In Partial Fulfillment
of the Course Requirements in S ENG 27
(Introduction to Language Research)
by:
Romar M. Beltran
Jealf Zenia L. Castro
Jerico E. Funcion
Mary Grace Y. Junio
Beryl E. Mayubay
Relzan M. Nipa
Candelaria H. Perez
Al G. Sobrejuanite
March 2014
ii
APPROVAL SHEET
This thesis titled THE READING PROFICIENCY OF FOURTH
YEAR MANOBO HIGH SCHOOL STUDENTS OF DIVINE WORD MANOBO
CULTURAL DEVELOPMENT ACADEMY FOUNDATION INC., prepared and
submitted by ROMAR M. BELTRAN, JEALF ZENIA L. CASTRO,
JERICO E. FUNCION, MARY GRACE Y. JUNIO, BERYL E. MAYUBAY,
RELZAN M. NIPA, CANDELARIA H. PEREZ, AL G. SOBREJUANITE in
partial fulfillment of the course requirements in S-ENG 27
(Introduction to Language Research) has been examined and
recommended for oral examination and acceptance.
ADELYNE M. COSTELO-ABREA, Ph. D.
Adviser
APPROVED
in
partial
fulfillment
of
requirements
in
S-ENG
27
(Introduction
Research) by the Oral Examination Committee.
Prof. Jeanette T. Gongora
the
course
to
Language
Member
Member
Dr. Uni Grace P. Porras
Chair
Accepted
in
requirements
in
Research).
partial
fulfillment
of
S-ENG
27
(Introduction
the
course
to
Language
FE A. QUISIL, MAEd-Reading
Head, Department of Languages,
Linguistics and Literature
March, 2014
Date
iii
ACKNOWLEDGEMENT
The
researchers
gratitude
persons
and
for
wish
profound
their
to
express
appreciation
support,
their
to
guidance,
the
warmest
following
cooperation
and
classmates,
whose
concern,
motivation
and
librarians
for
letting
them
borrow
the
needed
Manobo
respondents
Cultural
of
their
Development
study,
Academy,
for
their
Inc.,
the
sincere
and
whose
researches
were
instrumental
in
the
time
and
Elvira
V.
Chua,
for
rendering
her
iv
Prof. Fabian C. Pontiveros, Jr., Associate Director
for Research, Planning and Extension for allowing them to
print the final copies of their thesis and for sharing his
knowledge
about
statistical
analysis
and
analysis
and
the
researchers
statisticians
and
helped
them
in
RMB
JZLC
JEF
MGYJ
BEM
RMN
CHP
AGS
DEDICATION
RMB
JZLC
JEF
MGYJ
BEM
RMN
CHP
AGS
vi
ABSTRACT
Name
: Romar M. Beltran
Jealf Zenia L. Castro
Jerico E. Funcion
Mary Grace Y. Junio
Beryl E. Mayubay
Relzan M. Nipa
Candelaria H. Perez
Al G. Sobrejuanite
Title of Thesis
READING
PROFICIENCY
OF
FOURTH
YEAR
MANOBO
CULTURAL
DEVELOPMENT
: Reading Proficiency
Institution
Degree
Specialization
: English
Panel Members
Adviser
vii
ABSTRACT
This
study
attempted
to
determine
the
reading
Divine
Word
Manobo
Cultural
Development
Academy
of
according
the
to
this
fourth
sex
and
study
year
age,
aimed
Manobo
their
to
determine
high
school
reading
the
students
interests
for
the respondents.
of
Philippine
Normal
University-Agusan
Campus,
Reading
Proficiency
of
First
Year
Students
of
viii
administered the 50 items questionnaire to the population
of the study.
Based on the outcome of the study, it is found out
that out of 18 students, 12 or 66.65% are female and 6 or
33.33% are male. For the age, 8 or 44.44% out of 12 of the
fourth year Manobo students belong to ages that range from
14-16 and 10 or 55.56% belong to ages that range from 1719. The respondents read books, journals and comics for
academic
purposes
and
books,
journals
and
magazines
for
of
were
the
reading
most
influential
materials.
For
persons
students,
in
their
reading
was
10
reading
skills,
using
phonetic
analysis
and
Moreover,
difference
in
it
their
is
found
reading
out
that
performance
there
when
is
they
no
are
ix
Based on all the findings, it was concluded that the
fourth year Manobo high school students had difficulty in
determining
and
analyzing
the
proper
pronunciation
of
performance
when
the
respondents
were
grouped
does
not
affect
the
reading
performance
of
the
view
recommended
of
these
findings
and
conclusions,
that
the
students
should
be
it
exposed
is
to
their
vocabulary
teachers
should
students
use
library
should
using
consider
the
their
reading
in
have
context
reading
clues.
materials
sessions
different
and
Language
that
the
informative
the
school
reading
computers
sources
education
of
as
with
internet
information
well
as
connection
to
that
will
help
copies
of
updated
maximize
the
It
the
students
is
also
Finally,
another
study
should
be
undertaken
to
x
TABLE OF CONTENTS
PAGE
Approval Sheet . . . . . . . . . . . . . . . .
ii
Acknowledgment . . . . . . . . . . . . . . . .
iii
Dedication
. . . . . . . . . . . . . . . .
Abstract
. . . . . . . . . . . . . . . .
vi
List of Tables . . . . . . . . . . . . . . . .
xii
CHAPTER
PAGE
I.
