The Level of Reading Comprehension in English Language of The Grade 10 Students

in Kitubo National High School

GROUP MEMBERS:
Christian Mark M. Baluran
Jenelyn S. Maestrado
Jaymarie O. Otordoz
Romel A. Mendoza
Gleziel C. Oliverio
Carl D. Andamon
Bryel S. Morales
Rhena P. Nuñez

Humanities and Social Science

September 2023
 Chapter I

Background Of The Study

Reading comprehension is the ability to understand and interpret written text,

involving cognitive processes like decoding words, understanding vocabulary, grammar,
making inferences, and connecting ideas. It is crucial for success in education and
professional settings, enabling access to various written materials, effective
communication, and enhancing critical thinking. However, it can be challenging due to
complex vocabulary, intricate sentence structures, and nuanced ideas. Developing
reading comprehension skills requires active engagement with the text, making
predictions, summarizing information, and asking questions. Practicing strategies for
different types of texts is essential for success.

With over 1.5 billion users as either their first or second language, English is a
widely used language. Global communication, professional prospects, higher education,
travel and tourism, cultural interaction, and personal growth are just a few of the many
advantages it provides. As the unifying language of the world, English enables
successful communication between people from many cultural backgrounds. Due to the
fact that multinational organizations and international industries use English for
business communication, it also provides access to a wide range of professional
options. Fluency in English also enables access to a wealth of information and
resources found in academic journals, books, and online sites. Learning English also
promotes cognitive growth, sharpens analytical faculties, and strengthens memory.

The problem Is most grade 10 students in Kitobo National Highschool have

shown a concerning lack of focus when it comes to their reading skills. Whether it is due
to a lack of motivation or simply a dislike for reading, their actions have resulted in a
significant decline in their reading comprehension abilities. This unfortunate situation
has had a direct impact on their overall academic performance.

Strong reading comprehension is crucial for students before entering senior high
school, as it prepares them for advanced and demanding courses, such as scientific
articles, literary works, and historical documents. Without this foundation, students may
struggle to understand and analyze content, hindering their ability to succeed in their
coursework. Senior high school is also a crucial period for academic and personal
growth, as it serves as a stepping stone towards higher education or future career
paths. Developing strong reading comprehension skills is essential for preparing
students for college or professional life, enhancing their critical thinking, problem-
solving, and communication abilities. Reading comprehension is interconnected with
other academic skills, such as writing and research, allowing students to synthesize
information, evaluate arguments, and present well-supported insights. In summary,
having strong reading comprehension is essential for students to tackle advanced
coursework, develop critical thinking, and effectively communicate, empowering them
with valuable skills for future academic and professional endeavors.

The last released results of the Programme for International Student Assessment
(PISA) on (December 3, 2019) revealed that the Philippines achieved a reading score of
340, placing it at the 79th position. This score is lower than the average reading score of
487 achieved by countries belonging to the Organization for Economic Co-operation
and Development (OECD).

PISA is an assessment conducted by the OECD to evaluate the educational

performance of 15-year-old students across different countries. The focus of the most
recent assessment was on reading skills. That is why the researchers chose to conduct
this study because they recognized the importance of assessing reading proficiency
among students.

The obtained score of 340 Indicates the level of reading proficiency among
Filipino students. The results highlight the need for attention to be given to reading
education in the Philippines. It is important for policymakers, educators, and
stakeholders to carefully examine the factors contributing to the lower reading
performance and implement targeted measures to improve reading skills.

This could involve enhancing teaching methods, designing an effective

curriculum, ensuring access to quality reading materials, and promoting a culture of
reading both inside and outside the classroom. By addressing these areas, the
Philippines can work towards improving educational outcomes and equipping students
with strong reading abilities, which are crucial for their academic success and future
prospects.

The objective of the study Is to investigate the reading comprehension levels of

grade 10 students at Kitobo National High School. The researchers aim to identify the
factors that may be affecting their comprehension and to understand the reasons why
these students find reading English texts challenging. By delving deeper into these
issues, the study seeks to provide valuable insights and potential solutions that can help
improve the reading skills of these students. Through a comprehensive analysis of the
factors and challenges faced, the researchers hope to contribute to the development of
targeted interventions and strategies that can support the students in enhancing their
reading comprehension abilities. Ultimately, the objective is to improve the academic
performance and future prospects of grade 10 students at Kitobo National High School,
creating a strong foundation for their educational journey and beyond.

Statement Of The Problem

1. What is the level of reading comprehension in English language of the grade 10

students in Kitobo National Highschool?
2. What are the factors that is affecting the reading comprehension in English
language of the grade 10 students?
3. What did the students find reading English text difficult?

Objectives Of The Study

This study aims to provide information about the level of the reading
comprehension in English subject of the grade 10 students in Kitobo National
Highschool. Specifically it aims to:

1. Determine what is the level of reading comprehension in English language of the

grade 10 students in Kitobo National Highschool.
2. Examine the factors that is affecting the reading comprehension in English
language of the grade 10 students in Kitobo National Highschool.
3. Assess why the students find reading English texts difficult.
 Significance Of The Study

The results of this study may offer more in-depth explanations of how to raise
students’ reading comprehension, emphasizing the value of offering activities that will
match their level of understanding. The findings of this research could also benefit the
following.

To the students. Due to the results influencing how the teachers improve their
instruction, the results may be a means to have greater learning comprehension. And it
appears that they can learn more.

Towards the parents. The outcomes might serve as motivation for them to work
hard and instill a love of reading in their kids even at home.

To the instructors. The findings may help them determine what the kids are
lacking and may enhance their instructional strategies.

For the future researchers. They could use this study as motivation for their
future research and gain ideas for how to improve it.

Scope And Delimitations

The main objective of this study is to investigate the level of the reading
comprehension ability of the grade 10 students. This study is limited to Grade 10 Kitobo
High School learners. The students personal information such as name and age are not
necessary needed and were only put as optional on the test and survey papers.

Definition Of Terms

These words demonstrate an advanced vocabulary level and were used in the
context of discussing the importance of strong reading comprehension skills before
entering senior high school. Remember, effectively using advanced vocabulary requires
understanding not only their meanings but also their appropriate usage in various
contexts.

Articulate: Expressing oneself clearly and effectively in speech or writing.

Cognitive: Relating to the mental processes of thinking, perceiving, and understanding.

Decoding: The ability to translate or decipher written or printed symbols into meaningful
language or information.

Grasp: To understand or comprehend something, often with difficulty or effort.

Hindering: To prevent or create obstacles for progress, development, or success.

Inferences: Conclusions or interpretations reached based on evidence and reasoning

rather than directly stated facts.

Perspective: A particular way of viewing or interpreting something; a point of view.

Synthesize: To combine or integrate various elements or pieces of information to create

a new coherent whole.
 Chapter II

REVIEW OF RELATED LITERATURES

This chapter provides related literatures that discuss the common factors that
contribute to poor reading comprehension among students. It also presents various
strategies that can be used to improve reading comprehension skills, as well as ways in
which teachers can help students develop a love for reading. The information presented
in this chapter is based on research studies conducted by experts in the field of
education, and it aims to provide a comprehensive understanding of the factors that
affect students’ ability to comprehend English texts. By examining these literatures,
educators and parents can gain insights into how to support students in developing their
reading comprehension skills and fostering a lifelong love of reading.

Let us begin with the study of Mubashir Iqbal et al. (2015), this particular study
presents some of the common factors that contribute to poor reading comprehension
among students include poor mastery over vocabulary, weak sentence structure and
tenses, lack of reading strategies, lack of interest in reading, and a focus on passing
exams rather than developing skills.

