ACKNOWLEDGEMENT

We would like to express our gratitude to the people who contribute to give life to
this study.

First, to Ma’am Joy C. Chavez, for her patience and efforts to teach heartedly on
making this research. The knowledge and learning that you shared and given with us a lot
of knowledge and new learning you inspire us to pursue this research. THANK YOU.

Special thanks to the experts who evaluated this study to make this study worthy
reading material on research. THANK YOU.

To those Grade 7 students who our main respondents of this study, thank you for
time, effort and cooperation to answer our questionnaire.

To our parents, for all the support, for being there in our ups and downs, for
giving us a money to complete our research paper, even they don’t have enough money
to give but still they did their best thank you for their deep understanding, patience, and
to your love and trust. THANK YOU and WE LOVE YOU.

To our classmate who help us of collecting more ideas and sharing their thoughts
and knowledge.

To the writers were we get the sources and information THANK YOU for the added
knowledge to complete our study.

And mostly especially, to the Almighty God who give us strength as well as his
guidance to become our research better.

THANK YOU TO ALL OF YOU.

iv
 Table of Contents

Title i

Approval Sheet ii

Abstract iii

Acknowledgement iv

CHAPTER I

Introduction

Background of the Study 1

Statement of the Problem 2

Hypothesis 3

Scope and Delimitation 4

Significance of the Study 5

Theorical Framework 6

Conceptual Framework 7

Definition of terms 8

CHAPTER II

Review and Related Literature

Related studies 9

CHAPTER III

Research Methodology

Locale of the Study 10

Research of the Study 11

Instrument of the Study 12

v
CHAPTER IV

Presentation, Analysis and Interpretation of Data

Table 1. Identified the effect that would result to Poor Reading Comprehension.

Table 2. Determined how does the students cope up with their weaknesses in relation to
their Poor Reading Comprehension.

Table 3. Identified the Reasons of Poor Reading Comprehension.

CHAPTER V

Summary, Conclusion, and Recommendation

Objective 1. Identify the effect that would result to Poor Reading Comprehension

Objective 2. Determined how does the students cope up with their weaknesses in relation
to their Poor Reading Comprehension.

Objective 3. Identified the Reasons of Poor Reading Comprehension.

Appendices

References

Survey Questionnaire

Letter Request

Curriculum Vitae

Documentation

vi
 Chapter 1

Introduction

Background of the study

Reading is one of English skills besides speaking, listening and writing. It

is the way to understand written messages. According to Nuttal (2002:2) reading
means a result of interaction between the Writers mind and the readers mind. It
is the way how to the reader tries to get the message or intended meaning from
the writer. In this process, the reader tries to get the meaning intended by the
writer. The reader can get the message, and the Writers sense. According to
Pang (2003:2) reading is defined as understanding written texts.

He says that the reading consists of two related process: work

recognition and comprehension. Word recognition is defined as the process of
getting how written symbols corresponds to ones spoken language while
comprehension is the process of making the meaning of words, sentences, and
connected text.

This Research aims to encourage risk. Taking when students feel afraid in
making mistake in studying or doing exercises some efforts can be applied in the
classroom, Those are, praising students for making science effort to try out
language using frequency exercises where errors are not corrected at that time
giving outside of class assignment to speak or write or to try out the language.
Building students Self Confidence teacher need to build the student confident in
studying English because Self Confident is one of important factor which
influence the students success in studying English to do that, teacher should tell
student sexplicity (verbal and non- verbally) that he or she do indeed believe
that their students can do their job.
 1

Teacher should ask them make lists of their strength of what they know
or what they have accomplished so far in the course. Some activities can be
done in changing the students to ask you and each other in questioning when
they do not understand something, making your theoretical explanation very
simple and briefly by doing translation into a native language too clarity a word
or meaning.

According to Antoniou and Souvignier (2007), the main aims of

strategy training are monitoring understanding, acquiring and actively using
knowledge, and developing insights. In addition, cabuku (2007) points out that
to be effective student most disposal and know where, when and how to use
these strategies.