Introduction
Statement of Hypothesis
10
11
Definition of Terms
12
15
Foreign Literature
15
Local Literature
19
xi
Related Studies
20
Foreign Studies
20
Local Studies
24
III. METHODOLOGY
27
Research Design
27
27
28
Research Instruments
28
29
30
31
45
Summary
45
Conclusions
49
Recommendations
52
BIBLIOGRAPHY
APPENDICES
A. Letters
B. Instrument
CURRICULUM VITAE
54
xii
LIST OF TABLES
TABLE
1
2
3
6
7
8
9
10
11
12
13
TITLE
PAGE
Profile of Fourth Year Manobo Students of
31
DWMCDAFI in Terms of Sex
Profile of Fourth Year Manobo Students of
32
DWMCDAFI in Terms of Age
Frequency and Percentage Distribution of the
32
Fourth Year Manobo Students of DWMCDAFI in the
Types of Printed Materials for Academic
Purposes
Frequency and Percentage Distribution of the
33
Fourth Year Manobo Students of DWMCDAFI in the
Types
of
Printed
Materials
for
Leisure
Purposes
Frequency and Percentage Distribution of the
34
Fourth Year Manobo Students of DWMCDAFI
According to the Topics in the Printed
Materials
Frequency and Percentage Distribution of the
36
Fourth Year Manobo Students of DWMCDAFI
According to Length of Time Devoted to Reading
Frequency and Percentage Distribution of the
36
Fourth Year Manobo Students of DWMCDAFI
According to the Source of Reading Materials
Frequency and Percentage Distribution of the
37
Fourth Year Manobo Students of DWMCDAFI
According to the People Who Influence Them
Frequency and Percentage Distribution According
38
to the Fourth Year Manobo Students' Reasons
for Reading
Reading Performance of the Fourth Year Manobo
40
Students of DWMCDAFI As Classified by Reading
Skills
Overall Result of the Reading Performance of
41
the Fourth Year Manobo Students of DWMCDAFI
Based on Sex
Overall Result of the Reading Performance of
42
the Fourth Year Manobo Students of DWMCDAFI
Based on Age
Correlation of the Length of Time Spent in
43
Reading of the Fourth Year Manobo Students of
DWMCDAFI to their Reading Performance
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Reading is an essential and fundamental function of a
human. It helps humans understand the world through written
texts. Indeed, it is an indispensable tool for learning. It
brings
person
not
only
to
the
world
of
facts
and
skills
can
be
achieved
through
quality
all
Filipinos
regardless
of
sex,
gender,
origin
and
have
difficulties
in
obtaining
reading
materials.
of
deprivation
Indigenous
of
access
Peoples
to
stipulated
quality
education
that
is
the
major
of
indigenous
people.
Thus,
the
notion
of
2
IPs difficulty in reading can be attributed to their lack
of access to quality education.
Henceforth, the respondents who are Manobo students
that
belong
affected
to
with
indigenous
the
said
people
problem
are
of
considered
access
to
to
be
quality
education.
In addition, the difficulty in the access of quality
education,
primarily,
is
because
of
their
geographical
Also
educational
help
there
is
from
the
high
possibility
government
cannot
that
reach
the
their
areas.
This fact is evident with the Manobo respondents. They
came from different far areas in Agusan del Sur, and are
just invited to enroll in the Divine Word Manobo Cultural
Development Academy Foundation, Inc. which is managed by
the priest. The lack of government support is also evident
with the availability of reading materials they had and
their recent situation. The construction of their school
was
not
yet
finished.
As
result,
they
have
to
hold
3
embrace beliefs and cultures regarding to the gender who
should and should not go to school. The report found that
girls
are
not
allowed
to
attend
school.
They
preferred
children
and
siblings.
This
practice
deprived
the
functional
needs
and
to
participate
fully
in
pursuit
of
learning,
critical
thinking
and
enjoyment.
The ability to read is essential to being able to
learn any subject taught in school. (Improving Reading for
Children and Teens, n.d.)
4
It was stated in Dyslexia Online that reading is the
most important skill that a child must acquire at school,
because one must learn to read to be able to read to learn.
The implication of this is that the child who is a poor
reader will usually be a poor learner.
Reading
instruction.
skills
can
be
Moats
(1998)
acquired
stated
through
that
good
competent
reading
it
difficulties
can
and
be
find
difficult
precisely
to
the
diagnose
right
students'
techniques
to
the
Divine
Word
Manobo
Cultural
the
institution
cannot
afford
to
pay
many
individuals
capacity
to
think
and
acquire
5
According to Portacion (2002), the desire to read is the
motivating force that leads to reading.
However, the source of reading materials is a problem
for the Manobo students. They only have limited reading
materials and those available are not sufficient.
As cited in the book of Celce-Murcia, in ESL learning
contexts,
teachers
must
be
cautious
about
making
any
In
single
ESL
class,
students
may
have
widely
levels,
cultures
or
prior
experiences
with
view
is
of
this,
designated
the
to
Multicultural
Philippine
Education
Normal
Hub,
University
great
students
concern
and
to
determine
recognize
their
the
diversity
cultural
and
of
the
language
6
Statement of the Problem
This
study
fourth
year
Manobo
Cultural
identifies
Manobo
high
the
school
Development
reading
students
Academy
proficiency
of
Divine
Foundation,
of
Word
Inc.
in
it
sought
answers
to
the
following
questions:
1.
What
is
the
profile
of
the
fourth
year
Manobo
high
What
are
the
reading
interests
of
the
respondents
7
2.5. Who influence them in their reading and the choice
of
reading materials?
dictionaries,
encyclopedias
and
other
reference books
4. Is there a difference on the reading performance when
the students are grouped according to their profile?
5. Is there a relationship between the reading performance
of the respondents and the length of time they spent in
reading?
8
Statement of Hypotheses
Null Hypotheses
1.
