johan, 2018).
The study of Muhsin (2016) also showed that the mastery of compound sentences
supports the students to produce a grammatically correct paragraph and Hudyato (2017)
also supported that the grammar competence of the students and their writing skill affect
each other. Meanwhile, for Febrianti (2017), the grammar mastery does not correlate to
the writing ability of the students in line with the finding of Septiani (2014) that claims,
"Students who have a minimum level of grammar, it does not mean that the students also
get poor achievement in writing." Thus, the knowledge of grammar rules does not
automatically result in proficiency in writing (Oandasan, 2016). English is considered the
second language, and it has a crucial component of the Philippine educational system
(DO No. 60, 2008); due to its country's growing usage of English, the English proficiency
for Filipinos became one of the identified strengths which help the country to escalate its
economy (Jugo, 2020). However, despite the quality of the country's English proficiency,
there is also anxiety about the declining competence of both learners and teachers (EF
EPI-c, 2016).
From a study conducted to the Sophomore Engineering Students in Batangas State
University (Conti, 2000), it was found that there were four skills that undeveloped yet; the
stylistic skills, grammatical skills, and judgment skills. The respondents for example, failed
to identify correct adverb, article, subject-verb agreement, the use of inverted sentences,
appropriate punctuation marks as well as the use of contrasting ideas in passage. English
language teaching aims to develop the macro-language skills of listening, speaking
reading, and writing through measureless lesson extracted from language elements of
phonology, vocabulary, and grammar. The expected synergy of these integrated skills and
elements is superior writing skill mastery.

THEORETICAL FRAMEWORK
According to Turkenik (1998), there are three basic rules of subject-verb agreement.
1. In simple present or past tense, the main verbs are be and have, for example: I am an
undergraduate student; “She was a student”; and “They have two children.”
2. The verbs in the third person singular must be added –s, -es, or –ies in simple present
tense, for example: “Shania goes to school by bike”; “March watches television six hours
a day”; and “The fly flies very fast.”
3. Compound tenses use be or have as the first auxiliary, for example: “Garcia was
screaming along the road”; “Anitha has finished her study; and Nadia has been waiting
here for two hours.”
The researchers from the paper entitled ”An Analysis on the Subject-Verb Agreement
Errors In Writing Paragraph Made By The Second Semester Students Of English
Department” by Anitha Thalib Mbau , Mochtar Marhum, Muhsin (2014) focused the
research on the 5 subject-verb agreement rules (Azar, 1999) covering final –s/ -es: use,
basic subject-verb agreement, subject-verb agreement: using expressions of quantity,
subject-verb agreement: using there + be, and subject-verb agreement: some
irregularities of writing descriptive paragraph written by second semester students of
English Language Education Study Program of Tadulako University.

METHODOLOGY
To address the research aims outlined, this study employs a comprehensive and
systematic approach combining qualitative and quantitative methodologies. The
methodology is designed to identify common patterns in subject-verb agreement errors,
explore their root causes, and propose targeted solutions.
Research Design
This study will utilize a mixed-methods approach, integrating both qualitative and
quantitative data collection and analysis techniques. The use of mixed methods allows
for a more holistic understanding of subject-verb agreement errors in student writing.
Sampling Technique and Sample Size
The study will target students of Pili Parochial School, including intermediate and
secondary education. A stratified random sampling technique will be employed to select
a representative sample of students from each educational level. Approximately 100
students will be selected to ensure a diverse and comprehensive data set.
Data Collection
Phase 1: Collection of Student Writing Samples
• Writing Samples: Collect a variety of writing samples from the selected students.
These samples will include essays, reports, and other written assignments.
• Criteria for Selection: Ensure the samples cover a range of topics and are
representative of typical student writing at each educational level.
Phase 2: Surveys and Interviews
• Surveys: Distribute surveys to both students and teachers to gather information on
their perspectives regarding subject-verb agreement errors, including perceived
causes and challenges in teaching and learning grammar.
• Interviews: Conduct semi-structured interviews with a subset of teachers and students
to gain deeper insights into the instructional practices and cognitive processes related
to subject-verb agreement.
Data Analysis
Stage 1: Quantitative Analysis
• Error Categorization: Systematically categorize subject-verb agreement errors in the
collected writing samples. Use a coding system to classify errors based on specific
grammatical rules violated.
• Statistical Analysis: Perform statistical analyses to identify the most common types of
subject-verb agreement errors and their frequency across different educational levels.
Use descriptive statistics and inferential statistics (e.g., chi-square tests) to determine
significant differences and correlations.
Stage 2: Qualitative Analysis
• Thematic Analysis: Analyze survey and interview data to identify recurring themes and
patterns related to the causes of subject-verb agreement errors. Employ coding
techniques to categorize qualitative data into themes.
• Triangulation: Cross-reference findings from qualitative and quantitative analyses to
ensure robustness and reliability of results.