Furthermore, not all Grade 7 students are having a very well reading with
comprehension. Not all of them can read properly and fluently especially in
English and not all of them can read with comprehension. This is because they
are just a beginner of being high school student. They are facing a lot of
adjustment, to their Solves, and most importantly to their studies. Because being
a high school is very different from being Elementary students. When we were in
elementary days we are just easy going, we can make what we want to do, we
can play, and we can enjoy all of it, but since we start our high school life, It is
hard as to do such a lot of things, Yes I can say we can also enjoy our high
school lives but it is just only limited.

These are the adjustment that the Grade 7 students facing of. But we
know that they can overcome all of this, they can overcome reading
comprehension through the help of their teacher parents, classmate, friends, and
most especially through the help of their selves. Teachers that can pursue and
motivate that they can do it, a teacher that can inspire them to study hard and
just keep going.
 2

Statement of the problem

This study aims to asses and evaluate poor reading comprehension of

Grade 7 students of Agdangan National High School

This study aims to answer the following question:

1. What is the effect of poor reading comprehension to academic performance?

2. How will they cope up with their weaknesses in poor reading comprehension?
3. What are the reasons of poor reading comprehension among Grade 7 students?
4. What program may be proposed base on the result of the study?

Hypothesis
H0: There is no effect of reading without comprehension on academic
performance of the student.
H1: There is a significant effect of reading with comprehension on the academic
performance of the student.

Scope and Delimitation

This study focused on poor reading comprehension its effect to the academic
performance of grade 7 students in Agdangan National High School, Baao Camarines Sur.
This specifically identified the profile of the respondents, evaluated what kind of reading
comprehension are they fond of, and find out how poor reading comprehension affect the
academic performance of the respondents.

The total number of respondents were (30) coming from Grade 7 students.
 3

Theoretical Framework

The Schema Theory

Schema Theory is an explanation of how readers use prior knowledge to
comprehend and learn from text (Rumelhary, 1980). The term “Schema” was
first used in psychology by Barlett as “an active organization of past reactions or
experiences” (1932, p.201), later schema was introduced in reading by
Rumelhary (1980), Carrell (1981) and Hudson (1982) when discussing the
important role of background knowledge in reading comprehension (all cited in
an, 2013). The fundamental principle of the schema theory assumes that written
text does not carry meaning by itself. Rather a text only provide direction for
readers as to how they should retrieve or construct meaning from their own
preously acquired knowledge (An 2013).

Planning, Attention- Arousal, Simultaneous and successive (PASS)

theory of intelligence
First, proposed in 1975 (Das, Kirby, and Jarman, 1975) and later
elaborate by Das, Naglieri and Kirby (1994) and Das, kar and Parrila, (1996)
Challenges g- Theory on the grounds that the brain is made up of
interdependent, but separate, functional systems. Nueroimaging studies and
clinical studies of individuals with brain lesions make it clear that the brain is
modularized; for example, Damage to a very specific area of the left temporal
lobe will impair the production (but not the comprehension) of spoken and
written language. Damage to an adjacent area will have the opposite impact,
preserving the individual ability to produce, but not understand speech and test.
 4
Conceptual Framework

This outline make this study easy to understand and to conceptualizing

this ideas of the researchers. This research paradigm model have input process
and output that describe the main point of this study.

IPO model (Input-Process-Output)

Analysis of the Data

-By the use of provide

questionnaire, it will help Profile and Roles of
Profile of the Respondent
the researcher to get the Respondents are
a.) 14 -15 Fulfil the study and Determined
b.) Male and Female information and ideas that
- In part of the study
c.) Grade 7 students needed of the researcher.
researcher will help
- In computing the data it to determine if the
Role of the
will use a statistical different
Respondent
treatment which given by
the formulas.

Figure 1

Research Paradigm of the Study.