There
is
no
significant
difference
on
the
reading
There
is
no
relationship
between
their
reading
Theoretical Framework
In Stephen Krashens Input Hypothesis, reading is the
primary focus. The hypotheses put primary importance on the
comprehensible
input
(CI)
that
language
learners
are
seen
as
having
any
effect
on
learners'
ability.
be
used
as
source
of
9
does
not
want
to
learn
the
language
there
influenced
by
learning.
This
acquisition
reaching
the
is
emotional
particular
'screen'
variables
that
hypothetical
directly
but
language
filter
rather
acquisition
does
that
can
prevent
not
impact
prevents
input
part
the
of
is
from
brain.
many
different
confidence,
variables
motivation
and
including
anxiety,
stress. Therefore,
selfreading
Profile
1. Sex
2. Age
Reading Interests
1. Types of Reading
materials for academic
purposes
2. Types of Reading
materials for leisure purposes
3. Topics in reading materials
4. Time spent in reading
5. Persons who influenced
their choice of reading
materials
6. Sources of reading
materials
7. Benefits in reading
10
The
reading
will
diagram
above
proficiency
help
the
depicts
of
the
researchers
the
determinants
students.
in
These
distinguishing
of
the
determinants
how
reading
education
is
concerned,
in
formulating
suitable
their
reading
respond,
could
help
difficulties.
the
schools
The
society,
reading
programs
as
with
It
can
provide
basis
in
improving
and
of
the
Manobo
students
and
could
conduct
can
adopt
better
strategy
to
improve
the
11
students reading abilities. The teacher could also examine
the reasons of the reading difficulties of the students.
Students. It can help students determine their level
of reading. It can provide them idea on designing their
reading interest practices.
Parents. It can provide a basis for the parents to be
aware on the reading performance of their children.
study
focuses
the
analysis
of
the
reading
researchers
presumed
that
the
Manobo
students
have
12
profile of the respondents, Part II will be the reading
interests of the respondentss.
It
is
presumed
that
the
said
areas
are
adequate
Definition of Terms
The following words and phrases were defined to make
the research work comprehensible to the reader.
Manobo Students. In this study, Manobo students are
the fourth year students who are members of the Indigenous
Groups
with
ethnic
orientation
in
Divine
Word
Manobo
This
means
that
the
language
acquisition,
to
include
using
identify
using
the
phonetic
contextual
clues,
reading
skills,
performance
level.
identifying
vocabulary
building:
the
These
meaning
idioms
and
13
finding the supporting details, classifying and organizing
facts, inferring meanings, drawing conclusions, following
directions,
using
parts
of
the
book,
using
dictionary,
and
Skills.
This
determining
refers
the
to
meaning
the
of
ability
the
word
in
and
and
arrangement
of
ideas
and
facts
into
to
determine
and
use
the
proper
reference
books
14
the
students
reading material.
allotted/devoted
in
reading
any
printed
Chapter 2
REVIEW OF RELATED LITERATURE
This
foreign
chapter
and
problem.
presents
local,
It
lays
which
out
literature
are
the
and
studies
both
related
to
the
present
foundation
of
the
present
theories
exist
to
explain
what
is
involved
when reading and much of what was known about reading and
literacy
comes
from
research
on
first
language
(L1)
an
interactive,
socio-cognitive
process
(Bernhardt
which
reading,
the
an
activity
individual
of
reading
constructs
takes
meaning
place.
In
through
is
influenced
by
the
readers
past
well
as
the
readers
purpose
for
reading
(Hudelson
16
to make meaning, to comprehend what was read (Grabe 1991;
Rigg 1986).
Within
the
complex
process
of
reading,
six
general
unconscious
ability,
ideally
requiring
little
the
vocabulary
and
structural
knowledge
recognition
vocabulary;
the
formal
discourse
organized
various
and
genres
how
of
information
text
(e.g.
is
put
together
report,
into
letter,
to
read
and
compare
information
from
multiple
and
the
metacognitive
knowledge
and
skills
the
ability
to
reflect
on
what
is
doing
and
the
17
Olson and Dillner (1976), as cited in the study of
Addun, pointed out that for students to enjoy reading, they
must
have
the
opportunity
to
read
books
beyond
those
reading
programs
failed
to
distinguish
between
who
read
materials
that
interest
them
can
and
newspapers
may
be
far-reaching
at
its
to
studying
Bond
the
and
Wagner
reading
(1969),
behavior
behavioral
patterns
of
18
interest
in
reading
are
essential
conditions
for
Little
interest
was
shown
in
editorial,
public
reading
skills
and
subject
content,
motivation
been
inadequate
offered:
schools,
genetic
tracking,
deficits,
cultural
segregation
and
gaps,
societal
19
opportunities
(Understanding
Society:
An
Introduction
to
Sociology, p.396)
Local Literature
Developmental
specifically,
reading
kindergarten,
starts
and
in
the
continues
pre-school,
through
higher
Step 13
Step 12
Step 11
Step 10
Step 9
Step 8
Step 7
Step 6
Step 5
Step 4
Step 3
Step 2
Step 1
20
According to Villamin, the acquisition of and growth
in reading skills are affected by several factors to which
the reading teacher should be alert. These factors, which
account
for
neurological
efficiency,
progress
factors,
or
failure
intelligence,
language
in
reading
visual
proficiency,
and
are:
auditory
perception
and
factors,
environmental
facts,
and
general
physical condition.
Romero and Romero (1983) stressed that some students
are able to sound out words although they do not know what
the words mean. In the real sense, this is not reading.
What the students do is nothing but word calling. When one
reads
there
must
be
comprehension;
otherwise
no
reading
takes place.
RELATED STUDIES
Foreign Studies
In the
reading
strategies,
lack
of
background
21
knowledge related to the topic of the target language or
lack of attitudes toward reading, to name a few.
