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IMPROVING THE COMPREHENSION SKILLS IN ALL PUPILS OF THE

GRADE 3 CLASS OF MAPULOG ELEMENTARY SCHOOL THROUGH


CONTEXT CLUES AND VOCABULARY ENHANCEMENT

An
Action Research Proposal
Presented to the
Division Research Committee
Division of Misamis Oriental

JUDITH B. SACABIN
Teacher I/ Proponent
Mapulog Elementary School
Naawan District

SEPTEMBER 20, 2017


ANNEX 1. Action Research Proposal Application Form and Endorsement from the
Immediate Supervisor

A. RESEARCH INFORMATION
RESEARCH TITLE:
IMPROVING THE COMPREHENSION SKILLS IN ALL PUPILS
OF THE GRADE 3 CLASS OF MAPULOG ELEMENTARY SCHOOL
THROUGH CONTEXT CLUE AND VOCABULARY ENHANCEMENT

SHORT DESCRIPTION OF THE RESEARCH


This study will focus on the improvement of the comprehension skills in all
pupils of the Grade 3 class of Mapulog Elementary School through context clues and
vocabulary enhancement.
RESEARCH CATEGORY RESEARCH AGENDA CATEGORY
National (check only one main research theme)
Region
Division Teaching and Learning
District Child Protection
School Human Resource Development
Governance

(check only one) (check up to one cross-cutting theme, if


Action Research applicable)
Basic Research DRRM
Gender and Development
Inclusive Education
Others, please specify

SOURCE OF FUNDS AMOUNT


B. PROPONENT INFORMATION
LAST NAME: MIDDLE NAME: FIRST NAME:
SACABIN BAHIAN JUDITH

BIRTHDATE: SEX: POSITION/ DESIGNATION


05/24/1969 FEMALE TEACHER I

REGION/DIVISION/DITRICT/SCHOOL (whichever is applicable)


MAPULOG ELEMENTARY SCHOOL

CONTACT NUMBER 1 CONTACT NUMBER 2 EMAIL ADDRESS


09057390839 judithsacabin@gmail.com

EDUCATIONAL TITLE OF THE THESIS/RELATED RESEARCH


ATTAINMENT PROJECT
BEED

IMMEDIATE SUPERVISOR CONFORME


I hereby endorse the attached research proposal, I certify that the proponent has
the capacity to implement a research study without compromising her office functions.

SANDRA G. CAUDOR
Head Teacher III
September 19, 2017

NILDA M. MEJOS, Ed. D


Naawan Public Schools Distrcit Supervisor
September 19, 2017

CHERRY MAE L. LIMBACO, Ph.D.,CESO V


Schools Division Superintendent Misamis Oriental
Date: ____________
ANNEX 2. ACTION RESEARCH PROPOSAL REQUIREMENTS

I CONTEXT AND RATIONALE

II ACTION RESEARCH QUESTIONS

PROPOSED INNOVATIONS, INTERVENTION AND


III
STRATEGY

IV ACTION RESEARCH METHODS

A. Participants and/or other sources of Data and


Information

B. Data Gathering Methods

C. Data Analysis Plan

V ACTION RESEARCH PLAN AND TIMELINES

VI COST ESTIMATES

VII PLANS FOR DISSEMINATION AND UTILIZATION

VIII REFERENCES

IX APPENDICES
I. CONTEXT AND RATIONALE

Reading comprehension is an essential skill for learners of English. For

most of learners it is the most important skill to master in order to ensure success in

learning. With strengthened reading skills, learners of English tend to make greater

progress in other areas of language learning. Reading should be an active, fluent process

that involves the reader and the reading material in building meaning.

