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Chapter I

INTRODUCTION

Background of the Study

Reading is a very important skill in language learning and usage, English for this matter,
that gives us many benefits. Through reading, an individual can get a variety of information from
any printed material such as books, magazines, newspaper, and many more. It is one of the most
important components in the learning process and social interaction because: first, reading is an
indispensable communication tool in a civilized society; second, reading materials produced in
any period of time in history are most influenced by social background; third, reading is a tool that
can open our eyes and broaden our perspective about many things in the world.

Vocabulary knowledge is strongly associated with reading comprehension. Understanding

the meanings of words and their relation to text comprehension has been the focus of much
research. The relationship between vocabulary and reading comprehension is thought to be
reciprocal, meaning that a reader who knows more words is likely to have better reading
comprehension, while a reader who is successful with comprehension and frequently will have
more opportunity to learn more words (Feebody & Anderson, 1983; Stanovich, 1986).
Consequently, a reader who struggles with vocabulary will be less likely to comprehend
text, and less likely to learn new vocabulary. However, teaching vocabulary can enhance
comprehension of text if the kind of instruction provided helps students build meaningful
associations to their knowledge base and more than a brief definition is provided (Baumann,
Kame’enui, & Ash, 2003).
Reading comprehension for senior high school students is a vital component for their
readiness in entering college. Some of its importance may include: success in dealing with reading
texts/materials; they can easily cope with any subject that uses English as a medium of instruction;
and ultimately, they will acquire fluency and ease in coping with future reading tasks that may be
encountered in school and work. However, some students are not able to develop reading
comprehension easily and that is because of some factors such as; poor background knowledge,
below-grade reading comprehension ability, limited vocabulary, negative attitudes toward reading,
physical and psychological problems, etc.
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Through reading, individuals can learn a wide variety of skills out of successfully giving
meaning from printed or written materials. Considering this learning process, teachers are then
assigned in developing students’ skills and ability to read which will play a huge part in their future
development. With this, effective teaching strategies and techniques are highly needed.
Consequently, the researchers come up to this study in order to determine the current
reading comprehension level of senior high school students, their profile, and the strategies
employed by the teachers. Of course, as one of the main goals of this study is to determine the
significant relationship of the abovementioned variables.
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Statement of the Problem

This study aims to conduct “AN ASSESSMENT OF ENGLISH READING

COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS: A BASIS FOR

IMPROVING TEACHING READING STRATEGIES” – in order to determine the

respondents’ current reading comprehension level. By this, the researchers, being future English

teachers in the secondary level can be more familiar with the type of learners they may encounter

and the appropriate methods employable to improve the chances of advancing their learners’

comprehension toward various texts, in various situations. This study aims to answer the following

specific research questions:

1. What is the profile of the respondents in terms of:

a. language/s primarily spoken; and

b. socio-economic status

2. What is the current level of the English reading comprehension of Senior high

school students in Coron School of Fisheries in terms of:

a. Vocabulary; and

b. Answering Comprehension Questions

3. What reading strategies are employed by the teachers to determine the reading

comprehension level as perceived by the respondents?

4. Is there a significant relationship between the profile of the respondents and their

reading comprehension level?

5. Is there a significant relationship between the strategies employed by the teachers

and the reading comprehension level of the students?

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Significance of the Study

This study aims to share valuable insights about English reading comprehension among
senior high school students in Coron School of Fisheries. The results of this study may be useful
to teachers who are handling and teaching subjects using English as a medium of instruction. This
will also serve as an effort that can help enhance autonomous, strategic, and critical comprehension
for academic reading various materials like textbooks, journals, and reports that will provide
additional knowledge for learning. Aside from those, this will also guide the future teachers of
English language on how to deal with those students who face some challenges in comprehending
reading texts by reflecting on their way of teaching reading and/or other content areas.

To the university, this study will further contribute to the enrichment of the BSEd –
English majors and other education programs; as well as provide useful implications when it comes
to the reading comprehension of students enrolled in other programs. This study will also be,
hopefully, added to the array of useful and relevant references housed in the library.
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Scope and Delimitation

This research will focus on the current English reading comprehension level of senior high
school students in Coron School of Fisheries in terms of vocabulary and answering comprehension
questions along language spoken at home, and socio-economic status. This will also cover the
teaching reading methodologies/strategies employed by the teachers to enhance the English
reading comprehension of senior high school students. It also looked into whatever correlation
between reading comprehension level of the respondents and the abovementioned variables.
The research will be conducted at Coron School of fisheries, Coron, Palawan using the
senior high school students enrolled in the school year 2017-2018. Random sampling was
employed.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review of literature and related studies that will serve as the
theoretical basis of the current study. It also presents a conceptual framework which was based on
the study’s theoretical underpinnings. A research paradigm and definition of terms are also
included to aid understanding.

Review of Related Literature

Reading is a complex mental process of decoding a series of written symbols into their
aural equivalents in the quest for making sense of the text, Nunan (1991). William (1984) also
defined reading as a process whereby one looks at and understands what has been written.
According to Collins English Learner’s Dictionary, reading is defined as an act of looking and
understanding point. Reading is a guessing game in which the readers reconstruct the message
which is encoded by writers (Carrell & Eisterhold, 1983).
Reading is one of the most important skills in acquiring knowledge and one of the major
goals of reading is comprehension. Reading comprehension occurs when reader extracts and
combines different types of information from the read text and makes a link between the new
information and the already known ones (Koda, 2007). Reading is an activity which involves
comprehension and interpretation of ideas symbolized by written or printed page.
Many factors are involved which affect this reading comprehension process (Palincsar &
Brown, 1984; Samuels, 1983) and these factors are related to the text, context, work, and the reader
(Snow, 2002).

A. Reading Comprehension and Vocabulary

Vocabulary is also one of the main factors which affect reading comprehension (Nagy,
1998 as cited in Bauman, 2009). Hu and Nation (2000) examined the relationship between text
coverage (vocabulary known to the readers in the text) and reading comprehension. It shows that
reader with 100% text coverage has adequate comprehension rather than those who only have
80%-90% of text coverage. Schmitt, Xiang, Ying and Grabe (2011) also found out that there is a
 7

linear relationship between vocabulary growth with learners’ text comprehension. This research
was supported by Bonk (2000) who mentioned that learners with level of vocabulary familiarity
of less than 75% seldom had good comprehension. These studies indicate that the higher the level
of the learners’ vocabulary, the more they will be able to comprehend what they read.
Wahiba Babaiba Medjahdi stated in her research that: reading comprehension shows that
EFL learners face some difficulties when they read. In fact, students suffer mainly from
understanding vocabulary. This problem may fall into multiple categories among them, learners
may have difficulties for example with words that have similar lexical forms; Some words seem
to be phonetically the same (in terms of sounds) as in, “boss” and “bus”, also in “cut” and “cat”,
other words seem to be similar at the level of morphology like the words “receptive” and
“deceptive”. The reader can come across one of these kinds of words and even if he has learnt both
of them, he might mix between the meanings of pairs of words because they seem to be the same.
Another type of difficulty that can be found among EFL readers is the existence of various
meanings within the same word, i.e. words that have more than one meaning. As the word “right”
which means “exactly”, “legal”, “claim to get something”, and a direction side which is the
opposite of left. Another example is the word “present” that can mean a “gift” and “the state of
existing”. The problem with such category is that the leaner may know only one meaning which
can lead him to a wrong understanding of the whole sentence.
Furthermore, insufficient vocabulary leads to many obstacles in reading comprehension
since lexis has a very important role for a successful reading. When the learner has a large
vocabulary, he will not face problems in comprehension and understanding the whole text, and
this comes from habitual reading, i.e. whenever the learner reads a lot he will acquire new
vocabulary, and then improve his vocabulary knowledge which makes the reading task much
easier for him.