Vaughn
(1963)
determined
differences
in
reading
with
children
but
also
with
adults.
Bond
further
It
is
necessary
that
children
should
learn
to
books
were
read
by
girls
than
by
boys.
More
(1950)
determined
the
reading
interest
of
22
their
school
libraries.
The
data
were
taken
from
the
The
boys
reading
preferences
were
more
reading
extent
which
to
(1941)
interest
made
in
chronological
comparative
order
age
to
and
study
determine
mental
of
the
maturity
of
romance,
or
feminine
school
adventure
are
study
of
Mullis,
as
cited
in
the
study
of
23
In the study by Chin-cheng Huang, the purpose is to
investigate
whether
diagnostic
reading
test
and
oral
diagnostic
comprehension.
reading
test
The
and
research
diagnostic
suggests
teaching
that
can
be
et.al
of
National
Center
for
Education
improvement
in
reading
for
9-year-olds
was
also
24
familiarity of gender-neutral text shows that gender and
content
familiarity
affected
the
were
students
found
overall
to
have
significantly
comprehension
performance
better
than
the
female
students
in
their
are
in
general
more
successful
in
language
(2014)
in
her
study
on
the
reading
Inc.
revealed
that
the
type
of
reading
(2002)
in
her
study
on
the
reading
School
revealed
that
lack
of
proficiency
in
the
25
purposes and books, magazines and internet resources for
leisure
purposes.
It
is
revealed
that
the
topics
that
teachers,
friends,
classmates
and
other
family
ideas
about
popular
issue
and
sharpens
their
English
and
the
time
spent
in
reading
by
printed
reading
materials
at
home,
from
friends,
school
26
other family members and classmates influence their choice
of reading materials.
Addun (1999), concluded that boys like adventure while
girls like romance. Both boys and girls enjoyed reading
narratives. They preferred reading materials in Filipino
than in English. They also preferred reading materials that
are realistic that make them laugh and that are inspiring.
Macaspac (1993), reported that the students were drawn
to light, entertaining feature and ignored the more valueladden sections of newspapers and magazines.
The
present
study
aims
to
identify
the
reading
lined
Hub.
with
the
institutions
Multicultural
Education
Chapter 3
METHODOLOGY
This chapter presents the research design, research
locale,
the
respondents
of
the
study,
the
research
aim
of
the
study
is
to
determine
the
reading
28
Respondents of the Study
The study was conducted to the fourth year Manobo high
school students of Divine Word Manobo Cultural Development
Academy
Foundation,
Inc.
in
Brgy.
San
Teodoro,
Bunawan,
Agusan del Sur during the school year 2013-2014. They have
a population of 18 students. Thus, a total enumeration of
respondents was used to assure the reliability of data. All
the respondents were identified as Manobo.
Research Instrument
The researchers used questionnaires to determine the
reading proficiency of the respondents. The questionnaires
were validated by the experts in the field of education.
The researchers adopted the same questionnaire used by
Besquera- Marcon and Badayog et.al. Some modifications were
made, thus, the need for the instrument to be validated.
The instrument is composed of three parts: Part I is the
personal profile of the respondents, Part II is the reading
interests of the respondents which includes the following:
(1.)
Read
for
academic
purposes,
(2.)
Read
for
leisure
the
choice
of
reading
materials,
(7.)
Benefits
from
29
Structural
Analysis,
(3.)
Using
Contextual
Clues,
(4.)
the
Main
Idea
and
the
Supporting
Details,
(6.)
researcher
utilized
the
procedure
below
in
1.
Development
and
Validation
of
Research
is
no
need
of
validation
because
it
was
already
Principal.
adviser.
letter
Afterwards,
the
was
noted
letter
by
was
the
researchers
submitted
to
the
3.
Administration
of
Instruments
to
the
30
vividly
explained.
After
filling
up
and
answering
the
the
students
was
then
recorded
and
tabulated
for
analyzed
and
data
was
tabulated,
statistically
profile;
mean
and
standard
deviation
to
determine
Interpretation
4.50-5.00
Outstanding
3.50-4.49
Above Average
2.50-3.49
Average
1.50-2.49
Below Average
0.00-1.49
Poor
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This
chapter
is
concerned
with
the
presentation,
Table 1
Profile of Fourth Year Manobo Students of DWMCDAFI
in Terms of Sex
Sex
Male
Female
Frequency
6
12
Percentage
33.33
66.67
32
Table 2
Profile of Fourth Year Manobo Students of DWMCDAFI
in Terms of Age
Age
14-16
17-19
Frequency
8
10
Percentage
44. 44
55.56
difficulties
in
going
to
school
due
to
their
read
most
by
the
fourth
year
Manobo
students
for
academic purposes.
Table 3
Mean Distribution of the Fourth Year Manobo Students of
DWMCDAFI in the Types of Printed Materials for Academic
Purposes
Types of Printed Materials
Books
Newspapers
Comics
Journals
Magazines
Internet Resources
Mean
2.67
1.72
1.83
2.06
1.78
1.67
Std. Deviation
0.471
0.731
0.687
0.621
0.853
0.817
Rank
1
5
3
2
4
6
33
The
frequently
respondents
read
and
ranked
rarely
them
read.
from
It
mostly
appears
that
read,
their
prioritized
in
reading
for
academic
purposes.
The
the
materials,
least
thus,
prioritized
are
the
cannot
school,
said
to
afford
be
to
Mean
2.61
1.72
1.83
2.11
2
1.61
Std. Deviation
0.487
0.731
0.687
0.567
0.745
0.756
Rank
1
5
4
2
3
6
34
Leisurely
respondents.
books,
reading
The
followed
table
by
was
done
voluntarily
shows
that
students
journals
and
by
the
mostly
read
magazines.