Teaching students how to utilize the skills and knowledge they bring from their first

language, develop vocabulary skills, improve reading comprehension and rate, and

monitor students improvement are just some of the elements that teachers must consider

in preparing for an English language reading class. Learning to read in a second or

foreign language is a process that involves learning skills, learning new vocabulary and

patterns, and cultivating the ability to transfer skills from the classroom to the real world,

where English may be used. (Simpson and Rush, 2003)

When a pupil reads ,he does not have to read the whole book to get the

meaning of the printed materials. He must also focus on reading for understanding, not on

individual words. He reads in order to understand because reading is should be paired

with understanding.Authorities agree that comprehension ability is basic to all reading .

they consider that the heart of reading is synonymous to comprehension. It is not enough

that a reader should be able to pronounce the words correctly. The pronunciation of the

words without understanding their meaning is not true reading and the development of

reading comprehension therefore,is fundamental in all reading instruction.However,

reading specialist believed that a reader can read and comprehend the selection if he can

pick out or infer the main the main idea, note supporting details ,arrange incidents in
proper sequence, see cause and effect relationships, predict outcomes and draw

conclusions in given events.

Context clues can significantly increase reading comprehension (Eileen

Bailey,2017) . When you encounter a word you don't know as you are reading, you can

choose to look It up in a dictionary, ignore it or use the surrounding words to help you

determine what the word means. Using the words around it is using contextual clues.

Even if you can't figure out the exact definition, phrases and words should be able to help

you make a guess about the word's meaning.

The researcher is motivated to undertake this action research to test the

respondents reading ability and further discover the reason why they find it hard to read

with comprehension. However, when these clues are present, equipping students with the

tools to use them productively positions them well to further their reading

comprehension.

II. ACTION RESEARCH QUESTIONS

The development of the pupils reading comprehension takes more time and

skills to develop in achieving the goal of improving comprehension skills through

context clues. This study there are relevant questions to be asked.The researcher hopes to

answer the following questions:

1.What are the advantages of improving comprehension skills using context clues?
2. What are the disadvantages of improving comprehension skills using context clues?
3.How to improve comprehension skills using context clues?
4.. How rich are the vocabularies of the pupils in terms of:
4.1 synonyms and
4.2 antonyms?
III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY
To help pupils learn to use contextual clues to learn new vocabulary words,teach

them specific strategies such as,using textbook or printed worksheets,write down several

new vocabulary words on the board.If using a textbook,write down the page and

paragraph where the words is.Conduct remedial classes for reading activities such as oral

reading ,reading of selections/passages or poems, unlocking of difficulties and sighting

motive questions before reading ,comprehension check and infusion of values and retell

stories to develop understanding and comprehension. Prepared reading materials like

Developing Reading Power ( DRP ) in English , conduct daily reading activities during

remedial period in the morning or in the afternoon.Then a follow up questions related to

what they have read ,to ensure if they fully understand. Providing word for the day to be

defined and used in a sentence,unlocking of difficulties in reading selections,using

antonyms and synonyms in oral and written communication , active participation in

dialogue,skits, dramatization, discussions and other oral performing activities.

Undertaking oral and silent reading, individually or by group during English class or in

free time. Knowledge on using audio visual ( TV) ,word drill for vocabulary

enhancement, encyclopedia, dictionary, thesaurus and the like may enable them to

acquire plentiful vocabularies that may later become common to them as they encounter

them in the teachers daily lessons .It is also helpful to provide students with frequent

reminders and examples of the different types of context clues. Pupils can also keep

examples in their reading or writing portfolios.

IV. ACTION RESEARCH METHODS


This part discusses the research methods that will be employed to describe the
participants of the study and other sources of information relevant to the focused topic. It
will also describe how the data and information will be gathered and to come up with a
good data analysis plan.

A. Participants and/or Other Sources of Data and Information


The participants of this study will limit only to the Grade 3 learners of Mapulog
Elementary School SY 2017-2018. Nine (9 ) boys and nine (9 ) girls ,
out of eighteen(18) pupils in Grade 3 class.