Poor mastery over vocabulary can make it difficult for students to understand the
meaning of words in the text. Weak sentence structure and tenses can also affect
comprehension because students may not be able to understand the grammatical
structure of sentences. Lack of reading strategies can make it difficult for students to
comprehend the text, as they may not know how to approach the text or how to use
different strategies to understand it. Lack of interest in reading can lead to a lack of
motivation to improve reading skills. Finally, a focus on passing exams rather than
developing skills can lead to a lack of interest in reading and a lack of motivation to
improve reading skills.

These factors contribute to poor reading comprehension among students

because they make it difficult for students to understand the text. When students do not
understand the meaning of words or the grammatical structure of sentences, they may
not be able to comprehend the text. Similarly, when students do not know how to
approach the text or how to use different strategies to understand it, they may struggle
to comprehend the text. Lack of interest in reading and a focus on passing exams rather
than developing skills can also lead to a lack of motivation to improve reading skills,
which can further contribute to poor reading comprehension.

Furthermore, from the study that was conducted by Estremera (2018), the five
categories of factors that affect the reading comprehension of the respondents that was
selected of their study are pupil factors, teacher factors, instructional materials, reading
activities, and home environment.

Pupil factors include absenteeism, economic status, and language proficiency.

Teacher factors include the choice of subject and instructional materials used for the
students. Instructional materials include the reading primer and other materials used in
the classroom. Reading activities include comprehension, concentration, memory, and
personality. Home environment includes the availability of reading materials and the
support of parents or guardians.

On top of these because of the COVID-19 that reached the Philippines the
government adopted the use of modular approach in teaching and learning, yet it seems
that this particular approach has failed to effectively improve the intellect of students,
and in some cases, it has even resulted in a decline in their knowledge. And from the
study of Khar-Diya A. Abbas, (2021) found that the factors influencing students’ reading
comprehension difficulties have a significant impact on their ability to understand and
apply the ideas they learned from the reading materials. For instance, family problems,
distractions, and noise can affect students’ concentration and focus, making it difficult
for them to comprehend the reading materials. The type and quality of reading materials
can also affect students’ comprehension level, as difficult or unfamiliar words and
concepts can hinder their understanding. Additionally, the absence of guidance from
teachers and parents can make it challenging for students to clarify their doubts and
questions, leading to a lack of motivation and interest in reading.

However, while there are factors that greatly affects the reading comprehension
of a learner there are also ways to improve it Like the study that was conducted by
Martha Rodriguez Sua (2021), where the study found that by implementing five
cognitive reading strategies (CRSs), students’ reading comprehension skills in a second
language could be improved. The five cognitive strategies selected were predicting,
asking questions before reading, visualizing while reading, summarizing the story by
using graphic organizers, and answering reading comprehension questions after
reading. The study found that implementing these strategies had a noticeable impact on
how students dealt with reading comprehension questions. Students were able to
identify the main ideas and condense the most important aspects of the stories. The
collected data showed that learners could recall information and understand the main
ideas by summarizing the short story to their essence, demonstrating that readers had
understood what they had read since they were able to recall and retain information.

In addition to that, the study of Muhammad Shahbaz et al., (2020), found that by
using the interactive strategies such as pre-reading, while-reading, and post-reading
strategies can greatly improve the reading comprehension skills of students. The study
revealed that the interactive reading treatment group, who was facilitated to develop
reading comprehension skills through interactive reading strategies, showed significant
improvement in their reading comprehension skills compared to the group taught using
the grammar-translation method. The interactive reading strategies helped students to
apply various reading strategies efficiently, which led to a higher level of language
proficiency. The study recommends that ESL teachers (English as a Second Language
Teachers) should be trained and motivated to teach English reading comprehension by
employing interactive reading strategies, and students should be motivated, guided, and
trained to apply interactive reading strategies in their English reading comprehension
endeavors.

Moreover, a study from Malyn Pahuyo Vidal (2022) found that the use of
multimedia and text-based reading approaches significantly improved the reading
comprehension skills of students. The experimental group was exposed to multimedia
reading, while the control group was exposed to text-based reading. Both groups were
exposed to real-life or day-to-day experiences that highlighted the chronological order of
events through different approaches. The study found that both multimedia and text-
based reading approaches significantly improved the reading comprehension skills of
the students. The multimedia approach used multimedia tools like photos, videos, and
other media to help students make inferences and figure out what was not immediately
stated in the text. The text-based approach used print-based materials to promote
reading comprehension skills and language development. Both approaches were found
to be generally comparable in developing reading comprehension skills for students and
can improve students’ performance to a certain extent. The study suggests that having
a variety of techniques to teach reading will be beneficial to improve students’ reading
comprehension skills.

Not only that but a study that was conducted by Amado Montero Cadiong, (2019)
also concluded that academic factors such as academic performance, curricular
activities, and class maintenance have a high impact on the minds of students. Social
factors, which are often ignored, are also important for increasing students’ performance
the researchers of this study had mentioned that academic factors such as academic
performance, curricular activities, and class maintenance contribute to the improvement
of the student’s reading comprehension by providing a conducive learning environment
that fosters academic growth. Reading/English teachers and school managers must
expose students to a variety of reading materials to positively affect learners’ level of
reading comprehension. External stakeholders must also be informed of the relevance
of reading activities at school and at home to ensure that learners are molded
holistically. Social factors, on the other hand, are equally important as they help
students develop social skills, emotional intelligence, and a sense of belongingness,
which are all critical for their overall development. By addressing both academic and
social factors, educators can create a holistic learning environment that promotes
academic excellence and personal growth.

And according to (Abbas, et al, 2016) that the use of reading comprehension
strategies is important for developing reading comprehension skills. Some effective
strategies for improving reading comprehension skill mentioned in the article include
reciprocal teaching, instructional conversations, visualization, partner reading, multiple
reading strategies, assessment, and running records. These strategies provide specific
instructions for expanding comprehension skills and help learners become active and
competent readers. The article suggests that the use of these strategies can assist
learners in understanding the texts easily and developing stronger reading
comprehension skills.

Pre-reading strategies, like activating prior knowledge and making predictions,

help readers establish a foundation before reading. During-reading strategies, such as
identifying main ideas and making inferences, aid in active processing and
interpretation. Post-reading strategies like summarizing and evaluating help consolidate
understanding. These strategies enhance comprehension by providing context, making
connections, and encouraging critical thinking and engagement. By using these
strategies, students can improve their reading comprehension and retention. ( Abbas, et
al, 2016)

And from just the fact that most if not all the related article the researchers review
and read has the same conclusion that having a good vocabulary can greatly affect the
reading comprehension of a learner. And a study that specifically investigated this field
was also reviewed by the researchers according from the study of ( Anjumshoa et al,
2014) their study found a significant positive relationship between vocabulary
knowledge and reading comprehension among Iranian EFL learners. Students with a
larger vocabulary were more likely to have better reading comprehension skills. This
highlights the importance of vocabulary knowledge in improving reading
comprehension. Having a strong vocabulary enables individuals to better understand
and comprehend written texts.

As for motivation for reading comprehension. An experiment conducted by

Absatova et al. (2021) aimed to analyze the state of students’ reading culture
development and present the results of diagnostics of its structural components. The
findings revealed that the motivation for reading literature among the students was
below average, indicating a lower level of interest and desire to engage in reading
activities. However, the levels of reflexivity for activities were high, indicating that the
students were inclined to analyze their actions and consider the causes and
consequences of their activities. These results highlight the need for systematic efforts
to develop students’ reading culture and enhance their motivation for reading. By
increasing their interest and engagement in reading, it is possible to foster a stronger
reading culture among students and promote their overall reading competence.