Comics,
Frequency
14
10
10
6
9
6
10
8
11
8
10
2
6
4
Percentage
77.78
55.56
55.56
33.33
50
38.89
55.56
44.44
61.11
44.44
55.56
11.11
33.33
22.22
Rank
1
4.5
4.5
11.5
7
10
4.5
8.5
2
8.5
4.5
14
11.5
13
35
The
table
shows
that
in
so
far
as
the
topic
of
interesting.
religion
is
In
also
the
table,
appealing,
61.11%
followed
considered
by
that
excitement,
horror
and
sports
(44.44%),
romance
(38.89%),
findings
indicate
that
the
respondents
like
Table
presents
the
length
of
time
spent
by
the
36
Table 6
Frequency and Percentage Distribution of the Fourth Year
Manobo Students of DWMCDAFI According to
Length of Time Devoted to Reading
Length of Time
less than 30 minutes
30-60 minutes
over 1 hour
Legend: n=18
Frequency
7
9
2
Percentage
38.89
50
11.11
et.
al
(2013)
and
Pastolero
(2003)
that
most
Frequency
9
11
2
17
6
7
2
Percentage
50
61.11
11.11
99.44
33.33
38.89
11.11
Rank
3
2
6.5
1
5
4
6.5
37
The table shows that 99.44% of the students got the
printed materials they read from the school library, 61.11%
from friends, 50% from home, 38.89% from internet sources,
33.33%
from
teacher.
bookstores,
The
result
11.11%
supports
from
the
their
fact
relatives
that
the
and
Manobo
is
the
nearest
facility
students
relatives
are
materials
because
their
boardinghouse
which
the
means
in
their
least
school
they
source
serves
are
far
school.
of
The
reading
also
their
from
their
relatives.
Frequency
13
1
13
11
17
7
1
1
Percentage
72.22
5.56
72.22
61.11
94.44
38.89
5.56
5.56
Rank
2.5
7
2.5
4
1
5
7
7
38
It shows that 94.44% claimed that teachers are most
influential in their choice of reading materials, 72.22%
respond that their parents and friends motivated them to
read, 61.11% of students have influential classmates who
determined
their
reading
materials
and
38.89%
students
students
were
also
influenced
by
their
librarian,
in
the
development
of
the
students
reading
proficiency.
Table 9 presents the benefits of reading according to
the fourth year Manobo students.
Table 9
Frequency and Percentage Distribution According to the
Fourth Year Manobo Students' Reasons for Reading
Benefits
It provides information.
It is a means of leisure.
It enables me to comply with school requirements.
It relieves me from emotional tension.
It sharpens my imagination.
It provides me more ideas for my vocation.
It helps me gain about popular issues.
Legend: n=18
Frequency
15
3
3
7
9
12
11
Percentage
83.33
16.67
16.67
38.89
50
66.67
61.11
Rank
1
6.5
6.5
5
4
2
3
39
Reading
academic
considered
reasons
important
first,
was
effects
it
and
other
of
reading
provides
beneficial
to
purposes.
to
information
them
The
were
(83.33%);
students
three
as
for
most
follows:
second,
it
result
of
the
reading
performance
scores
of
the
40
Using
the
mean
and
standard
deviation,
the
reading
Mean
Std. Deviation
2.44
3.89
2.44
1.097
1.641
1.199
Interpretation
(Performance)
Below Average
Above Average
Below Average
2.94
1.893
Average
3.50
1.043
Above Average
4.11
1.023
Above Average
2.67
1.372
Average
3.56
3.61
0.922
1.092
Above Average
Above Average
2.94
1.589
Average
and
reference
books
using
using
structural
belong
dictionary
to
analysis,
encyclopedia
average.
finding
Five
the
and
reading
main
other
skills:
idea
and
41
supporting
details,
classifying
and
organizing
facts,
overall
year
result
Manobo
of
students
the
of
reading
performance
DWMCDAFI
when
of
grouped
P-value
0.098
0.759
Accept Ho
42
is higher than the level of significance which is 0.05, it
means that there is no significant difference. It explains
that sex does not affect the reading performance of the
students.
It
respondents
means
is
that
not
the
reading
determined
by
proficiency
their
of
the
sex.
This
female
students
students
and
male
score
higher
students
have
in
reading
performed
than
male
significantly
The
fourth
overall
year
result
Manobo
of
students
the
of
reading
performance
DWMCDAFI
when
of
grouped
12
shows
the
over-all
result
of
the
reading
P-value
0.571
0.461
Accept Ho
43
Based
on
the
result,
there
is
no
significant
Model
1
Model Summary
R Square
Adjusted R Square
0.02
0.0004109
-0.06206345
a. Predictors: (Constant), time
P-value
0.936
6.952786555
Accept Ho
44
of
time
spent
in
reading
does
not
affect
the
reading
et.
al
(2013)
that
there
is
no
relation
or
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This
chapter
presents
the
summary
of
the
problems,
proficiency
of
fourth
year
Manobo
high
school
questionnaire
used
was
combination
of
instruments
the
Reading
Proficiency
of
First
Year
Students
of
of
education.
After
these,
the
researchers
46
high school students with a population of eighteen (18)
students.
The Problem
Specifically,
it
sought
answers
to
the
following
questions:
1.
What
is
the
profile
of
the
fourth
year
Manobo
high
What
are
the
reading
interests
of
the
respondents
reading materials?
47
3.1 Using Phonetic Analysis
3.2. Using Structural Analysis
3.3. Using Contextual Clues
3.4. Vocabulary Building: Idioms and Figurative Language
3.5. Finding the Main Idea and the Supporting Details
3.6. Classifying and Organizing Facts
3.7. Inferring Meanings and Drawing Conclusions
3.8. Following Directions
3.9. Using Parts of the Books
3.10.Using
Dictionaries,
Encyclopedias
and
other
Reference Books
4. Is there a difference on the reading performance when
the students are grouped according to profile?