B. Reading Comprehension and Socio-economic status

It has always been a factor that socio-economic status of the learners has a strong relationship
with their academic performance (Coleman 1996). The existence and strength of this relation is so
widely accepted that it is often cited as a self-evident fact. The family characteristics that is the
most powerful predictor of school performance is socioeconomic status (SES): the higher the SES
of the student’s family, the higher his academic achievement (Bradley and Corwyn, 2002; Keiffer,
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2010). Understanding the relevance of children’s SES to later reading comprehension is

particularly critical because students from low-SES backgrounds may be put at elevated risk for
reading difficulties (Kieffer, 2012).
It is also evident that SES plays a significant role on students’ reading ability. According
to the family investment model (Conger and Donnellan, 2007), parents with higher SES, compared
to lower SES parents, tend to make greater material and interpersonal investments in children’s
development (Bergen et al., 2017).
Prior research has confirmed that SES is related to reading comprehension (Hart et al.,
2013). Children of lower SES display lower levels of morphological awareness, word recognition,
and vocabulary (Bowey, 1995).

C. Reading Comprehension and Reading Strategies

English teachers are skilled instructors of reading comprehension – tedious process that
requires several moving parts and non-English teachers should be that way too; how reading
comprehension is being taught in other content areas. Content areas deal with complex texts that
require analytical reading skills. Students in social studies, science, and math classes need to be
able to compare and synthesize ideas, and use specific academic vocabulary. Students cannot
master complex scientific concepts, comprehend historical treaties, or follow complex logical
procedures without subject matter-related comprehension. In 2002, Fisher, Frey, and Williams
compiled the list of literacy strategies (reading strategies for Older Students) for the content areas
that will help the non-English teachers to teach reading comprehension in getting students to
comprehend complex, academic texts and their increased preparedness for entering college and
careers. Those strategies include: 2 column notes, the students ask to respond to a text (or film or
audio recording) by organizing notes and thoughts into two columns; important words versus word
clouds, entering a section of the text into a word cloud generator to emphasize the most important
words in the selection and ask students to list the most relevant words (compare the word cloud to
the students’ choices and analyze why there may be some disparity); build academic vocabulary;
and, free form mapping, allows students to create visual representations of their ideas and
understand without having to fit their thoughts into a prescribed graphic organizer.
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Knowing those difficulties of students in reading comprehension, teachers should use and
teach reading comprehension strategies that will help students overcome the difficulties they
encounter. As such, the State of New South Wales through the Department of Education and
Training (2010) suggested ‘Super Six’ comprehension strategies. It included: making connections,
in which learners make personal connections to the text with something in their own life (text to
self), another text (text to text), something occurring in the world (text to world); predicting, the
learners use information from graphics, text and experiences to anticipate what will be read/
viewed/heard and to actively adjust comprehension while reading/ viewing/listening; questioning,
the learners pose and answer questions that clarify meaning and promote deeper understanding of
the text (questions can be generated by the learner, a peer, or the teacher); monitoring, the learners
stop and think about the text and know what to do when meaning is disrupted; visualizing, the
learners create a mental image from a text read/viewed/heard, visualizing brings the text to life,
engages the imagination and uses all of the senses; and, summarizing, the learners identify and
accumulate the most important ideas and restate them in their own words.

Review of Related Studies

Vocabulary and Answering comprehension questions play a vital role in successful

reading. When considering vocabulary knowledge and comprehension which are considered as
pillars in the act of reading, the cognitive theory suggests that readers construct meaning through
written language. Cognitive theory focuses on the study of how people think, understand, and
know (Jean Piaget (1896 – 1980 and Lev Vygotsky 1896 – 1934). Reading comprehension
emphasizes the interactive nature between reading and comprehension. Reading comprehension
should not be confused with “reading ability”. Reading ability, as it is commonly understood,
means the ability to read the words on a page, but does not necessarily mean that what is read is
understood. Being able to “decode” or to read words on a page is an essential part of reading, but
can often be misleading, as some children are able to read words with great accuracy and sound
very much like “adults,” but they are unaware of the meaning attached to the sounds they have
produced.
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Vocabulary is said to be one of the factors that affects reading comprehension and readers
who struggle in vocabulary are presented with obstacles that have negative effects in the process
of comprehension in many subject areas. With this occurring problem in the learner’s
comprehension skills, different strategies that will help them improve their reading comprehension
should be employed. Also answering comprehension questions is used to measure learners
understanding of the text it also plays a vital role for it sometimes is the basis to know whether
learners have understood the read text or not. (Leslie Glende, St. John Fisher College).

Factors That Contribute to the Deficits of Struggling Readers

Many strategies that helps learner develop their comprehension skills and there are also
factors that influence reading learning new concepts and developing new knowledge is critical
for comprehension across content areas. As early as the primary grades, readers begin to acquire
a significant number of concepts and amount of knowledge through reading. However, if students
experience reading difficulties early on, they will probably lack the appropriate knowledge base
and vocabulary necessary for comprehension of texts in content-area classes in the middle and
high school years.

Language primarily spoken and socio-economic status are the factors that shape learners
reading comprehension skills. According to the National Reading Panel (2000), reading fluency
can be defined as how quickly and accurately a student reads a passage. Fluency is critical for
reading comprehension. Thus, students with reading or fluency deficits may take longer than their
peers to accurately decode texts (Hawkins, Hale, Sheeley, & Long, 2011). Students who struggle
with fluency are typically ones who can decode words and meaning, but at such a slow rate that
comprehension is lost, causing them to become frustrated and lose interest in reading. Without
intervention, these students will continue to fall behind their peers.

Many English language learners (ELL) struggle with reading comprehension for several
reasons. English language learners truly experience the “double edged” sword (Rupley & Slough,
2010); they are learning a second language, which is the language of instruction (English), and are
being held accountable for learning content and concepts in the English language. The deficit in
vocabulary becomes problematic for ELLs when considering comprehension of texts. For ELLs,
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the deficits in vocabulary knowledge and comprehension that are experienced in the early grades
tend to snowball into larger problems as they progress throughout school.

Reading Comprehension and Language Spoken at Home

The first language, learned in home, is extremely important and forms the foundation for
all latter language development. Parents, family and early childhood professionals are the most
significant influences on the development and maintenance of the first language. Children with a
sound knowledge of their first language will be able to transfer skills from one language to another
(Clarke, 2009). L2 acquisition displays that learning another language becomes less problematic,
if a child masters the first language in the habits of speech, listening, reading and writing which
can be transferred to the learning of the second language. Chaudron (1988) asserts that where the
L2 is used as a medium of instruction, learners encounter problems because their task is threefold.
Making sense of the instructional tasks presented in the second language, attaining linguistic
competence required for effective learning to take place and facing with the problem of mastering
the content itself.