The study of Zahir Adam Daff-Alla Ahmed, (2016) also reveals that motivation
significantly enhances the reading comprehension skills of EFL learners in Sudan. It
suggests that using motivational techniques and creating a positive learning
environment can significantly improve students’ motivation and attitudes towards
reading.

A study from Falentinus et al, (2022) showed that the data analysis revealed a
fair or medium significant correlation between students’ motivation and reading
comprehension achievement. The correlation coefficient ® was found to be 0.6082,
indicating a positive relationship between the two variables. This means that as
students’ motivation increases, their reading comprehension achievement also tends to
improve. However, the researchers said that it is important to note that although
students’ motivation had a positive influence on their reading comprehension
achievement, the average score of students’ motivation was only 116 out of a maximum
score of 150. Similarly, the average score of students’ achievement in reading
comprehension was 62. This suggests that there is room for improvement in both
students’ motivation and reading comprehension achievement.

The comprehensive review of litera”ure conducted by the researchers effectively

complements the objective of this study, which aims to determine the level of reading
comprehension in English language among students and explore potential outcomes.
The extensively reviewed literature served as a valuable resource that provided
theoretical frameworks, established foundational concepts, and revealed previous
research findings pertaining to reading comprehension. By examining various studies,
theories, and models related to reading comprehension, the researchers were able to
contextualize their investigation within the existing body of knowledge. Furthermore, the
reviewed literatures shed light on the factors influencing reading comprehension, such
as vocabulary development, background knowledge, and reading strategies. This
thorough analysis enabled the researchers to design a robust methodology, interpret the
collected data accurately, and derive meaningful conclusions regarding the students’
English reading comprehension abilities.

Chapter III

METHODOLOGY

This chapter presents a scholarly introduction to the methodology that will be

employed in this research, elucidating the systematic design and execution of the study.
It offers a comprehensive overview of the research process, including the selection and
characteristics of participants, the chosen research design, the instrumental approach,
and the data gathering methods that will be employed. This chapter serves as a vital
foundation for evaluating the research’s merit.

Research design

Research design is a necessary feature of conducting empirical research. It is

the framework that researchers use to collect, analyze, and interpret data. The
researchers chose a descriptive research design to understand the characteristics of a
specific group of students in terms of their English reading comprehension skills. This
design provides baseline information, a starting point for future comparisons and
interventions. It is an exploratory research method, allowing for examination and
description without manipulation. Descriptive designs are flexible, allowing researchers
to gather data from various sources, and minimize interference, ensuring the data
accurately reflects the students’ current level of English reading comprehension.

Locale of the study

Kitubo National High School where the study was conducted is an academically
renowned institution that seamlessly integrates the beauty of nature into its educational
environment. The school comprises two layers of captivating scenery. The inner layer
captivates with an abundance of greenery, including majestic mahogany trees that line
the entrance, enveloping students in a peaceful and mature atmosphere. As students
progress, a clearing in the center of the campus provides an oasis for inspiration. The
outer layer showcases vast farms, cultivating a connection to the land and encouraging
sustainable practices. This combination of academics and natural surroundings fosters
a unique learning experience that nurtures curiosity, creativity, and an appreciation for
the environment. A satellite photo of the entire school is provide below.

Participants of the study

This research study aimed to analyze the reading comprehension skills in

English language of the grade 10 students at Kitubo National High School. The sample
included 10 students from each section to ensure a comprehensive exploration of the
students’ abilities. The study also aimed to capture potential variations in reading
comprehension abilities among different groups. The sample size of 10 students per
section was strategically chosen to ensure adequate representation and efficient data
collection. This approach provides a well-rounded understanding of the reading
comprehension skills of grade 10 students within the institution’s context.

Instrumentations

To gather data for this study, the researchers will utilize a combination of test and
survey questionnaires. These questionnaires that will be used was personally
developed by the researchers to encompass various aspects of reading comprehension
skills. The test questionnaires will be designed to measure the participants’ ability to
comprehend and interpret written texts, while the survey questionnaires will aim to
collect information on their reading habits and strategies. By creating their own
questionnaires, the researchers will ensure that the data collected will be aligned with
the specific objectives of the study, enabling a more accurate and focused analysis of
the participants’ reading comprehension skills.

Data gathering procedures

The data-gathering procedures will involve obtaining permission from the school
principal and advisers to conduct research on grade 10 students. The researchers will
administer the test and survey questionnaire during reading periods, providing guidance
and support for accurate responses. They will coordinate with advisers to schedule the
administration process and ensure minimal disruption. The researchers will emphasize
confidentiality and anonymity and encourage thorough and honest responses.
Throughout the process, they will closely monitor the students, address any concerns,
and collect the completed surveys. Overall, the researchers will take necessary
measures to secure and confidentially store the questionnaires.

Statistical Technique

Descriptive statistics will be used in this study to analyze participants’ reading

comprehension skills. By calculating central tendency and variability measures,
researchers can summarize data, identify patterns, trends, and distributions, and
provide a comprehensive understanding. This method will also provide concise
summaries for future interpretation, supporting the study’s objectives and drawing
meaningful conclusions. Through using descriptive statistic the researchers will describe
the features of data and shows or summarize data in the form of tables, charts, graphs
to determine the level of reading comprehension in English language of the grade 10
students in Kitobo National High school.
 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter comprises three main parts. Firstly, it presents a table showcasing
the results of the test questionnaire, which was utilized to evaluate the reading
comprehension skills of the students. Secondly, it discusses the 15 factors that
potentially impact reading comprehension, analyzing them based on their mean scores.
Lastly, it delves into the 15 reasons why students encounter difficulties when reading
English texts, examining them individually and also based on their mean scores.
Through these three parts, the chapter provides a comprehensive examination of the
factors and reasons that influence students’ reading comprehension abilities.

Table 1: The Level of Reading Comprehension of The Students.

Numbers of
Score Scale Interpretation Students who Total students Percentage
scored
Scored 1 1
Scored 2 Frustration 3 10 33%
Scored 3 6
Scored 4 3
Scored 5 3
Instructional 16 53%
Scored 6 8
Scored 7 2
Scored 8 1
Scored 9 Independent 3 4 13%
Scored 10 0

Score Interpretation
 Scale
1-3 Students who got scores between these numbers falls
Frustration level.
4-7 Students who got scores between these numbers falls
Instructional level.
8 - 10 Students who got scores between these numbers falls
Independent level.

According to the results provided, out of the 30 respondents, the largest portion,
comprising 16 respondents, fell into the instructional level. This indicates that a
significant number of respondents possess a moderate level of reading comprehension.
On the other hand, the researchers found that 10 respondents fell into the frustration
level, indicating that they face challenges in understanding the reading material. These
respondents may require additional interventions and support to improve their reading
comprehension abilities. Lastly, only 4 respondents achieved scores that placed them in
the independent level. This small group demonstrates a high level of reading
comprehension and can comprehend texts on their own without significant assistance.

The latest results from the 2022 Program for International Student Assessment
(PISA) show that the Philippines ranked 76 th out of 81 countries in reading
comprehension, mathematics, and science tests. This is a slight improvement
compared to its ranking in 2018. However, the performance of top-performing students
did not significantly improve, while low-performing students experienced a 4.3% decline
in reading comprehension proficiency. This is the second consecutive ranking for the
Philippines in this area. ( Program for International Student Assessment (PISA), 2023)

Table 2: Factors Affecting The Reading Comprehension of The Students.