 5

Significance of the Study

The study that was conducted aimed to identify the profile of the
respondents, evaluated what kind of poor reading comprehension are they fond
of, determined what attract them to become good in reading with
comprehension and find out how PRC affects their academic performance. The
importance of this study is to gives awareness to everyone who will read this
concerning about poor reading comprehension.

This study will benefit and enrich the knowledge of the following:

To the department of education, this study can give the organization an

insight on how poor reading comprehension affect the students and the student’s
Feedback with the latest grading system that may affect them as a student.

Teachers, Their student’s performance in school especially in poor reading

comprehension is what they observed when they’re ready reading the next
comprehendly. This study will surely help them in a way that it gives information
for them to be guided.

Students, Being aware for the students if what possible things that would
happen and that can affect to their studies if they are not good in reading with
comprehension.

Future researchers, Data gathered from this study I provide the future
researchers the necessary information as reference materials to be used in their
future research.

Parents, This study serves as an additional information to the parent and

how to gurde their children in their studies informing them how important the
education is.
 6

Definition of Terms

This term will be helpful in order to understand the study easily.

Reading – The act of reading something

- The activity of reading a book, magazine, and etc

- A boot, article, etc, that is being read or that is intended to be read

Comprehension – Ability to understand

Academic – Courses of study taken at a school or college

- Of relating to schools and education

Students – A person who attends a school, college, or university a person who

studies something

School – An organization that provide instruction such as an institution for the

teaching of children; a group of scholars and teachers pursuing knowledge
together that with similar groups constituted a Medieval University.
 7

Chapter II

Related literature

The literature on strategy instruction has shown that there are two
different approaches to teaching reading strategies. These are explicit Instruction
and implicit instruction. According to Hall (2009) explicit instruction is a very
systematic instructional Approach that Include a set of delivery and design
procedures derived from affective schools research Merged with behaviour
analysis. Hall further points out that there are to essential components to well
design explicit instruction:

1. Visible delivery features are group instruction with a high level of teacher and
student instructions
2. This concern the list observable, instructional design, principle and assumptions
that make up the content and strategies to be taught. According to Van Keer
(2004), explicit reading strategies Instruction in engaging learners in the
Interaction with the text promote learners’ reading comprehension ability. In
addition, van keer states that even when children do not use effective
comprehension strategies on their own, explicit reading the successfully. The
current study has been triggered by this view because it seeks to improve the
reading comprehension and strategy use of disadvantage learners reading
comprehension and strategy use (Franco –Fuencomayor, Kandel –Cisco & Pardon
2008). On the other hand, the US department of education (2008) points out
that implicit learning is acquisition of knowledge about the underlying structure
of a complex stimulus environment by a process which Think naturally, simply
without conscious operations.
 8

In addition Dalton & proctor (2007) point out that implicit reading
strategy instruction refers to a reading environment that variety of embedded
features that are designed to support individual learning needs whilst being
sensitive to the interactive nature of the reading classes. Dalton & proctor further
point out that those learners who struggle with creating meaning are supported
in an apprentice model of reading strategy instruction where scaffolds decrease
as learner’s understanding and self –regulation improved. As you can see,
reading comprehension involves many processes happening in your brain and
once, and thus in can be easy for some aspects of a text to get lost in the
muddle. But the good news to anyone who struggles is that reading
comprehension is a skill just like any other. It must be learned through
practice, focus, and diligence but it absolutely can be learned. The strategy of
semantic mapping, or grouping ideas into meaningful clusters, helps the readers
to remember the content of the text. (Brown, 2000:308). Guessing when you are
not certain brown (2000:309) state that guess RE n extremely broad category.
Learners can use guessing to their advantages to: (1) guess the meaning of a
word, (2) guess grammatical relationship (e.g., a pronoun reference) (3) guess a
discourse relationship, and (4) infer implied meaning (“between the lines”), (5)
guess about a cultural reference, and (6) guess content message, those micro
skills can be used for the teacher as a strategies to overcome the difficulties in
the students reading comprehension. Moreover, the student should encourage
themselves to be strong readers. Strong Readers comprehension skills of the
students and all the other subjects in the personal and professional lives on their
future.2) the principles of teaching reading and teaching English, teachers as the
center and facilitator the students and the classroom needs to prepare from
teaching strategies and principles to teach the student they so that they can
understand will what the teacher teach in the classroom.
 9