B. Data Gathering Methods


The tools for data and information gathering are essential for the success of this
study. During the implementation of this study,the researcher conducted
PHIL-IRI ,as instrument to test the reading comprehension skill of the pupils.Each pupil
will be given passage/selection and asked them to answer at the end of the selection or
story.To test their vocabulary skills,pupils will match items, answer the meaning of the
unfamiliar words using synonyms or antonyms and examine context clues within
provided sentences.
C. Data Analysis Plan
After all the needed data and information will be gathered, with the use of several
methods that will be employed this study, a plan will be appropriately designed to
analyse all the details.
The monitoring charts of the learners comprehension and vocabulary skills will be
tabulated.A frequency and percentage tools will be designed to establish quantitative
data.
A short interview will also be done to the pupils to determine their difficulties in reading
comprehension.
The response of the short interviews conducted will be tabulated in narrative form
to analyse the feelings and emotions of participants regarding the study.

V. ACTION RESEACH PLAN AND TIMELINES


Before the proper conduct of this action research a plan and timelines will
designed as guide to smoothly implement the study.
The table illustrates the action research plan and timelines.
PERSONS
ACTIVITIES OBJECTIVE TIMELINE
INVOLVED
Gathering data Establish baseline of the study School Head First week of
Teacher August
Conceptualizing The Create concept that will be the School Head First week of
Study roadmap of the study. Teacher August

Formulating Title Finalize the focus problem of School Head First week of
the study Teacher August

Proposing the study Present the study to the school School Head Second week
head for suggestions and Teacher of August
approval.

Implementing the study Improving the comprehension School Head Third week of
and vocabulary skills of the Teacher August to
pupils third week of
October
Gathering of data Analyze the result of the study School Head Fourth week
Teacher of October

Establishing Conclusion Determine the performance of School Head First week of


and Result the pupils Teacher November

Completion of the study To establish the result and will School Head Second week
do further intervention if Teacher of November
necessary.

VI. COST ESTIMATES


This study will only spend minimal expenses such as one ream of bond paper
which will be taken as teachers allocation from MOOE. Expenses for printing will be
shouldered by the researcher personally.
VII. PLANS FOR DESSIMINATION AND UTILIZATION
The dissemination and utilization of the study will be applied upon the approval
of this proposal.

VIII. REFERENCES

http://www.wikihow.com/Understand-a-Word-Without-Using-a-Dictionary

https://www.edhelper.com/language/Context_Clues.htm

http://www.Idonline.org/article/61511

http:www.thoughtco.com/reading-omprehension-to-student-with-dyslexia-
31104336
improving vocabulary through contextual cluesThe meaning of contextual clues
A wide vocabulary is a key to good reading comprehension. There are number
of techniques to widen one s vocabulary, but the best among them is the use of
contextual clues.
Contextual clues
are words or phrases in the text acting as clues to the meaning of a difficultterm in the
selection. This vocabulary-building strategy involves the whole text plus thepersonal
experiences of the reader.
Kinds of contextual clues1.

S
ense of the sentence
The sense of the sentence clue involves the whole sentence. The reader has toget the
general sense or meaning of the sentence to get some ideas about oneunfamiliar term
used in the sentence. The question plus the answer must havesome connection with the
unfamiliar term.Ex.a.

You can not easily change the stand of an obdurate person.Question: What can you say
about a person who does not welcome change?Answer: He is not flexibleObdurate means
not flexible.b.

The strong wind will make your hair appear scraggly.Question: What becomes of
hair that is not combed?Answer: It is not orderly. It is untidy, or disheveled.Scraggly
means irregular, unkept, disorderly, untidy.
2
.

Use of synonym
Synonyms are words that have the same or nearly the same meaning. If the text uses
aword that is synonymous to a different term in the text, that synonym can be used bythe
reader as his guide in getting the meaning of the difficult word. The presence of
thesynonym in the sentence is signaled by a comma, dash, parentheses, a link or a series
of synonymous terms, or a restatement of the difficult term in more familiar words in
aphrase, or another sentence.There are several ways of recognizing synonyms in
a sentence. These are:a.

By commas to separate the appositive from the other words in the sentence.
y

The Volvo, a car, costs a million pesos