What is RASEL Approach?

1. Nothing
changes until
we do research.

2. RASEL APPROACH AND
SUBJECT-VERB AGREEMENT
IN BASIC SENTENCE
CONSTRUCTION OF GRADE
SIX ARROYO PUPILS
By Sherlyn Bajenting Narsolis

3. ABSTRAC
Tto determine the effectiveness of RASEL
Approach
forty Grade-Six Arroyo Pupils
descriptive-comparative research
design
there was a significant difference
Utilization of strategy is recommended

4. INTRODUCTIO
N
Nayan (2009)
- problems in applying rules
in writing
- writing composition lesson
Philippine situation

5. Gardner (1999) on
Multiple Intelligence
- sound media
students’ inclination to
songs

6. Brewer (2005) – music helps
in sustaining students’
attention
Worth noting that RASEL
Approach is another
strategy that…..

7. Hashim and Rahman (2010) on Use of
Songs to Reinforce the Learning of SVA
- songs as integral part of the lesson
- choice of songs on students’
reaction, successfulness and
effectiveness of the lesson

8. Saricoban and Metin (2000)
- offers change from routine
classroom activities
- develops students’ abilities

9. Fontillas (2013) on Interactive
English Teaching: Effects on
Students’ Performance in Bataan
Peninsula State University
- use of interactive methodology
- use of music and film in institutions

10. PROBLEM STATEMENT:
1)What is the score of the respondents before
the implementation of the RASEL Approach?
2)What is the score of the respondents after
the implementation of RASEL Approach?

11. PROBLEM STATEMENT:
3) Is there a significant difference in the
scores of respondents before and after the
implementation of RASEL Approach?
4) What is the effect size of RASEL Approach
to the improved SVA in basic sentence
construction?

12. What is RASEL
APPROACH?

13. How is it done?

14. RASEL
students find all the verbs that do not
agree with the subject
Listen to the song
Sing the song with fun
Create their own sentence

15. RASEL stands
for:

16. R – READ
A- Analyze
S – Sing
E – Enjoy
L - Learn

17. Improved SVA –
competency that needs
correct sentence
construction

18. METHOD
Descriptive – comparative
Purposive- sampling
20-item pretest
Posttest
SPSS 16 (trial version)

19. RESULTS AND
DISCUSSION
Test n sd Mean Descriptive
Interpretation
Pre-
test
40 1.57 8.43 Poor
Table 1. Score before the implementation
of RASEL Approach

20. Test n sd Mean Descriptive
Interpretation
Post
test
40 3.76 13.35 Very Good
Table 2. Score after the implementation of
RASEL Approach

21. Test n df t-value p-value Remarks
Pre-test
and
Posttest
40 39 -9.995 .000 Significant
Table 3. Paired Sample Test on RASEL Approach

22. Findings substantiate the study of:
Hashim and Rahman – unique
characteristics of songs
Brewer – sustaining students’
attention and concentration

23. n t-value Eta2 Remarks
40 -9.995 0.719 Moderate
Effect
Table 4. Effect Size of RASEL Approach

24. CONCLUSION
1. Poor
2. Very Good
3. Significant Difference
4. Effect Size

25. RECOMMENDATION
1. Utilization of the approach is
suggested.
2. Further research to confirm
validity is recommended.

26. REFERENC
E Fontillas, L. R. (2013). Interactive English teaching: effects
on students' performance. Bataan Peninsula State
University, Philippines, Asian Conference on Language
Learning 2013, (p. 253). Osaka, Japan. Retrieved
February 15, 2015, from
http://iafor.org/archives/offprints/acll2013-
offprints/ACLL2013_0131.pdf
 Gardner, H. (1999). Multiple intelligences. Retrieved
February 10, 2015, from
http://www.tecweb.org/styles/gardner.html

27.  M.A., C. B. (2005). Songs for teaching using music to
promote learning. Retrieved February 10, 2015, from
http://www.songsforteaching.com/teachingtips/classroomo
utcomesofusingmusic.htm
 Metin, A. S. (2000).Songs, verse and games for teaching
grammar. Retrieved February 9, 2015, from
http://iteslj.org/Techniques/Saricoban-Songs.html

28.  Nayan, S. (2009, August). A study of subject-verb
agreement: from novice writers. Retrieved February 2015,
from www. ccsenet.org/journal.html.
file:///C:/Users/Sherlyn/Downloads/3036.pdf
 Rahman, A. B. (2010). Using songs to reinforce the
learning of subject verb agreement. Retrieved February 8,
2015, from
http://eprints.utm.my/10751/1/USING_SONGS_TO_REIN
FORCE_THE_ LEARNING_OF.pdf

29. “What we find,
changes who we
become.”
Peter Morville