According to Richards & Renandya (2002:16), there are ten teaching

principles that may be appropriate in teaching reading that is summarize below.
a) Lowering inhibitions in the classroom, students need some activities to
decrease their difficulties in studying English. The teacher can apply these
activities, those are, playing guess and communication games, doing role-replay
and skits; sing a songs, using group work, laughing with the students, having
them share fears in small groups. 14 b)

According to Pang (2003:28) comprehension is the process of making

sense of words, sentences and connected text. He says that comprehension of
the processes of deriving the meaning of the one word to another in a text.
Readers typically make use 10 of background knowledge, vocabulary,
grammatical knowledge, experience with a text and other strategies to help them
understand the written texts. From the definitions above, reading comprehension
can be concluded as the ability to find the stated or unstated writer’s idea in the
text. The essence of reading comprehension is understanding information
delivered by the writer. It also refers to the ability to connect between ideas
conveyed in a text. C. Teaching Reading Kimbly and Garmezy brown (2000:7)
define that teaching is the activities to show or help someone to learn how to do
something, give instructions, guide in the study of something, provide with the
knowledge and give new knowledge. Brown (2000:7) also says that “Teaching
cannot be defined apart from learning. Teaching is guiding and facilitating
learning, enabling the learners to learn, setting the conditions for learning”
Meanwhile learning is getting the knowledge or the acquisition of the knowledge.
From the definitions above, we can define teaching as helping facilitating, and
giving instruction how to learn and get something knowledge.
 10

Chapter III

Research methodology

This chapter will discuss the research method that the researcher use in
conducting the research, procedure of the research, especially for the gathering
information, in the statistical treatment use to determine the validity and
consisting on the data.

Locale of the study

The study will be conducting particularly in Agdangan National High

School, main campus. Agdangan national high school is located in Agdangan
Baao Camarines Sur, Agdangan national high school main campus is composed
of 15 class room including the canteen and faculty room.

Research design

This research use descriptive survey method of research design for

gathering the needed information with the use of survey questionnaires. Well,
there have four question to be answered of the respondents which is the
randomly selected in grade 7 students in Agdangan National High School Main
campus. This type of method can ensure validity of the information.

Instrument of the Study

The research instrument on the study is presented through the use of

questionnaire. The questionnaire will mainly compose of questions to be
answered by the respondents. The questionnaire will help them to able to find
out the opinion regarding the academic performance of selected grade 7
students. This will also help on gathering the data that needed for the analysis
and Interpretation.

11

Respondent of the Study

The respondents of this study were the selected Grade 7 Student in

Agdangan National High School on which comprises of 15 Students. Where will
be Choose 10 Students per Sections, We observe not all respondents because as
we observe not all grade 7 Student have enough reading skill with
comprehension.

Population and Sampling

This Study will employ complete enumeration that means that 207
Students of Grade 7 Students in Agdangan National High School year 2018-2019

Validation of Research Instrument

The questionnaire need a validation enable for the research to know if it

ready for tested by the respondents the researcher will submit the instrument to
the expert ferchecting and validation and will be tested by the Grade 7 Students.

Data Analysis

In this study will be using survey questionnaire in gathering needed data

and information. In interpreting our respondent which is the randomly selected
Grade 7 Students will be answering 4 Questionnaire.
 12

Statistical Tool

In this study, the numerical data will show in this where, It can be used
in presenting the data needed in the next chapter.

f
Formula: p=
n
x 100

Where:

P= Percentage

F=Frequency

N= No. of Respondents (Sample Size)

 13

Chapter IV

Presentation, Analysis, Interpretation of the Data

This chapter present, Analysis and interpretation of the data gathered from the grade 7

students respondent of Agdangan National High School in Determining the effect of poor reading

comprehension to the academic performance of students.