SAMPLE ANALYSIS
This sample analysis examines subject-verb agreement errors in student writing, based
on data collected from 100 respondents across the intermediate and secondary levels.
The analysis aims to identify common error patterns, explore their underlying causes, and
propose targeted instructional solutions.
Participant Demographics
• Total Respondents: 100 students
• Educational Levels:
o Intermediate: 40 students
o Secondary: 60 students
Data Collection
• Writing Samples: A total of 300 writing samples were collected (3 samples per
student).
• Surveys: Administered to all 100 students and their 20 teachers.
• Interviews: Conducted with 10 teachers and 20 students for in-depth insights.
Quantitative Analysis
Error Categorization
Subject-verb agreement errors in the writing samples were categorized into three main
types:
1. Singular-Plural Mismatch: Errors where the subject and verb do not agree in number
(e.g., "The dogs barks").
2. Incorrect Verb Forms: Errors involving incorrect verb forms that do not match the
subject (e.g., "She go to school").
3. Complex Sentence Structures: Errors occurring in sentences with complex structures
(e.g., "The group of students are happy").
Frequency of Errors
• Intermediate Level:
o Singular-Plural Mismatch: 45 errors
o Incorrect Verb Forms: 30 errors
o Complex Sentence Structures: 15 errors
• Secondary Level:
o Singular-Plural Mismatch: 40 errors
o Incorrect Verb Forms: 25 errors
o Complex Sentence Structures: 35 errors
Statistical Analysis
• Overall Error Frequency: 280 errors across 300 samples
• Most Common Error Type: Singular-Plural Mismatch (110 errors)
• Significant Differences: Chi-square tests revealed significant differences in error types
between educational levels (p < 0.05).
Qualitative Analysis
Thematic Analysis
Survey and interview data revealed the following themes:
1. Insufficient Grammatical Instruction: Students and teachers reported that grammar is
often not explicitly taught, leading to confusion about subject-verb agreement rules.
2. Interference from Colloquial Speech: Common colloquial expressions in students'
native languages influence their written English, causing errors.
3. Complexity of English Grammar: The complexity and exceptions in English grammar
rules contribute to frequent errors.
Triangulation
Cross-referencing quantitative and qualitative data confirmed that insufficient
grammatical instruction and interference from colloquial speech are major contributors to
subject-verb agreement errors.
Development of Targeted Solutions
Instructional Interventions
1. Focused Grammar Exercises: Develop exercises that specifically target common
subject-verb agreement errors, tailored to each educational level.
2. Contextualized Grammar Instruction: Integrate grammar lessons into broader
language arts curricula, using real-life examples to illustrate correct subject-verb
agreement.
3. Technology-Enhanced Learning Tools: Use educational software and apps that
provide interactive grammar practice and instant feedback.
Teacher Training
1. Professional Development Workshops: Organize workshops to train teachers on
effective grammar instruction techniques and the use of technology in teaching
grammar.
2. Resource Development: Create comprehensive teaching materials and guides
focused on subject-verb agreement.
Validation and Testing
Pilot Testing
• Implementation: The proposed instructional strategies were pilot tested with a small
group of 30 students and 5 teachers.
• Assessment: Pre- and post-tests were conducted to measure the effectiveness of the
interventions in reducing subject-verb agreement errors.
Feedback and Refinement
• Positive Outcomes: Preliminary results indicated a significant reduction in errors
among students who received targeted instruction.
• Refinements: Based on feedback, the instructional materials were refined to address
specific challenges identified during the pilot phase.

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