5.
Is
there
relationship
between
their
reading
The Findings
Based
on
the
outcome
of
the
study,
the
following
48
2. For the age, 8 or 44.44% out of 12 of the fourth year IP
students belong to ages that range from 14-16 and 10 or
55.56% belong to ages that range from 17-19.
3. Most of the respondents read books, journals and comics
for academic purposes.
4. Most of the students read books, journals and magazines
for leisure purposes.
5. They have read books of various topics. The topics that
interest them most were adventure, religion, excitement,
fantasy, lifestyle and mystery.
6. The length of time they spend in reading the printed
materials was 30-60 minutes.
7. They obtain the above-mentioned reading materials from
the school library, friends and home.
8. Many people influence them in reading and the choice of
reading materials. They were their teachers, parents,
friends and classmates.
9. They
got
reading
several
such
as
benefits
it
from
provides
academic
them
and
leisure
information,
it
contextual
Vocabulary
clues
building,
yield
inferring
below
average
meaning
and
result.
drawing
49
conclusion and using dictionary encyclopedia and other
reference books belong to average. Five reading skills:
using
structural
supporting
analysis,
details,
finding
classifying
and
the
main
idea
organizing
and
facts,
year
Manobo
students
when
they
are
grouped
CONCLUSIONS
The conclusions are based on the outcome of this study
and the materials and procedures employed. The following
statements are concluded by the researchers.
1. The fourth year Manobo students of Divine Word Manobo
Cultural Development Academy Foundation, Inc. (DWMCDAFI)
in Brgy. San Teodoro, Bunawan, Agusan del Sur read books,
journals and comics for academic purposes. They rarely
50
used magazines, newspapers and internet resources as a
reading material for academic purposes.
2. They read books, journals and magazines for the leisure
purposes.
They
rarely
read
comics,
newspapers
and
fantasy,
horror,
lifestyle
sports,
and
romance,
mystery.
action,
Science
humor
and
primary
students
are
source
school
of
the
reading
library,
materials
friends
and
of
home.
most
Other
reading
materials,
followed
by
their
parents
and
51
8. The
fourth
reading
year
Manobo
performance
high
on
the
school
areas
students
of
Using
had
high
Structural
Using
and
Parts
Organizing
of
Facts,
Book.
They
Following
had
Directions
average
reading
analyzing
the
proper
pronunciation
of
word
and
year
Manobo
high
school
students
when
grouped
There
is
performance
no
of
relationship
the
fourth
between
year
Manobo
the
high
reading
school
52
RECOMMENDATIONS
1. The researchers recommend the administration to have an
additional set of computers with internet connection to
be in the trend of the 21st century education in order to
maximize the use of computers and sources of information
that will help their education. There copies of updated
magazines
and
newspapers
for
academic
and
leisure
books and
teachers
should
help
the
students
in
developing
53
6. The researchers are encouraging the PNU community to
continuously take part in the development and welfare of
the Manobo students by means of educational support.
7.
Another
study
should
be
undertaken
to
find
the
spent
in
economic status.
reading
considering
also
their
socio-
54
BIBLIOGRAPHY
Books
Celce-Murcia, M.(2006). Teaching English as
Foreign Langauge (3rd Edition). Thompson
Second
or
55
Besquera-Marcon, V. T. (2014). Reading Proficiency of First
Year Students of PHILSAGA High School Foundation,
Inc.:
Basis
for
Developing
Reading
Intervention
Program. Philippine Normal University- Agusan Campus
Bulaso, J. et. al. (2013). Perceptions and Performances in
Mathematics of the Freshmen of Philippine Normal
UniversityAgusan
Campus.
Philippine
Normal
University- Agusan Campus.
Gumayagay, R. (2002). The Reading Difficulties of Freshmen
Students of Guimba National High School and their
relationship to Final Ratings in Math and Science.
Philippine Normal University- Agusan Campus
Pastolero, B. (2003). The Reading Interests in English of
the Grade Six Pupils in Mangagoy District 1, Bislig
City. Philippine Normal University- Agusan Campus
Electronic Sources
Cain,
56
Rampey, B.D. et. al. (2009), Trend in Female - Male NAEP
reading average scores and score gaps for 9, 13 and
17-year-old students. Intellectual Takeout. Retrieved
February
26,
2014
from
the
World
Wide
Web:
http://www.intellectualtakeout.org/library/chartgraph/trend-female-male-naep-reading-average-scoresand-score-gaps-9-13-and-17-year-old-students
Stothard, S. and C. Hulme. (1992). Reading comprehension
difficulties
in
children.
Reading
and
Writing.
Retrieved December 2, 2013 from the World Wide Web:
http://link.springer.com/article/10.1007/BF01027150
Torgesen,
J.
(2013).
The
Prevention
of
Reading
Difficulties. Science Direct. Retrieved December 2,
2013
from
the
World
Wide
Web:
http://www.sciencedirect.com/science/article/pii/S0022
440501000929
57
Philippine Normal University
The National Center for Teacher Education
Agusan Campus
Prosperidad, Agusan del Sur
January 24, 2014
PROF. FABIAN C. PONTIVEROS, JR.
Associate Director for Research, Planning and Extension
This Institution
Sir:
Greetings!
We are presently enrolled in S-English 27: Introduction to Language Research, a course which
requires us to submit a full research.
