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INTRODUCTION

This chapter is about the initial information of the researcher about the common

reading problems that the students encounter while reading text. It is also indicated in this

chapter the statements of the problem, purpose, frameworks used, significance and the

scope and delimitations that will be used in conducting the research study.

In addition, this chapter also contains the background information or history of the

problem, current information surrounding the issue and previous studies on the issue.

Background of the Study

Reading Comprehension according to Rayner, Foorman, Perfitti, Pesetsky, &

Seidenberg (2001) is the level of understanding of a text or message. This understanding

occurs from the interaction or direct involvement between the words that are written and

how they trigger and stimulate knowledge outside the text or message.

Research on strategy use and reading success or failure using think-aloud

techniques among nonnative readers was perhaps first conducted by Hosenfeld in 1977 (as

cited in Cohen, 1994, p.123) whose exploratory study along with those of Anderson (1992),

Barnett (1988), Block (1986 ,1992), Carrell (1985 , 1987) ; Devine (1984) ; Jimenez

(1992), Jimenez, Garcia, & Pearson (1996), Pritchard (1990), and Sarig (1987) has

demonstrated the complex and highly individual nature of the reading process. There is

now a recognition of taxonomies of reading strategies based on implicit and explicit

reading models, schemata, reader’s interaction with different kinds of texts, and interaction

of language background and reading performance. Likewise, student research has

recognized the important role of processing strategies in reading comprehension and has,
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thus, explored nonnative readers’ strategy use and comprehension as evidenced in

dissertations completed in recent years (Chin, 1996; Feng, 1995; Jimenez, 1992; Jung,

1992; Li, 1992; Monteiro, 1992; Ono, 1992; Park, 1994; Pinkerd, 1995; Rafter, 1996;

Zhang, 1994).

Reading Comprehension is stated and described as a complex process that requires

different building-block skills (Basaraba, 2013). Reading is a skill that can be strengthened

and improved through more reading practice. Pressley (2003), as cited by Pardo (2004),

stated that increasing vocabulary, extensive reading and critical reading are some of the

practices can be used to strengthen and refine the person’s ability to comprehend any text.

However, reading comprehension fails for a number of reasons.

Further, reading has many benefits that continue to enhance our lives in terms of

mentally, spiritually and socially. It is undeniable that when one develops the habit of

reading, he becomes more confident and self-assured in his abilities to comprehend and

understand all types of information. Indeed, the regular routine of reading has positively

changed the course of many people’s lives.

Truly, reading is the cornerstone of an effective education. Without this skill,

people are limited to many important life activities. We cannot understand the contents of

a newspaper, read directions of a new recipe, enjoy a favorite novel, read prescriptions

bottles of medication or follow simple warning signs on the streets. Thus, if one cannot

read, all things seem impossible for him to reach.

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Statement of the Problem

This study evaluates and determine the common problems that the students

encounter in reading texts.

Specifically, the researcher aims to address the following research questions:

1. What are the problems that the students encounter in reading texts?

1.1 Does the reading comprehension have an impact to the learning of the students

in school?

1.2 Do the students worry or bother when they cannot understand a certain

statement or sentence?

2. What are the factors that can influence the reading comprehension?

2.1 What does limited vocabulary knowledge can affect the reading

comprehension?

2.2 How does stock knowledge contributes to the effectiveness of reading a text?

Purpose of the Study

The purpose of the study is to determine the particular problems that the student

encounter in reading texts based on the perspectives of the students and as well as their

comprehension skills that could influence their learning in school. It also aims to help the

students develop their skills, knowledge and capabilities when it comes to reading and

analyzing the texts.

This study will contribute solutions and recommendations that will help the

students to cope up with their problems in reading.

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Significance of the Study

This research aims to benefit not only small individuals but also large groups of

people. The data that will soon be gathered will contribute to the body of literature

regarding classroom environments’ effect to learning, this will help and benefit the

following

1. Students. This study can enlighten the students mind on how unfavorable classroom

environments can affect them as well as their performance in school. As per the information

that we can gather, students can use it for the betterment of themselves.

2. Teachers. This study will be a great help for the teachers so that they may be able to

cater to the needs of their students. Coping with their students can result to harmonious

student-teacher relationship during classes.