Factors Means
Deciphering the meaning of unfamiliar words 0.6
Challenges in making inferences and drawing
0.6
conclusions
Limited vocabulary 0.5
Difficulty in recognizing word pronunciation 0.5
Inadequate reading strategies 0.4
Difficulty understanding grammar rules 0.4
 Unfamiliar idioms and expressions 0.4
Inability to identify main ideas and supporting
0.4
details
Complex sentence structures 0.4
Insufficient background knowledge 0.3
Lack of familiarity with cultural references 0.3
Slow reading speed 0.3
Limited exposure to authentic reading
0.2
materials
Poor reading comprehension skills 0.2
Lack of interest in the topics 0.2

FACTOR MEAN
Deciphering the meaning of
0.6
unfamiliar words

Deciphering the meaning of unfamiliar words (mean: 0.6): This factor suggests
that students find reading English text difficult when they encounter unfamiliar words.
The ability to decipher the meaning of unfamiliar words is crucial for comprehension.
Students can enhance their vocabulary skills by using context clues, utilizing
dictionaries or online resources, and practicing word inference techniques to improve
their overall reading comprehension

And according to Yu Han Ma and Wen Ying Lin (2015). There are four different
aspects of vocabulary knowledge that are related to reading comprehension: form,
meaning, collocation, and use. All four of these aspects were found to be important for
reading comprehension, but meaning knowledge was the most important, followed by
collocation knowledge, use knowledge, and form knowledge. In other words,
understanding the meanings of words is the most important factor for reading
comprehension, but knowledge of how words are used together (collocations) is also
very important.
 FACTOR MEAN
Challenges in making inferences
0.6
and drawing conclusions

Challenges in making inferences and drawing conclusions (mean: 0.6): This

factor suggests that students find reading English text difficult when it comes to making
inferences and drawing conclusions. Making inferences and drawing conclusions
require students to go beyond the explicit information provided in the text and make
logical connections. Students can enhance their inference-making skills by practicing
close reading, analyzing textual evidence, and engaging in activities that promote
critical thinking and inference development.

An article also specifically mentioned that “Some learners will experience

difficulties with making inferences. This can be due to a number of factors, such as not
having background knowledge on the topic, not being used to inferential thinking, or the
text does not have enough information to allow for inference” ( Decoda, 2021, para 5)

FACTOR MEAN

Limited vocabulary 0.5

Limited vocabulary (mean: 0.5): This factor suggests that a significant number of
students find reading English text difficult due to their limited vocabulary. When students
encounter unfamiliar words while reading, it can hinder their comprehension and make
the text challenging to understand. To address this issue, students can focus on
expanding their vocabulary through various methods such as reading extensively, using
vocabulary-building exercises, and practicing word usage in context.

This statement can be further backed from the study of Lawrence & Suaini
(2018), which showed that the relationship between vocabulary knowledge and reading
comprehension is complex and influenced by various factors such as the difficulty of
vocabulary and the type of comprehension task. And According to the study, there is a
positive and significant correlation between the breadth and depth of vocabulary
knowledge and the number of words that learners can pick up from viewing captioned
television (Page 19). The depth of vocabulary knowledge was found to contribute more
highly to the prediction of meaning relative learning gains than the breadth of
vocabulary knowledge (Page 17). Both types of vocabulary knowledge influence the
prediction of learning gains in a complementary way (Page 17). (Mizunoto & Teng,
2023)

FACTOR MEAN
Difficulty in recognizing word
0.5
pronunciation

Difficulty in recognizing word pronunciation (mean: 0.5): This factor suggests that
students find reading English text difficult due to challenges in recognizing word
pronunciation. Pronunciation plays a crucial role in understanding the meaning of words
and sentences. Students can enhance their pronunciation skills by practicing phonetics,
using pronunciation guides, listening to native speakers, and engaging in speaking
activities to improve their overall reading comprehension.

An article of Rogers et, at. (2017). Also stated that the Proponents of
subvocalization or silently pronouncing words argue that it helps with comprehension
and engagement. By mentally pronouncing words, readers can better connect with the
text, understand the meaning, and maintain focus. It can also aid in the development of
phonemic awareness, which is crucial for early reading skills.

FACTOR MEAN
Inadequate reading strategies 0.4

Inadequate reading strategies (mean: -0.4): This factor suggests that some
students face difficulties in reading English text due to a lack of effective reading
strategies. Reading strategies, such as skimming, scanning, and making predictions,
are essential for comprehending and extracting information from texts. Students can
improve their reading strategies by learning and applying different techniques, such as
active reading, note-taking, and summarizing, to enhance their overall reading
comprehension skills.

According to a study, it was found that reading strategies in four categories

(monitoring, affective, elaboration, and organization) demonstrated a similar correlation
effect size with reading comprehension (theirs, page 1). This suggests that all four
categories of reading strategies may have an equal contribution to text comprehension
activities. These categories encompass monitoring one’s understanding, managing
emotions and attitudes, expanding and connecting ideas, and organizing information.
The study suggests that employing strategies from each category has the potential to
enhance reading comprehension, although the effectiveness may vary depending on
individual preferences and reading contexts. Sun Y, Wang J, et, al. (2021)

FACTOR MEAN
Difficulty understanding grammar
0.4
rules

Difficulty understanding grammar rules (mean: 0.4): This factor suggests that
students find reading English text difficult due to challenges in understanding grammar
rules. Grammar plays a crucial role in comprehension, and difficulties in this area can
impede students’ ability to understand the meaning and structure of sentences. To
address this issue, students can focus on studying grammar rules, practicing grammar
exercises, and seeking clarification from teachers or language resources to improve
their understanding.

It is also said in the article of Berdina et, al. (2023) that English grammar is
challenging to learn since it is full of exceptions and inconsistencies. Furthermore, there
is a wide variety of accents and dialects in English, which makes it difficult for non-
native speakers to comprehend and converse with each other.
 FACTOR MEAN
Unfamiliar idioms and
0.4
expressions

Unfamiliar idioms and expressions (mean: 0.4): This factor indicates that
students struggle with reading English text when encountering unfamiliar idioms and
expressions. Idioms and expressions are figurative language elements that may not
have a literal meaning. Students can improve their understanding of idioms and
expressions by studying common ones, practicing their usage in context, and seeking
explanations from teachers or language resources.

In addition to the discussion above an information from International English

Language Testing System or (IELTS) stated that an idiom, also known as an idiomatic
expression, is a term, phrase, or statement with a conventionally acknowledged
figurative meaning among native speakers. The literal meaning of the idiom’s
constituent parts differs from its meaning. Idioms, then, are not precisely what they
mean to say. But they have a deeper significance.

FACTOR MEAN
Inability to identify main ideas and
0.4
supporting details

Inability to identify main ideas and supporting details (mean: -0.4): This factor
indicates that some students struggle with reading English text due to difficulties in
identifying main ideas and supporting details. Main ideas and supporting details are
essential for understanding the overall message of a text. Students can improve their
ability to identify main ideas and supporting details by practicing active reading
strategies, such as highlighting or summarizing key points, and engaging in activities
that focus on text analysis and comprehension.
 According to the information provided in (Page 2), identifying main ideas and
supporting details can improve the organization of your writing by creating a clear and
logical structure. The main idea serves as a central focus for your writing, while
supporting details provide evidence and explanation to develop and clarify the main
idea. This approach can help your readers to understand your message more easily
and effectively.

FACTOR MEAN
Complex sentence structures 0.4

Complex sentence structures (mean: -0.4): This factor indicates that students
struggle with reading English text when encountering complex sentence structures.
Complex sentences often involve multiple clauses or intricate grammatical
constructions, which can pose challenges for comprehension. Students can enhance
their ability to understand complex sentence structures by practicing reading materials
with varying levels of complexity, breaking down sentences into smaller parts, and
seeking guidance on sentence analysis and interpretation.

