This document presents an action research proposal that aims to address English difficulties experienced by Grade 5 pupils in modular distance learning. Specifically, it aims to understand the English challenges faced by pupils and determine if using PLAYS (Pupils Learning through Applying and Yabbering Strategy) improves their English performance. The proposed intervention involves interactive activities where pupils read and act out basic English words. Data will be collected through surveys and assessing pupils' performance before and after the activities. The results will be shared with teachers to potentially adopt the strategy and address pupils' issues with English vocabulary in remote learning.

1. Republic of the Philippines
Surigao del Sur State University
LIANGA CAMPUS
Lianga Surigao del Sur, 8307
Website: www.sdssu.edu.gov.ph
“PLAYS; An answer to live in English difficulties experiences in the Modular
distance learning of Grade 5 pupils in Sto.nino Central Elementary School”
Action Research Proposal
Anob, Judy Ann
Cubillas, Anlene
Lavina, Ainele Joy
Sales, Manilyn J.
Vasquez , Joilin Faith

2. Republic of the Philippines
Surigao del Sur State University
LIANGA CAMPUS
Lianga Surigao del Sur, 8307
Website: www.sdssu.edu.gov.ph
CONTEXT AND RATIONALE
Amidst the COVID-19 pandemic the Department of Education still find various ways on
how to continue this school year without sacrificing the learning of the pupil’s Modular
learning with the use of modules distributed by the schools through the form of printed or
electronic materials. Modular learning is a form of distance learning that uses Self-Learning
Modules (SLM) based on the most essential learning competencies (MELCS) provided by
DepEd. The modules include sections on motivation and assessment that serve as a
complete guide of both teachers’ and pupils’ desired competencies. This pandemic, it
became more difficult for pupils to learn. However, remote learning provides an opportunity
to learn even not in face to face or traditional settings which allow pupils to learn.
Furthermore, learning materials is disseminated through module where pupils need to learn
without the help and discussion of teachers and it make pupils hardly understand the in
English subject since pupils have difficulties in English basic words. The Department of
education in the Philippines requires grade 4-6 pupils to use English as the official language
of instruction. This policy is troublesome because many pupils' English vocabulary is
insufficient to allow them to successfully understand English. Vocabulary refers to the words
we must understand to communicate effectively. Educators often consider four types of

3. vocabulary: listening, speaking, reading, and writing. Vocabulary plays an important part in
learning to read. Beginning readers must use the words they hear orally to make sense of
the words they see in print. Kids who hear more words spoken at home learn more words
and enter school with better vocabularies. This larger vocabulary pays off exponentially as a
child progresses through school. Vocabulary is key to reading comprehension. Readers
cannot understand what they are reading without knowing what most of the words mean. As
children learn to read more advanced texts, they must learn the meaning of new words that
are not part of their oral vocabulary. To learn English requires constant practice and
patience. The kind of feeling that succeeds among students is that it is not possible to
achieve fluency or mastery over the English language. This kind of tendency prevents
students from learning English. This is all the more In today’s global world, the importance
of English cannot be denied and ignored since English is the greatest common language
spoken universally. To learn English requires constant practice and patience. The kind of
feeling that succeeds among students is that it is not possible to achieve fluency or mastery
over the English language. This kind of tendency prevents students from learning English.
Most of the students study English from the examination point of view, so they are not able
to produce even a single sentence without the grammatical error. Furthermore, sufficient
practice is not given to students to learn a language. For this reason, the researcher will use
Pupils Learning Through Applying and Yabbering strategy (PLAYS) as a means of
instruction in improving English performance in the Modular distance learning. As a result,
this action research would aid in addressing pupils' difficulties in English vocabulary.

4. I. RESEARCH QUESTION
This study aims to help the pupils of Sto.nino Central Elementary School to learn some
basics English that will help them to better understand their modules.
1. What are the English difficulties experiences in modular distance learning of
Grade 5 pupils?
2. How do PLAYS (Pupils Learning through Applying Yabbering Strategy) enhance
in English perf ormance of Grade 5 pupils?
3. Is there a significant difference of English performance of Grade 5 pupils before
and after applying the PLAYS (Pupils Learning through Applying Yabbering
Strategy)?
II. PROPOSED INNOVATION, INTERVENTION AND STRATEGY
As an intervention to the uprising problem on the difficulties of pupils on understanding
basic words on English learning education that affects pupil’s performance. This study
will utilize the use of “PLAYS” Pupils learning through Applying and Yabbering Strategy
to a specific competency. In this strategy it helps pupil to understand and apply it thru
play that will help them to remember the words easily. The participant will be exposed to
utilizing activities where they will give specific basic words and they need to read and
perform it. The researcher will collaborate with the teacher to use PLAYS method as a
means of interactive teaching strategy to a specific competency in answering the
difficulties of pupils on understanding basic words. The researcher will also conduct
survey questionnaire. The progress of the participant will be assessed after giving the
activity.
III. ACTION RESEARCH METHODS

5. A. PARTICIPANT AND/OR OTHER DATA SOURCES OF INFORMATION
The 10 pupils of grade 5 section Sampaguita in Sto.Nino Central Elementary
school is chosen through a simple random mixed method. The participant will
participate the “PLAYS” Pupils learning through Applying and Yabbering Strategy
activity. The participant will answer the survey questionnaire given by the
researcher.
B. DATA GATHERING METHOD
This study will utilize mixed quantitative and qualitative research methods. To
see the effects of the intervention which the use of “PLAYS” Pupils learning
through Applying and Yabbering Strategy as a means of method in Grade 5
pupils in Sto. Nino Central Elementary School to improve their pupils English
performance, the participant will have an interactive activity conducted by the
researcher. The result of the study which will be assessed based on pupils
performance after the activity.
The researcher will also conduct a survey questionnaire from randomly selected
participant of the study. The data gathered will be used by the researcher as the
result of the effect on the strategy.
C. DATA ANALYSIS PLAN
The recorded answer in the survey questionnaire of the 10 randomly selected
participants will be tabulated and analyzed mixed method the quantitative and
qualitative by the researcher. The result of the activity “PLAYS” in the selected
participant it helps them to understand the basic words and apply it successfully.
This will serve as the basis for the application of the strategy in addressing the

6. problem. The responses during the activity will be used in the final analysis. The
data gathered will provide the researcher with the result of the intervention
strategy that used in the conducted survey.
D. PLANS FOR DESSIMANATION AND UTILIZATION
The result of the study will shared to fellow teacher during school meeting for
possible adoption of the strategy manipulated. To further disperse the result of
the study, the researcher will propose the study in research conference.
E. REFERENCE
9 Acknowledgment This paper is an output of the researchers in Methods of
Research for the Degree of Masters of Arts in Education at the University of the
Cordilleras, Baguio City, Philippines. First of all, we would like to thank our
advisors, Dr.Thelma Palaoag and Dr. Ramir Austria for the assistance to
complete this journal successfully. We also would like to express our
appreciation to Ms. Jenifer Ammugauan, Sir Fernando Oringo, and Sir Israel
Sung-ag for providing insights and suggestions. Likewise, thank you Ma’am
Carmelita Dangle and Sir Jeramy Ballesteros of Balbalayang National High
School and Ma’am Joy Altiyen of Baguio City National High School for the
support in the distribution of questionnaires to the participants. To all the key
informants who took part in this study, we appreciate all your help! References
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