The knowledge of the mother tongue proves to be a valuable help for the learning of the
second language. In this connection, W. M. Ryburn says the mother tongue can be of the greatest
assistance in the learning of the second language. Some points in this regard can be given as
follows: in mother tongue the child learns how to sit, hold a pen and also prepare the habits of
speaking and writing, many sounds of English are similar to the sounds of the mother tongue. For
example b, k, p, n/etc. The mother tongue teaches the child how to read silently and loudly. It
transfers habits to the second language. Some items of grammar are common in the two languages.
For example, the punctuation marks, tenses, voice, etc. There are some words of English which
are not understood by the students even if the teacher uses all the devices of teaching. In such
cases, the use of mother tongue works wonders. Certain idioms of English can be best taught by
making comparison with those in mother tongue. Otherwise, student will misunderstand the idioms
or instructions in English. With such advantages of the mother tongue in second language
acquisition, there are also some disadvantages. First, there are no exact equivalents of English
language in the mother tongue. So the learner will not be able to do exact translation work. Second,
the structure of English also is different from that of the mother tongue and next is that, the
sentence patterns of English and mother tongue are quite different (structure is SVO in English).
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The structures words of English like the articles, prepositions and demonstratives are not always
equivalents in the mother tongue. Thus, there are many differences between the mother tongue and
English. So, the learners try to impress their mother tongue on English. Sometimes the knowledge
of mother tongue becomes a stumbling block in learning.

A teacher can exploit their students' previous L1 learning experience to increase their
understanding of L2. The knowledge of the mother tongue has positive or negative effects for the
learning of the second language. Teacher can use of first language for teaching vocabulary of
second language in class. There are some words of English which are not understood by the
students’ .so teacher use of first language for a better understanding them.

Reading Comprehension and Socio-Economic Status

Socioeconomic status (SES) has been shown to be associated with home literacy
environment, which in turn is associated with reading achievement. Children who have larger
vocabularies typically have had more exposure to written and spoken discourse and are more
successful in school. According to many research the child’s exposure to any reading materials
contributes a lot to their reading skill especially comprehension. Stanovich (1986) suggests that
the relationship between vocabulary instruction and reading comprehension is complex, and the
results of children who enter school with a limited vocabulary find reading difficult. The
achievement gap between students of differing socioeconomic levels is one of the most persistent
and frustrating problems that educators face. Results from Chall, Jacobs, and Baldwin (1990)
support Stanovich’s suggestion and identified that, children from economically disadvantaged
homes to have a limited vocabulary, resulting in an achievement gap from their peers performing
on grade level. As students limited vocabularies move on to middle school and high school, the
gap widens. The relationship is determined by reading-related experiences, such as the home
literacy environment, degree of early print exposure, and quality of early schooling (Hecht et al.,
2000). Unfortunately, having fewer literacy-rich experiences may result in a struggle that can
create an achievement gap in future years, when the child will encounter content-specific
vocabulary. Stanovich describes how, if a child reads well, and has a good vocabulary, they are
likely to read more and learn more word meanings. Literacy is reciprocal. He has coined this at
the “Matthew Effect” where “the rich get richer” refers to children who read well and have good
vocabularies will read more and learn more vocabulary. The relationship between reading well
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and reading new words easily could lead to higher confidence and interest with reading.
Consequently, “the poor get poorer” (p. 382) refers to a child who does not read as many words
per year will tend to have a smaller vocabulary and struggle learning reading new words (Leslie
Glende, St. John Fisher College). Learners who struggle in vocabulary word meaning they also
tend to struggle in comprehending texts. As a result, Ebbers and Denton (2008) state that struggling
readers who are at an economic disadvantage tend to avoid reading, resulting in limited word
encounters and inadequate vocabulary growth, and they often have difficulties inferring the
meanings of new words from context. Without intervention and without proper addressed to this
problem, these deficits may continue from high school and even in their college years.

With many factors affecting reading comprehension of the learners, different strategies
should be employed in order to aid these arising problems and learner difficulties. Reading is a
highly strategic process during which readers are constantly constructing meaning using a variety
of strategies, such as activating background knowledge, monitoring and clarifying, making
predictions, drawing inferences, asking questions and summarizing. Strategies are used in
combination to solve problems, to think about text and to check understanding. Consequently,
teaching comprehension strategies should focus on thinking (Harvey & Goudvis, 2000), problem
solving and monitoring understanding. Good readers are often selective, focusing their attention
on the parts of the text that are most appropriate to their goals. Effective readers go beyond the
literal meaning of text, interpreting what they read by filtering ideas in the text through their prior
knowledge. As they read, good readers vary their reading speed, sometimes skimming and
sometimes rereading a section of text that is especially relevant to the reading goals. As they
encounter new ideas during reading, they update their prior knowledge. Good readers make
conscious inferences, such as determining the author’s intentions for writing the text, clarifying
the meaning of unknown words, and filling in information if they perceive gaps in an argument
and they also create mental images.

Strategies are situational and are used intentionally by readers. (McEwan, 2004). In
contrast, once skills are learned, they are used unconsciously, i.e. decoding words or breaking
words into syllables. Skills are also the tools readers use to organize the structure of text, e.g., main
idea and supporting details, compare and contrast, sequencing, etc. Proficient readers use a variety
of strategies resulting in active, intentional and self-regulated reading (Trabasso and Bouchard,
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2002) as they prepare to read, as they read and after they read. Research has identified a common
set of strategies that support successful reading: activating background knowledge, summarizing,
predicting and checking predictions, clarifying, asking questions and finding answers, visualizing
or imaging, and making connections. (Rosenshine et al. 1996); Gambrell and Koskinen, 2002;
National Reading Panel, 2000; Gambrell and Bales, 1986; Hansen & Pearson, 1983). In addition
to these strategies, researchers also have found that proficient readers are characterized as having
metacognitive awareness (Campione, Brown, & Connell, 1988). Metacognitive awareness allows
readers to monitor their understanding while reading, recognizing when their comprehension
breaks down and knowing what to do about it. Novice and struggling readers seem to lack
awareness of thinking about what is and is not making sense as they read. They are often unaware
of when they do not understand what they are reading. This is painfully evident when a struggling
reader turns two pages instead of one and continues on the wrong page even though it does not
make sense. They often are focused so much on reading the words that they cannot think about
how the words connect to create meaning. Good readers, on the other hand, are aware of when
their comprehension breaks down or if they are confused by the text and have “fix up” strategies
to resolve their problems.
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Conceptual Framework

This study presents the profile of the respondents which may affect their reading
comprehension identified as independent variable. Also, this shows the reading comprehension
level of the respondents in terms of a. vocabulary, and b. answering comprehension questions
which identified based on the test given by the researchers and becomes the dependent variable.
As such, this shows how the reading strategies/methodologies employed by the teachers affect
students’ reading comprehension. Hence, this was assigned as the intervening variable.

This is illustrated in the research paradigm.

Research Paradigm

Independent Variable Intervening Variable Dependent Variable

Respondent’s Reading strategies Respondent’s

Profile as to: employed by the reading
a. language teachers comprehension level
primarily spoken; in terms of:
and, a. vocabulary; and,
b. socio-economic b. answering
status comprehension
questions

Fig. 1: Presentation of conceptual paradigm showing the relationship among the variables.
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Research Hypothesis

The researchers believed that there is no significant relationship in the English reading

comprehension level of the respondents in terms of vocabulary and answering comprehension

questions to the following variables:

1. Profile of the respondents in terms of:

a. language spoken at home; and

b. socio-economic status

2. Reading strategies employed by the teachers

Definition of Terms

 Reading Comprehension. The process of making meaning from the text. The goal,

therefore, is to gain an overall understanding of what is described in the text

rather than to obtain meaning from isolated words or sentences (G. Woolley

2011).

 Quantitative Research. A systematic scientific investigation of data and their

relationships.

 Correlation Method. A bivariate analysis that measures the strength of association

between two variables and the direction of the relationship (Pearson, Kendall,

Spearman).
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Chapter III
METHODOLOGY
This study is conducted using the quantitative research method because of the following

reasons: first, to know the current level of the English reading comprehension of the respondent

that will provide realistic evidences correspond to their profile; second, to determine the significant

relationship between the reading comprehension level of the respondents and the reading

strategies/methodologies employed by the teachers; lastly, to determine the relationship between

reading comprehension level of the respondents and the abovementioned variables.