In view of this, we would like to ask your permission to conduct our research study entitled
Reading Proficiency of Fourth Year Manobo High School Students of Divine Word Manobo Cultural
Development Academy Foundation, Inc., Bunawan, Agusan del Sur, S.Y. 2013 2014.
We are looking forward for your approval. Thank you!
Respectfully yours,
(Sgd.) ROMAR M. BELTRAN
(Sgd.) JEALF ZENIA L. CASTRO
(Sgd.) JERICO E. FUNCION
(Sgd.) MARY GRACE Y. JUNIO
(Sgd.) BERYL E. MAYUBAY
(Sgd.) RELZAN M. NIPA
(Sgd.) CANDELARIA H. PEREZ
(Sgd.) AL G. SOBREJUANITE
Researchers
Noted:
(Sgd.) ADELYNE M. COSTELO-ABREA, Ph. D
Course Professor
Approved:
(Sgd.) FABIAN C. PONTIVEROS, JR.
Associate Director for Research, Planning and Extension
58
Philippine Normal University
The National Center for Teacher Education
Agusan Campus
Prosperidad, Agusan del Sur
January 24, 2014
Fr. RUBY A. TAGARO, SVD
School Head, Divine Word Manobo Community School
Sir:
Greetings!
The BSE III- English is currently enrolled in the course S-English 27 (Introduction to Language
Research). Pursuant to the requirements of the course, the undersigned are conducting the study titled
Reading Proficiency of Fourth Year Manobo High School Students of Divine Word Manobo Cultural
Development Academy Foundation, Inc., Bunawan, Agusan del Sur, S.Y. 2013 2014.
In this connection, the researchers are requesting your permission to conduct the research in your
school.
We are looking forward for a positive response to this request.
Thank you!
Respectfully yours,
(Sgd.) ROMAR M. BELTRAN
(Sgd.) JEALF ZENIA L. CASTRO
(Sgd.) JERICO E. FUNCION
(Sgd.) MARY GRACE Y. JUNIO
(Sgd.) BERYL E. MAYUBAY
(Sgd.) RELZAN M. NIPA
(Sgd.) CANDELARIA H. PEREZ
(Sgd.) AL G. SOBREJUANITE
Researchers
Noted:
(Sgd.) ADELYNE M. COSTELO-ABREA, Ph. D
Course Professor
Approved:
(Sgd.) Fr. RUBY A. TAGARO, SVD
School Head, Divine Word Manobo Community School
59
INSTRUMENT
Dear Respondent:
The undersigned are presently conducting a research titled Reading Proficiency of Fourth
Year Manobo High School Students of Divine Word Manobo Cultural Development
Academy Foundation, Inc., Bunawan, Agusan del Sur, S.Y. 2013 2014.
The reading difficulty examination that the researchers will conduct today is the most crucial part
of the study. Please follow the directions and answer every item carefully. Furthermore, fill up the
data sheet completely for accuracy in determining the factors that affect your reading difficulties.
Rest assured that your responses will be treated with utmost confidentiality.
Thank you very much and God bless!
Very respectfully yours,
ROMAR M. BELTRAN
JEALF ZENIA L. CASTRO
JERICO E. FUNCION
MARY GRACE Y. JUNIO
BERYL E. MAYUBAY
RELZAN M. NIPA
CANDELARIA H. PEREZ
AL G. SOBREJUANITE
Researchers
______________________________________________________________________
PART I
PERSONAL PROFILE
Name: _________________________________________ Sex: _______________
Ethnic Group:
Please Check: _________ Manobo _______ Higa-onon
Others (please specify) ____________________ Age: _______________
Location from home to school:
(Please check) __________ near
____________ far
Residence Address: ______________________________________________________
PART II
READING INTERESTS
Directions: Read the following questions carefully and honestly. Indicate your answer
on the spaces provided for.
1. Rank the printed materials you read for academic activities. (3- mostly read; 2frequently read; 1 rarely read)
___________ Books
____________ Journals
___________ Newspapers
____________ Magazines
___________ Comics
____________ Internet Sources
___________ others, please specify _____________________________
60
2. Rank the printed materials you read for leisure activities. (3- mostly read; 2frequently read; 1- rarely read)
___________ Books
____________ Journals
___________ Newspapers
____________ Magazines
___________ Comics
____________ Internet Sources
___________others, please specify _____________________________
3. What topics appeal to you most? Multiple answers possible.
___________adventure ____________ romance ____________ mystery
___________excitement ____________ lifestyle ____________ realism
___________fantasy
____________ horror
____________ action
___________ technology ____________ religion ____________humor
___________ science fiction ____________ sports
___________ others, please specify___________________________________
4. How much time do you spend in reading for academic purposes?
____________ less than 30 minutes
____________ 30-60 minutes
____________ Over 1 hour
5. Where do you get the printed materials that you read? Multiple answers possible.
_________ at home
__________ from the library
_________ from friends
__________ bookstores
_________ from relatives
__________ internet sources
_________ from school library
_________ others, please specify ______________________________
6. Who influence you in the choice of reading materials? Multiple answers possible.
_________ parents
_________ classmates
_________ librarians
_________ teachers
_________ friends
_________ other family members
_________others, please specify _______________________________
7. What benefits can you get from reading? Multiple answers possible.
_________ It provides information.
_________ It is a means of leisure.
_________ It enables me to comply with school requirements.
_________ It relieves me from emotional tension.
_________ It sharpens me from imagination.
_________ It provides me more ideas for my vocation.
_________ It helps me gain ideas about popular issues.
PART III
READING PERFORMANCE
I. Using Phonetic Analysis
Directions: Choose the letter of the word that contains the different vowel
sounds among the group indicated by the underlined phonemes.