This can be further backed from the statement if an article that stated, Writing
complex sentences can present difficulties for both writers and readers, such as loss of
clarity and focus, lack of coherence and flow, and errors in punctuation and grammar. If
sentences are too long, convoluted, or vague, readers may be confused or the main
point may be obscured. ( Linkedin, 2023)

FACTOR MEAN
Insufficient background
0.3
knowledge

Insufficient background knowledge (mean: 0.3): This factor suggests that

students find reading English text difficult due to insufficient background knowledge.
Background knowledge refers to the information and experiences that individuals bring
to the reading process. When students lack prior knowledge related to the topic, it can
hinder their comprehension. To overcome this difficulty, students can engage in pre-
reading activities, conduct research on the topic, and build a foundation of knowledge
through reading and exploration.

An article also mentioned that an inference is a guess or idea that needs to be

supported by evidence, and that prior knowledge is another useful tool that provides
students with evidence to make inferences. It is important to question prior knowledge
as it may not necessarily be true. (Observation and Inferences, 2017)

FACTOR MEAN
Lack of familiarity with cultural
0.3
references

Lack of familiarity with cultural references (mean: 0.3): This factor suggests that
students find reading English text difficult due to a lack of familiarity with cultural
references. Cultural references, such as historical events, customs, or popular culture,
are often embedded in texts and can impact comprehension. To address this challenge,
students can engage in cultural immersion activities, explore diverse literature, and seek
opportunities to learn about different cultures to enhance their understanding of cultural
references in English texts

According from the study of Gedik & Akyol (2022) Nativization is the process of
adapting a text to make it more culturally familiar to the target audience. In the context
of this study, nativization involved changing the cultural references in a short story to
make it more familiar to Turkish readers. The study found that nativization had a
powerful impact on comprehension, indicating the importance of cultural schema in
reading. The analysis of variance indicated a better comprehension of the nativized
story, and the difference caused by nativization remained intact even when reading
activities were used, suggesting that cultural familiarity is a crucial factor in reading
comprehension (Page 1).
 FACTOR MEAN
Slow reading speed 0.3

Slow reading speed (mean: -0.3): This factor indicates that some students
struggle with reading English text due to a slow reading speed. Slow reading speed can
affect comprehension and hinder the ability to process information efficiently. Students
can improve their reading speed by practicing timed reading exercises, using
techniques like chunking or pacing, and gradually increasing the complexity of the
reading materials.

A study of Martin – Chang (2014 ) found that accurate and stable orthographic
representations In memory lead to faster reading. The within-participant analysis
demonstrated that the association between orthographic quality, as indexed by spelling
accuracy and reading speed, holds within the individual. Better spelling is, on average,
associated with faster reading speeds. (Page 9)

FACTOR MEAN
Limited exposure to authentic
0.2
reading materials

Limited exposure to authentic reading materials (mean: 0.2): This factor suggests
that students find reading English text difficult due to limited exposure to authentic
reading materials. Authentic reading materials, such as newspapers, magazines, or
literature, provide real-world language usage and can enhance reading skills. To
address this challenge, students can be encouraged to explore a variety of authentic
materials, such as books, articles, or online resources, to improve their reading
comprehension and familiarity with different writing styles..

According to Berardo (2006), incorporating authentic materials in the classroom

can have positive effects on students’ motivation and reading skills. Authentic materials
expose students to real language used in real contexts, which can be highly motivating
and give them a sense of achievement when they understand and relate to the text.
This approach also encourages further reading and supports a more creative teaching
approach. By reading complete newspapers or magazines, students can choose what
they want to read and relate the text to their own experiences, thereby improving their
language level and confidence as readers. Overall, the use of authentic materials helps
students react like native speakers in their first language and prepares them to
understand how language is used in the real world.

FACTOR MEAN
Poor reading comprehension
0.2
skills

Poor reading comprehension skills (mean: 0.2): This factor indicates that some
students struggle with reading English text due to poor reading comprehension skills.
Reading comprehension involves understanding the meaning, purpose, and
implications of a text. Students can improve their reading comprehension skills by
practicing active reading strategies, such as predicting, questioning, and summarizing,
and engaging in activities that focus on critical thinking and analysis.

A literature stated that there are many effective reading strategies for improving
comprehension (Page 1). Some of these strategies include activating prior knowledge,
making predictions, asking questions, summarizing, visualizing, monitoring
comprehension, and using context clues. Other strategies include identifying the main
idea, making inferences, and analyzing the text structure. Teachers can use cognitive
strategy instruction to teach these strategies to students and improve their reading
comprehension skills (Page 11). Additionally, the mutual teaching method is a reading
instruction that is based on the interactive model and involves four principal reading
strategies (Page 1) ( Gilakjani, & Sabouri, 2016)
 FACTOR MEAN
Lack of interest in the topics 0.2

Lack of interest in the topics (mean: 0.2): This factor indicates that some students
struggle with reading English text because they lack interest in the topics presented.
When students are not engaged or motivated by the content, it can affect their
comprehension and make reading more challenging. Encouraging students to explore
topics that align with their interests, incorporating interactive and relevant materials, and
fostering a positive reading environment can help increase their engagement and
overcome this difficulty.

A study mention that reading habits are related to academic achievement and
that students who develop the habit of reading academic and non-academic materials
have better academic outcomes (Page 5). Their also notes that students who love to
read with a purpose acquired a high GPA than the other students who didn’t pay much
attention to reading (Page 18). Therefore, it is possible that good study habits, including
concentration and purposeful reading, may contribute to better academic outcomes.
Balan et al, (2019)

Table 3: Reasons Why The Students Find Reading English Texts Difficult.

Reasons Means
Lack of motivation to improve reading skills 0.5
Difficulty summarizing and synthesizing
0.5
information
Challenges in identifying the author’s tone
0.5
and purpose
Limited exposure to different genres of
0.4
literature
Trouble understanding figurative language 0.4
Slow or inaccurate word recognition 0.4
Inability to use context clues effectively 0.4
Inability to concentrate while reading 0.3
 Limited reading comprehension strategies 0.3
Weak analytical skills 0.3
Poor note-taking skills 0.2
Weak critical thinking skills 0.2
Lack of exposure to different writing styles 0.2
Problems with decoding and phonics 0.2

REASON MEAN
Lack of motivation to improve
0.5
reading skills

Lack of motivation to improve reading skills (mean: 0.5): This factor suggests that
some students struggle with reading English text due to a lack of motivation to improve
their reading skills. Motivation plays a crucial role in learning and can significantly
impact students’ engagement and effort in developing their reading abilities. Teachers
and parents can help foster motivation by creating a supportive and encouraging
learning environment, setting achievable goals, and providing meaningful and relevant
reading materials that align with students’ interests and preferences.

A study of Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2013) started that
reading motivation is considered one of the most important factors in foreign language
teaching because it helps learners to read more effectively (Page 2). In English
language learning, reading comprehension is the main factor that should be focused on
in teaching, and reading motivation is an important element that distinguishes students’
success in text recognizing and understanding (Page 2). Additionally, students who read
for pleasure and employ strategies to support their comprehension are highly motivated
readers and are likely to be successful readers (Page 2). Therefore, motivating students
to read by providing them opportunities to select their desired materials is important
(Page 2).
 REASON MEAN
Difficulty summarizing and
0.5
synthesizing information

Difficulty summarizing and synthesizing information (mean: -0.5): This factor

suggests that some students struggle with reading English text due to difficulties in
summarizing and synthesizing information. Summarizing involves condensing the main
ideas of a text, while synthesizing involves integrating information from multiple sources.
Students can improve their summarizing and synthesizing skills by practicing active
reading strategies, such as highlighting key points, taking concise notes, and engaging
in activities that require them to analyze and connect information from different sources.