Research Design

The researchers use the descriptive method of research in conducting this study. A survey
was employed and done to gather the desired data/information. This design is appropriate when
the current phenomenon is being investigated or studied. In this case, the current reading
comprehension level of senior high school students in Coron School of Fisheries is being
investigated.

Population and Sample

The primary respondents of this study are the senior high school students of Coron School

of Fisheries; wherein, their reading comprehension level in the English language is to be described

by the researchers together with their profile as it is relevant for the study of teaching English in

the secondary level and in knowing how the respondents do and perform in reading tests in the

different content areas that are taught in English. To determine the sample out of 954 senior high

school students, the Slovene’s formula was used.

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Data Gathering Instrument

A seven (7)-page questionnaire was used as the main instrument of this study. It consists

of 3 parts. In the first part, the respondents were asked to fill-up the profile provided in the

questionnaire. Second, the respondents were asked to answer 40 multiple-choice test items (20

items for vocabulary test and another 20 items for reading comprehension test). Lastly, a checklist

was provided where the respondents can easily provide responses by checking the appropriate

answer to manifest properly.

Data Collection Procedure

When the research topic was finalized, a questionnaire was immediately formulated then
administered. In which, the respondents will answer and perform the tasks needed by the respective
items for the researchers be able to identify the problem which the study mainly aims. All
respondents shall be assured of the confidentiality of their responses.
After gathering the necessary data, they were then tabulated (if needed), analyzed and
interpreted.

Statistical Treatment

The research used percentage, rank, and frequency. To test significant relationship,

correlation was used.

Chi-square test of independence to analyze two variables with different categories was used

to determine whether the two variables are independent or not related.

X2=∑ {fo-fe}2
fe
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Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered from the respondents. They were then analyzed and

interpreted to render useful information needed.

Table 1.1

Profile of the Respondents: Language/s Primarily Spoken

Language/s primarily No. of Percentage Rank

spoken Respondents

Bisaya 56 20% 3.5

Cuyunon 86 30.71% 2

English 56 20% 3.5

Tagalog 261 93.21% 1

Muslim 0 0% ----------

Ilokano 0 0% ----------

Cagayanen 0 0% ----------

Calamianen 0 0% ----------

Others 0 0% ----------

The table shows the profile of the respondents in terms of language/s primarily

spoken. Among the languages spoken at home, Tagalog ranked first with 261 respondents

or 93.21, second in rank is the Cuyunon with 86 respondents or 30.71% and next in rank

is the English and Bisaya with 56 respondents or 20%.

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Table 1.2

Profile of the Respondents: Socio-Economic Status

Socio-Economic Status No. of Percentage Rank

Respondents

Low income

(earning an average of 209 74.64% 1

P9,061 per month)

Middle Income

(earning an average of 71 25.36% 2

P36,934)

High Income

(earning P200,000 a 0 0% 3

month)

TOTAL 280 100%

The table shows the profile of the respondents in terms of socio-economic status.

Out of 280 respondents 209 respondents or 74.64% are low income earners, 71 out of 280

respondents or 25.36% are middle income earners, and no one in the respondents is high

income earner. Majority of the respondents’ socio economic status are low income.
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Table 2.1

Current level of the English Reading Comprehension of Senior High School in Coron

School of Fisheries in terms of Vocabulary

Descriptive Equivalent Test Scores No. of Mean Score

Respondent (X)

Superior 16-20 2 16

Upper Average 11-15 38 12.21

Lower Average 6-10 115 7.66

Poor 0-5 125 3.55

Mean Ave. 280 9.86

The table shows the current level of the English Reading Comprehension of the

Senior High School students in Coron School of Fisheries in terms of vocabulary. Two (2)

out of 280 respondents are classified as superior level with test scores ranges from 16 to

20 and a mean score of 16; 38 out of 280 respondents are classified as Upper average level

with test scores ranges from 11 to 15 and a mean score of 12.21; 115 out of 280 respondents

are classified as Lower average level with test scores ranges from 6 to 10 and a mean score

of 7.66; and 125 out of 280 respondents are classified as Poor with test scores ranges from

0 to 5 and a mean score of 3.55. The overall performance of the senior high school in

English reading comprehension in term of vocabulary is lower average with mean average

of 9.86.
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Table 2.2

Current level of the English Reading Comprehension of Senior High School in Coron

School of Fisheries in terms of Answering Comprehension Questions

Descriptive Equivalent Test Scores No. of Mean Score

Respondent (X)

Superior 16-20 1 16

Upper Average 11-15 71 12.32

Lower Average 6-10 137 7.73

Poor 0-5 71 4.30

Mean Ave. 280 10.08

The table shows the current level of the English Reading Comprehension of the

Senior High School students in Coron School of Fisheries in terms of answering

comprehension questions. One (1) out of 280 respondents is classified as Superior level

with test scores ranging from 16 to 20 and mean score of 16; 71 out of 280 respondents are

classified as Upper average level with test scores ranging from 11 to 15 and mean score of

12.32; 137 out of 280 respondents are classified as Lower average level with test scores

ranging from 6 to 10 and a mean score of 7.73; and 71 out of 280 respondents are classified

as Poor with test scores ranging from 0 to 5 and a mean score of 4.30. The overall

performance of the senior high school in English reading comprehension in terms of

answering comprehension questions is lower average with mean average of 10.08.

 23

Table 3.1

Strategies employed by the teachers in determining the respondents’ reading

comprehension level

Strategies Employed by the No. of Percentage Rank

Teachers Respondents

1.Asking questions before, during, and 227 81.07% 1

after reading activities

2. Unlocking of unfamiliar words 131 46.78% 3

before the reading activities

3.Recalling of prior knowledge 165 58.93% 2

4. Paraphrasing the text being read 104 37.14% 4.5

5. Brainstorming with the group or 104 37.14% 4.5

peers

The table shows the strategies employed by the teachers to determine the reading

comprehension of the respondents. “Asking questions before, during, and after reading activities”

ranked first with 227 respondents or 81.07%; “Recalling of prior knowledge” ranked second with

total respondents of 165 or 58.93%; “unlocking of unfamiliar words before the reading activities”

ranked third with total respondents of 131 or 46.78%; Next in rank are the strategies “Paraphrasing

the text being read” and “Brainstorming with the group or peers” with total respondents of 104 or

37.14%.
 24

Table 4.1

Relationship between Respondents’ Vocabulary level and Language/s Primarily Spoken

Language/s T C E B M I C C T
A U N I U L A A O
Primarily G Y G S S O G L T
A U L A L K A A A
Spoken L N I Y I A Y M L
O O S A M N A I
Descriptive G N H O N A
E N
Equivalent N E
N
Superior (16-20) 2 0 1 0 0 0 0 0 3

Upper Average 35 14 11 4 0 0 0 0 64

(11-15)

Lower Average 108 27 25 21 0 0 0 0 181

(6-10)

Poor (0-5) 116 45 19 31 0 0 0 0 211

Total 261 86 56 56 0 0 0 0 459

Computed X2 = 11.39 Tabular value = 16.92 Decision: Accept Ho

df = 9 at .05 alpha 11.39< 16.92

There is no significant relationship between respondents’ vocabulary level and their

language/s primarily spoken.

 25

Table 4.2

Relationship between Respondents’ Vocabulary level and Socio-Economic Status

Socio

Economic Low Middle High Total

Status Income Income Income

Descriptive

Equivalent

Superior (16-20) 1 1 0 2

Upper Average 26 12 0 38

(11-15)

Lower Average 85 30 0 115

(6-10)

Poor (0-5) 97 28 0 125

Total 209 71 0 280

Computed X2 = 2.02 Tabular value = 12.59 Decision: Accept Ho

df = 6 at .05 alpha 2.02< 12.59

There is no significant relationship between respondents’ vocabulary level and

their socio-economic status.