Table 1 Effect that would result to poor reading comprehension

Effects that would result to Poor Reading

Comprehension Frequency Percentage Rank
%

1-Failed Grades 21 70 2

2-Discrimination 13 43.33 5

3-Difficult to cope up with or understand with

the school activities 14 46.66 4
4-Can’t answer questions about what they just
read 18 60 1

5-Doesn’t know the meaning or give up quickly

10 33.33 6
 6-Unable to tell the story after reading it
15 50 3

7-Others: Please Specify 0 0 0

Effects that would result to Poor Reading

Comprehension Frequency Percentage Rank
%

1-Failed Grades 21 70 2

2-Discrimination 13 43.33 5
3-Difficult to cope up with or understand with
the school activities 14 46.66 4
4-Can’t answer questions about what they just
read 18 60 1

5-Doesn’t know the meaning or give up quickly

10 33.33 6

6-Unable to tell the story after reading it

15 50 3

7-Others: Please Specify 0 0 0

Interpretation:

1.In table one it states that the rank one got the highest percentage of 70,Failing of Grades

with the frequency of 21.The second one got the percentage of 60 Can’t answer question about

what they just read,with the frequency of 18,The third one got the percentage of 50 Unable to
tell the story after reading it,with the frequency of 15,Fourth got the percentage of 46.66

Difficult to cope up with or understand with the school activities with the frequency of 14, Fifth

got the percentage of 43.33 Effects that would result to Poor Reading Comprehension being

Discriminated or Discrimination with a frequency of 13, And lastly got the percentage of 33.33

Doesn’t know the meaning or give up quickly with a frequency of 10.

Recommendation:

The possible effects that would result to Poor Reading Comprehension is Failed Grades, If you

were facing of Poor Reading Comprehension try to read a lot of books ,If you don’t be able to

understand easily of what you have been read, then read it again and find on the dictionary for

the unfamiliar words by that way of thinking you can avoid of failing grades ,and it can also

help you to overcome Poor Reading Comprehension.

Table 2: How does the students cope up with their weaknesses in relation to their Poor Reading

Comprehension

How does the

students cope up with
their weaknesses in Frequency Percentage Rank
relation to their Poor %
Reading
Comprehension
1-Make reading as
your habit 17 56.66 3
2-Read a lot of books 16 53.33 4

3-While reading
search or find on the 20 66.66 1
dictionary for the
 unfamiliar words
4-Ask for a help
(Either to your 18 60 2
Friends, Teachers ,or
Family)
5-Others please
specify

Interpretation:

In table 2 it states that the rank one got the highest percentage of 66.66 ,While reading search

or find on the dictionary for the unfamiliar words with the frequency of 20,The second one got

the percentage of 60 Ask for a help either to your friends, family, or teachers with the

frequency of 18,Third,got the percentage of 56.66 Make reading as your habit with the

frequency of 17, And lastly, got the percentage of 53.33 Read a lot of books with a frequency
of

16.

Recommendation: How does the students cope up with their weaknesses in relation to Poor

Reading Comprehension is, while reading search or find on the dictionary for the unfamiliar

words and when you are reading try to analyze the difficult word try to find out for the meaning

in order to understand what you are reading more comprehensively and it can also help to

widen your knowledge helps you to understand or comprehend easily.

Table 3: Reasons of Poor Reading Comprehension is/are:

Reasons of Poor
Reading Frequency Percentage Rank
Comprehension %
is/are:
1-Uninteresred 16 53.33 2.5
 2-Diffcult to
comprehend or 22 73.33 1
understand the
concepts of the
lesson
3-Disturb by the
problems (either 16 53.33 2.5
personal or family
problem)
4-Lack of reading
materials 14 46.66 3

5-Teachers factors
the limited reading 13 43.33 4
articles.
Interpretation:

In table 3