According from the article of Jessica Fries-Gaither ( 2010 ) Summarizing and

synthesizing are distinct reading comprehension strategies that students often find
challenging to differentiate. Summarizing involves condensing the main ideas and key
details of a text into a concise and coherent summary, focusing on the most important
information. On the other hand, synthesizing involves combining information from
multiple sources or parts of a text to create a new understanding or perspective. It goes
beyond summarizing by analyzing, evaluating, and integrating ideas to generate new
insights or connections. While summarizing aims to capture the essence of a text,
synthesizing aims to generate a deeper understanding by integrating and interpreting
information from various sources or sections of a text.

REASON MEAN
Challenges in identifying the
0.5
author’s tone and purpose

Challenges in identifying the author’s tone and purpose (mean: -0.5): This factor
indicates that some students struggle with reading English text when it comes to
identifying the author’s tone and purpose. The author’s tone refers to the attitude or
emotion conveyed in the writing, while the purpose refers to the author’s intention or
goal. Students can improve their ability to identify the author’s tone and purpose by
analyzing word choice, sentence structure, and overall context.

And according to Kelly Roell ( 2019 ) An Author’s tone is their expressed attitude
towards a written subject, varying from witty to neutral, and can differ from their
purpose. Hence it can be inferred that understanding an author’s tone and purpose can
be challenging due to the discrepancy between their actual attitude and the one
portrayed in their writing. The tone of a written work can be complex, encompassing a
wide range of emotions and attitudes. Additionally, an author’s purpose may not always
be explicitly stated, making it difficult to accurately grasp the underlying message or
intention. This intricate interplay between tone, purpose, and true beliefs can pose
difficulties in fully comprehending the intended meaning.

REASON MEAN
Limited exposure to different
0.4
genres of literature

Limited exposure to different genres of literature (mean: -0.4): This factor

indicates that students find reading English text difficult due to limited exposure to
different genres of literature. Exposure to various genres, such as fiction, non-fiction,
poetry, or drama, helps students develop a broader understanding of different writing
styles and structures. Teachers can incorporate a variety of genres into their reading
curriculum, provide access to diverse literature, and encourage independent reading to
expand students’ exposure to different genres.

And from an article of Australian Christian College (ACC) (2023). Stated that in
recent studies, it has been found that engaging with literary fiction, which refers to fiction
books with artistic value, can have a positive impact on an individual’s ability to
understand and empathize with the thoughts and emotions of others, a concept known
as “Theory of Mind.” Additionally, reading has been shown to contribute to improved
mental and emotional well-being.
 REASON MEAN
Trouble understanding figurative
0.4
language

Trouble understanding figurative language (mean: -0.4): This factor suggests that
students struggle with reading English text when it comes to understanding figurative
language, such as metaphors, similes, or personification. Figurative language adds
depth and imagery to the text but can be challenging to interpret for some students.
Teachers can provide explicit instruction on figurative language, offer examples and
explanations, and engage students in activities that promote analysis and interpretation
of figurative language.

According to the processing hypothesis discussed in the study of Vulchanova et

al, (2019), the role of compositional meaning in the interpretation of figurative language
depends on multiple factors, including the expression’s decomposability and the
“strength” of semantic relations between the compositional and figurative meanings
(Page 1). Additionally, the indirect access account proposes that the relationship
between compositional and figurative meanings can either facilitate or obstruct the
derivation of a figurative interpretation (Page 5).

REASON MEAN
Slow or inaccurate word
0.4
recognition

Slow or inaccurate word recognition (mean: -0.4): This factor suggests that some
students struggle with reading English text due to slow or inaccurate word recognition.
Slow word recognition can hinder reading fluency and comprehension. Students can
improve their word recognition skills through phonics instruction, sight word practice,
and repeated exposure to words in context.
 A study of Iris Monster ( 2018 ) Their study showed that the What specific word
properties were found to predict children’s word recognition are the three overarching
constructs of word form, word meaning, and word exposure on children’s word
recognition accuracy and latency (Page 3). More specifically, word form was measured
by word length, mean Levenshtein distance, and mean frequency of neighbors. Word
meaning was measured by free association network markers, and word exposure was
measured by corpus frequency and contextual diversity (Page 2).

REASON MEAN
Inability to use context clues
0.4
effectively

Inability to use context clues effectively (mean: -0.4): This factor indicates that
some students find reading English text difficult because they struggle to use context
clues effectively. Context clues are hints or information within the text that can help
readers infer the meaning of unfamiliar words or phrases. Students can enhance their
ability to use context clues by explicitly teaching and practicing strategies such as
analyzing surrounding words, examining sentence structure, and considering the overall
context of the passage.

The study conducted by OU’INA and CHEBBOUB et, al. ( 2022 ) investigated the
effects of using the context clues strategy on word comprehension in EFL reading. The
results of the study showed that training EFL students in using the context clues
strategy can enhance their ability to derive meanings of unknown words from context.
The mean score of the students increased significantly from the pre-test to the post-test
after the intervention of using context clues strategy was given. This indicates that using
context clues strategy can improve students’ word comprehension ability in EFL
reading. Therefore, the study suggests that EFL students can use the context clues
strategy to comprehend unfamiliar words without consulting a dictionary, and teachers
of English may implement the context clues strategy in their classrooms to improve their
students’ word comprehension ability
 REASON MEAN
Inability to concentrate while 0.3
reading

Inability to concentrate while reading (mean: -0.3): This factor indicates that
some students find reading English text difficult due to difficulties in maintaining
concentration. Lack of concentration can hinder comprehension and make it challenging
to stay focused on the text. Students can improve their concentration skills by practicing
mindfulness techniques, creating a distraction-free reading environment, and
implementing strategies such as setting reading goals or using visual aids to enhance
focus.

A study of Halin, et al, (2016) stated that there were differences in the effects of
these three types of background sounds on text memory. The study found that text
memory was impaired by all three background sound conditions compared to silence,
but only in the easy-to-read font condition, not in the hard-to-read font condition. The
lowest text memory score was found in the background speech condition when the text
was displayed in the easy-to-read font. This finding is in line with previous research that
has shown background speech to be more harmful to memory than aircraft noise. (Page
5)

REASON MEAN
Weak analytical skills 0.3

Weak analytical skills (mean: -0.3): This factor indicates that some students find
reading English text challenging due to weak analytical skills. Analytical skills involve
breaking down complex information, identifying patterns, and making connections.
Students can enhance their analytical skills by engaging in activities that require them to
analyze the structure, arguments, and evidence presented in the text. Teachers can
provide explicit instruction on analytical thinking and offer opportunities for students to
practice these skills through discussions, debates, or written responses.

The analytical reading model Is a teaching approach aimed at enhancing critical

thinking in English Reading class. It involves using Richard Paul’s template for
analyzing the logic of an article, essay, or chapter, which includes eight basic structures
of reasoning. By mastering these structures of reasoning, students can better
understand the problem from the basic component level and identify the defects of
thinking. This approach can help students develop important critical thinking skills and
improve their ability to analyze and evaluate texts. (Page 2) (Yonghong Gao, 2019)

REASON MEAN
Limited reading comprehension
0.3
strategies

Limited reading comprehension strategies (mean: -0.3): This factor suggests that
some students struggle with reading English text due to a limited repertoire of reading
comprehension strategies. Reading comprehension strategies, such as predicting,
visualizing, questioning, and summarizing, help students actively engage with the text
and enhance understanding. Teachers can explicitly teach and model various reading
comprehension strategies, providing opportunities for guided practice and gradually
encouraging independent use of these strategies.

A study from Banditvilai et, al. (2020) revealed that the results of their study
showed that the students’ reading comprehension improved as a result of using reading
methods. The students’ views about skimming, scanning, speculating, and asking
questions were positive, and they were able to use these techniques to improve their
reading comprehension.

REASON MEAN
Poor note-taking skills 0.2
 Poor note-taking skills (mean: -0.2): This factor indicates that some students find
reading English text challenging due to poor note-taking skills. Effective note-taking
helps students summarize and organize information, aiding comprehension and
retention. Students can improve their note-taking skills by learning different note-taking
techniques, such as outlining or using graphic organizers, and practicing active reading
strategies that involve summarizing key points.

The article of Salame & Thompson (2020), discusses the Importance of note-
taking skills for college students and suggests that more emphasis should be placed on
teaching and nurturing students’ note-taking abilities to improve their learning and
increase their success rates (Page 12). It also mentions that note-taking is a common
method used by students to learn information from content lectures, but many students
lack the strategic skills needed to benefit from note-taking in content-heavy classes
(Page 2). The article further explains that strategic note-taking involves active listening,
processing information, and writing, and that it is a technique used to improve
knowledge acquisition (Page 4).

REASON MEAN
Weak critical thinking skills 0.2

Weak critical thinking skills (mean: -0.2): This factor suggests that some students
struggle with reading English text due to weak critical thinking skills. Critical thinking
involves analyzing, evaluating, and synthesizing information to make informed
judgments or interpretations. Students can develop their critical thinking skills by
engaging in activities that promote questioning, reasoning, and evaluating the author’s
arguments or perspectives.

A study of Alocaili et al, (2012) had a findings that indicated a strong correlation
between reading comprehension and critical thinking, with schema theory providing a
logical explanation for this relationship. However, the lack of consensus on the definition
of critical thinking suggests a lack of an accepted framework for assessing and teaching
this skill.

REASON MEAN
Lack of exposure to different
0.2
writing styles

Lack of exposure to different writing styles (mean: -0.2): This factor suggests that
students find reading English text difficult due to limited exposure to different writing
styles. Exposure to various writing styles, such as descriptive, persuasive, or narrative,
helps students develop a broader understanding of different approaches to
communication. Teachers can incorporate a variety of writing styles into their reading
curriculum, provide access to diverse texts, and encourage independent reading to
expand students’ exposure to different writing styles.

According to the article of Salame & Thompson (2020), strategic note-taking can
improve students’ recall of material presented by instructors, increase their
understanding of the content, and assist in preparation for examinations. Additionally,
note-taking can play a role in gaining knowledge, learning, and success in courses. The
authors found that there is a direct relationship between note-taking and students’
GPAs, with higher GPAs correlating to more positive views of note-taking and its
importance in learning and achievement (Page 12). The majority of students in the
study agreed that taking strategic notes is beneficial in improving class performances,
as it provides an opportunity for students to engage in higher-order cognitive skills
(Page 10).

REASON MEAN
Problems with decoding and
0.2
phonics

Problems with decoding and phonics (mean: -0.2): This factor suggests that
some students struggle with reading English text due to difficulties in decoding and
phonics. Decoding refers to the ability to sound out words, while phonics involves
understanding the relationship between sounds and letters. Students can improve their
decoding and phonics skills through explicit instruction, phonics-based activities, and
regular practice with phonetic patterns and word families.

A study also stated that the solution to a student's significant reading problems Is
decoding skills. Their paper evaluates specific decoding tactics that teachers can use
with their pupils and looks at several ways that decoding words can raise a student’s
reading comprehension level. Each student will benefit from their study as they work to
improve their own comprehension skills. Geunen et al, (2017)

Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY

The primary objective of this study is to conduct a comprehensive investigation

into the reading comprehension levels exhibited by Grade 10 students at Kitobo
National High School. Additionally, The researchers aim to identify the various factors
that potentially impede their comprehension abilities and gain a deeper understanding
of the specific challenges they encounter when reading English texts. It is important to
note that the scope of this study is confined solely to Grade 10 students enrolled at
Kitobo National High School. Furthermore, the researchers will focus exclusively on
English language texts, while deliberately excluding other factors that may influence
reading comprehension. The significance of this study lies in its potential to yield
valuable insights and propose effective strategies that can enhance the reading skills of
these students. Moreover, it will contribute to the existing body of knowledge
surrounding reading comprehension.
 In the Chapter of review of related literatures it offers an extensive literature
reviews that encompasses a wide range of scholarly works pertaining to reading
comprehension. This chapter aims to explore and analyze various theories and
research findings that have been previously conducted in the field. Specifically, it delves
into studies that investigate the factors influencing reading comprehension, such as the
development of vocabulary, background knowledge, and the utilization of effective
reading strategies. By examining these existing works, the literature review serves as a
crucial resource that not only establishes a theoretical framework but also establishes
foundational concepts for the researchers study.

The study Is a descriptive research design that aims to investigate the level of
reading comprehension ability of Grade 10 students at Kitobo National High School who
are studying English as a second language. The participants of the study are the Grade
10 students, and the instruments used are a reading comprehension test and a
questionnaire. The data gathering procedures include obtaining permission from the
school principal, selecting the participants, administering the reading comprehension
test and questionnaire, and collecting the completed surveys. Descriptive statistics will
be used to analyze the data collected from the participants. The study aims to provide a
comprehensive understanding of the students’ reading comprehension skills and identify
patterns, trends, and distributions.

Summary of Findings

The findings of this study were summarize according to the statements of the
problem stated in chapter 1.

1. What is the level of reading comprehension in English language of the grade 10

students in Kitobo National Highschool?

According to the results provided, out of the 30 respondents, the largest portion,
comprising 16 respondents, fell into the instructional level. This indicates that a
significant number of respondents possess a moderate level of reading comprehension.
On the other hand, the researchers found that 10 respondents fell into the frustration
level, indicating that they face challenges in understanding the reading material. These
respondents may require additional interventions and support to improve their reading
comprehension abilities. Lastly, only 4 respondents achieved scores that placed them in
the independent level. This small group demonstrates a high level of reading
comprehension and can comprehend texts on their own without significant assistance.

2. What are the factors that is affecting the reading comprehension in English language
of the grade 10 students?

Based on the analysis, the researchers have identified several factors that have
a significant impact on students’ reading comprehension abilities. The majority of the
students reported that these factors affect their reading comprehension skills. These
factors include difficulties in deciphering the meaning of unfamiliar words, challenges in
making inferences and drawing conclusions, difficulty in recognizing word pronunciation,
and limited vocabulary.

The findings suggest that a considerable number of students struggle with

understanding unfamiliar words, which hampers their overall comprehension of texts.
Many students also face challenges in making inferences and drawing conclusions,
indicating a need for targeted instruction in inferential reasoning skills. Additionally, a
significant proportion of students find it difficult to recognize word pronunciation, which
can impede their ability to decode words accurately and comprehend the text. Lastly, a
substantial number of students reported having a limited vocabulary, which can hinder
their understanding of the nuances and context of the reading material.

In conclusion, the analysis reveals that difficulties in deciphering unfamiliar

words, challenges in making inferences and drawing conclusions, difficulty in
recognizing word pronunciation, and limited vocabulary are the key factors that
significantly affect students’ reading comprehension abilities. Addressing these factors
through targeted interventions and instructional approaches can contribute to improving
students’ reading comprehension skills.

3. What did the students find reading English text difficult?

Based on the comprehensive analysis, it can be concluded that there are several
key factors that significantly impact why students find reading English text difficult.
These factors include a lack of motivation to improve reading skills, challenges in
identifying the author’s tone and purpose, and difficulty in summarizing and synthesizing
information.

The findings Indicate that a significant number of students lack motivation to

improve their reading skills, which can hinder their engagement and overall
comprehension of English texts. This suggests that interventions targeting motivation
and fostering a positive reading culture could be beneficial in overcoming this challenge.

Furthermore, the analysis highlights the importance of students’ ability to identify

the author’s tone and purpose in English texts. Students who struggle with this skill may
find it difficult to grasp the intended meaning and context of the text, leading to
comprehension difficulties. Providing explicit instruction and practice in analyzing tone
and purpose can help students develop this critical reading skill.

Additionally, the results indicate that difficulties in summarizing and synthesizing

information pose a significant challenge for students when reading English texts.
Students who struggle with these skills may have difficulty extracting key information
and integrating it into a coherent understanding of the text. Targeted instruction and
practice in summarization and synthesis techniques can aid students in improving their
ability to comprehend and retain information from English texts.

In conclusion, the identified factors of lack of motivation to improve reading skills,

challenges in identifying the author’s tone and purpose, and difficulty in summarizing
and synthesizing information significantly impact why students find reading English text
difficult. Addressing these factors through targeted interventions, such as fostering
motivation, teaching tone and purpose analysis, and providing instruction in
summarization and synthesis techniques, can contribute to enhancing students’ overall
reading comprehension skills in English.

OVERALL SUMMARY

Based on the findings, it can be concluded that the participants possess a

moderate level of reading comprehension abilities, which falls within the “instructional
range.” Although there may be variations in individual performance, the majority of the
participants demonstrate a satisfactory understanding of English texts and are capable
of comprehending and extracting meaning from them. Upon further analysis by the
researchers, several key factors were identified that significantly affect students’ reading
comprehension abilities. These factors include difficulties in deciphering unfamiliar
words, challenges in making inferences and drawing conclusions, difficulty in
recognizing word pronunciation, and limited vocabulary. Additionally, the researchers
found that a lack of motivation to improve reading skills, challenges in identifying the
author’s tone and purpose, and difficulty in summarizing and synthesizing information
are significant factors contributing to why students find reading English text difficult.

RECOMMENDATIONS

For the part two and three of the recommendations the researchers will provide 1
recommendation for each factors that were mentioned since in the analysis all factors
were discussed individually.

Part 1.

researchers strongly recommend that instructors and teachers introduce English

translated novels to students and provide them with a variety of genres to choose from.
This is because students are more likely to find reading a particular book or novel
enjoyable if it aligns with their interests. To implement this recommendation effectively,
the researchers suggest that teachers first inquire about students’ preferences and
tastes in books, specifically asking about their preferred genres. By understanding
students’ interests, teachers can select appropriate English translated novels that cater
to their individual preferences, making the reading experience more engaging and
pleasurable. This approach not only encourages students to develop a love for reading
but also enhances their reading comprehension skills as they are more motivated to
actively engage with texts that align with their personal interests.
Part 2.

1. Difficulties in Deciphering Unfamiliar Words:

Encourage the use of context clues: Teachers can begin by explaining to

students what context clues are and how they can help in understanding unfamiliar
words. They can provide examples of different types of context clues, such as
definitions, synonyms, antonyms, and examples, and demonstrate how to use them to
infer word meanings. Teachers can then engage students in guided practice activities
where they read passages and identify context clues to determine the meaning of
unfamiliar words. Gradually, students can be given more independent practice with texts
that contain challenging vocabulary.

2. Challenges in Making Inferences and Drawing Conclusions:

Teach explicit comprehension strategies: Teachers can introduce specific

comprehension strategies, such as making predictions, asking questions, and making
connections, through explicit instruction. They can explain the purpose and steps
involved in each strategy and provide examples to illustrate how they are used.
Teachers can model the thinking process by thinking aloud while reading a text,
demonstrating how to make inferences and draw conclusions. Then, they can guide
students through shared reading activities, gradually releasing responsibility and
providing support as students practice applying these strategies independently.

3. Difficulty in Recognizing Word Pronunciation:

Phonics instruction: Teachers can incorporate systematic phonics instruction into

their lessons by teaching students the relationship between letters and sounds. They
can introduce letter-sound correspondences and phonetic patterns, using visual aids
and manipulatives to reinforce learning. Teachers can engage students in activities such
as letter-sound drills, word-building exercises, and phonics games to practice decoding
and pronouncing words accurately. They can also provide opportunities for students to
read aloud, individually or in groups, and provide corrective feedback on their
pronunciation.
4. Limited Vocabulary:

Implement vocabulary instruction: Teachers can dedicate specific instructional

time to teach new vocabulary words. They can select words that are relevant to the
texts being studied or aligned with students’ interests. Teachers can introduce words in
context, providing definitions, examples, and discussing word usage. They can engage
students in activities that involve using the new vocabulary words in speaking and
writing tasks, such as discussions, debates, and creative writing exercises. Additionally,
teachers can encourage students to read widely and independently, providing access to
a variety of books and resources to expose them to new words and expand their
vocabulary.

Part 3.

1. Lack of motivation to improve reading skills:

Recommendation: Teachers should create a positive and engaging reading

environment by incorporating student choice, relevant and interesting texts, and
interactive activities. They can provide opportunities for students to connect their
personal interests and experiences to the reading material. Teachers can also use
incentives, such as rewards or recognition, to motivate students to improve their reading
skills. Additionally, they can foster a growth mindset by emphasizing effort, progress,
and celebrating small achievements.

Implementation: Teachers can start by conducting interest surveys to

understand students’ preferences and select reading materials accordingly. They can
incorporate a variety of reading materials, including fiction, non-fiction, and digital
resources, to cater to different interests. Teachers can also design activities that
promote active engagement, such as book clubs, literature circles, or project-based
learning. By providing choice, relevance, and interactive experiences, teachers can
enhance students’ motivation to improve their reading skills.

2. Challenges in identifying the author’s tone and purpose:

 Recommendation: Teachers should explicitly teach students about different tones
and purposes in texts. They can provide examples and explanations of various tones,
such as informative, persuasive, or humorous, and purposes, such as to entertain,
inform, or persuade. Teachers can guide students in analyzing texts to identify the tone
and purpose, highlighting specific language or structural cues that indicate these
elements. They can also provide practice activities where students read and discuss
texts to identify the author’s tone and purpose.

Implementation: Teachers can start by introducing the concept of tone and

purpose through interactive discussions and examples. They can provide mentor texts
that exemplify different tones and purposes and guide students in analyzing them.
Teachers can model the process of identifying tone and purpose by thinking aloud while
reading texts and explicitly pointing out relevant cues. Gradually, students can be given
opportunities to practice independently or in small groups, analyzing texts and justifying
their interpretations.

3. Difficulty in summarizing and synthesizing information:

Recommendation: Teachers should explicitly teach summarization and synthesis

strategies to help students effectively condense and integrate information from texts.
They can introduce techniques such as identifying main ideas, summarizing key details,
and making connections between different sources. Teachers can model these
strategies through think-alouds and provide guided practice activities where students
practice summarizing and synthesizing information from texts. They can also provide
graphic organizers or templates to support students’ organization and synthesis of
information.

Implementation: Teachers can begin by explaining the purpose and steps

involved in summarization and synthesis. They can model the process by demonstrating
how to identify main ideas, select key details, and make connections between different
sources. Teachers can provide guided practice activities where students work
collaboratively or individually to summarize and synthesize information from texts. They
can also provide feedback and support as students practice these skills independently,
gradually increasing the complexity of the texts and tasks.