“THE READING COMPREHENSION LEVEL OF GRADE-7 STUDENTS OF

JABONGA NATIONAL HIGH SCHOOL: A BASIS FOR READING INTERVENTION

PROGRAM”

A Research Proposal Presented

to the Faculty of Jabonga National High School
Mayugda, Jabongga, Agusan del Norte Philippines

In Partial Fulfillment
of the Requirements for
Project Research Subject

Mordeno, Eva Et ,al

November 2023
 Chapter 1

The Problem and Its Background

Introduction

Reading efficiency relies on rapid and automatic tasks of word recognition,

retrieve and application of proper world knowledge (Lin, 2008, 2009b). This integrated

process can be trained by extensively expose to second language (L2) texts through

reading. As Grabe (2002) pointed out that most reading curricula in school did not

provide L2 learners sufficient time to develop their reading skills.

The instructors encourage their students to practice reading skill further out of the

class. Extensive reading (ER) is currently the most easily utilized approach to reading

efficiency. Over the past decade, there have been many studies focusing on ER and

even in the turning period of the 21st century the ER research still cause attention in

both foreign and second language contexts (Bell, 2001; Camiciottoli, 2001; Jacobs &

Gallo, 2002; Powell, 2002). As well, the ER program’s benefits for first- and second-

language learners are well reported that ER is positively related to literacy development

(Coady, 1997; Day & Bamford, 1998; Krashen, 2001).

More specifically, ER effectively lead L2 learners to read fluently (Hill, 1997), to

recognize sight vocabulary automatically (Day & Bamford, 1998), to reinforce L2

learners’ vocabulary (Nation, 1997), to wean off excessive dictionary use (Brown, 2000)

and to develop positive attitude (Day & Bamford, 2002). From the ER literature, it can

be found that relatively few studies focused on male and female learners’ reading

performance in an extended reading activity. In this study, reading materials at three

levels of difficulty were used to examine whether there were significant differences
between male and females student reading comprehension in an outside reading

program

Background of the Study

In the school curriculum, reading is the basic tool in learning. It is the process of

getting the meaning and of interpreting symbols drawn from the printed page and

experiencing the image, idea passion or experience of the author. It is one of the most

important skills a person can acquire. Through reading, an individual can get

information concerning problems or issues that affect one’s life.

Men rely upon reading for enjoyment, for information, in decision making, in

forming opinions, and ideals, for strength and power. Reading is also needed pleasures

of human beings recreational and educational agencies. Reading is admittedly an act

that involves perception, the dynamic organizing process through which an individual

works out a meaningful relationship with his environment [Robles].

Thus, reading is one of the great and satisfying pleasures of human beings. The

person who reads well is an individual who thinks well. He wins the respect and good

opinion of others [Serrano, 1994]

Ouano [1990], in her study on “Proposed Reading Program in English for First

Year High School Students of Cagayan State University Sanchez Mira”, emphasizes the

importance of the study for reasons that for the past thirteen years that she has been

teaching English, she found out and actually observed and encountered reading

problems of students, and has felt the need or strong reading program.
 It is important then, that the school put emphasis on communication rather than

delivery of knowledge. The reading program in secondary school ought to consider ‘…a

vast array of skills and attitudes forming an intertwined network throughout the

disciplines represented in a school curriculum. Reading requires the need for effective

skills in order to develop the ability of an individual to grow intellectually.

The importance of reading was emphasized in the following quotation: Leave a

child unexposed to printed page materials and unable to read and he will be likened to

some extent, to blind man groping in the dark”. The ability to read with high

comprehension is an asset for good performance in school or out of school or in any

field of endeavor.

A one-sided reader may be produced if a child may be given a general

instruction leaving the development of reading skills to chance. Reading good of what is

read should go hand in hand, for one contributes to the other specific reading abilities.

Reading effectively is reading with both speed and comprehension. Further,

efficient reading demands the ability to concentrate the use of intellectual curiosity, and

visualization as we read so that images come to life and on extra dimensions. Perhaps,

most important of all, efficient reading involves organizing, retaining ideas and

impressions gained from the printed page.

Furthermore, success in reading does not depend entirely on word recognition.

Unless the reader comprehends what is recorded in the page, reading does not take

place. Reading with comprehension means getting meaning from what is perceived in

writing. In fact, reading without understanding should not be called reading if does not
necessarily involve comprehension. Comprehension should be described as a general

ability.

Poor comprehension in reading however, is a world problem. It is not only true in

the Philippines, but even in the entire world. This is corroborated by report that even in

the U.S. many students cannot read with comprehension. Even today a large number of

high school students find difficulty in preparing their assignments because of failure to

understand what they read. Many youth, some in school, and other school drop outs

could not read, because they fail to read meaningfully in school or the school failed to

teach them to read successfully.

Obviously, one cause of dissatisfaction in school is reading failures on the part

of students. Their inability to read often results in their dropping out of school which

hampers their enjoyment to a full human and social life. A person who is not given the

opportunity to function well, he cannot function in a proper way. In his life, He cannot

live a full human that enjoyed by those who are exposed to the world of printed page.

He is deprived from his human right to further education, the access to one of the most

valuable instruments for learning and thus for living [ StaigEr, 1985].

Theoretical/Conceptual Framework

Reading is one of the fundamentals of man’s life. As a basic tool for education,

serious attention should be given to it. Learning to read and comprehend English is of

great importance in the Philippines because English is the language of the government.

The educated citizens must know how to read signs, ballots, documents, letters and

business forms in English. The educated citizens depend to great extent on his ability to
read English to learn new happenings, current trends and developments not only in the

Philippines but throughout the world especially in nation’s objective for global

competitiveness. In fact, anyone who wishes to pursue higher education will depend

largely on his ability to read and understand the English language.

But so far, our students have not proficiently developed reading skills. A learner

therefore who lack necessary skills in reading is not likely to be productive because he

finds difficulty in acquiring knowledge and may eventually become an inordinate inferior

or superior personality.

With the fast pace of communication technology, effective reading is a demand

one has to cope with in order to be properly adjusted to his social and intellectual life.

Paradigm of the Study

As shown in the paradigm, the level of literary reading skills of respondents

serves as independent variable. And the independent variable of which measures their

level of reading comprehension on skills such as noting details, sequencing events and

following precise direction through test based on a short story and vocabulary skills,

getting the main idea and predicting outcomes by means of tests based on a poem.
 Dependent Variables Independent Variables

Short Story -Noting

(Hungry Cat) Details
Level of Literary
-Sequencing Comprehension
Events
Skills of Grade 7
-Vocabulary students
Vocabulary Test (Pre and
skills
Post)

Figure 1. Paradigm of the Study

Paradigm of the Study showing the hypothesized relationship

between the dependent and independent variables.

Students who are experiencing reading disabilities are a disadvantage in school

and in later life. In school, they find that reading is often frustrating, it is something to

avoid. As a result, those students who do poorly in other learning areas and may

demonstrate behavioral problems [Rupley and Blair, 1987].

All men, literate, or semi literate, need to become effective readers for it cannot

be denied that reading is the primary key to all knowledge. It is important then, that in

order for students to cope with their studies/courses, there is a need for them to acquire

all the comprehension skills in reading.

Such skill should be developed in the students, for if not, it would be impossible

for them to make their assignments and prepare their lessons in other subjects aside
from English, lest they may not be able also to participate actively in any classroom

activity, and most especially, they may not be able to make.

Statement of the Problem

This study seeks to assess the reading comprehension level of Jabonga National

High School.

Specifically, it will answer the following questions;

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

a. age b. gender c. section
2. What is the performance of the respondents in the following reading comprehension
skills:
a. noting details (Using SQ3R Chart and a reading material from Phil-IRI)
a.1 Phil-IRI (Independent, Instructional and Frustration/struggling)
a.2 Group Screening Test (GST) (Pre and Post)
b. sequencing event (using an enrichment activity sheet)
c. vocabulary skills (Pre and Post Test of Vocabulary)
3. Is there significant difference in reading comprehension skills among Grade-7
students
of Jabonga NHS when grouped according to

Statement of Hypotheses

The following hypothesis will be tested in the study.

HO1: There is no significant difference in the comprehension level among Grade-7

students of Jabonga NHS when grouped according to profile.

HO2: There is significant difference in the comprehension level among Grade-7 students

when grouped according to profile.

Scope and Delimitation

This study delimited to the English Grade 7 students of Jabonga National High

School, to find out the profile of the respondents in terms of their level of interest in

reading. It will also try to establish the level or extent to which the Grade 7 students

display the reading comprehension skills specifically on noting details, sequencing

events, and following precise directions and particularly on vocabulary skills, getting the

main idea and predicting outcomes.

Moreover, its delimited if there is significance difference in reading

comprehension skills of the student-respondents when grouped according to their

profile.
Significance of the Study

This, study may be important to students knowing their reading abilities;

they have the opportunity to improve their reading comprehension skills and plan for a

better instructional strategy to improve their reading disabilities. It is also important to

teachers, since through the findings they could give priority concern to the improvement

of reading abilities of their students as well as their strategies.

Curriculum Planners. It may help consider the felt the need in the secondary schools

the establishment of a reading program that is realistic. It is hoped that they will set new

guidelines to improve to meet the reading needs of first year high school students today.

School Administrators. It may give insight on the problems affecting the reading skills

of the students and for them and the teachers to make logical plans in the improvement

of their student’s reading skills.

Student Researchers. This study may serve as a guide for further study on reading

comprehension among students of Jabonga NHS.

Definition of Terms

The following terms were defined to guide and help the readers understand the

study.

Comprehension. It is the act of understanding the meaning of printed or spoken

language as contrasted with the ability to perceive and pronounce words without

reference to their meaning.

Following Precise Direction is the skills in reading that involves the doing of things in

a guided way step by step.

Getting the Main Idea is a skill that requires the students to provide the main idea,

general significance, theme or moral lesson that is not explicitly stated in the selection.

It depends on the reader’s mastery of the mechanics on reading, breadth of vocabulary

and concepts, and background attitude.

Noting Details is a skill in reading that involves recognizing facts stated in the text. This

is identifying such elements as names and descriptions of character in the story, or the

place where events took place.

Reading, through which the reader attempts to reconstruct meaning from the writer. is

an interaction between the reader and the written language

Reading Skill. means an ability that is essential to successful performance in reading

such as word recognition, organization comprehension and remembrance. It is also the

ability to decode, print, understand and interpret what is read and use the ability as a

basic tool for further learning.

Reading Comprehension. Is the capability to understand written language or reading

materials through word decoding related to the reader’s general knowledge and the

language knowledge.

Sequencing Events. is a skill in reading that requires the ability to recognize first thing

events or events as coming before others. This calls for the ability to locate or identify

the order of incidents or actions stated in the selection. The activity involved here are

rearranging sentences based on sequence of occurrence.

Sequencing refers to the identification of the component of a story, such as the

beginning, middle, and end, and also to the ability to retell the events within a given text

in order which they occurred.

Vocabulary. Is a stock of words in a language used by an individual who has skill in

recognizing and interpreting meaning using phonic keys.

 Chapter 2

Review of Related Literature and Studies

This chapter will showcase the Related Literature and Studies that will support

the current study’s theoretical and conceptual framework, Statement of the Problem and

Objectives to be met during the conduct of the study.

Related Literature

Foreign Study in Reading

In the old maxim, men rely in reading, that reading makes men wise, meaningful
and colorful. According to Trailer [1984], reading underlies all teaching in school, and
has the most pervasive influence in the student’s success in school and adjustment in
leaving. Besides, reading is the ingredient of success in man’s life and according to
McKee, reading is not only an intellectual experience, but it is also appreciation,
happiness, excitement, ambition, fear action, even illness and certainly hunger.

The aim of the teacher, therefore, is to guide the students to understand and enjoy
what they are reading. The teacher does this by a careful development of reading
lessons, whose effectiveness depend largely upon the kind of enrichment materials the
teacher will use.

Correlates of Comprehension

Relating the reading comprehension of students to some studies, they give

different findings and emphasis to both success and failures of students while in

schools. According to Marasigan [1984], he conducted a study to find out the types

of selections, if mental abilities of students affect the comprehension abilities of students

such skills as noting details, drawing inferences and getting the main ideas. The study

revealed that types of selection and mental ability of students affect comprehension. He

found out that the respondents performed better on noting details than on drawing

conclusions and better than on getting main ideas.

Level of Reading Performance

Further, in many instances’ teachers rely so much on the reading readiness of

students in their classroom. They cannot proceed to next level of reading performance if

students are still in the frustration level of reading comprehension. In the study of

Villaflor [1993], she investigated on the reading performance level of the Freshmen

College Teacher Education of Northern Philippines University, school year 1992-1993.

Her major findings indicated that the reading speed of the freshmen students was very

good. On the other hand, their level of reading performance in getting the main idea of

the paragraph and drawing conclusion was good. She stresses that there is no

relationship between the reading comprehension ability of students and sex, parents’

educational attainment and materials read at home.

Importance of Teaching Reading

Teaching reading is life, it exemplifies the life experiences of a learner in the

class and makes them socially interactive in any learning episode. In the study

conducted by Sibayan [1992], he pointed out that teaching of reading is so important

that a child who fails to read will also fail in being educated the rest of his life

Reading disability is an important cause of school failure. Various reading

materials that will promote growth and development of the learners should be utilized by

the teachers. In doing so, the learners will appreciate reading better.
Poor Reading Ability

In most cases, inability to read in the class leads academic failure. It correlates

many factors that influence the reading performance of the students in the school. In the

research Adler [1982], found out that young girls and boys read little. The rank of their

reading in and out of school is so light and poorest sort. Worst, when they are out of

school, they tend to lock their books.

Their reading habit has no doubt directly affected, so that many of them do not

enjoy reading. Undoubtedly, children who look forward to a lifelong learning through

reading, after graduation end up as half-cooked candidates for continuing education and

shun education like a plague.

Low Level of Comprehension

In consonance to the institutionalization of the remediation program of students

with low level of reading comprehension paved a way to improve reading performance

of the child. In this way, some schools organize colloquium classes to further enhance

the reading skill and abilities of the English classes. The former DepEd secretary,

Honorable Andrew Gonzales [1992], remarkably emphasized that one of the failures of

the Philippine Education that it is geared to expect failure rather than success. Besides,

the “drop out” rates, the other area of failure are the number of non-readers in school.

Fourth Year High School graduates who barely communicate in English-taught

educational system.

There are many who seemingly can read but cannot comprehend meaningless

and resort memorizing facts. To motivate learners to read, it is necessary that reading

materials be suited to their abilities and needs. Research studies are unanimous in their
findings that today’s children have a low level of reading comprehension and so far,

very little have been done to make pupils understand what they read.

Teachers are envisioned to translate learning into meaningful actions through

communication. Their ability to craft minds and to re-engineer learning habits, demands

a greater emphasis in the language world. In the study Olboc [1992], he suggested that

content area teachers can do a great deal to help corrective readers understand their

assignments and as by-products to improve their reading skills. Providing instruction

and reading assistance for corrective readers is an important responsibility, indeed for

administrators, teachers and reading specialist. A little writing, a little reading, a little of

this and that will not really solve our problem in the English program. Quality time and

dedicated efforts should be given to teaching, be it basal, functional, individualized,

critical and creative, recreational or remedial reading teaching.

Procedure of Sorting and Sequencing

Sequencing refers to the identification of the component of a story, such as the

beginning, middle, and end, and also to the ability to retell the events within a given text

in order which they occurred.

Wajnryb (2003) explains the procedure of sorting and sequencing as follows: 1)

Seat students in groups. Each group collectively has the whole story, but each student

within the group has only one sentence. 2) The students must practice reading and

saying their sentences until they can say them clearly and confidently, paying particular

attention to the target sounds. Each student only sees their own sentence written down.

3) Students then order the story by listening to each other say their sentence and
deciding the logical sequence. Textual markers indicating sequence may help here. If

possible, students could move their seats so that they are seated in the order which

they decide is story’s sequence. 4) If each group has worked on a different story, end

the lesson by having each group tell their story in the right order to the rest of the class.

Chapter 3
Methodology

This chapter includes research design, research locale, research instruments,

research data gathering procedures, research statistics, validity and reliability of the
study.
Research Design

In this study the researcher will use descriptive correlational design. According

to Fox (1969), correlational design will help researchers determine the extent to which

different variables relate to each other in the population of interest. The critical

distinguishing characteristic is the effort to estimate relationship, as distinguished for

simple description.

Further, through this design one can ascertain how much variation is caused

by one variable in relation with the variation caused by another variable. Measures of

correlation will be used to determine the magnitude and direction of relationship. In this

design the researchers will collect one or two more sets of score on a sample of

participants and the relationship between these sets will be computed.

Research Locale

The study will be conducted in Jabonga NHS, Mayugda, Jabonga, Agusan del
Norte. 1 20-30 minutes ride by tricycle and 10-15 minutes ride by motorcycle. The junior
high school has 6 (6) buildings and there are 2 (tw0) rooms used for JHS ComLab and
Science Laboratory and also used as STE1 Classroom at the same time..

Figure 2. Picture of View of Jabonga NHS

Respondents of the Study

The respondents of this study will be the Grade 7 students of Jabonga National

High School for the school year 2022-2023.

The population of the study are the Grade 7 students. A total of 208 students, 33

from Section Rose (18 Females and 15Males); 40 from Section STE (13 Females and

27 Males); 38 from Section Kalachuchi (18 Females and 20 Males);28 from Section

Gumamela (14 Females and 14 Males), 31 from Section Santan (17 males and 14

Females), 38 from Section Hyacinth (19 Males and 19 Females). A total of 208 were

identified which will be used as the participants of the study. This sample size was

determined by deducting the 20% of the total population which is 42 deducted to the

total of chosen participants which is 166 then this 166 divided by 6 sections and that
makes it 27 chosen participants for each section. The table below shows the distribution

of the participants.

Table 1. Participants of the study

Strands of Participants Males Females Total Number of chosen
Population participants
Grade-7 ROSE 15 18 33 27
Grade-7 STE 13 27 40 27
Grade-7 KALACHUCHI 18 20 38 27
Grade-7 GUMAMELA 14 14 28 27
Grade-7 SANTAN 17 14 31 27
Grade-7 HYACINTH 19 19 38 27
TOTAL 96 112 208 166

Sampling Technique

The researcher will employ random sampling method in selecting samples for the

study. To give fairness and chances of others, drawing of lots will be use. Each of them

will be asked to draw from the box, a properly folded piece of paper. On some of these

pieces of paper were numerals needed to participate in the test. All students who drew

out a number were asked to participate in the test. The formula will be used in obtaining

the 114 respondents is :

N
n= -------
(1+ Ne2)

Where:

n- a sample size
 N- Population size

e- desired margin of error

Research Instruments

To obtain the necessary information, the researcher will adopt or follow the

survey questionnaire content suggested by Misbahuddin (2017) and Lu-Fang Lin (2010)

which will be subjected to content validation of experts (English Language) from

Jabonga NHS. This instrument will aim to determine the reading comprehension level of

Grade-7 students of Jabonga NHS.

Part 1 of the questionnaire are utilized for the profiling in which the personal

background of the participants of the study will be collected such as Name, Age,

Gender, Section, strand, Year level. Part will focus on the Reading Comprehension

skills (a)Noting (b)Sequencingwith ten (10) question items each.

Data Gathering Procedure

For fear that the researcher might disturb the classes; the questioner will be

carried out at vacant time of the researchers. The questionnaire will be floated to the

chosen respondents’ sections of Jabonga National High School.

The researchers will also ask the permission of the School

Principal to float the questioner to the students by giving a transmittal letter signed by

the researcher.
 Based from the selection they read, questions were extracted for the

comprehension test to gauge the students’ level of literal comprehension skills

particularly on ‘nothing details’, ‘sequencing events’, and ‘following precise directions.

After the test on the literal comprehension skills, a poem followed after which tests on

inferential comprehension skills were given specifically on ‘vocabulary skills’, ‘getting the

main idea’ and ‘predicting outcomes. The test will be reviewed by the English teacher of

the school.

Data Analysis

To enable the researchers to present, analyze, summarize and interpret the data

gathered, the percentage will be used in finding the answer to problem No. 1 which is

identifying the profile of the respondents in terms of level of interests in reading and

parents’ highest educational attainment. The Mean is used in finding the answer to

problems No. 2 and 3 which is identifying the reading comprehension level of the

respondents in each comprehension skill and finding out which of the following skills

tested is the most difficult and the easiest.

To determine whether the level of interests in reading and parents’ highest

educational attainment significantly affect the level of reading comprehension ability of

the respondents, the One-Way Analysis Of Variance was used and the T-test was uses

to determine the reading comprehension level of respondents.

Their reading comprehension skills will be measured based on the following

levels:
Independent or Free Reading Level. This is the point at which the student

understands 97-100% of the vocabulary and comprehends 75-90% of the main ideas. In

a five-item test, the student should be able to get five correct answers.

Instructional or Teaching Level. This is the point at which the student knows and

understands 90-96% of the vocabulary and comprehends 60-90% of the main ideas. A

student should be able to get three or four correct answers out if five-item test.

Frustration Level. This is the point at which the student recognizes and knows less

than 90% of the vocabulary and comprehends less than 60% of the main ideas. This

level is true when the child gets only two or less correct answers in a five-item test.

A 3-point scale is used to determine their level of reading comprehension as

follows:

READING COMPREHENSION LEVELS RANGE

Independent or Free Reading Level 5.0

Instructional or teaching Level 3.0-4.99

Frustration Level 1.0-2.99

References:
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