_____1. A. addict
B. math
C. statue
D. car
61
_____ 2. A. freak
_____ 3. A. look
_____ 4. A. private
_____ 5. A. act
B. speak
B. pool
B. chocolate
B. ace
C. leak
C. school
C. evaluate
C. ant
D. break
D. smooth
D. mountain
D. apt
C. increase
D. eliminate
____15. Water also helps control the heat during a vigorous exercise.
A. performed with physical and mental force
B. performed gracefully
C. performed with others
D. performed alone
62
- vary rarely
blow by blow
63
64
_______________________
_______________________
_______________________
_______________________
_______________________
65
37. Encircle all the odd numbers and underline twice the smallest even number in
this series.
15
20
16
10
17
25
47
12
80
38. Write all the vowel letters in the box. Then underline the middle letter.
39. Write the symbol for multiplication. Opposite it write the symbol for subtraction.
40. Draw a line that will connect the dots to form letter Z.
Directions: Identify the parts of the book. Write your answers on the blanks
provided. (41-45)
66
CONTENTS
Reprinted 2005
Philippine Copyright 2004
By SIBS Publishing House, Inc.
And Araceli M. Villamin
And Carleen S. Sedilla
All Rights Reserved
No part of this book may be reproduced in
any form or by any means without the
permission from the authors and the
publisher
EOOS CAI
ISBN 971-791-578-4
MEMBER:
PHILIPPINE
EDUCTIONAL
PUBLISHERS
Preface, xi
Acknowledgments, xv
Unit 1
Expanding your Horizon
Lesson 1
I Am a Filipino, 2
R/L 1. Getting the main idea, 5
L/S 2. Introducing oneself, 7
L/G 3. Identifying nouns, 8
W/S 4. Filling out information sheet, 10
Lesson 2
Id Like to Teach the World to Sing
L/S 5. Listening and supplying the details, 13
R/L 6. Interpreting lines of a song or poem, 14
W/S 7. Identifying abstract and concrete nouns, 17
W/S 8. Spelling some difficult words, 18
iii
41. ______________________
43. ______________________
42. ______________________
Abstract nouns, 17
Adjectival Phrase, 52
Adverbs, 116-119
Adverbials, 116-119
Alliteration, 232-233
Alvero, Aurelio, 120
Anderson, Christopher, 246,252
Antecedents, 125,126,219
Arroyo, Dennis M. 256
Antecedents, 125, 126,219
Author Card, 42, 43
Auxiliary Verbs, 183
Becker, William M. 12
Baja, Emmanuel, 90
Bautista, Cirilo F., 302,303
Book, parts, 31,32
Borrowed words, 307
Fact, 24-25,114,145,253
Fantasy, 144
Figures of Speech, 198-199
Folktales, 137-140
Caption, 28
Card Catalog, 42,43
Cartoons, 216
Clauses, 210-211
Earthquakes, 176-180
Edmonds, I.G, 135
328
44. _____________________
67
ROADS TO
GREATNESS
CARLEEN S. SEDILLA
ARACELI M. VILLAMIN
45. ______________________
X. Using the Dictionaries, Encyclopedia and other Reference Books (46-50)
Directions: Write the source you would use to answer each questions. Choose
from the list of words in the box. Write your answer in the blank before the
number.
A. Atlas (or book of maps) provides information about cities, countries, continents,
mountains, lakes, and other geographical features. Some also give information on
climate, natural resources, industries, and transportation networks.
B. Literary References
1. book of quotations provide information on where a quotation came from and who
said it
2. handbook it gives plot or summaries or describe characters, others explain literary
term or give information about the authors
C. Almanac contain up-to-date facts and statistics about the subjects such as
population, weather, governments, business, and sports. It also contains historical
facts and geographical information
D. Specialized dictionary provide information about specific fields such as medicine,
music, and computer science
E. Biographical reference are used in finding information about famous people, past
and present
F. Specialized Encyclopedias concentrate on specific subjects
____46. What made Adolf Hitler famous?
____47. What are the elements of drama?
____48. What does balance mean in accountancy?
____49. What was the population of the Philippines in 2000?
____50. Where is the island Tonga located?
68
CURRICULUM VITAE
Educational Background:
Elementary: A. Beltran Elementary School
A. Beltran, Jabonga, Agusan del Norte
2001-2007
Secondary:
College:
69
Educational Background:
Elementary: Philippine Normal UniversityCenter for Teaching and Learning Agusan Campus
Prosperidad, Agusan del Sur
2001-2007
Secondary:
College:
70
Educational Background:
Elementary: Trento Central Elementary School
Trento, Agusan del Sur
2001-2007
Secondary:
College:
71
Educational Background:
Elementary: Sto. Nio Elementary School
Sto. Nio, San Agustin, Surigao del Sur
2001-2007
Secondary:
College:
72
Educational Background:
Elementary: Alamada Central Elementary School
Alamada, North Cotabato
2001-2007
Secondary:
College:
73
Educational Background:
Elementary: San Jose Central Elementary School
San Jose, Dinagat Island
2001-2007
Secondary:
College:
74
Educational Background:
Elementary: La Purisima Elementary School
La Purisima, Prosperidad, Agusan del Sur
2000-2006
Secondary:
College:
75
Name: Al G. Sobrejuanite
Address: Novele, Rosario, Agusan del Sur
Birthday: August 2, 1990
Birthplace: Sabang, La Paz, Agusan del Sur
E-mail address: al.goloran@yahoo.com
Religion: Philippine Catholic
Cellphone #: 0908 154 8134
Tribe: Manobo
Languages Spoken: English, Filipino, Cabuano, Manobo
Course, Year and Section: BSE III-English
Educational Background:
Elementary: Novele Elementary School
Novele, Rosario, Agusan del Sur
2000-2006
Secondary:
College: