INTRODUCTION
Reading is one of the basic language skills that are essential to educate
comprehension, one has to interact with the text and add meaning to it in able to fully
understand a text. The text refers to the message of any form of literature that contains
individuals. It has a vital importance not only in school but in everyday life. Nowadays,
many students have difficulty in understanding the texts that result in lack of interest in
learning. One of the example is reading bibliographies written in other languages where
they are not quite understand because it is not a familiar language. Reading
students. These tasks can put a big impact on the memory capacity of a student
Many students around the world are experiencing difficulties in studying when
they do not fully understand what the text wants to tell because they do not have
enough knowledge to understand it. In the Philippines, there are also many students
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the key words and do not know what that word means. Maragondon is leading to a
prosperous town but some students there are still unaware of analyzing and interpreting
various things especially in reading the words and the concept of the text. Bucal
Maragondon, but as with other schools in the country, there are still students
analyzing the context of the text because there is not enough knowledge in the
Memorandum No. 244 declares the month of November as the reading month to be
held yearly. It is for the students to improve their reading skills that are meant to have a
reading comprehension. Last November 29, 2018, DepEd Memorandum No. 175,
s.2018 proclaimed the National Reading Month for public and private schools in our
country. It aims to celebrate the diversity of students and cultures by reading. The
theme of the program is "Pagbasa: Susi sa Magandang Kinabukasan". All schools and
learning centers are motivated to have elementary and secondary school activities. One
of the activities carried out is the book fair where books are sold to students for them to
encourage on having interests in reading. There have also been different contests such
as artistic storytelling where a student learns how to read by his creative skills and learn
more about it. Reading Day is an appropriate National Monthly Reading activity to
promote reading and literacy through the spread of Filipino culture showing different
stories of hope.
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Understanding the text is important because it easily gives the necessary idea to
the things you want to understand. It develops other language skills such as reading,
identifying important details and interpreting information from the text. Reading is the
base of all learning and understanding of the students that’s why it should be focus in all
teaching. It is important for students to read and comprehend different texts because it
can be the foundation for the future as a treasure that is essential in individuals'
The purpose of the study is to know the reading ability and reading difficulties of
the students in analyzing texts and to help them in enhancing their learning preferences
in comprehending concepts of text. It will determine by the qualitative method with case
study strategy that will take place with Grade 10 students of Bucal National High School
What are the reading level and skills of the students in comprehending text?
What are the reading difficulties encountered by the students in analyzing text?
What are the reading materials used by students and how it help them in
What is the significance for the students to write their lectures to enhance their
reading skills?
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What are the techniques that can be use by the student in order to better understand
text?
At the end of the study, students are expected to have greater understanding on
the level of reading ability. It can also help them to have enough courage and self-
esteem by moulding them in resolving problems as well as helping them with their
school activities and their daily lives. Students are expected to get new knowledge and
information about modern solutions on issues that will help them to understand texts.
The study encompasses difficulties in analyzing text that faces by the students
in Bucal National High School (S.Y. 2018-2019) .The research respondents must be the
to choose two students from each level in Grade 10. A total of 20 students will be
This research only contains a small sample size and it isn’t measure the equal
division of male and female respondents. The discussion not limits to the age and
facing the issue based on the study. The finished conclusions of the researchers will
only come from the answers that can be obtained from students through interviews and
observations in ways of analyzing the text to provide realistic and specific answers to
the problem of the study and have the strategies to resolve it.
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THEORETICAL FRAMEWORK
finding the real meaning inside the sentences. It says that if you're not able to
understand the text reading is not happening. This study will teach the students that
comprehending is a way of getting the meaning of the reading text. It is based on the
ability in identifying the words and the relation of other words in the text.
interactive process, where understanding is a result of the efforts of the author and the
reader (2007: 196). Astrid Roe also said that "reading comprehension is what we read"
(2014: 24). Reading strategies and learning strategies are closely interrelated, and what
comprehension (Roe 2014: 84). Therefore, many researchers define two concepts as
one and the same. As students grow, the skills required for reading are constantly
increasing. In other words, to read intelligently and understand what is read is essential
to all learning.
There are known theories about reading comprehension and its significance to
the readers who gain knowledge from critical reading. One of the reliable theory is the
comprehend and learn from text (Rumelhart, 1980). Schema was introduced in reading
by Rumelhalt (1980), Carrell (1981) and Hudson (1982) when examining the important
the theory of the proposal is that the written text does not imply meaning itself. Instead,
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a text provides directions for readers how they should develop meaning from their own
In this study, there are still substantial ways in which students can make an
effort to understand the text to improve reading knowledge and skills. Emilia (2005)
says that research on student text learning is a vital task because knowing the
difficulties of a student can lead the teacher to help solve the problems of students.
Learning about the skills and difficulties of students is important to help both teachers
and students.
CONCEPTUAL FRAMEWORK
The table below illustrates the purpose of research and what researchers will
expect after completing this research. This conceptual framework will discuss INPUT,
PROCESS, and OUTPUT to show systematic insight into the flow of research.
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• Pre-interview in Grade 10 teachers about issues of their students
regarding in their subject.
• Choose one topic based on the gathered data from pre-interview.
• Search Review of Related Literature (RRL) of the chosen topic.
INPUT • Formulating research title.
In the first stage of this study, the characteristics of the students will be analyzed
to serve as a basis of the researchers on the skills of the students and their ability to
read and understand reading texts. In the second stage, the researchers will find out the
factors that affect the reading skills of the students. This will serve as the basis of the
researchers if what could be a way to help students to have enough knowledge and
critical review of the texts after he\she read. It will also serve as a threshold for
researchers to what extent this study will cover. When the objectives of this study are
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reading skills and the factors in understanding the read texts. This study will also guide
Reading gives a lot of information to students, although this is the first lesson
learned by a student, they still have difficulty understanding their reading. According to
Vivian Cook, reading occurs in context, and the meaning of a text is derived from the
prior knowledge stored in the reader's mind and the processes in which the reader
matches it (2008: 121). It shows that the letters and words do not read enough, they
understanding the readable text. These problems have proved to be relevant to the
practice of reading students. It is important for a student to read the text to learn the
content and need to have enough knowledge to analyze the text. It also has to do with
that vocabulary, grammar and syntax skills to organize and interpret the message of a
text.
CONCEPTUAL PARADIGM
comprehension is the process of constructing meaning from text; the goal is helping a
reader comprehend text. RC is the ability to comprehend text is influenced by their skills
and their ability to process information. Analyze means to study or examine something
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deeper into the meaning of the text it mean forming an educated opinion about what you
have read.
this study, the researchers may identify the good and bad consequences that can affect
the students. The researchers want to know the problems of the students in
understanding the text and the factors can cause problems. Additionally, researchers
want to help students and teachers through this study, it will serve as guide to resolve or
avoid having difficulty in analyzing text. It also seeks to determine the strategies that will
learning.
SCHOOL – It may help the school whereas over here all the students and
STUDENT - This study can help learners to develop their ability to analyze the
text and develop new knowledge especially the words or important vocabulary in
understanding texts.
TEACHER - Teachers know that their students are having difficulty analyzing the
text so they can make easier the teaching method. It also helps them to lessen the
problems of the students' ability to study and make their teaching strategies easier.
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FUTURE RESEARCHERS - This study can be used as Review of Related
Literature and that can be used of other researchers planning to do research related to
DEFINITION OF TERMS
This study gives the meaning of the following words for the reader in order to
Analysis - process of evaluation or review about the concept of a text in order to gain a
Reading comprehension - ability to understand the concept of the text and to integrate
with what the reader already knows about what he/she have read.
Reading level - level at which a learner can read and comprehend a graded passage.
Reading material - any learning tools that can be read by students to enhance their
reading skills.
Reading test - a multiple choice test in which the students are required to answer every
question. It is designed to measure how well the students understand what they have
read.
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Technique - a way of carrying out of particular task. It is a plan of action to overcome
Text - any object or letters that can be read. It is a coherent set of signs that transmits
message.
Writing - formation of visible letters and ideas that are woven together by connecting
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CHAPTER II
A. Related Literature
In this chapter, the literature review for the research is provided. The discussion
will cover the concept of text, definition of reading, reading comprehension, essential
In literary theory, a text is anything that can "be read", whether it is a work of
literature or a street sign. It is a coherent set of signs that sends some kind of
information. This set of symbols is considered in terms of the content of the message,
recognized by the linguists in a text, whether it is spoken or written. It can assume that
written. Within the field of literary criticism, "text" also refers to the original content of a
particular piece of writing. In other words, the "text" is the first symbol of the original
arrangement of the letters, in addition to the changes later. Therefore, if the literary
criticism is concerned with the determination of a "text", it concerns the distinction of the
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original content of the information from any added or subtracted from the content that
meaning at the same time, at least four levels of meaning exist which are conceptual,
propositional, contextual and pragmatic meaning (1982: 80). The conceptual is the
meaning of the word in its own concept. It can be viewed at any level, from whole text to
single word. The propositional is the meaning of a sentence that can have its own. This
is the meaning of a clause or sentence that may even have been used in a context, but
stands solely on its own. Contextual is the meaning of a sentence that can only be when
functions that can be interpreted from context. While pragmatic is is the meaning of a
sentence that is part of interaction between writers and readers. This is the meaning
that refers to feelings of researchers, attitudes and the attention of readers that must be
understood. Hence it includes the intended effect of pronunciation to the reader. This is
Since the writing history has preceded the concept of "text", most texts are not
written in the mind concept. Most written works are within a range of types described by
the theory of text. The concept of "text" will be relevant if a consecutive written message
has been completed and needs to be considered alone in the circumstances in which it
was created.
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2.2 Reading
Reading is the ability to understand the words contained in a document and the
use of knowledge for personal development (Dadzie, 2008). This is the recognition of
symbols and the incorporation of appropriate meaning into them. According to Nuttal
(2000:2) reading means a meaningful interpretation of the print or written verbal symbol.
symbols that represent a language, and knowledge of the world. In this process the
Reading is one of English skills besides speaking, listening and writing. It is the
way to understand written messages. Guthrie, Benneth& McGough, (2007) believe that
“reading” is the act of getting meaning from printed or written words, which is the basis
for learning and one of the most important skills in everyday life. (Issa et al 2012) further
explain that reading is usually associated with books as only the written words provide a
This means that by reading, the individual can fix things, practice stories, learn what
others believe and develop ideas or their own beliefs. Thus, reading is a key to all forms
of information required for daily survival and growth. It follows then that if you are in the
practice of reading regularly without thinking about it because of the permanence of its
continuity, one can conclude that good reading habits have been formed.
The other theory said reading as an active cognitive process of interacting with
print and monitoring comprehension to establish meaning (Clark and Silberstein, 1987:
2). Anderson (1999) also states that reading is an active, fluent process which involves
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the reader and the reading materials in building meaning. The meaning does not reside
on the print page. From those theories, it can be said that reading continues to deal with
printed materials and it is an active reader process to clarify the meaning of the text.
There are some assumptions about the nature of reading according to Penny (1999).
Readers should perceive and decode letters in order to read words, and they should try
to understand all the words in order to understand the meaning of a text. The more
symbols (letter or words) there are in the text, the longer it will take to read it. Gather
meaning from what they read and the understanding of a text comes from
that reading is an activity to read words in order to get the information from the text.
Reading means to find out the different written symbols and the combined
words, reading is the integration of word recognition, intellect, and emotion related to
the prior knowledge to understand the message expressed. Considering the necessity
of mastering reading as one of the ways formastering English, Harmer (2001: 39) states
Meanwhile, Nunan (1989) mentioned that there are two aspects of reading,
massage or information in a reading text. The two aspects of reading are very important
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to learn in order to recognize the word sounds and also to comprehend the information
in the text.
which the students should understand to comprehend a text well, such determining
main idea, finding specific information, making inference, identifying reference, and the
understanding meaning of words. These aspects are considered as difficulties that the
develop (Lundahl 1998:175). The ability to "read" is more than decoding the text.
In addition to the practical skills of putting letters together and turning them into words,
one is also should understand what is read. Thus, without understanding the texts read,
there is no actual reading and no reading comprehension. When the first reading goal is
achieved, one needs to add elements to the reading process to become a proficient
reader. The next steps on the way to full reading ability are motivation, empathy, and
communication between automated strategic cognitive processes that allows the reader
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depends not only on the characteristics of readers, such as prior knowledge and
working memory, but also in languages such as basic reading, decoding, vocabulary,
mature in their comprehension skills, they are able to progress efficiently from the true
word reading, word and world knowledge, and fluency”. It refers to the ability in
interpreting the words, understanding the meaning and the relationships between ideas
Alderson (2000: 28) defines reading is an enjoyable, intense, privateactivity in which the
Comprehension is the main goal when reading. Comprehension skills help the
learner to understand the meaning of words in isolation and in context (Palani, 2012).
and problem solving. Comprehension means that reader must take the meaning of the
text in full understanding. To comprehend the text, reader must know the content of the
text. In understanding the content, it is involved with the words, the sentence structure,
and the pronouns used in the text, also the length of the text. These aspects are easy to
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analyze the text properly, reader should use the appropriate reading technique while
reading.
words, sentences and connected text. He says that comprehension is the processes of
deriving the meaning of one word to another in a text. Readers typically make use of
other strategies to help them understand the written texts. From the definitions above,
reading comprehension can be concluded as the ability to find the stated or unstated
writer’s idea in the text. The essence of reading comprehension is the understanding
of all the information provided by the writer. It also refersthe ability to connect between
words in a text, to understand the ideas and therelationships between ideas delivered in
a text.
The main purpose of reading is comprehends the text she/he read. According
the same level and proceeding to attaching meaning to an entire reading selection. All
comprehension is driving the ability of readers in identifying the main idea and topic of
the sentence from the text. Schumm (2006: 223) said that comprehension process
involves an understanding of words and how these words are used to created meaning.
Comprehension entails three elements. First, the reader who is doing the
comprehension. In order to understand the text, a reader should have a wide range of
abilities and this includes the cognitive capacities, motivation and diversity of
knowledge. Second, the text that is to be comprehended. The feature of the text has a
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great impact on comprehension. Comprehension does not happen just by taking a
definition from the text. Texts may be easy or difficult, depending on the factors inherent
in the text. When there are many factors that are not compatible with the reader's
knowledge and experience, the text may be too difficult for the best understanding to
occur. Third, the activity in which comprehension is a part. A reading activity involves
one or more goals, some operations to process the text on the hand, and the act of
doing activity. The consequences of reading are part of the activity. Some reading
activities will lead with an increase in knowledge that the reader have. Another
number of abilities. The two are mainly involved in the definition of the word and verbal
reasoning. There is no meaning of the word and rationale, there may be without reading
concepts, it can understand the need for reading comprehension. Reading and
understanding.
Reading is a language skill that students should learn. The purpose of reading is
to understand the ideas and ways of writer in communicating with readers. Besides,
reading is essential for students to find out the information available in a passage. There
are many steps in analyzing the text that are useful for all students. However, these
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According to Milan (1998) there are some essential skills in reading. First is the
comprehension and retention. In this skill, the reader should understand the text and
memorize what they have read. To build comprehension and retention, students can
define the basic idea of the paragraphs and their purpose of reading, understanding the
main idea and the difference between basic ideas and supporting details. Second is the
educational guess or prediction about something unknown based on available facts and
information. This is the connection the reader gets between his/her observations to what
he/she do not know. In making inference, the readers are required to “read between the
lines” to make deductions based on the information given. This means that readers
should try to understand what is meant by something that is not written explicitly. In
reading activity, readers should make inferences from what they read and also make a
conclusion toward the text that has been read. Third is the critical thinking and analysis
In this skill, readers should recognize the text they read, if this is the text of fact or
opinion. The text of fact is a reading text which is written based on actual circumstances
or something happened. While, the text of opinion is a reading text written based on a
person's point of view. So, the readers should analyze if the text is a text of fact or
opinion, and then they'll think critically whether the information or message in that
important in the reading process. Reading with comprehension is not just understanding
the meaning of the text, but also understanding the purpose of main idea of reading text
to get the message and information from that text they have read.
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2.5 Reading Difficulties
between the reader, the text and the context of the reading situation. To understand a
text, Westwood (2001: 31) mentions that readers should use the information they
pertain to filtering, interpreting, organizing and displaying the information they obtain
from the text. He thinks that the great interpretation of the text involves a combination of
word recognition skills, linking new information on prior knowledge, and use of
appropriate strategies such as locating the main idea, makes connections, questioning,
inferring and predicting. Therefore, understanding reading texts is not an easy thing,
means reading difficulties are the problems faced by students in understanding the text.
This problem can have a negative effect on their study especially in their reading ability.
Reading problems come from many reasons, and this is a complex process that has
many existing reading problems (Kaluger&Kolson, 1978; Kirk et al., 1978). Bond, Tinkel
and Wasson (1979) provide the following general classifications of more reading
difficulties: the lack of word recognition and recognition, inappropriate practices, lack of
basic skills understanding, limited comprehension abilities (such as the inability to find
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material. Smith (2008) stated that content area reading is the reading that someone
usually a student needs to complete and understand a particular subject area. When
students believe that a text is very difficult for them, they assume it is the teacher's job
to explain the text to them. Because teachers often do this, it will deprive the students of
the very training and challenge they need to grow as readers. Second is the failure to
adjust reading strategies for different purposes. Inexperienced readers also do not
know of how a skilled reader's reading process will vary depending on the purpose of
the reader. Some reading the tasks only require skimming, while others require closest
review of detail. Good readers vary their reading speed while poor readers do not
discriminate their reading time as a reading function purpose. Third is the difficulty in
perceiving the structure of an argument as they read. Inexperienced readers are less
likely to plot a complex material in discrete parts with reflected function. These are
students take an ant's-eye view of the text-crawl through the word through word-instead
section titles, topic subjects, and more. Fourth is the difficulty in reconstructing the text's
original rhetorical context. Inexperienced readers often do not see what the
conversation is with a text that comes with. They find it difficult to see a real author
writing for a real reason for a real historical moment. Fifth is the difficulty seeing
themselves in conversation with the author. This problem possibly because they
consider the texts as inert resources information rather than arguments intended to
change their view of something. Inexperienced readers often do not interact with the
texts they read. They do not ask how they, as readers, are like or differ from the author's
intended audience. They do not realize that the texts have designs upon Them and they
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need to decide, through their own critical thinking, whether to undergo or resist the
power of the text. Sixth, is the difficulties with vocabulary and syntax. Inadequate
helps a lot, but students do not always value it how the context affects the meaning of
the word. Additionally, the texts they read most often contains technical terms, terms
used in unusual ways, terms that require broad contextual knowledge, or rules that have
experienced meaning changes over time. Additionally, students have difficulty tracking
complex sentences structures. Even students may have enough reading skills
syntactically simple texts, they often have a problem with basic sentence structure
resources or articles.
Shoebottom (1996) also the sources of language difficulty for students which are
syntax, polysemy, advanced cohesion and poor writing. While Akbari (2014) in her
answering questions related to it and the difficulty is seen from the mistakes he made
while working to questions. The basic questions on the reading test is about the main
idea, finding reference, understanding the difficult word and making inference based on
the passage.
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2.6 Elements that Influence Reading Comprehension
2.6.1. Vocabulary
vocabulary levels that a student must work through. The vocabulary must be the other
reason for the problem of understanding a text. It is not easy for students to find some
word meaning from the text. As a result, they might not find detailed information from
the text. Most of the problems faced by them are the lack of vocabulary that implies that
they are not familiar with the words available in text or passage, difficult to understand
the main idea, unable to the content of the paragraph and so on. According to Cook,
knowing a word means knowing “its spoken and written forms, its grammatical and
lexical properties and its meaning. It impinges on all areas of language acquisition and
is not just learning sets of wordsand meanings” (2008:52). When readers have
sufficient reading fluency, they have the capacity to relate their readings to prior
knowledge, compared to readers with difficult poorer fluency that is likely to lack the
ability to relate the text to what they already know. Also, if fluency is lacking, there will
Patricia Carell (1983) stated that an L2 student must be supplied with vocabulary
that is not provided by a native speaker, and the teaching should increase the
background knowledge of the students. She suggests using pre-reading activities that
enhance background knowledge (at Cook 2008: 123). When teaching focuses on the
vocabulary of students, the reading comprehension of student will increase (Roe, 2014).
It is considered automatic reading and intelligently releasing mental resources that the
reader can use to understand the text (Bråten&Strømsø 2007: 177). Therefore, reading
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with sufficient fluency is likely to lead to comprehension, whereas without being able to
deficiency can influence, and damage the student's progress. In addition, basic
vocabulary helps to acquire new vocabulary, because concepts and words often build
new vocabulary with concepts and words that one knows, and the increase of
vocabulary. According to Jørgen Frost, to find out a word means to find synonyms and
antonyms in the word, to define it in words, to put it in a semantic category, and to use it
Bråten claims that students will have a developed vocabulary when engaging in
different activities, for example using information found in read texts, in conversations,
in finding antonyms and synonyms, and giving examples that describe the meaning of a
vocabulary, performing and helping students choose new words focusing on (2007: 57).
As some or many, students may forget the meaning of the word, repetition is needed
(Maagerø 2006: 80). Kverndokken discusses this further and claims that many students
may come to subject specific terms many times, but still can not explain the meaning of
words (2012: 126). He indicates that this may be due to the fact that students, in many
instances, work alone with the text (ibid). Clearly, it does not provide learning. While,
Roe says that understanding vocabulary, rules and concepts motivate reading (2014:
56). Discussions and oral interaction will be harmed, because not all students may
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follow the teaching because of poor comprehension. The focus on understanding the
concepts and words by working them in the practical and in combination of different
vocabulary knowledge. Therefore, working with words and concepts is vital (Mortensen-
There is a clear connection between the student's vocabulary and their reading
reading
which will lead to higher reading comprehension. Therefore, a focus on vocabulary can
This will help reduce the difference between the level of knowledge of students and
of clauses, phrases, and words in any given natural language. Language speakers have
a set of internal rules for the use of that language and these rules form the grammar of
that language. Most grammatical information is - at least in the case of native language
- acquired not by conscious study, but by observing other speakers. Most of this work is
done during childhood; learning a language later in life often involves a higher level of
direct teaching. Thus, grammar is the cognitive information based on language use.
Professor Jack C. Richards said that grammatical ability refers to knowing how
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sociolinguistic competence, and strategic competence. Grammatical competence is the
According to Sol Lyster, the knowledge of how words are built and the
awareness of the principles for building words influence the reading and promote of
language will promote reading comprehension (2011: 93). With Insufficient knowledge
good understanding of reading and a higher vocabulary can be difficult. Working and
unlike a word, and the main difference between the two is that a morpheme may or not
by itself, it is considered as a root because it has a sense of its own and when it
linguistic knowledge and awareness, and students are likely to benefit from this way of
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information (Rothlisberger, Neuenschwander, Cimeli, &Roebers, 2013). Furthermore,
working memory is responsible for managing the process of retrieving information from
the text and integrating it with new knowledge to create meaning (Garcia-Madruga et al,
incorporated into the new incoming text and have prior knowledge pertaining to long-
term memory. Work memory is a system of thinking with limited capacity responsible for
reasoning and guidance for making decisions and behavior. Work memory is often used
in conjunction with short-term memory, but some theorists consider two different
comprehension (Cain, Oakhill, & Bryant, 2004). Working memory is involved in the
encoding, storing, and retrieving data. In fact, working memory seems to play a critical
basis of evidence and reasoning and; the process of reaching that conclusion. It only
applies when the "conclusions" are general. Inferential reasoning is the ability to use
text information to identify more information that is indicated by the text only. The
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evidence of inferential reasoning has also been critical in the promotion of research in
2.6.5 Visualization
mental image of the text. These mental images are consistent and evolve as the reader
dual-coding theory in reading (Sadoski &Paivio, 2004), the concept that readers can
process the both visual representation of verbal information and objects to create
meaning. The visualization occurs when a mental image is generated while reading a
text. The text can describe a place, situation, person, animal, concept or thing and, as it
read, the mind generates its mental image, allowing to "see" what the reader have read.
this way, students are more likely to remember and relate the rules and concept on the
topic. It is crucial that strategies are connected to the challenges of the students can be
addressed in the text, and to help them solve these challenges and open up the text
and its meaning (Andreassen 2014: 234). Hannah Nash & Margaret Snowling
supported the claim that working with these concepts and experiencing them in use will
add authenticity to the learning process, which in their opinion facilitates learning (in
Frost 2009: 223). According to Lerner (2006), the National Reading Panel of 2000 has
identified several strategies with a solid scientific basis of instruction for improving
and semantic organizers, question answering, question generation and story structure.
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This is more than just an accurate activity related to reading for details. Smith
(2008) said that while reading the text, the reader should read the general reading
strategies such as asking questions, making inferences and connections and activating
prior knowledge and specific content strategies including drawing on the subject specific
information to make sense of the text. This means that reading strategies is helpful for
students to understand the text. The following are steps in comprehending the reading
text.
The main idea is a statement that tells the author's point on the subject. Roell
(2016) stated that the main idea of a paragraph is the point of the passage, minus all
details.
b. Scanning
Brown (2001) says that scanning is quickly looking for some specific pieces of
information in a text. In finding specific information he students have to find the detail
information or idea that was mentioned on the text. Therefore, it is sometimes difficult
for a student to see and recognize the important and unimportant information to find the
particular piece of information such as name, date, word or phrase, and text references.
c. Making Inference
In making the Inference, students are expected to understand the text to find the
conclusion of statements in the text. Kopitski (2007) also said that readers need practice
that combines clues from the text to their background knowledge in order to make
inferences. Therefore, sometimes students are hard to find conclusion of the text
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d. Identifying Reference
refers to another grammar unit usually a noun or noun phrase (Rainbolt and Dwyer,
2011). In identifying reference, students are expected to understand for what pronouns
use in sentences.
In understanding the meaning of words, the students must look for the meaning
of difficult words in the context of the text and then they will see the suitable meaning of
the word. Hedge (2000 193) noticed the vocabulary is another major part of reading
ability where language learners will experience difficulty. Therefore, unfamiliar words
from the text should be taught to the students before reading the material so that they
ability to decode written text quickly and accurately and also to comprehend what is
read. While writing is defined as the ability to produced connected text like sentences
and paragraphs. According to Gail Tompkins (2006) reading and writing have been
traditionally thought of and taught as flip sides of the coin. As opposites, "readers
Reading and writing are also the same as other personality traits where past
thoughts and experiences need to be used to make and understand the information
currently under study. Many studies say it is easier to read and write if it does have a
31
effective reader and writer a person must know when and where he will add and
subtract the thoughts and experiences he or she reads and writes. The most important
part of combining three skills is the skill of writing. Writing skills are said to "output" other
skills because it can show if the students have acquired other skills completely.
According to Starr and McKusick (2002), reading and writing has the same
precision and understanding and compliance with it will help to have effective reading
assessment of the information we already know about the subject and associates it with
discover object-related matters. In writing, the plan is to create ideas about the topic to
gain insight into what you write. Brainstorming and coordination of topic-related words
can help determine the specific information needed in the central text.
Gonzalio Jr. said that there are two reasons in reading. It is for learning and
entertainment. There are five reasons on why they hardly understand the given test.
First, they are not familiar in the symbols. It is because this is not attain their learning
preferences. Second, unfamiliar languages are engaging in the text it is due to the
languages that they not able to learn for. Third, the student is lack in knowledge
containing different text and language that have been used in Reading Material. Fourth,
they frustrating in vocabulary skills. Fifth, they can’t understand the written text because
Researchers agree that reading and writing are both complex acts if critical
thinking. Readers and writers begin to plan even before they tap prior knowledge
regarding the task they are about to undertake. Readers and writers tap prior
32
knowledge that is they draw on long- term memory to access a vast storehouse of
background information. As the readers reads and the writers write, he/she is
constructing.
Basically, reading affects writing and writing affects reading. Research has found
that when children read extensively they become better writers. Reading a variety of
genres helps children learn text structures and language that they can then transfer to
their own writing. In addition, reading provides young people with prior knowledge that
they can use in their stories. Therefore reading plays a major role in writing. At the same
time practice in writing helps children build their reading skills. This is especially true for
younger children who are working to develop phonemic awareness and phonics skills.
B. Related Studies
activity that adds skills to reading strategies. To learn about the world and its
magazines. Once the child has been taught to read and promotes love for the books, he
can explore for himself the wealth of human experiences and knowledge by reading.
Children, who have lost the opportunity to interact with books at their early stages of life,
position to identify the problem of the student with those related to reading from a
33
holistic point of view to help a student manage academically in school (Dreikrurs,
Gronwall&Peper, 1998). Lerner (2006) also mentions that teachers should know the
children with early reading problems and give them appropriate early intervention rather
than the practice of waiting and not failing (Lerner, 2006). Studies conducted in Kenya
show that learners have problems with English reading have problems with school
performance in general (Chege 1999, Kirigia 1991 & Njoroge 2000). According to Kenya
(2002), the readability of fluent is important both in school and for life. Good reading
Many researchers have studied the difficulties faced by students in reading. The
researcher reviews some research related to this research. As follows: Atikah (2009)
studied the problem of linguistic students reading the understanding of junior high
school students in Sukabumi. The results demonstrate that students are having
difficulties with language reading such vocabulary, structure and spelling. Sasmita
English reading texts. The findings showed the factors that students can make are
and reading interest. Chung (2012) conducted the research titled "An Analysis of
English Learning Enrichment Problems Finding First Year Students of the Faculty of
Vietnamese Studies and HNUE." This study aims to find out the basic problem of
reading comprehension encountered by students. From the result, it shows that the two
most serious problems faced by students are not enough vocabulary and the need to
read again.
34
Another study called “Improve Reading Vocabulary” (Berg, Cressman, Pfanz,
conducted to examine whether the use of games and other methods of learning
reading levels. At the beginning of the sixteen week of study, second through fourth
student is given a Qualitative Reading Inventory ll Test. After that, students are reading
weekly lessons with vocabulary words. During this time, students are exposed to these
vocabulary words at least five times throughout the week including pre-tests and post-
tests. At the end of the study, students are given Qualitative Reading Inventory ll Test
again. The review of vocabulary pre-tests and post-tests exhibits improved knowledge
In order to get the meaning from the text, a strong sense of semantics is
required. That is, the children should understand what words mean before they make an
understanding of the texts. The first empirical study of the relationship between word
knowledge and reading comprehension was published more than 70 years ago (Davis,
1942), and has been replicated in decades of research that continues recognizing
(Thorndike, 1973; Beck, Perfetti, & McKeown, 1982; Carroll, 1993; Torgeson et al.,
1997; de Jong & van der Leij, 2002; Braze, Tabor, Shankweiler, &Mencl, 2007). In a
long-term study of children from kindergarten to second grade, Roth, Speece, and
Cooper (2002) find that vocabulary skills, such as oral definitions and word acquisition,
are the best predictor of reading comprehension development. A similar study of at-risk
35
second graders has revealed that verbal IQ is a significant predictor reading
(Berninger, Abbott, Vermeulen, & Fulton, 2006). Finally, research indicates that
comprehensive research review, National Reading Panel (2000) has determined that
methods. In fact, research practice indicates that the vocabulary is a major contributor
Nowadays, many students face several years of higher education, and great
reading strategies are important (Roe 2014: 88). To read intelligently and accurately
and to understand what is read is essential to all learning. Louise Rosenblatt said that
understanding is the result of a transaction between the reader and the text, and
explains the reading of a text as "an event involving a particular individual and a
social and cultural setting, and as part of an individual's life and group "(1985: 100, at
Lundahl 1998: 194). This quote portrays the full challenge of reading, and it shows the
36
CHAPTER III
METHODOLOGY
This chapter presents the methods that will employ to achieve research
objectives. The chapter describes the method which will use in this research such as
Research Design
This research is a qualitative study using the case study method. The researcher
will use this method to expose the result. Since the aim of this research is to identify and
describe some of the different problems of students when reading a text as well as to
determine their reading level and the techniques that they used to overcome these
difficulties. Bodgan and Taylor in Setiyadi (2006: 219) explains that qualitative research
is a research that demonstrates descriptive data in written or spoken words from people
and their behaviors that can be observed. While, Sturman said that case study is a
research with case study strategy is a study that intends to explore and understand the
subject and phenomenon deeply through verbal description. This study allows the team
Research Locale
Maragondon, Cavite in school year 2018-2019. Bucal National Highschool is one of the
37
top high schools which has high standard of education. It is actively participating in
activities, programs and contests. The respondents will interview on their classrooms
and other facilities. The researchers choose the place because it will give the
researchers the needed information from students. Aside from that, they have a
Subjects/Units of Analysis
BNHS students are physically and mentally active on their performance and
school works. But, just like other students, they encounter some difficulties in analyzing
what they have read that cause them to lose interest in reading. A total of 20 Grade 10
students will join this study. Grade 10 students have extensive knowledge and learning
experience than any other lower grade levels that’s why they are the selected
respondents. The researchers will choose 2 students from each section. The first one is
the top in the class while the other one is the average student. The rationale of choosing
different students is to get their opinion and experiences in reading difficulties they had
encountered. The two students with different IQ level and weaknesses will take a
reading test to examine their reading ability factors in comprehending reading text.
Sampling Procedure
The study will use purposive sampling technique. The researchers will choose
the sample based on who they think would be appropriate for the study. They should
know first the highest and average rank in each section of Grade 10 level. The chosen
students are the respondents in this research. They will be interviewed and take a
reading test to gather the needed data. There will have a follow up questions about
38
students’ experiences on how they comprehend the text. The collected data is needed
Research Instrument/Instrumentation
The instruments that will use by the researchers to conduct this study are
A. Reading Test
The researchers will give reading test to the two selected students to measure their
comprehensibility in reading. There have two reading passages which are written in
English and Filipino. There are 10 item questions by each reading passage. By giving a
reading test, the researcher will find out whether students could respond well or not.
The correct and the wrong answer from students will use as an indicator when students
discover difficulties or not. They will try to figure out whether the students can
Reading test has exercise for speed, comprehension, and development of moral
values from the “Testing Reading Power IV” and “PagsuboksaPagbasa” . Among the
three components, the researchers focus only on comprehension since this study seeks
The researchers will use Philippine Informal Reading Inventory (Phil-IRI) as their
graded passages designed to determine a student’s reading level in oral reading, silent
reading and listening comprehension. These three types of assessments aim to find the
39
the level at which readers function on their own with almost perfect oral reading and
excellent comprehension. Instructional Reading Level is the level at which readers profit
the most from teacher directed instruction in reading. Frustration Reading Level is the
level at which readers find reading materials so difficult that they can’t successfully
respond to them (Flippo, 2014) In computing for the comprehension score, the
100 = % of CR.
The comprehension score is the percentage of items correctly answered over the
total number of items in a passage from reading test. The researchers will identify the
B. Interview
asked to elicit information. The researchers will conduct an interview to the chosen
Grade 10 students and it will help to get more detail information in order to support the
40
Data Gathering Procedures
determine the problem of chosen research topic. Identify the objective of the research.
Formulate research title and conclude the exact population and sample of the research.
The Grade 10 students of Bucal National High School is the population of this research
and the top and average student of every sections are the sample of this research. In
gathering the data, researchers conduct a reading test. They apply the reading test to
cognize the ability of the student in reading comprehension. The selected students will
take the test consists of 10 questions. In order to support the data from the reading test,
researchers conduct an interview. The two selected students per section will interview
by the researcher in order to support the reading test and to gather more information
researchers will interpret and discuss the collected data after they conduct an interviews
and reading test. After that, the findings and conclusions from the gathered data will be
portrayed.
Analytical Framework
The researchers will analyze the data base in the answers of the students
through reading test and interview. Grounded theory will use in this study because it
begin with a question and the data collected will re-review to be grouped into concepts.
gathering and analyzing the data. It has great significance because it provides explicit
and sequential guides for conducting qualitative research. This data will analyze and
41
The researchers will develop categories about reading comprehension that will
be used in interpreting the results. The compare and contrast technique can help to
analyze the data and to determine the possible findings. Having collected all the data
from the reading test and interview, the researchers will review the data. First, the
researchers will evaluate the test result to determine the difficulty of students in
understanding the text, and in what aspects the students face the difficulty. The
researchers will recognize the difficulties of students from the mistakes they made in
answering reading questions. And then from the interview, the researchers will obtain
the details and more in-depth information about the difficulties of the students.
The students' scores from reading test is the basis to analyze the data. The
reading difficulties that can affect the students' reading comprehension will identify and
determine by the right and wrong answers of the students in reading test. While, the
students’ answers in interview will conclude the possible solutions to improve their
42
CHAPTER IV
This chapter discusses the data analysis and findings from reading test and
interview completed from 20 selected Grade 10 students in Bucal National High School.
The results obtained were put through graphical and verbal manner and are discussed
in this part.
60%
50%
40%
30% English
Filipino
20%
10%
0%
Independent Instructional Frustration
Based on the researchers' reading test result, 40% of the Grade 10 students
reached the Independent reading level on the passage written in English language.
While, 25% of the student attained Instructional level and 35% attained Frustration
level.. On the other hand, the reading test that is written in Filipino language got the
25% of the students in Independent level, 55% in Instructional level and 20% in
Frustration level. The figure above shows the comparison of the reading test result of
43
From the given data, the researchers were able to prove that most students can
read with understanding and can analyze the text in a Filipino passage. Instructional
level in Filipino reading test is the highest proportion, it means most students are
capable to understand and analyze Filipino text rather than English. But, the figure also
illustrates that Filipino reading test got the lowest reading level which is Frustration
level. Thus, most of the students also have difficulties in comprehending Filipino text. In
addition, some students have difficulties in understanding text written in English since it
is a foreign language. Unlike, Filipino that is their mother tongue, they can easily
understand and analyze the meaning of the words from the Filipino text. It is related to
that the most of the students are done round the classroom environment because it has
Coming from the answers in interview, 17 students (85%) said that they love to
read stories while 3 students (15%) said that they are not fond of reading. Interviewee
no. 2 answered,
"Nakakabored, di kasiakomahiligmagbasa".
44
Moreover, based on the researchers' observation in students while taking reading
test, some of them read the text again and again in order to analyze the concept of the
reading passage. Thus, students who are capable to read and have interest in reading
can easily analyze the text while the students who aren’t fond of reading are having
60%
50%
40%
30%
20%
10%
0%
Deep Meaning Unfamiliar Words Translation
From the interview, students use dictionary in order to help them in their studies.
It helps them to easily understand the real essence of the given words. 14 students
(70%) said that they always use dictionary for their studies and 6 students (30%) said
that they often use dictionary, only when it is needed. Figure 3 represents the words
that the respondents were seeking while they're experiencing difficulties in analyzing
text. In dictionary, spelling, pronunciation, definition and sentence are provided. 50% of
the respondents answer that they're looking for those unfamiliar words they had been
encountered in different aspects of reading, while 45% of the respondents said that
they're usually look for the words that contains deep meaning that refuse them to hardly
45
understand the thought of the word. The left 5%said that he use dictionary to translate
In any case, 13 students (65%) answer that dictionary helps them to find the
meaning of the given word. 4 students (20%) said that it helps them to enhance their
vocabulary skills while searching in dictionary. 2 students (10%) said that it help them to
translate word in different languages, only 1 student (5%) answer that he is searching
for the synonyms of the given words by the help of dictionary. The researchers find out
that most of the students use dictionary to search for the meaning of the word and it's
leading them to simply analyze texts. To conclude, dictionary has a big role in helping
unfamiliar words in order to fully comprehend the concept of a text. This result agrees to
concludes that lack of vocabulary is one of the major factors that caused problems in
comprehending text.
60%
50%
40%
30%
20%
10%
0%
Book Wattpad Magazine Newspaper
46
Students use reading materials as their source of information and encode in
knowledge. From Figure 4, 55% of the students use book, 30% for Wattpad, 10% for
magazine and 5% for newspaper as the reading materials they usually use.
Thus, it means most students are capable to read with understanding and
analyze the concept of text by using different reading materials. 14 students (70%) said
that they enhance their reading skills and 6 students (30%) improve their vocabulary
As interviewees said
So, most students prefer to use book as an effective reading material since it
contains the information and reading passage that can improve their learning and
reading skills. By improving vocabulary skills, readers can determine the meaning of the
word while readers with reading skills can analyze the whole concept of a text. It means
readers can't have reading skills if they lack in enhancing their vocabulary skills. They
are both essential skills that should a reader have, whereas it can lead to reading
comprehension.
47
40%
35%
30%
25%
20%
15%
10%
5%
0%
A B C D
more common although the lowercase form is rapidly gaining more widespread use
around the word. Students use internet and applications almost every day. Figure 5
shows the advantages of application and internet in analyzing text. It presents that 35%
of the students gain knowledge and get deeper understanding from reading by the use
of applications and internet. While, 30% of the students said that internet can help on
their projects and 20% of the students make their task easier using applications in
internet.
48
On the other hand, 15% of the students said that those materials help them in
In addition, 12 students (60%) said that the reason of their internet usage is their
projects and assignments. In today's time, the projects of the students were high tech
and the students need to provide project while using internet. Then the 40% of the
students said that they use internet for entertainment or it serve as their hobby. To
conclude, Grade 10 students were using internet due to their projects that were given to
them by their teachers. Applications and internet help students for educational purposes
analyzing text.
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Reviewer Required
Students write lectures about their topic. Based on the Figure 6, 90% of the
students write lectures because it serve as their reviewer while 10% of the students
49
As Interviewee no. 9 said
"I take down notes in order to remember the lesson that we are currently
discussing".
Thus, most of the students want to write lectures in able to read it again or to
remember the topic and be prepared for their exam but some students write lectures
because they need to. By writing, students can read the information and gain more
knowledge about it. Reading is the foundation of all learning but people can't read if they
can't write. Therefore, most students can learn their lessons by writing their lectures in
order to remember the topic. Practice in writing helps students building their reading
skills since students easily remember their lesson if they write it on their notebooks.
70%
60%
50%
40%
30%
20%
10%
0%
Dictionary Search Asking
50
Figure 7 shows the techniques of students when they encountered reading
difficulties. In order to analyze the text, 60% of students ask their teachers and
classmates to determine the meaning of the word, while both 20% of the students use
Coming from the given data, most students ask for help in analyzing text if they
encounter reading difficulties. In this way, they can easily understand how to overcome
those reading problems. This means most students prefer to work with others and ask
other people's opinion about the things they are curious about. On the other hand, some
51
CHAPTER V
recommendations based on data analyzed in the previous chapter. The conclusion were
based on the purpose, research questions and results of the study. The implications of
This research study was done to determine the reading competencies of the
Grade 10 students of Bucal National High School. From the study, the researchers were
able to determine the reading ability and reading difficulties of the students regarding in
Based on the reading test result of the students, researchers were able to prove
that most students can read with understanding and can analyze the text in a Filipino
passage rather than in English passage. 55% of the students got the Instructional level
which is the highest proportion and 20% got the Frustration level in Filipino reading test.
Coming from the answers in interview, 85% of students said that they love to
read stories while 15% said that they are not fond of reading. Based on the observation
in students while taking reading test, some of them read the text again and again to
52
On the other hand, students use dictionary in order to help them in their studies.
50% of the students said that they're looking for unfamiliar words, 45% look for deep
meaning and 5% look for the translation. It means dictionary helps them to enhance
Students use reading materials as their source of information that are essential in
their studies. 55% of the students use book, 30% for Wattpad, 10% for magazine and
5% for newspaper as the reading materials they usually use. Thus, most students are
capable to read with understanding and analyze the concept of text by using different
reading materials such as book, magazine, and other applications in internet. Since,
students use internet and apps almost every day, they are able to use it as reading
materials. 35% of the students said that they gain knowledge and get deeper
understanding from reading, 30% said that internet can help them in making their
projects and assignments, 20% said that they make their task easier and 15% said that
those materials help them in translating words. So, most of the students use application
Moreover, students write lectures about their topic. 90% of the students write
lectures because it serve as their reviewer while 10% said that it is required to do as a
requirement in their subjects. Thus, most of the students want to write lectures in able to
read it again for preparation on their exam but some students write lectures because
in order to cope up these problems. In order to analyze the text, 60% of the students
53
ask their teachers and classmates to determine the meaning of the word, while both
20% of the students use dictionary and search on internet in able to understand the
concept of a text.
Conclusions
Based on the results of the data analysis and discussion in the previous chapter,
1. Most students attained Instructional level and Frustration level in reading test. Thus,
students can easily analyze Filipino passage but they also experience sme reading
Students who are capable to read and have interest in reading can easily
analyze the text while the students whosenot fond of reading are having difficulties in
comprehending text.
Most of the students can read with understanding in Filipino text since it is their
Mother tongue but also most of the students are having difficulties in comprehending
Filipino text.
2. Too long text or passage can made students bored, that's why they're having
difficulties in analyzing concept of text. It is also the reason why they read it again and
again.
It is not easy for the students to find certain word meaning from the text. Most of
the problems faced by students are the lack of vocabulary that makes them not familiar
54
Language can also affects student's reading difficulties since the comparison of
two reading test results written in English and Filipino have a large differences.