 26

Table 4.3

Relationship between Respondents’ Answering Comprehension Questions Level

and Language/s Primarily Spoken.

Language/s T C E B M I C C T
A U N I U L A A O
Primarily G Y G S S O G L T
A U L A L K A A A
Spoken L N I Y I A Y M L
O O S A M N A I
Descriptive G N H O N A
E N
Equivalent N E
N

Superior (16-20) 1 0 1 0 0 0 0 0 2

Upper Average 71 21 18 10 0 0 0 0 120

(11-15)

Lower Average 125 47 22 34 0 0 0 0 228

(6-10)

Poor (0-5) 64 18 15 15 0 0 0 0 112

Total 261 86 56 59 0 0 0 0 462

Computed X2 = 9.10 Tabular value = 16.92 Decision: Accept Ho

df = 9 at .05 alpha 9.10< 16.92

There is no significant relationship between respondents’ answering comprehension

questions level and their language/s primarily spoken.

 27

Table 4.4

Relationship between Respondents’ Answering Comprehension Questions Level and

Socio-Economic Status

Socio

Economic Low Middle High Total

Status Income Income Income

Descriptive

Equivalent

Superior (16-20) 0 1 0 1

Upper Average 46 24 0 70

(11-15)

Lower Average 106 33 0 139

(6-10)

Poor (0-5) 57 13 0 70

Total 209 71 0 280

Computed X2 = 7.84 Tabular value = 12.59 Decision: Accept Ho

df = 6 at .05 alpha 7.84< 12.59

There is no significant relationship between respondents’ answering comprehension

questions level and their socio-economic status.

 28

Table 5.1

Relationship between Respondents’ vocabulary level and teachers’ strategies

Teachers’ Asking Unlocking Recalling Paraphrasing Brainstorming Total

Strategies questions of of the text being with the group

before, unfamiliar Prior read or peers

during words knowledge

and after before

reading reading

Descriptive activities activities

Equivalent

Superior (16-20) 2 1 2 2 1 8

Upper Average

(11-15) 34 20 29 21 22 124

Lower Average

(6-10) 98 62 71 48 42 321

Poor (0-5) 94 48 63 33 39 277

Total 228 131 165 104 104 732

Computed X2 = 6.088 Tabular value = 21.03 Decision: Accept Ho

df = 12 at .05 alpha 6.088< 21.03

There is no significant relationship between respondents’ vocabulary level and teachers’

strategies.
 29

Table 5.2

Relationship between Respondents’ Answering Comprehension Questions level and teachers’

strategies

Teachers’ Asking Unlocking Recalling Paraphrasing Brainstorming Total

Strategies questions of of the text being with the group

before, unfamiliar Prior read or peers

during words knowledge

and after before

reading reading

Descriptive activities activities

Equivalent

Superior (16-20) 0 1 1 1 1 4

Upper Average 62 37 55 40 36 230

(11-15)

Lower Average 106 69 84 52 49 360

(6-10)

Poor (0-5) 60 24 25 11 18 138

Total 228 131 165 104 104 732

Computed X2 = 18.62 Tabular value = 21.03 Decision: Accept Ho

df = 12 at .05 alpha 18.62< 21.03

There is no significant relationship between respondents’ answering comprehension

questions level and teachers’ strategies.

 30

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This study aims to conduct “AN ASSESSMENT OF ENGLISH READING

COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS: A BASIS FOR

IMPROVING TEACHING READING STRATEGIES” – in order to determine their current

reading comprehension level. By this, the researchers, being future English teachers can be more

familiar with the type of learners they may encounter and the appropriate methods employable to

improve the chances of advancing their learners’ comprehension toward various texts, in various

situations. This study aims to answer the following specific research questions:

1. What is the profile of the respondents in terms of:

a. language/s primarily spoken; and

b. socio-economic status

2. What is the current level of the English reading comprehension of Senior high

school students in Coron School of Fisheries in terms of:

a. Vocabulary; and

b. Answering Comprehension Questions

3. What reading strategies are employed by the teachers to determine the reading

comprehension level as perceived by the respondents?

4. Is there a significant relationship between the profile of the respondents and their

reading comprehension level?

5. Is there a significant relationship between the strategies employed by the teachers

and the reading comprehension level of the students?

 31

This study is conducted using the quantitative research method. The primary respondents

of this study are the senior high school students of Coron School of Fisheries. A seven (7) pages

questionnaire was used as the main instrument of this study. Summary statistics were employed in

the conduct of this study. Frequency, rank and percentages were used.

Summary of findings

Research data bore the following findings:

Among the languages spoken at home, Tagalog ranked first with 261 respondents or 93.21,

second in rank is the Cuyunon with 86 respondents or 30.71% and next in rank is the English and

Bisaya with 56 respondents or 20%.

Out of 280 respondents 209 respondents or 74.64% are low income earners, 71 out of 280

respondents or 25.36% are middle income earners, and no one in the respondents is high income

earner. Majority of the respondents’ socio economic status are low income.

Two (2) out of 280 respondents are classified as superior level with test scores ranges from

16 to 20 and a mean score of 16; 38 out of 280 respondents are classified as Upper average level

with test scores ranges from 11 to 15 and a mean score of 12.21; 115 out of 280 respondents are

classified as Lower average level with test scores ranges from 6 to 10 and a mean score of 7.66;

and 125 out of 280 respondents are classified as Poor with test scores ranges from 0 to 5 and a

mean score of 3.55. The overall performance of the senior high school in English reading

comprehension in term of vocabulary is lower average with mean average of 9.86.

One (1) out of 280 respondents is classified as Superior level with test scores ranging from

16 to 20 and mean score of 16; 71 out of 280 respondents are classified as Upper average level

with test scores ranging from 11 to 15 and mean score of 12.32; 137 out of 280 respondents are
 32

classified as Lower average level with test scores ranging from 6 to 10 and a mean score of 7.73;

and 71 out of 280 respondents are classified as Poor with test scores ranging from 0 to 5 and a

mean score of 4.30. The overall performance of the senior high school in English reading

comprehension in terms of answering comprehension questions is lower average with mean

average of 10.08.

“Asking questions before, during, and after reading activities” ranked first with 227

respondents or 81.07%; “Recalling of prior knowledge” ranked second with total respondents of

165 or 58.93%; “unlocking of unfamiliar words before the reading activities” ranked third with

total respondents of 131 or 46.78%; Next in rank are the strategies “Paraphrasing the text being

read” and “Brainstorming with the group or peers” with total respondents of 104 or 37.14%.

There is no significant relationship between respondents’ vocabulary level and their

language/s primarily spoken.

There is no significant relationship between respondents’ vocabulary level and socio-

economic status.

There is no significant relationship between respondents’ answering comprehension

questions level and their language/s primarily spoken.

There is no significant relationship between respondents’ answering comprehension

questions level and socio-economic status.

There is no significant relationship between respondents’ vocabulary level and teachers’

strategies.

There is no significant relationship between respondents’ answering comprehension

questions level and teachers’ strategies.

 33

Conclusion

Based on the foregoing findings and the hypothesis posited in this study, it is concluded

that there is no significant relationship in the English reading comprehension level of the

respondents in terms of vocabulary and answering comprehension questions to the following

variables:

1. Profile of the respondents in terms of:

a. language spoken at home; and

b. socio-economic status

2. Reading strategies employed by the teachers

Recommendations

Based on the summary of findings and conclusions drawn, the researchers highly

recommend that teachers should encourage students to engage in extracurricular extensive reading

activities, ‘extensive reading approach’ and involve students reading long texts or large quantities

for general understanding, with the intention of enjoying the texts (e.g. prime your knowledge,

write book reports and reviews, do timed readings, join book club discussions, create chain stories,

work on your creating writing, keep vocabulary journals, skim and scan). Learners also need to

realize that vocabulary acquisition is an important life-long skill and that they need to acquire more

vocabulary independently throughout their academic life and beyond. Ultimately, critical reading

strategies, which focus on evaluating and appraising the quality, value and truthfulness of the

reading, may be gradually introduced to enhance not only students’ reading, and also critical

thinking skills.
 34

Also, the full-blown implementation of a reading program is really necessary and will be

most useful as the initial step in dealing with reading inadequacies. A Reading Laboratory

component reinforced with a Speech Laboratory in the basic English strengthens their foundation

in achieving English proficiency. A remedial as well as tutorial schemes in a reading program will

always sufficiently aid in addressing reading inadequacies.

Finally, the researchers suggest that teachers should ask themselves the following questions

before deciding on which reading materials are to be used in L2 classrooms.

1. Will my students be interested in reading such materials?

2. Will these materials be relevant to my students‟ English proficiency levels?

3. What content knowledge is to be extracted from these materials?

4. Will these materials cause cultural conflicts in the classroom?

5. How can I motivate my students and involve them in reading such materials?

6. What kinds of pre-reading, reading, and post-reading activities and materials can be designed

and/or utilized to increase my students‟ understanding of these materials?

7. Do the reading materials provide students with sufficient background information about the

content of the text?

8. How much time and freedom am I giving my students to exercise their understanding of the

materials?

9. Am I being sensitive to my students‟ hidden comprehension problems?

 35

10. Am I helping my students to become more aware of the fact that reading is a highly interactive

process?

11. Are my students improving their attitudes about reading?

12. Am I allowing my students to become independent, self-directed readers?

If we, teachers, ask ourselves these questions before selecting a reading text or involving

reading activities to our lessons, while the students are reading it, and after they have finished it,

then we can fairly ascertain that our students will become more secured and more independent

readers in their second language.

 36

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 37

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 41

APPENDICES
 42

Appendix “A”

Letter to the School Administrator

Republic of the Philippines

Province of Palawan
Palawan State University
Coron Campus
Coron, Palawan

August 14, 2018

BENJAMIN E. ABLAZA, Ed.D.

Vocational School Administrator I
Coron School of Fisheries

Dear Sir:

Greetings in the name of Almighty God!

We, the 4rd year Bachelor of Secondary Education students majoring in English at PSU-Coron are
currently conducting a language research under the instruction of Dr. Fernando M. Cruz. Our
group’s research is entitled AN ASSESSMENT OF ENGLISH READING
COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS IN CORON SCHOOL OF
FISHERIES. In this regard, we humbly request permission from your office to allow us to
conduct an interview with the senior high school students, who are the respondents of this research.

Attached herewith is a copy of the questionnaire that we are going to use for our interview. We
are hoping for your support and kind consideration. Thank you and more power!

Sincerely yours,

(SGD) GENAVE M. DINGSON

(SGD) JOHN MAVERICK D. SILVERIO

(SGD) MAIREL A. YABUT

Researchers
 43

Noted by:

MR. RON ARCHIE C AUSTRIA DR. FERNANDO M. CRUZ

Research Adviser Campus Director

Approved by:

BENJAMIN E. ABLAZA, Ed.D.

School Administrator

GLENDIE LEE P. BUASAG VICTOR SALVALEON

Senior High School Officer-in-Charge Head of the Related Subject Dept.
 44

Appendix “B”

“The Instrument”

Republic of the Philippines

Province of Palawan
Palawan State University

Part I. Profile of the Students

 Name (Optional):
 Language/s primarily spoken
Tagalog
Cuyunon
Ilokano
English
Muslim
Bisaya
Calamianen
Cagayanen
If others, please specify: __________________

 Socio-Economic Status (please check the monthly income of your family)

High Income (earning P200,000 a month)

Middle Income (earning an average of P36,934)

Low income (earning an average of P9,061 per month)

 45

Part 2.
INSTRUCTIONS: The following are some questions that will help the researchers describe the
English reading comprehension of the respondents (Senior High School students). Please answer
honestly, based on your own ability. Encircle the letter of your chosen answer.

PART 2.1: VOCABULARY TEST

1. If you are ambivalent with the answers, analyze the given problem.
a. confusion b. innocent c. uncertain d. unaware
2. He left the country because of the ominous experiences he had in the past.
a. unforgettable b. threatening c. ugly d. remarkable
3. Teenagers are easily susceptible to peer influence.
a. flexible b. inspired c. dependable d. inclined
4. My mother is always adamant in eating breakfast before leaving the house.
a. resolute b. uncertain c. forgetful d. clueless
5. Reading words without understanding their meaning is futile.
a. helpless b. useless c. unnecessary d. avoidable
6. She wears gold but people knows how ostentatious she can be.
a. pretentious b. ambitious c. gorgeous d. rebellious
7. He submitted a grotesque artwork that nobody in the class could relate to.
a. different b. weird c. beautiful d. colorful
8. Their clandestine affair remained unknown for three years.
a. forbidden b. surprise c. secret d. unacceptable
9. They say love is like a firework, a fleeting moment.
a. brief b. unforgettable c. shinny d. remarkable
10. Cara is repulsive and rebellious. She always speaks sordid words.
a. dirty b. vulgar c. weird d. bizarre
11. Every time I see Cathy looking at me, I feel Euphoria in my bones.
a. gravity b. ecstasy c. erotic d. numb
12. I bought this book because when I read the blurb at the back, I fell in love with it.
a. summary b. teaser c. blog d. plot
 46

13. Finding a way out of the labyrinth is the last challenge of the competition.
a. castle b. forest c. maze d. box
14. There is still love in our hearts amidst our seemingly mundane existence.
a. complicated b. modern c. worldly d. wealthy
15. Cassy has a strong penchant in collecting cars.
a. belief b. fondness c. hobby d. route
16. Diskettes and CDs are going obsolete.
a. recycled b. refurbished c. updated d. outdated
17. The Queen of the Night dances vivaciously.
a. lively b. awkward c. kindly d. sweetly
18. The court released a dogmatic statement that made people more hopeful.
a. naïve b. unbelievable c. assertive d. unclear
19. This generation is prone to plethoric use of mobile gadgets.
a. essential b. crucial c. important d. excessive
20. I am usually haphazard in composing my poetry but they turn out so well anyway.
a. disorganized b. blank c. puzzled d. strategic

Source: http://depedtambayanph.blogspot.com/p/english-vocabulary-questions-with.html?m=1

PART 2.2: ENGLISH COMPREHENSION TEST

Part I: A STORY
Grasshopper and Toad appeared to be good friends. People always saw them together. Yet they had
never dined at each other's houses. One day Toad said to Grasshopper, "Dear friend, tomorrow come and
dine at my house. My wife and I will prepare a special meal. We will eat it together."
The next day Grasshopper arrived at Toad's house. Before sitting down to eat, Toad washed his
forelegs, and invited Grasshopper to do the same. Grasshopper did so, and it made a loud noise.
"Friend Grasshopper, can't you leave your chirping behind. I cannot eat with such a noise," said
Toad.
Grasshopper tried to eat without rubbing his forelegs together, but it was impossible. Each time he
gave a chirp, Toad complained and asked him to be quiet. Grasshopper was angry and could not eat. Finally,
he said to Toad: "I invite you to my house for dinner, tomorrow."
 47

The next day, Toad arrived at Grasshopper's home. As soon as the meal was ready, Grasshopper
washed his forelegs, and invited Toad to do the same. Toad did so, and then hopped toward the food.
"You had better go back and wash again," said Grasshopper. "All that hopping in the dirt has made
your forelegs dirty again."
Toad hopped back to the water jar, washed again, then hopped back to the table, and was ready to
reach out for some food from one of the platters when Grasshopper stopped him: "Please don’t put your
dirty paws into the food. Go and wash them again."
Toad was furious. "You just don't want me to eat with you!" he cried. "You know very well that I
must use my paws and forelegs in hopping about. I cannot help it if they get a bit dirty between the water
jar and the table."
Grasshopper responded, "You are the one who started it yesterday. You know I cannot rub my
forelegs together without making a noise." From then on, they were no longer friends.
Moral: If you wish to have true friendship with someone, learn to accept each other's faults, as well
as each other's good qualities.

