Chapter I

THE PROBLEM
Introduction
Reading is one of the openers of reliable learning. Through reading,
comprehension emerges to offer new experiences for learners. These experiences are vital
to their growth and maturity.
Reading comprehension is defined as the level of understanding of a text. This
understanding comes from the interaction between the words that are written and how
they trigger knowledge outside the text (Rayner, et. al,2001). It is the outcome determiner
of the process of reading. Proficient reading depends on the ability to recognize words
quickly and effortlessly. If word recognition is difficult, students use too much of their
processing capacity to read individual words, which interferes with their ability to
comprehend what is read.
One strategy for reading comprehension is the technique called SQ3R. This stands
for Survey, Question, Read, Recite, and Review. These steps are vital to a better
comprehension outcome, which at the later part will be at its utmost usefulness through
role-playing. Role-playing merges the SQ3R, which amplifies reading comprehension
outcomes. These outcomes will be shown on how the students react, interpret and portray
their roles based on the understanding they acquire from reading the selection. Role-play
activities allow students to act out concepts.
Role-playing refers to the changing of ones behavior to assume a role, either
unconsciously to fill a social role, or consciously to act out an adopted role. It is also the
changing of ones behavior to fulfill a social role, and the term is used more loosely in

four senses: (a) to refer to the playing of roles generally such as in a theatre, or
educational setting: (b) to refer to taking a role of an existing character or person and
acting it out with a partner taking someone elses role, often involving different games of
practice; (c) to refer to a wide range of games including role-playing video game, playby-mail games and more; (d) to refer specifically to role-playing games and training.
(Oxford English Dictionary)
Problems in reading emerge when a learner loses a track of self-meaning. By roleplaying, students go intimately with the characters that they portray hence they grow
more connected to the story, which gives them a better reading comprehension shown in
action. If they do go beyond the surface of the texts, they will see a meaning that they
themselves establish as their self-interpretation.
Giving opportunities for the students to express their learning gives them a sense
of likeness to what they read. They will achieve the highest reading comprehension
benefit through role playing approach. It is for the fact that almost all the senses are
directly involved in this activity. It also brings forth a target of not only a mental
progression but of all the aspects of an individual. It also liberates the expression of the
students as they experience to go inside the story, they will experience the story, they will
learn from the story and they will learn better from their experience.
Role-playing extends the horizon of the students making them more linked to the
cultural values embedded in the selection. It touches the students system to portray the
experiences of the character they play as making those experiences their own. Hence,
they learn more when they merge themselves in the values of the cultures in variety.

Furthermore, role-playing opens an avenue for the students to practice their

capabilities in situation management. It is for the reason that role playing requires the
students to act on certain situation whether on a problem or an issue or the like which
encourage them to build a concept for a certain resolution of the above categories.
Role-playing is a teaching strategy that fits within the social family of models
(Joyce and Weil, 2000). It animates different cultures and activates it into manifestations
in the students response or portrayal.
Statement of the Problem
This study aimed to improve the reading comprehension ability of Second Year
students through Role Playing.
Specifically, this study aims to answer the following questions:
1. What is the level of the reading comprehension ability of the Second Year Jade before
and after their exposure to role playing in terms of the following skills:
a. Identifying Main Idea?
b. Noting Details?
c. Organizing Ideas?
d. Developing Mental Images?
2. Is there a significant difference in the ability of the students in the pretest and in the
posttest?

Significance of the Study

This study was undertaken with the hope that its findings will prove beneficial to
the following:
Teaching Profession. Teachers will utilize the results of the study as a basis on
how to improve the reading comprehension ability of the students. That is, they would
have an idea on what strategy to use for the development of their students reading
comprehension ability. With this, the teachers will also maximize the use of integrated
sensation to produce the best possible outcome of reading comprehension.
Future Researchers. This research is important so that future researchers may
use this as a springboard for offering a heightened level of teaching strategy touching the
depths of the students realistic learning.
The Curriculum Planner. This study serves as one of their bases in planning the
over-all design of the English program in adapting to the abilities and interests of the
students. They will find relevance in role playing strategy. They may consider it as a
highly recommended method in the teaching process.
Teacher Education Students. This study is significant to teacher education
students for it will give them an idea about the teaching-learning process ability of
students which is important in learning. It also opens their eyes to a greater ways and
possibilities in Teaching-Learning operations.
Scope and Delimitation
This study dealt in improving the reading comprehension ability of the Second
Year Jade students of University of Northern Philippines-Laboratory Schools, School
Year 2011-2012 through role-playing.

This study used the literary piece entitled Scent of Apples by Bienvenido
Santos. It involved 33 respondents, all from II-Jade.
Operational Definition of Terms
The Operational Definition of Terms includes the dependent variable being
Reading Comprehension Ability with its sub-skills and the independent variable being
Role-Playing Strategy. The following terms are defined according to their use in the
study.
Reading Comprehension refers to the ability to transcode information from a
table, recognized main idea, draw inferences make generalizations, arrange sentences, to
form paragraph, and arrange logically (Realin, 2003). It also refers to the ability to grasp
the meaning of printed materials in terms of identifying the main idea, noting details,
organizing ideas, and developing mental images.
Identifying main idea is the ability to perceive the prevailing thought or the
substance the author would like to convey in the literary piece on a certain paragraph. It
entails the skills of critical and analytic thinking to come up with a single main idea that
is communicated in the paragraph.
Noting details is the ability to take note of the important points from many and
various ideas. This requires the reader to be able to discriminate or distinguish significant
information from details of no great concern.
Organizing ideas is the ability to put thoughts in order and/or come up with a
paragraph or composition that has unity and coherence. The reader needs to arrange the
ideas considering its smooth flow and comprehensibility.

Developing mental images is the ability to visualize what is/are happening in the
literary piece based on the words used in selection. This requires the reader to have the
imaginative mind to create mental pictures that will portray the events in the story.
Role-playing refers to the changing of one's behavior to assume a role, either
unconsciously to fill a social role, or consciously to act out an adopted role. It is also
changing ones behavior to fulfill a social role. (Oxford English Dictionary)
Assumptions
The researchers of this study used the following assumptions:
1. The instrument used to the students is appropriate, valid and reliable.
2. The respondents will come up with a role play to the best of their ability.
Hypothesis
Based on the problem presented, the researchers hypothesize that there is no
significant difference between the performance of the students in the pretest and in the
posttest. Furthermore, the Reading Comprehension Ability of the Second Year high
school students particularly their skills in Identifying Main Idea, Noting Details,
Organizing Ideas and Developing Mental Images can be developed through the use of
Role Playing.

Chapter II
REVIEW OF RELATED LITERATURE
Theoretical Framework
This chapter presents related literatures, which were reviewed by the researchers
to gain insights in the conduct of the study.
On Reading Comprehension:
Some concepts on reading comprehension as series of sub-skills are
presented in the following section which gave rich insights for the researchers:
In the mid-elementary and junior high school years, emphasis shifts from
reading stories with known content to reading more difficult materials that teach the child
new ideas and opinions. At this stage, silent reading for comprehension and study skills is
emphasized. This shift from learning to read to reading to learn is especially important
because the student must now begin to use reading skills to learn facts and concepts in
social studies, science, and other subjects. Making this shift is difficult for some students,
and their reading scores may increase at a slower pace than in the primary grades.
Some educators see reading as a series of sub-skills, such as understanding
word meanings in content, finding the main idea, making inferences about information
implied but not stated, and distinguishing between fact and opinion. Published programs
based on this view purport to divide reading into as many as 350 different sub-skills to be
mastered during the elementary grades. Managing such a program, including the
administration and scoring of tests for each sub-skill, and providing sufficient practice for
each sub-skill can be difficult for a classroom teacher.

Some have suggested that an excessive emphasis on sub-skills leads to

worksheets crowding out childrens opportunity to experience literature. These theorists
tend to treat reading comprehension as general ability not made up of specific skills.
Programs based on such theories stress broad, extensive reading; understanding of word
meaning; and development of reasoning abilities.
In high school and college, reading materials become more abstract and
contain a larger, more technical vocabulary. At this stage, the student not only must
acquire new information but also must critically analyze the text and achieve an optical
reading rate based on the difficulty of the material and the purpose of the reading.
(Microsoft Encarta 2008 (1993-2007)
On Identifying the Main Idea. This refers to the skill in
understanding the topic, the gist or the larger conceptual framework of a textbook
chapter, an article, a paragraph or a passage. (Piamonte, et. al. 2009)
On Noting Details. This involves the ability to put up or create
specific information and/or details explicitly found in a given selection.
(Piamonte, et. al. 2009)
On Organizing Details. It refers to the arranging of information
about the story in a systematic order. It is a skill that students must have in order
to become efficient readers and writers (http://delene-sholes.suite101.com).
On Developing Mental Images. This refers to the ability of
readers to make mental images of a text as a way to understand processes or
events they encounter during reading. This ability can be an indication that a
reader understands the text. Some research suggests that readers who visualize as

they read are better able to recall what they have read than those who do not
visualize. (http://www.readingresource.net)
On Role-Playing
Teachers find it difficult for the students to comprehend a text except if the
teaching strategy is student centered. The information becomes more meaningful to them;
therefore, they retain it for longer period. Brain research has found that the brain searches
for patterns and connections as its way of building meaning. If students are not actively
engaged in their learning, then they are unable to make the connections necessary to
make learning meaningful. Educators then came up with student-centered strategies like
simulation, discussion and role-playing (Cuthrell and Yates, 2007).
In role playing, students takes the role of a person affected by an issue and studies
the impacts of the issues on human life and/or the effects of human activities on the world
around from his own perspective (serc.carleton.edu). It includes all sorts of activities
where learners imagine themselves in a situation outside the classroom, sometimes
playing the role of someone other than himself or herself, and using language appropriate
to this new context (Eklova, 2007). Thus, it also develops the creativity of students in
coping up with situations. It consists of an enactment by the students of a learning
situation through which they depict real life responses and behavior. Its root could be
traced in the personal dimension of education. Through this model the student is assisted
in resolving personal problems or dilemmas, firstly as individuals and secondly as a part
of a social group. It attempts to help in seeking personal meaning out of events occurring
everyday and more importantly the consequences of their responses. Through the

10

enactment of real life problem situations, a genuine, typical behavior that is deemed to
answer real issues can be elicited (Salandanan, 2000).
Role playing uses dramatic devices such as having the players make asides,
comments to the audience that the other characters have to pretend they havent heard;
this allows the students to reveal what they think but are not able to say. Another dramatic
device, role reversal, involves the players changing parts so they can begin to empathize
with the others point of view, even if they do not agree. Speaking from different parts of
each role helps students become more conscious of their ambivalence. These
sociodramatic techniques facilitate the degrees of self-expression and, with reflection,
thereby deepen the insight obtained for both players and audience. Thus, role-playing can
be used in conjunction with another approach which has different roots: drama in
education.
According to McDaniel (2000) role-playing comes in many forms and educators
should not be reluctant to experiment with their style and structure. There are actually
four basic elements that are essential for the success of any role playing activity. The first
element is that the activity builds on the knowledge already posses about a particular text
A teacher cannot expect the students to role play about something they have no prior
knowledge of. The second element is to design the roles yourself to maximize student
involvement and student conflict. The third element is to set up a specific situation. Do
not let the students go on with the activity without a focal point. The last element is the
instructor has limited involvement and willingness to be flexible (Graves, 2008).The
teacher needs to guide the students along but let the students take their own path. By

11

following these four basic elements, any educator can have a successful role playing
activity.
Role-playing can also be advantageous. Role-play is included in the lessons
regularly; the learners are given a chance to rehearse their English in a safe environment.
Real situations can be created and students can be benefited from the practice. Mistakes
can be made with no drastic consequences (Budden, 2006).
Lessons where role-play is used can be motivating for learners because such
lessons are different from the traditional ones; they are more interesting, funnier and
lively. Thus, students are more likely to learn. The work is dynamic and learners are
actively involved in the process (Eklova, 2007).
Furthermore, Andrew Schaap (2005) found that role-playing is more likely to
promote active learning amongst undergraduate students than a traditional university
lecture. He found that role-playing has been used effectively in various disciplines. He
also said that by using the role playing technique, his students had a high level of energy
and excitement. They were encouraged to express ideas and they were able to get
immediate feedback on ideas (Graves, 2008).
Role playing is also beneficial to the students because of the enjoyment and thrill
it gives to the students. Role palying should be used and it helps students learn material
better (Graves, 2008).
Oberle (2004) claims that role playing activities help introduce student to realworld situations, too. According to Van Ments (1983) it also has three general advantages:
(1) they are positive and safe in dealing with attitudes and feelings; (2) they provide a
safe venue for expressing personal and sometimes unpopular attitudes and opinions; and

12

(3) it is highly motivating as the majority of the students enjoy these typesof activities
and become more inspired learners (Graves, 2008)
Alex Oberle (2004) also asserts that role palying is an effective teaching stategy.
The results of his research demonstrated that the activity increased the students
understanding of the topics of the project, fostered their awareness about the topic and
enhanced their academic skills and abilities. Overall, Oberle found that role playing is an
effective teaching method and should be used to help actively engage students in their
learning (Graves, 2008).
Moreover, Ronald Morris (2003) found out in his study that first, students felt
empathy regarding events in the past when they acted out the situation and make
connections between the character they play and real situations. He stated that empathy is
one of the tools used to help determine, interpret, and understand meaning. Secondly, role
playing helped the students engage in perspective taking at multiple times and places. He
concluded that acting out holds great potential for students because experiencing empathy
and making connections between time and places are vital to learning and making the
material stick (Graves, 2008).
Role-playing is characterized as an experience-based as well as student-centered
learning methodology. It depicts real life samples of learning situations that insures
authentic responses. The enactment/ reenactment elicit personal feelings of empathy,
sympathy, anger and indifference during the interaction. This is true in analyzing and
coping with social situations.

13

Furthermore, the participants include the major and minor role players, observers
and analysts. Assignment of the various roles and functions of the participants are
discussed before the presentation. The observers focus their attention on the emotional
responses generated among the performers as they act out an event. The analysts, upon
completion of the presentation, discuss the appropriateness of words uttered;
effectiveness of the action in eliciting the desired response and soundness of the
decision/conclusion arrived at. In addition, they may come up with recommendations
regarding other ways through which the situations could be approached and solved. All
participants likewise gain valuable insights into the perceptions, attitudes, values and
problem-solving skills that can be enhanced in every learning encounter.
In addition to an internalization of work attitudes and positive values is assured
among the young especially at a stage when they are forming significant impressions that
are recreated and enriched through adulthood (Salandanan, 2000).
Role playing then is not just a simple acting out activity. It activates students
creativity and empathy. Their physical and emotional attachment to the text helps them
understand and appreciate the story making it remarkable in their minds.
There are identified steps in conducting role-playing: 1) Prepare class for roleplay. Present an artificial problem, situation or event that represents some aspect of
reality. Define the problem, situation and roles clearly. 2) Give clear instructions.
Determine whether the role-plays will be carried out using student volunteers in front of
the class (the teacher may or may not play a role), in partnerships/ small groups with
every student playing a role, or in small groups with role-players and observers. Divide
students into groups, if appropriate. Model the skill with a scripted role play. 3) Act out

14

role-plays. Students follow the procedure outlined by the teacher to act out role-plays.
Unless the teacher is playing a role, it is helpful to walk around the room and observe
how students are experiencing the role- play and offer coaching to students who are
stuck. 4) Finally, a discussion (small group and whole class). Begin by allowing
players to communicate feelings experienced during the role-play. Have students identify
skills that were demonstrated during the role-play. Determine actions that strengthen or
weaken these skills (i.e. body language). Ask questions about the significant events in the
given text and the role-play. Discuss how this role play is or is not similar to real life.
There are also suggested alternatives to traditional procedure: 1) Have students
write role-plays as scripts inclined to the reading text. 2) Have students write down
responses and then role-play in front of the class. 3) Have students generate a list of
challenging lines, then have a student read the lines to the class and have each student
give

response.

4)

Lastly,

(www.teachingsexualhealth.ca).

help

students

develop

and

act

out

plays

15

CONCEPTUAL FRAMEWORK
In the conduct of the study, the researchers were guided by the following
paradigm:
Independent Variable

Role playing

Dependent Variable
The Reading Comprehension of Third
Year Students
Identifying the Main Idea

Noting details
Organizing Details
Developing Mental Images

Figure 1. The Research Paradigm

The paradigm shows that the use of Role Playing improves ability of the
reading comprehension of Second Year Students. The researchers believe that if
the students are exposed to role playing, their reading comprehension ability
especially in the following skills: identifying the main idea, noting details,
organizing details, and developing mental images are improved.

16

Chapter III
METHODOLOGY

This chapter entitled Methodology includes the Research Design, Data Gathering
Procedure, Subjects of the Study, Research Instrument and Statistical Treatment.
Research Design
This action research used of the Pretest-Posttest Research Design to improve the
reading comprehension ability of the Second Year Jade students through Role-Playing.
The design is illustrated in the following figure:

Pretest

Role
Playing
Strategy

Posttest

Figure 2. The Research Design Paradigm

In this Research Design Paradigm, the target population will first have the pretest. Then they will be exposed to the role-playing strategy. Finally, they will be asked to
answer the post-test.
Data Gathering Procedure
The researchers sought permission from the laboratory high school principal for
the conduct of the study on February 2012 using the Second Year Jade students as

17

respondents. The researchers coordinated with the class adviser for scheduling the
conduct of the study.
In the conduct of the study, one of the researchers handled the class. The teacherresearcher facilitated the reading of the selection in the class. The teacher-researcher then
did not discuss the selection but he was just there to help the students to recall the
important events and to monitor their behavior.
On the first day of the conduct of the study, the students read the selection, Scent
of Apples by Bienvenido Santos. The teacher monitored the students and answered their
questions. She also asked the students some literal level questions. The students read the
selection for thirty to forty-five minutes and then the teacher allotted the remaining time
in entertaining the students questions and in delegating the work for the role-playing
activities. The class was divided into two groups. They talked about the delegation of
work (who will be the director, the characters, etc.). The students constructed their script
and rehearsed their role-play outside the class or during their free time. On the second
day, the students had the pre-test. On the third day, the students presented their outputs.
Finally, on the fourth day, the teacher gave the posttest to the students.
Subjects of the Study
The subjects of this study were be Second Year Jade students of the Laboratory
High School of the University of Northern Philippines, Tamag, Vigan City, School Year
2011-2012 composed of 16 girls and 6 boys. It was conducted during the Fourth Grading
period. Total enumeration was used.
Research Instrument

18

The researchers used a thirty-item test as the research instrument. This research
instrument was used both as the pretest and as the posttest. Being the pretest, this
examination attempted to measure the reading comprehension ability of the students
without the use of a role-playing activity. As for the posttest, this tried to measure the
reading comprehension ability of the students with the incorporation of a role-playing
activity. The test items were constructed based on the ideas and concepts presented in the
literary piece used Scent of Apples by Bienvenido Santos and were focused on the subskills of reading comprehension ability: identifying the main idea, noting details,
organizing ideas and developing mental images. The Panel of Examiners and the English
teacher of the Second Year Jade validated the content.
To determine the level of performance of the respondents in the pretest and the
posttest, the following norm for interpretation was used:
A. Identifying the main idea
Score
2
1
0

and developing mental images

Descriptive Rating
Excellent
Good
Poor

B. Noting Details
Score
13-15
10-12
7-9
4-6
03

Descriptive Rating
Excellent
Very Good
Good
Fair
Poor

C. Organizing ideas
Score
10-11
8-9
6-7
4-5
0-3

Descriptive Rating
Excellent
Very Good
Good
Fair
Poor

19

D. Overall
Score
25 30
19 24
13 18
7 12
06

Descriptive Rating
Excellent
Very Good
Good
Fair
Poor

Statistical Treatment
The data that were gathered in the study were described, analyzed and interpreted
using the following statistical tools:
Mean. The mean was used to indicate the students level of understanding and
their performance in the role-playing activity.
Standard Deviation. This was used to indicate the variability of the students
scores in the post-test.
t-test. This was used to determine whether there existed a significant difference in
the students level of reading comprehension ability after the use of role-playing.
Gain Ratio. This was used to indicate the effort exerted by the students in
improving their comprehension ability to perfect the score in the Posttest.

20

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of findings from the gathered
data to determine the first year students ability in using the tenses of verbs through time
markers.
Table 1
Pretest and Posttest Ability of the Students along the Sub-Skills of Reading
Comprehension

21

Table 1 presents the Pretest and Posttest Activity of the II-Jade students along the
Sub-skills of Reading Comprehension.
On the Pretest. In the sub-skill Identifying Idea, there are 9 students who were
excellent, 17 were good and 7 were poor. Moreover, in the sub-skill Noting Details, 10
were excellent, 17 were very good and 6 were good. Then, in the sub-skill Organizing
Ideas, 1 was excellent, 2 were very good, 11 were good, 12 were fair and 7 were poor.
Lastly, in the sub-skill Developing Mental Images, 12 were excellent, 17 were good and 4
were poor.
On the Posttest. In the sub-skill Identifying Idea, there are 17 students who were
excellent, 13 were good and 3 were poor. Moreover, in the sub-skill Noting Details, 10
were excellent, 22 were very good and 1 was good. Then, in the sub-skill Organizing
Ideas, 4 were excellent, 9 were very good, 8 were good, 7 were fair and 5 were poor.
Lastly, in the sub-skill Developing Mental Images, 14 were excellent, 15 were good and 4
were poor.
The mean of the sub-skill Identifying Main Idea in the pretest is 1.03 while its
mean in the posttest is 1.41. Both fall under the good level. In Noting Details, the mean
in the pretest (11.34) is under the excellent level and still the mean in the posttest
(11.97) is excellent. In the sub-skill Organizing Ideas, the mean in the pretest (5.13)
falls under the fair level whereas the mean in the posttest (6.34) now is in the good
level. The mean of both pretest and posttest in the sub-skill Developing Mental Images
(1.22 and 1.31 respectively) fall under the good level. Although most of the means
remain or some go up to just one higher level, it goes to show that there is an

22

improvement in the students skills. The higher mean in the posttest can be attributed to
the implementation of the Role Playing Activity. In role play, the students feel empathy
regarding events in the past when they act out the situation, and make connections
between the character they play and real situations (Morris, 2003). And that empathy is
one of many tools historians use to help determine, interpret, and understand meaning
(Morris, 2003).
Table 2
Summary on Results of the Pretest and Posttest Ability of the Students
along the Sub-Skills of Reading Comprehension
Skills/Level
a. Identifying Main Idea
Excellent
Good
Poor
Total
Mean
DR
SD
b. Noting Details
Excellent
Very Good
Good
Fair
Poor
Total
Mean
DR
SD
c. Organizing Ideas
Excellent
Very Good
Good
Fair
Poor

Pretest
f
9
17
7
33
1.03

%
27.27
51.52
21.21
100

0.70

Posttest
f
17
13
3
33
1.41

%
51.52
39.39
9.09
100

0.66

10
17

30.30
51.52

10
22

30.30
66.67

6
33
11.34

18.18
100

1
33
11.97

3.03
100

1.77
1
2
11
12
7

1.45
3.03
6.06
33.33
36.36
21.22

4
9
8
7
5

12.12
27.27
24.24
21.21
15.16

23
Total
Mean
DR
SD
d. Developing Mental Images
Excellent
Good
Poor
Total
Mean
DR
SD

33
5.13

100

2.09
12
17
4
33
1.22

33
6.34

100

2.36
36.36
51.52
12.12
100

0.66

14
15
4
33
1.31

42.43
45,45
12.12
100

0.68

Table 2 shows the summary on the results of the pretest and posttest ability of the
students along the sub-skills of reading comprehension.
There are 9 (27.27%) students who were excellent, 17 (51.52%) who were
good, and 7 (21.21 %) who were poor in the sub-skill identifying main idea in the
pretest.
Results of the posttest indicated more students (17 or 51.52 %) at excellent
level while 13 (39.39%) were good and only 3 (9.09%) are poor in identifying main
idea. Moreover, the mean of 1.41 in the posttest indicated that the students ability in
identifying main idea improved although it retained to good.
In the pretest, 10 (30.30%) of the total number of respondents were excellent,
17 (51.52%) were very good, and 6 (18.18 %) were good in noting details. In the
posttest, the number of excellent students retained while those in the very good level
increased to 22 (66.67 %) and only 1 (3.03 %) was good in noting details. The mean of
11.97 (from 11.41) in the posttest indicated an improvement in the students ability in
noting details.

24

As seen in the table, only 1 (3.03 %) student was excellent, 2 (6.06%) were
very good, 12 (36.36 %) were fair and 7 (21.22%) in organizing ideas. Results of the
posttest showed more students (4 0r 12.12 %) at excellent level. Very good students
increased at 7 (21.21 %), good at 8 (24.24 %), fair at 7 (21.21 %) and 5 (15.15 %) in
organizing ideas. Additionally, the mean of 5.13 in the pretest increased at 6.34 in the
posttest, which indicates an improvement from fair to good in the students ability to
organize ideas.
In the pretest, 12 (36.36%) of the total respondents were excellent, while 17
(51.52%) were good and 4 (12.12%) were poor in the developing mental images. In
the posttest, the number of respondents in the excellent level increased to 14 (42.43%),
while 15 (45.45%) were good and only 4 (12.12%) were poor. Moreover, the mean of
1.22 in the pretest increased at 1.31 in the posttest which indicates an improvement in the
students skill in developing mental images although it retained to good.
All of these may be attributed to one fact; that is, role playing helps students
remember more information. In the study of Elizabeth Ann Graves, she found out that a
great percentage of the students retain information from role-playing better than from
traditional teaching methods (Graves, 2008). Since students are more involved and more
engaged in the material when role playing, they are able to connect or relate to it and so
they could retain more information from the text read.

25

Table 3
Overall Pretest and Posttest Results in the Reading Comprehension Ability
of the Students
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
Mea
n
SD

Pretest
18
20
12
16
22
19
17
13
17
17
20
11
20
20
18
23
18
16
20
17
22
12
23
23
23
20
23
18
21
18
16
21
23

DR
G
VG
F
G
VG
VG
G
G
G
G
VG
F
VG
VG
G
VG
G
G
VG
G
VG
F
VG
VG
VG
VG
VG
G
VG
G
G
VG
VG

Posttest
16
23
15
22
25
21
19
13
17
23
22
16
23
23
19
23
16
18
18
19
27
18
23
26
25
23
22
21
28
20
19
21
24

DR
G
VG
G
VG
E
VG
VG
G
G
VG
VG
G
VG
VG
VG
VG
G
G
G
VG
E
G
VG
E
E
VG
VG
VG
E
VG
VG
VG
VG

Gain Score
-2
3
3
6
3
2
2
0
0
6
2
5
3
3
1
0
-2
2
-2
2
5
6
0
3
2
3
-1
3
7
2
3
0
1

Gain Ratio
-0.17
0.30
0.17
0.43
0.38
0.18
0.15
0.00
0.00
0.46
0.20
0.26
0.30
0.30
0.08
0.00
-0.17
0.14
-0.20
0.15
0.63
0.33
0.00
0.43
0.29
0.30
-0.14
0.25
0.78
0.17
0.21
0.00
0.14

18.70
3.40

20.85
3.61

VG

2.15

0.26

26

Table 3 shows the overall pretest and posttest results in the reading
comprehension ability of the students.
In the pretest, 17 students got a Very Good rating. There are 13 students who
gained a rating of Good and other 3 got a rating of fair. It can be seen that in the
posttest, the scores of the students improved except for students 1, 17, 19, and 27. Five
students already gained a rating of Excellent in the posttest. There are 19 who garnered
a Very Good rating. The change of numbers of the students who got Excellent and
Very Good rating decreased the number of students who acquired a Good rating.
The mean score in the pretest is 18.70 which is in the Good level while in the
posttest is 20.85 which falls on the Very Good level. This shows that there was an
improvement in the scores of the students from the pretest to the posttest.
The standard deviation of the pretest is 3.40 while in the posttest is 3.61. There is
only a difference of 0.21.This means that the variability of the students scores in the
pretest and posttest are approximately the same.
The gain score of the students are also shown in Table 3. Twenty-four (24) out of
33 students gained scores in the posttest. Student 29 improved the most. His score
increased from 21 to 28. There are also 5 students whose scores did not change. They
have a gain score of 0. Table 3 also reflects that 4 students whose scores decreased.
However, the students rating stayed the same except for students 19. Students1 and 17s
scores decreased for 2 points but had a rating of Good in the pretest as well in the
posttest. Student 27 had a gain score of -1 but acquired a Very Good rating both in the
pretest and in the posttest. Only student 19, whose gain ratio is -2, had a different rating

27

in the pretest and in the posttest. His Very Good rating in the pretest went down to
Good in the posttest.
The gain ratio of the students score is also reflected in Table 3. This was used to
indicate the effort exerted by the students in improving their comprehension ability to
perfect the score in the posttest.
It is noted that student 29 has the highest gain ratio of 0.78, which means that the
student exerted 78% to increase his pretest score. However, student 29 was not able to get
a perfect score in the posttest. Student 19 had the lowest gain ratio of -0.2. This means
that he used only -20% effort in answering the questions in the posttest resulting to a
lower score.
Aside from student 19, there were some 3 other students whose gain ratios are
negative. This means that the effort exerted in the posttest is lesser than the endeavor
used in the pretest as indicated by negative symbol (-). It can also be seen that 5 students
got a gain ratio of 0, which means that there is a similar amount of effort exerted in the
pretest and in the posttest. They did not spend more effort to have a perfect score in the
posttest. Most of the students were promoted to a higher level. The gain ratios of their
scores range from .08 to .78.
The decreased scores and negative gain ratios may be caused by the students
awareness that they are under research. It may also be caused by their exposure to the
same kind of test items in the pretest and posttest.
The increased scores and high gain ratio of the scores of the students can be
attributed to role-playing. Role playing is a student-centered activity and heightens
learners involvement, thus, allowing them to enjoy what they are doing and to encourage

28

themselves in learning. This is supported by the claim of Van Ments (1983) that roleplaying is motivating as the majority of the students enjoy these typesof activities and

Reading Comprehension Ability

Pretest
f

Posttest
f
%

Excellent
Very Good
Good
Fair
Poor

5
15.15
17
51.52
19
57.58
13
39.39
9
27.27
3
9.09
Total
33
100
33
100
Mean
18.70
20.85
DR
G
VG
SD
6.55
7.37
become more inspired learners. Eklova (2007) also said that lessons presented in roleplaying are motivating and students are more likely to learn with this strategy.
Summary on the Reading Comprehension Ability of the Students
in the Pretest and Posttest

The table shows the reading comprehension ability level of the students in the
pretest and posttest.
In the pretest, no student got a rating of excellent and poor. There are 17
(51.52%) of the total number of respondents are very good, 12 (36.36%) are good
and 4 (12.12%) students land on fair.
In the posttest, there are already 5 (15.15%) students who are excellent and the
number of very good students increased to 19 (57.58%). These results reduced the

29

number of good students to 8 (12.12%) and fair students to 1 (3.03). Moreover, the
mean of 18.70 in the pretest compared with the mean of 20.85 in the posttest indicated
that the students reading comprehension ability level improved. It increased for 2.15.
The standard deviation likewise increased for .82 points making 6.55 in the pretest into
7.37 in the posttest. The descriptive rating of Good in the pretest became Very Good in
the posttest.
Table 5
t-test Result on the Reading Comprehension Ability of the Students in the Pretest
and Posttest
Statistic
N
No. of Items
Mean Pretest
Mean Posttest
Mean Difference
t-computed
t-tabular
Decision

33
30
18.70
20.85
2.15
5.23
2.02
Reject Ho

The table shows the t-test Result on the Reading Comprehension Ability of the
Students in the Pretest and Posttest.
It presents the number of correspondents (33) and so with the number of items
(30). The students overall mean score in reading comprehension was 18.70 in the pretest
but increased to 20.85 in the posttest. The improvement of the reading comprehension
ability of the students can be attributed to the use of role-playing because the students
took the role of the characters in the story and internalized the text. The same results were
found out by Oberle (2004). The results of his research demonstrated that the activity
increased the students understanding of the topics of the project, fostered their awareness
about the topic and enhanced their academic skills and abilities

30

Since role-playing is experience-based and student- centered, the students were

more capable of understanding the material. The involvement of the students made them
feel compassion for the characters. This empathy made them determine, interpret, and
understand meaning of the story. This is the supported by the claim of Morris (2003) that
in role playing students feel empathy regarding events in the past when they act out the
situation and make connections between the character they play and real situations.
Empathy, furthermore, is one of the tools used to help determine, interpret, and
understand meaning. He concluded that acting out holds great potential for students
because experiencing empathy and making connections between time and places are vital
to learning and making the material stick.
The activity was not as simple as the traditional classroom instruction and
lectures. They were engaged in the activity physically and they were able to make the
learning livelier. There was an active learning. These can be reasons to the improved
reading comprehension skills of the students, too. As stated by Eklova(2007) that lessons
thought through role playing can be motivating. The presentation of the lesson is different
from the traditional ones, making it more interesting, funnier and lively. Thus, students
are more likely to learn. The work is dynamic and learners are actively involved in the
process. This argument is also strengthened by Schaaps research (2005) which states that
role playing promotes active learning. His students had a high level of energy and
excitement, they were encouraged to express ideas, and they were able to get immediate
feedback on ideas. Furthermore, Graves (2008) stated that role playing is also beneficial
to the students because of the enjoyment and thrill it gives to the students. Role palying
should be used and it helps students learn material better. Van Ments (1983) also agrees

31

that role playing is highly motivating as the majority of the students enjoy these types of
activities and become more inspired learners.
In the activity, the learners were given the chance to express themselves freely,
which does not usually occur in the traditional classroom setting. This can be a possible
factor in the improvement of their reading comprehension ability. Van Ments (1983)
stated that role playings provide a safe venue for expressing personal and sometimes
unpopular attitudes and opinions.
The overall computed t-value is 5.23 while the tabular t-value is 2.02.
since the computed t-value exceeded the tabular t-value, the researcherd rejected the null
hypothesis that there is no significant difference between the performance of the students
in the pretest and in the posttest. This means that there is a significant difference between
the performance of the students in the pretest and posttest. Furthermore, their reading
comprehension ability particularly their skills in identifying main idea, noting details,
organizing ideas and developing mental images was developed through Role Playing.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter deals with the summary of the findings, conclusion, and
recommendations forwarded by the researchers.
Summary
This study primarily aimed to determine the effectiveness of role-playing in
improving the reading comprehension ability of the second year students section Jade of
the UNP-LS during the Fourth Quarter of the School Year 2011-2012.

32

The researchers made use of the One-Group Pretest-Posttest Design to determine

the students reading comprehension ability. Furthermore, they used a teacher-made test
to find out the reading comprehension ability of the II-Jade students. This is composed of
a pretest and a posttest. The pretest and the posttest contain 30 items measuring the
reading comprehension ability along Identifying Main Idea (2 items), Noting Details (15
items), Organizing Ideas (16 items) and Developing Mental Images (2 items). The result
of the pretest and posttest were recorded, analyzed and interpreted by the researchers. The
Mean, Standard Deviation and Gain Ratio were used to interpret the data gathered.
Findings
It was found out that the mean scores of the students in the pretest retained to
good in the posttest along Identifying main idea. The mean scores in the pretest also
retained to very good for the sub-skill Noting details. In organizing ideas, the mean
scores of the subject increased from fair to good. The mean scores in the pretest
retained to good in the posttest along developing mental images. Majority of the subskills mean scores retained their level but the scores increased in the posttest. Moreover,
the overall mean score improved from 18.70 in the pretest to 20.85 in the posttest.
Based on the statistical result, the posttest mean of 20.85, in the very good level
had a mean difference of 2.15 from the pretest. The computed t-value is 5.23 and it
exceeded the tabular t-value of 2.042. Thus, the null hypothesis is rejected. This means
that the treatment employed was effective. The ability of the students to comprehend the
text read was improved with the use of the role-playing activity.
Conclusions

33

After analysis and interpretation of the findings, the researchers conclude that
there is a significant difference in the ability of the Second Year section Jade students in
the pretest and posttest. Furthermore, the level of the reading comprehension ability of
the Second Year section Jade students after their exposure to Role-Playing in terms of
Identifying Main Idea is Good, while along Noting Details is Very Good, as for
Organizing Ideas is Good, and Developing Mental Images is Good.
Recommendations
Based on the result of the study, the following recommendations are forwarded:
1. Teachers should use Role-playing frequently to come up with better reading
comprehension ability for the students.
2. There shall be more exercises given to develop and improve the reading comprehension
ability of the students along identifying the main idea, noting details, organizing ideas,
and developing mental images.
3. Lastly, a similar research on role-playing using two groups should be conducted to test
whether it can really improve the reading comprehension ability of students and to make
this study more conclusive.
REFERENCES
A. BOOKS
Rayner, Keith; Barbara Foorman, Charles Perfetti, David Pesetsky, and Mark Seidenberg
(November 2001). "How Psychological Science Informs the Teaching of
Reading". Psychological Science in the Public Interest2 (2): 3174
Salandanan, Gloria G, (2000). Teaching Approaches and Strategies, Quezon City: Katha
Publishing Co., Inc.
B. UNPUBLISHED RESOURCES
Graves, Elizabeth Ann, Is Role-Playing an Effective Teaching Method? A Masters
Research Project in College of Education, Ohio University, May 2008

34

Ilona Eklova, Role Play in Upper Primary Classes, Diploma Thesis in Masaryk
University Brno, Faculty of Education, Department of English Language
and Literature, April 8, 2007
Piamonte, Honey Girl R., et. al. Improving Students Reading Comprehension Using the
Story Schema Acyivation and Construction Strategy. (Unpublished
Action Research, University of Northern Philippines, 2009)
Realin, Marivic F. The English Language Proficiency of the Third Year Students of the
Secondary Schools of Sto. DomingoSan Ildefonso District Division of
Ilocos Sur. (Unpublished Masters Thesis, University of Northern
Philippines, 2003.)

INTERNET
Alberta

Education
Foundation
Copyright

April
15,
2011,
http://www.teachingsexualhealth.ca/teacher/lessonplans/roleplay.html

Budden, J., Role play. British Council Spain. 20 April 2006, Retrieved last July 9 2012,
http://www.teachingenglish.org.uk/think/speak/role_play.shtml
Oxford

dictionaries,
Copyright

2011Oxford
University
http://oxforddictionaries.com/definition/role+playing

Press.,

ReadingResource.net, LLC Copyright 2009, Retrieved last December 11, 2011

http://www.readingresource.net/teachingreadingcomprehension.html
Sholes, Delene, Copyright January 28, 2009, Retrieved last December 2011,
http://delenesholes.suit101.com/teaching-sequencing-in-stories-a92706
Teed, Rebecca, SERC, Carleton College Copyright 2009, Retrieved last December 01,
2011 http://serc.carleton.edu/introgeo/roleplaying/index.html

35

APPENDICES

36

APPENDIX A-1
Letter of Request
Republic of the Philippines
University of Northern Philippines
Vigan City
COLLEGE OF TEACHER EDUCATION
February 2, 2012
DR. MARGARITA DULAY
Principal-UNP Laboratory High School
Madam:
We, the undersigned BSE-English Students are conducting an action research entitled,
IMPROVING THE READING COMPREHENSION ABILITY OF II-JADE
STUDENTS THROUGH ROLE-PLAYING. This is one of the requirements to
successfully finish the course Bachelor of Secondary Education. This study aims to improve
the reading comprehension ability of II-Jade students with the use of role-playing.
In view hereof, may we ask permission to conduct the said research in your prestigious unit
specifically with the II-Jade class. Furthermore may we request that we will be holding
English Classes with the students with which we will be conducting a lesson for the first and
third day and will be floating pretest on the second day and posttest questionnaire on the
fourth day to gather relevant idea needed for the study.
We look forward with deep appreciation and gratitude for your response regarding this
request.
Very truly yours,
(SGD)GERALDINE A. PERALTA
(SGD)WINNIE T. CALIBOSO
(SGD)VIEJAY CHRISTOPHER B. SEVILLENA
Noted:
(SGD)DR. JOSE P. PICHAY
Research Adviser

37

Approved:
(SGD)DR. MARGARITA DULAY
Principal

APPENDIX A-2
Letter to the Evaluators
Republic of the Philippines
UNIVERSITY OF NORTHERN PHILIPPINES
Heritage City of Vigan
COLLEGE OF TEACHER EDUCATION
February 2, 2012
___________
___________
___________
________:
Warm Greetings!
We are presently conducting an action research study entitled: IMPROVING
THE READING COMPREHENSION ABILITY OF II-JADE STUDENTS
THROUGH ROLE-PLAYING.
It is for this reason that we would like to request your kindness to please evaluate
the attached questionnaire.
We know fully your expertise along English teaching for which we are confident
that you are the best person who could assist us in the content validity of the instrument.
We will be very grateful if you could give us back the research instrument and the result
of the evaluation before February 3, 2012.
We look forward to your appropriate action on this request. Thank you very much
and God bless.
Very truly yours,
(SGD)GERALDINE A. PERALTA
(SGD)VIEJAY CHRISTOPHER B. SEVILLENA

38

(SGD)WINNIE T. CALIBOSO
Researchers
APPENDIX B
SUMMARY
COMPUTATION OF THE CONTENT VALIDITY
OF THE TEST IN SCENT OF APPLES
CRITERIA

AVERAGE
1. Are the items elicited

from the story

representative of the
selection entitled
Scent of Apples?
4
2. Do the items really
measure the students
reading comprehension
ability along identifying
the main idea, noting
details, organizing ideas
and developing mental
images?
4
3. Are the test items
representatives of the
skills to be measured as
regards to reading
comprehension ability?
4
4. Are the test items
already stated for the
students to understand?
AVERAGE

Legend:
VM-Very Much
M-Much
L-Low
VL-Very Low
NA-Not Applicable

11/3

3.6(M)

11/3

3.6 (M)

12/3

4(VM)

3.8(M)

39

APPENDIX C
Answer key

40

APPENDIX D
Four-Day Detailed Lesson Plan
I.

OBJECTIVES: At the end of the lesson, the students are expected to:
A. 1. Describe the characters, events and setting of the story
2. Identify the main events of the story (plot)
3. Organize the parts of the story
4. Relate the story with own words
5. Write a simple poem out of the reading selection
6. Criticize actions of the characters
B.1. Share insights about the story
C. 1. Perform a role-play adopted from the story

II.