3. Dictionary has a big role in helping students in analyzing text. It helps students in
contains the information and reading passage that can improve their learning and
reading skills.
4. Reading is the foundation of all learning but people can't read if they can't write.
Therefore, most students can easily learn their lessons in writing their lectures in order
to remember the topic and it also serves as reviewer for their exam.
Writing plays an important role for students who are in the process of learning
5. Most students prefer to work with others and ask other people about the things they
are curious about, but some students prefer to work with themselves to solve their own
problem.
The student's efforts to solve the reading difficulties were by checking the words
55
Recommendations
After having summary of the findings and conclusion of the results, the
1. The school should implement a reading program every month to enhance the
2. The teachers should teach students at least one vocabulary word everyday to help
3. The students should read educational books to gain more knowledge and for them
4. The further researchers should investigate other problems and factors affecting
students' reading difficulties to help them in making their reading strategies to cope
up those problems.
56
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60
APPENDIX 1
61
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Cavite
BUCAL NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
Bucal 2, Maragondon, Cavite
Legacy of Love
No one remembers Linda ever seeming unhappy. Huddled around her are her
ten children and husband, Ernesto. There was not much in the house, at least in
material things, but love was everywhere.
The family’s happiness was deeply rooted in Linda’s optimism and commitment
to seeing her children prosper. She had huddled her children that day, but it was a sad
moment after the doctor broke the news that she would die in two months of cancer
which has ravaged her body. Their youngest child was barely a year old; the eldest
twelve and there were eight others. Dilemma faced the couple, especially Linda who
always thought of how to ensure the best future of their children.
There were two options like taking them to relatives, placing them in foster
homes and orphanages to help them find new homes and new identities, and stopping
their schooling. But all of these ideas were discarded because of complicated
circumstances. Linda was more determined to leave her children a more secure future
than that.
Finally, the couple made affirm and bold decision. They would find loving and
secure homes for their children. However, certain standards would have to be met: the
prospective parents must promise due to educate the child, provide religious training,
and help keep the children in touch with one another.
Linda told her children that she was dying and that she and their father who
was also ailing with severe arthritis couldn’t take care of them and that they would get
new parents to look after them. It was the hardest decision one ever made, especially
by parents.
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The baby was the first to go, followed by nine others. It was with mixed feelings
that the couple watched their children apart.
This time, Linda’s cancer caused many complications. But no one ever heard
her complain. She had faith that everything would turn out for the best.
As death was nearing, she made a last request to see her children living near
their home. Against the doctor’s advice he made her journey, but it was too much for
her and the trips took their toll. Her legs were paralyzed, but she told her husband, “I
feel at peace now.” After a week, she died with all the family pictures cradled in her
arms.
Linda’s faith that she had done her best was well founded. Everyone of the
children prospered. The children spoke of a common feeling of gratitude and joy as they
recollected their early days and the courageous act of their parents. They believe that a
decision other than the one made would have sharply decreased their chance of having
happy, steady lives
The eldest child said, “There is nothing more important to a child than growing
up in a loving family.” Because of Linda’s love and wisdom, her children have grown up
to be happy, independent, and resourceful. They have become successful in their
chosen fields of endeavor.
Direction: Fill in the blank of each sentence with the letter of the correct answer.
____1. Linda’s home was wanting in material things but was beaming all over with
a. Discussions c. music
b. Love d. worries
a. Happy c. sick
b. Unhappy d. worried
a. Cancer b. Pleurisy
b. Hepatitis d. pancreatitis
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_____5. She had always thought of how
_____6. The couple’s decision to find secure homes for their children would materialize
on
a. 3 conditions
b. 2 conditions
c. 4 conditions
d. 5 conditions
_____7. The announcement on the papers for possible adoption for the children
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BATAAN
Source: PagsuboksaPagbasa
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Noon lamangnalaman ng mgabihag ang gagawin sakanila.
Karamihannama’ytumalaga na sakanilangkapalaran. Maraminghumiling ng sigarilyo.
Ang iba’yhumingi ng inuminngunit walang naibigaysakanila.
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Panuto: Isulat ang titik ng wastong sagot sabawattanong.
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_____8.Anokayangdamdamin ang madarama ng sinumangmakababasanito?
a. Galit samgaAmerikano
b. Galit samgaHapones
c. Galit samgaPilipinongsundalo
d. Galit samgagerilya
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APPENDIX 2
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Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Cavite
BUCAL NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
Bucal 2, Maragondon, Cavite
HIGHSCHOOL
INTERVIEW QUESTIONNAIRE
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APPENDIX 3
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APPENDIX 4
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BIOGRAPHICAL STATEMENT
James V. Aguilar
James Vergara Aguilar was born in Ternate, Cavite on January 02, 2002, He
finished his Junior High School education at Bucal National High School in Bucal,
Byron V. Pega
Byron born in TreceMartires Hospital on August 08, 2002. He finished elementary with
finished his Junior High School at Bucal National High School in Bucal 2, Maragondon
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Cavite and received With Honors in their class. He is presently a Grade 11 Senior
High School Student at Bucal National High School studying a Humanities and Social
Sciences.
Catherine Dimaisip
Grade 11 Senior High School students at BNHS studying a Humanities and Social
Sciences.
Ricajay T. Gloriani
Cavite in 2014. She studied junior high school at Bucal National High School in Bucal 2,
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Nicole M. Hernandez
Nicole Medina Hernandez was born in Bancaan, Naic, Cavite on August 31,
2001. She took her elementary education in Bancaan Elementary School at Bancaan,
Naic, Cavite in 2014. She studied high school at Bucal National High School in Bucal 2,
Maragondon, Cavite. She is a consistent honor student and won the TagisTalino in the
2015. She started to join competitions when she was Grade 8 and also she got the 14th
place in the TagisTalino 25th Annual National Convention and 4th National Seminar
Workshop on E.S.P. She is also one of the Manny Villar Excellence Awardee last 2018
Club and presented a research for exhibition during RACE (Research Advocacy for
Community Empowerment) that initiated by Ascendens Asia. This year, she is one of
the contributors of article in their campus journalism, The Bucalean. She is currently
Grade 11 HUMSS student at Bucal National High School and planning to take the
Psychology field for this upcoming Grade 12 since she is a big fan of science of
deduction.
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Angela Nicole S. Pinlac
Angela Nicole de los Santos Pinlac was born in Villa Apolonia Naic Cavite on
July 29, 2002. She graduated in Pinagsanhan Elementary School in the year of 2013
and receive an award on Basic Encoding. She also participate in Journalism for Division
Level. She attended her High School in Bucal National High School with an
achievement of with honors in the year of 2018 and now she’s recently took Humanities
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