1.) Which title might the author give this story?

A. A Grasshopper and a Toad B. A Noisy Grasshopper C. True Friendship D. The Cranky Toad
2.) Toad washed his paws and forelegs because _____.
A. he was hungry B. they were injured C. he was anxious D. they got dirty
3.) The word chirp in the fourth paragraph means the same as _____.
A. tweet B. silent C. breathe D. wisper
4.) Grasshopper and Toad might be friends because _____.
A. both of them are neighbors B. both of them eat insects C. they protect each other D. they
search together
5.) What happened after Grasshopper rubbed his forelegs together?
A. He hopped back. B. He got furious. C. He gave a chirp. D. He began to eat.
6.) The word dine in the first paragraph refers to the act of _____.
A. consuming B. treating C. abstaining D. lodging
7.) The word faults in the last paragraph means the opposite of _____.
A. weakness B. defects C. offenses D. strengths
 48

Part II: A POEM

As round their dying father's bed
His sons attend, the peasant said:
"Children, deep hid from prying eyes,
A treasure in my vineyard lies;
When you have laid me in the grave,
Dig, search-and your reward you'll have."
"Father," cries one, "but where's the spot?"
He sighs! he sinks! he answers not.
The tedious burial service over,
Home go his sons, and straight explore
Each corner of the vineyard round,
Dig up, beat, break, and sift the ground;
Yet though to search so well inclined,
Nor gold, nor treasure could they find;
But when the autumn next drew near,
A double vintage crowned the year.
"Now," quoth the peasant's wisest son,
"Our father's legacy is known,
In yon rich purple grapes 'tis seen,
Which, but for digging, never had been.
Then let us all reflect with pleasure.
That labour is the source of treasure."

8.) The main idea of the poem is __________.

A. father’s legacy B. treasure C. vine yard D. dying father
9.) The father said “when you have laid me in the grave” because he ____.
A. knew he was about to dye B. desired to rest a while C. had hidden a treasure D. knew
autumn was near
10.) The word prying in line three means the same as _____.
 49

A. ignoring B. crying C. neglecting D. wondering

11.) By what the autor mentions, the survivors should be _____.
A. humble B. unhealthy C. wealthy D. scared
12.) Of the following details cited in the poem, the second that is mentioned is _____.
A. rich purple grapes B. nor gold, nor treasure C. the tedious burial service D. the source of
treasure
13.) The word crowned in the sixteenth line refers to _____.
A. unsettled B. prevented C. changed D. rewarded
14.) The word labor in the last line means the opposite of _____.
A. activity B. operation C. laziness D. industry

Part III: AN ESSAY

Greek Mythology will always be culturally relevant in our world. There is a great deal of Greek
mythology symbolism of Greek gods in today’s society. Greek mythology will remain compatible to the
ideas of society. Many aspects of our culture involve and began from Greek myths. The solar system is, for
the most part, also named after Greek gods, “with the exception of Earth, all of the planets in our solar
system have names from Greek or Roman mythology” (Star child NASA 1). There is also much symbolism
of Greek gods and mythology in today’s society. Greek mythology is greatly reflected in advertising.
Several examples are Nike, the goddess of victory, and the very popular sports company, Nike. Another
popular advertisement is for the FTD flower delivery company. Their logo includes Hermes or Mercury,
the messenger of the gods with winged feet. Apollo, the god of music, has a famous music hall in New
York named after him, the Apollo Theater. There is also a magazine of the arts called Daedalus. Greek
mythology is relatable to humans. Many of the heroes in Greek mythology are on a quest for truth. In
today’s society, humans are still looking for truthful answers to their many questions. Myths explain things
the people are believed to not understand. Creation stories in Greek mythology tell of how everything came
to be, in their opinion. Many Creation stories include a flood story, which leads Christians to have greater
faith that it occurred. It is also important to study Greek mythology because it is part of history. There can
be a lot learned about the Greek culture. Greek mythology will always be relevant and relatable to the
people in this world.

15.) This selection is mostly about Greek _____.

A. culture B. mythology C. gods D. symbolism
16.) Greek mythology is greatly reflected in _____.
A. the solar system B. the Greek culture C. today’s advertising D. much symbolisim
17.) It is important to study Greek mythology because it is _____.
 50

A. related to advertising B. reflected in our present C. part of the world’s history D. relevant to
human behavior
18.) The word quest in the essay means _____.
A. retreat B. travel C. search D. escape
19.) When the author mentions “there can be a lot learned” he infers that people should _____.
A. read and analyze the Greek culture B. imitate and behave like the Greeks C. be aware of the Greek’s
philosophy D. respect the beliefs of the Greek culture
20.) The word faith in the essay refers to _____.
A. suspicion B. disbelief C. rejection D. conviction

Source: www.learnaidpr.com

Part III. What are the strategies employed by your teacher/s that help you improve your reading
comprehension? Check as many as observed to manifest.
Asking questions before, during and after reading activities.
Unlocking of unfamiliar words before the reading activity.
Recalling of prior knowledge.
Paraphrasing the text being read.
Brainstorming with the group or peers.
If others, please specify: _______________________
 51

Appendix “C”

Table 4.1

Relationship between Respondents’ vocabulary level and language/s primarily spoken

Computation: X2 =

(2-1.71)2 + (0-.56)2 +(1-.37)2 + (0-.37)2+(35-36.39)2 + (14-11-99)2+(11-7.81)2 + (4-7.81)2 +

1.71 .56 .37 .37 36.39 11.99 7.81 7.81

(108-102.92)2 + (27-33.91)2 +(25-22.08)2 + (21-22.08)2+(116-119.98)2 + (45-39.53)2+(19-

25.74)2 +

102.92 33.91 22.08 22.08 119.98 39.53

25.74

(31-25.74)2

25.74

=.05+ .56 + 1.07+ .37+ .05+ .34+ .1.30 + 1.86 + .25 + 1.41 + .36 + .05+ .13 + .76+ 1.76 + 1.07

X2 = 11.39

df =(r-1)(c-1) Tabular value at alpha .05

= (4-1) (4-1) 16.92

= (3)(3)

df = 9

Decision: The computed value is 11.39 which is less than the tabular value of 16.92, the Ho is

accepted. Therefore, there is no significant relationship between respondents’ vocabulary level and

their language spoken at home.

 52

Appendix “D”

Table 4.2

Relationship between Respondents’ vocabulary level and Socio-economic Status

Computation: X2 =

(1-1.49)2 + (1-.51)2 + 0 +(26-28.36)2+(12-9.64)2 + 0 + (85-85.84)2+(30-29.16)2 + 0 +

1.49 .51 28.36 9.64 85.84 29.16

(97-93.30)2 + (28-31.70)2 + 0

93.30 31.70

=.16 + .47 + 0+ .20+ .58 + 0 + .008 + .02+ 0 + .15 + .43+ 0

X2 = 2.02

df =(r-1)(c-1) Tabular value at alpha .05

= (4-1) (3-1) 12.59

= (3)(2)

df = 6

Decision: The computed value is 2.02 which is less than the tabular value of 12.59, the Ho is

accepted. Therefore, there is no significant relationship between respondents’ vocabulary level and

their socio-economic status.

 53

Appendix “E”

Table 4.3

Relationship between Respondents’ answering comprehension questions level and

language/s primarily spoken

Computation: X2 =

(1-1.13)2 + (0-.37)2 +(1-.24)2 + (0-.26)2+(71-67.79)2 + (21-22.34)2+(18-14.54)2 + (10-15.32)2

1.13 .37 .24 .26 67.79 22.34 14.54 15.32

(125-128.81)2 + (47-42.44)2 +(22-27.64)2 + (34-29.12)2+(64-63.27)2 + (18-20.85)2+(15-13.58)2

128.81 42.44 27.64 29.12 63.27 20.85 13.58

(15-14.3)2

14.3

=.01 + .37 + 2.41+ .26+ .15 + .08 + .82 + 1.85 + .11 + .49 + 1.15 + .82 + .008 + .39 + .15 + .03

X2 = 9.10

df =(r-1)(c-1) Tabular value at alpha .05

= (4-1) (4-1) 16.92

= (3)(3)

df = 9

Decision: The computed value is 9.10 which is less than the tabular value of 16.92, the Ho is

accepted. Therefore, there is no significant relationship between respondents’ answering

comprehension questions level and their language/s primarily spoken.

 54

Appendix “F”

Table 4.4

Relationship between Respondents’ answering comprehension questions level and Socio-

Economic Status

Computation: X2 =

(0-.75)2 + (1-.25)2 + 0 +(46-52.25)2+(24-17.75)2 + 0 + (106-103.75)2+(33-35.25)2 + 0 +

.75 .25 52.25 17.75 103.75 35.25

(57-52.25)2 + (13-17.75)2 + 0

52.25 17.75

=.75 + 2.25 + 0+ .75+ .2.20 + 0 + .05 + .14+ 0 + .43 + 1.27+ 0

X2 = 7.84

df =(r-1)(c-1) Tabular value at alpha .05

= (4-1) (3-1) 12.59

= (3)(2)

df = 6

Decision: The computed value is 7.84 which is less than the tabular value of 12.59, the Ho is

accepted. Therefore, there is no significant relationship between respondents’ answering

comprehension questions level and their socio-economic status.

 55

Appendix “G”

Table 5.1

Relationship between Respondents’ Vocabulary Level and Teachers’ Strategies

Computation: X2 =

(2-2.49)2 + (1-1.43)2 +(2-1.8)2 + (2-1.14)2+(1-1.14)2 + (34-38.62)2+(20-22.19)2 + (29-27.95)2

2.49 1.43 1.8 1.14 1.14 38.62 22.19 27.95

(21-17.62)2 + (22-17.62)2 +(98-99.98)2 + (62-57.45)2+(71-72.36)2 + (48-45.61)2+(42-45.61)2 +

17.62 17.62 99.98 57.45 72.36 45.61 45.61

(94-86.28)2 + (48-49.57)2 + (63-62.44)2 +(33-39.36)2 +(39-39.36)2

86.28 49.57 62.44 39.36 39.36

=.10+ .13 + .02+ .65+ .02 + .55 + .22 + .04 + .65 + 1.09+ .04 + .36 + .03 + .13 + .28+ .69 + .05+

.005 + 1.03+ .003

X2 = 6.088

df =(r-1)(c-1) Tabular value at alpha .05

= (4-1) (5-1) 21.03

= (3)(4)

df = 12

Decision: The computed value is 6.088 which is less than the tabular value of 21.03, the Ho is

accepted. Therefore, there is no significant relationship between respondents’ vocabulary level and

teachers’ strategies.
 56

Appendix “H”

Table 5.2

Relationship between Respondents’ Answering Comprehension Questions Level and

Teachers’ Strategies

Computation: X2 =

(0-1.24)2 + (1-.72)2 +(1-.9)2 + (1-.57)2+(1-.57)2 + (62.71.64)2+(37-41.16)2 + (55-51.84)2

1.24 .72 .9 .57 .57 71.64 41.16 51.84

(40-32.68)2 + (36-32.68)2 +(106-112.13)2 + (69-64.43)2+(84-81.15)2 + (52-51.15)2+(49-51.15)2

32.68 32.68 112.13 64.43 81.15 51.15 51.15

(60-42.98)2 + (24-24.7)2 + (25-31.11)2 +(11-19.61)2 +(18-19.61)2

42.98 24.7 31.11 19.61 19.61

=1.24+ .11 + .01+ .32+ .32 + 1.30 + .42 + .19 + 1.64 + .34+ .34+ .32 + .10 + .01 + .09+ 6.74 +

.02+ 1.2 + 3.78+ .13

X2 = 18.62

df =(r-1)(c-1) Tabular value at alpha .05

= (4-1) (5-1) 21.03

= (3)(4)

df = 12

Decision: The computed value is 18.62 which is less than the tabular value of 21.03, the Ho is

accepted. Therefore, there is no significant relationship between respondents’ reading

comprehension and teachers’ strategies.

 57

CURRICULUM VITAE
 58

Name: GENAVE M. DINGSON

Address: Barangay New Busuanga, Busuanga, Palawan

Civil Status: Single

Course and year: Bachelor of Secondary Education Major in English/ 4th year

Birthday: July 3, 1998

Birthplace: Barangay New Busuanga, Busuanga, Palawan

Age: 20

Parents: Hector D. Dingson

Lorna M. Dingson

Educational Background:

Tertiary Palawan State University

Bachelor of Secondary Education Major in English

SY: 2015-2018

Secondary New Busuanga National High School

New Busuanga, Busuanga, Palawan

SY: 2014-2015

Primary New Busuanga Elementary School

New Busuanga, Busuanga, Palawan

SY: 2010-2011
 59

Name: JOHN MAVERICK D. SILVERIO

Address: Barangay Buluang, Busuanga, Palawan

Civil Status: Single

Course and year: Bachelor of Secondary Education Major in English/ 4th year

Birthday: December 22, 1998

Birthplace: Barangay Buluang, Busuanga, Palawan

Age: 19

Parents: Leonides E. Silverio

Mirasol D. Silverio

Educational Background:

Tertiary Palawan State University

Bachelor of Secondary Education Major in English

SY: 2015-2018

Secondary New Busuanga National High School

New Busuanga, Busuanga, Palawan

SY: 2014-2015

Primary Buluang Elementary School

Buluang, Busuanga, Palawan

SY: 2010-2011
 60

Name: MAIREL A. YABUT

Address: Sitio.Mangahan, Barangay Tagumpay, Coron, Palawan

Civil Status: Single

Course and year: Bachelor of Secondary Education Major in English/ 4th year

Birthday: November 20, 1998

Birthplace: Barangay Bogtong, Busuanga, Palawan

Age: 19

Parents: Antonio A. Yabut

Gemma A. Yabut

Educational Background:

Tertiary Palawan State University

Bachelor of Secondary Education Major in English

SY: 2015-2018

Secondary Coron School of Fisheries

Coron, Palawan

SY: 2014-2015

Primary Tagumpay Elementary School

Coron, Palawan

SY: 2010-2011