SUBJECT MATTER:
Scent of Apples by Bienvenido N. Santos
Reference: Marimba, Asuncion D. 1993. Philippine Contemporary
Literature. Makati City, Philippines: Bookmark, Inc.
pp.10-17
Instructional Materials:
Hand outs
Manila paper
Marker
Push pins

III.PROCEDURE
A. MOTIVATION:
Teachers Activity
Do you want to go abroad?

Students Activity
Yes Maam.

Do you want to stay there No Maam because I love my

forever? Why?
country.
No Maam because it is easier
and happier to live here.
No Maam because my family is
here.

41

Yes Maam because I will bring

all my loved ones abroad.
I understand your desire in
staying abroad but what if you
would go and nobody from your
home country remembers you,
what would you feel?
I will be so sorry.
I would feel so bad Maam
because it would mean that no
one loves me.

B. UNLOCKING OF DIFFICULTIES:

C.

Teachers Activity
Here is a set of words.
Match column A with
column B in order to find
each words meaning.
A
1. Fervor
2. Flicker
3. Interminable
4. Nostalgia
5. Orchard
6. Platitudinous
7. Rear
8. Thickets
9. Vague

Students Activity

a.
b.
c.
d.
e.
f.
g.
h.
i.
j.

B
An in closure containing
fruit trees
Back
Cluster of trees
Endless
Enthusiasm
flash
Homesickness
Insipid or dull
special
Unclear

PRESENTATION:
Teachers Activity
Today, we are going to meet a
Filipino who went abroad. Let us
know his story but before we
proceed, here is a simple
background about the author.
The author of the story we are
going to read is a FilipinoAmerican. He is Bienvenido
Santos. He was born on March 22,
1911 at Tondo, Manila. His works
are fictions and poetry. He studied
at University of the Philippines,
University of Illinois, Columbia
University and at the most
prestigious university in the whole
world which is?

Students Activity

Harvard University
Yes. He also attended Harvard
University which means that he was
an intelligent man. He also worked
in Washington D.C during World
War II. Now, we are going to read
his most notable work which is the
Scent of Apples.
Who is the author again?

Bienvenido Santos Maam.

What is his work that we are going

to read?
Scent of Apples Maam.
Very good!
D.

DISCUSSION
Teachers Activity
Students Activity
I am giving you copies of a story written by
him. You are given 30 minutes to read and
analyze it. Do you understand?
Yes Maam.
Do you have any questions?
(after 15 minutes)
None Maam.
You only have fifteen minutes. Dont hesitate
to ask questions.
(after 30 minutes)
Are you through?
So, who are the characters of the story?

Yes Maam.

Good. How about the place where it took The speaker, Celestino Fabia, Ru
place?
It happened in Kalamazoo Maam
When did it happen?
Where did the speaker and Fabia meet?

On a summer Maam.

What was asked by Fabia?

At a forum Maam.

How did the speakers answer?

Fabia asked if the Filipino wome

the Filipino women twenty years

What did Fabia tell?

Since he did not know how the

were, he asked Fabia to the Fi
before.

He told the speaker that Fil

twenty years ago were nice, they
they wore their hair long, and th
proper and went for no monkey
were natural, they went to churc
they were faithful.

After hearing Fabia, what did the speaker tell He said that Filipino women h
him?
but definitely; the change has
outside only. Inside they are the
were twenty years ago, God-fe
modest and nice.

Fabia invited the speaker to their

Very good. What happened after the forum?
Why did he invite the speaker?

He invited the speaker because

wife to meet a first class Filipino
Yes Maam.

Did the speaker accept his invitation?

Fabia related his past to the spea

What happened at their journey?

He related that he had a good

was banished because of his bad
What about Fabias past?
Fabia introduced the speaker
They had a dinner and chatted.
Alright! What did they do at Fabias place?

Yes Maam.

Did Fabia relate a story to the speaker while The story was about the reason
they were eating?
storing of apples.
What was the story?

Fabia drove the speaker back t

was staying. The speaker said
visit Fabias place but Fabia refu

Very good. How did the story end?

He refused because for him n

remember him.
Why did Fabia refuse the speakers offer?
E.

VALUES INTEGRATION

Teachers Activity
Students Activity
If you were Celestino Fabia, what would you If I were Celestino Fabia, I w
feel after staying abroad for twenty years?
family so much.
Would you want to go back to your country

then?

Yes Maam.

Why?
I would go home because I miss
I want to be with them.
What have you learned from the story?

I have learned that it is hard t

Maam.

I have learned that wherever we

still remember our country.

I have learned that we will alway

no matter what happen.
Very good. This story is a proof that theres no
place like home. Do you agree?
Yes Maam.
F.

G.

GENERALIZATION
Teachers Activity

Students Activity

Did you like the story?

Yes Maam.

Do you want to go where Fabia

was?

Yes Maam.

Do you want to meet the speaker

and Fabia and his family?

Yes Maam.

DRILL

Teachers Activity
Students Activity
Now, you will be divided into two.
First, I need two volunteers to be
the leaders. Next, you draw a paper
from the box. The number reflected
on the paper will be your group
number. Understood?
Yes Maam.
You will have your role playing. Do
you know how?
Yes Maam.

Good to hear that but we will still

have a review on how to conduct
role playing. Understood?
In role playing, you will adopt
someones life. You will portray Yes Maam.
another role. You will act according
to your understanding of the story.
Do you get it?
In each group, you will also have
your director, assistant director,
technical
director,
wardrobe
manager, props manager and men,
and actors. The director will be the
leader and the asst. director will
take charge in case of absence of
the director. Technical director is in
charge of the sounds and lights. The
wardrobe manager is for the
costumes. The props manager will
work with the props men on the Yes Maam.
management of props. Lastly, the
actors will portray the characters.
Do you understand?
Do you have any questions?

None Maam.

Alright. You will also create your

scripts and all of you will work on
it. Understood?
Yes Maam.
Now, group leaders, assign the
tasks on your group mates.
You will only have 5 minutes to
present your work.
H.

EVALUATION
Teachers Activity
Students Activity
Based on the reading selection you
have read which is the Scent of
Apples by Bienvenido Santos, you
are going to have a 30-item test.

IV.

AGREEMENT:
Teachers Activity
Students Activity
For your assignment, continue
making your portfolios. You may
include a copy of your script in it.

APPENDIX E
Table of Specifications

APPENDIX F
The Instrument
Pretest/Posttest
I.

MULTIPLE CHOICE
Select the best answer by encircling the letter which corresponds to your
answer.
1. _________ and silver stars hung on pennants above silent windows of
white and brick red cottages.
A. Mercury
B. Copper
C. Steel
D. Gold
2. What were being compared in the open forum?
A. Filipino cars and American women
B. Filipino women and American women
C. Filipino and American foods
D. Filipino and American languages
3. What is the setting of the story?
A. Kalamanzoo
B. Kalamazoo
C. Calamazoo
D. Calamanzo
4. What does this line mean?
It touched him off on long deserted tangent but ever there perhaps.
A. That what the speaker said made Fabia remember something from his
forgotten past
B. That what the speaker said made Fabia sad
C. That what the speaker said made Fabia happy
D. That what the speaker said annoyed Fabia
5. What is the referent of he in the following sentence?
He was telling his story for the first time in many years. He was
remembering his own youth.

A.
B.
C.
D.

Roger
Fabia
Father
The old man

6. In a backyard, an old man burned leaves and twigs while a grey haired
woman sat on a porch, her red hands quiet on her lap, watching the smoke
rise above the elms, both of them thinking of the same thought perhaps
about a tall, grinning boy with blue eyes and flying hair, who went out to
war, where could he be now this month when leaves were turning into
gold and the fragrance of gathered apples was in the wind?
A. The parents of the child continued their lives even if they missed
him
B. The parents of the child were happy for going out to war
C. The parents of the child were sad for they dont have their child by
their child
D. The parents of the child remembered him
7. Why did Fabia start keeping apples in their backroom after the wintertime
when he had an attack of acute appendicitis?
A. To have food for the pigs
B. To hoard because price of apple by that time was low
C. To keep them reminded of the lovely apple blossoms time and not of
the unhappy incident
D. To have something to eat
8. Why did Fabia marry Ruth?
A. Because Ruth was an American, he could get a green card
B. Because Ruth was beautiful
C. Because Ruth was wealthy
D. Because Ruth was a nice girl, like the Filipino women
9. How did Fabia describe himself?
A. just a Filipino
B. just a farmer
C. just a Filipino farmer
D. just an American
10. What was symbolized by the scent of apples?
A. Fabias being a Filipino
B. Fabias problems

C. Fabias love for his wife

D. Fabias hatred for his family
11. Study this line, Over it a great silence hung; and their boys were there,
unheard from, or they were on their way to some little known island on the
Pacific, young boys all, hardly men, thinking of the harvest moons and
smell of forest fire. Why did the author say that the young boys are
hardly men?
A. Boys were hardly men because boys voices were unheard.
B. Boys were hardly men because boys were not matured enough to be
called men
C. Boys were hardly men because boys think of harvest moons and smell
of forest fire
D. Boys were hardly men because they were on a little island
12. Describe Celestino Fabia throughout the story?
A. He was timid and easily discouraged old man.
B. He was longing for home and proud of his home land.
C. He was a happy old man and contented of his present life.
D. He was a sad man and ashamed of his nationality.
13. Why did Celestino invite the speaker to have dinner with them at home?
A. He would like the speaker to see his (Celestino) apple orchard
B. He would like the speaker to meet his family
C. He would like to tour the speaker around
D. He would like to ask help for his apple business
14. What do you think would happen after the speakers visit at Celestino
Fabias hometown?
A. The speaker would relate to Fabia his experience in his hometown
B. The speaker would not tell Fabia that he went to his (Celestino)
hometown
C. Fabia would return to his hometown upon knowing the story of the
speaker
D. Fabia decides never to go home again upon knowing the story of the
speaker
15. When Ruth, Celestinos wifr said these lines, Aw, go away there is no
such thing as first class Filipino. What did you feel as a Filipino? Did you
find it right?
A. I felt happy because theres no really a first class Filipino

B. I felt disappointed because she did not believe that theres a first class
Filipino
C. I felt sad because theres no first class Filipino
D. I felt insulted because Filipinos are degraded
II.

TRUE or FALSE
Write True if the statement really happened in the story or is correct
based on the story. Write False if the statement did not happen or is
wrong based on the story. Write your answer on the space provided for.
________1. The speaker was insulted by the crowd in the forum.
________2. Ruth showed great excitement with the news of her husband
about the speakers arrival.
________3. The speaker arrived in Kalamazoo in a heated summer season.
________4. The story implies that wherever you go, you would still be a
Filipino.
________5. The speaker had affection for the family of Celestino Fabia.
III.
Summarize the story in 5 sentences: the first being the exposition; the
second, complication/rising action; the third, climax; the fourth,
denouement/falling action and; the fifth, resolution. Select the answer
from the choices in the box by writing your response in the space
provided. (5 points)
The speaker thinks of going to Fabias hometown but Fabia disagrees
The speaker starts to suspect that Fabia has a grudge over his roots in the
Philippines from that time in the forum. Fabia invites the speaker to his house.
The speaker arrives at Kalamazoo on October. He meets a Filipino farmer
named Celestino Fabia in a forum where he was a speaker.
The speaker tries to persuade Fabia to go home to his family in the
Philippines.
Fabia shares his story to the speaker. The speaker smells the scent of apples.

Climax

Complication

Exposition

IV.

Denouement

Resolution

Create a simple poem consisting of 1 stanza with at least 4 lines on any

topic from the story: on family, on being a Filipino overseas worker, on
the difference between women of this time and the women twenty years
ago, etc. (5 points)

APPENDIX G
Picture Documents

The II Jade students while reading the Scent of Apples

The students
carefully as
instructed for

listened
they were
the pretest.

Smiles are seen

students faces
do the role-

in the
while they
playing.

Jornalyn and her group as they perform

Johannas

group

Jornalyns group

The two groups posed after showing their talents in role-playing.

II Jade students as they took the posttest

CURRICULUM
VITAE

CURRICULUM VITAE
Name :

Caliboso, Winnie T.

Address:

Nagsantaan, Cabugao, Ilocos Sur

Age:

20

Date of Birth:

September 11, 1992

Place of Birth:

Sinait, Ilocos Sur

Civil Status:

Single

Citizenship:

Filipino

Religion:

Roman Catholic

Parents:
Father:

Prudencio M. Caliboso, Sr

Mother:

Jocelyn Tabuno- Caliboso

Educational Background:
Tertiary:

UNIVERSITY OF NORTHERN PHILIPPINES

Tamag, Vigan City

Course:

BACHELOR IN SECONDARY EDUCATION

Specialization:

ENGLISH

Secondary:

CABUGAO INSTITUTE
Bonifacio, Cabugao, Ilocos Sur

Intermediate:

REPPAAC-BATO ELEMNTARY SCHOOL

Reppaac, Cabugao, Ilocos Sur

Primary:

NAGSANTAAN PRIMARY SCHOOL

Nagsantaan, Cabugao, Ilocos Sur

Eligibilities:
1. Civil Service Sub professional Eligibility

October 16, 2011

2. Civil Service Professional Eligibility

May 27, 2012

Activities, Seminars, Workshops, Trainings and Conventions attended:

1. 3rd Lakbay-Aral ng KAMAGUFIL, Metro Manila

Sept.25-27, 2009

2. 9th PYSEC, Ambuacao, Santiago

Dec.11-13, 2009

3. Wika Kabataan, Diwa ng Kabataan,

St. Louise University, Baguio City
4. PYSEC 2010,Gabao, Santiago, Ilocos Sur

August 29, 2010

Dec. 18-19, 2010

5. Literacy and Numeracy Program (Tutor)

San Sebastian, San Vicente Ilocos Sur

Feb. 4- Mar.11, 2011

6. FETA Quiz Bee (1st Place)

New SC Building, UNP
7. Seminar on Waste Management, UNP Gym

October 4, 2011
December 3, 2011

8. Seminar on Standardized Accounting System For

Student Organization, UNP Gym

December 8, 2011

9. One Run, One Planet (Participant)

February 2012

10. One Run, One Planet Quiz Bee (Facilitator)

February 2012

11. Seminar on Personality Development, UNP Guestel

February 19, 2012

12. Orientation Seminar on Disaster Preparedness

UNP Gym
13. Literary Editor, The Rabbi

June 26, 2012

2011-2012
2012-2013