3. Future researchers. This study can be a basis for future researchers who wish to explore

the same topic.

Scope and Delimitations

The study’s scope will be about how the students deal with their reading problems.

The respondents are composed of 5 individuals; five grade 11 students of cluster 5, that

have an experience and encountered difficulties in reading.

The respondents will be asked about their experiences and observations about the

common problems that the students encounter while reading.

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Theoretical Framework

The study based its framework on the theories of the nature of reading

comprehensions. The schema theory that describes how readers use their prior knowledge

to make sense of the new information (Leslie and Caldwell 2001). Old and young readers

alike learn best when they build on what they already know and the more prior knowledge

they have, the better they can recall and remember (Leslie and Caldwell 2001).

Schemata is seen as interlocking mental structures representing reader’s

knowledge. When readers process text they integrate the new information from the text

into their pre-existing schemata. More than that, their schemata influence how they

recognize information as well as how they store it.

Another theory that supports this study was the “Interactive Model of Reading”

Rhumelhart (1977, 1944) which talks about the underlying nature of the reading process

that is derived first from ‘Rumelhart’s interactive model’ wherein according to him

“reading is at once a ‘perceptual’ which mean that the capability of a person to understand

new information is based on how he perceive or view the text.

The Rumelharts theory may lead to misunderstanding of the text and also a

‘cognitive process” wherein if the person lacks vocabulary and prior knowledge about that

new information he/she may not fully analyze the meaning of the new information. He

emphasized that many different sources such as feature extraction, lexical knowledge, and

semantic knowledge have an influence on the reader’s interpretation of the text.

Rumelhart’s interactive models emphasize the importance of prior to provide the reader

with non-visual information in the text.

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In conclusion, schema theory represents how the person’s uses their stock

knowledge for them to be able to understand a certain sentences in a text, and the other

theory that supports our study was the interactive model of reading a person understand a

text based on how it perceive or view the words or sentences. These theories are formulated

to explain, predict and understand why the students encounter difficulties in reading and

also to challenge and extend the existing knowledge.

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Conceptual Framework

The conceptual framework shows the organized ideas of the step by step process to

achieve the research purpose.

The Common Problems that the Students Encounter in Reading Texts

Limited vocabulary knowledge and poor

Reading Comprehension

Existence in the School

Outcome on the Students

Interview Questions

Based on the
theory
Schema Theory
Interactive Model
of Reading
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Definition of Terms

Advisory Committee - a group of people who bring unique knowledge and skills which

augment the knowledge and skills of the formal board of directors in order to more

effectively guide the organization.

Analyzing - examining a problem or critically thinking the meaning of the reading text.

Comprehending - understanding the meaning of the reading text.

Deceptive – intended to make someone believe something that is not true.

Deciphering – to find the meaning of something that is difficult to read or understand.

Delimitations – it’s a boundary or limitations of the topics that our research will dive into.

Dispatched – it is how the researchers deal with the respondents and to their class

facilitators.

Dissertation – a long piece of writing about a particular subject that is done to earn an

advanced degree at a university.

Ethical Consideration - This help to determine the difference between acceptable and

unacceptable behaviors.

Formulate - develop something new or make.

Framework – the framework shows the structure and the concept of the research.

Implicit – it is not expressly stated, but the reader understands it anyway through other

clues in the text.

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Intelligible - able to be understood, metacognition - awareness or analysis of one's own

learning or thinking processes.

Interactive - allowing or relating the new information.

Irrelevant questions – this is not connected topic should be not ask to the respondents for

it might lead to offense the respondents.

Nonnative – not born or raised in the place where a particular language is spoken.

Open-ended question - cannot be answered by yes or no.

Perception - the ability to interpret or understand the information that affects how we

interact with the world.

Phenomenological - denoting or relating to an approach that concentrates on the study of

consciousness and the objects of direct experience.

Prior – it’s a previous knowledge of the readers.

Rationalization – to think about or describe something (such as bad behavior) in a way

that explains it and makes it seem proper, more attractive, etc.

Schemata – a diagrammatic presentation, a structured framework or plan, patterns which

represent the way experience and knowledge are organized in the mind.

Scope – the extent of the area or subject matter that our research will tackle.

Significance – the quality or importance of the study.

Strategy – a plan of action or policy to achieve your goal.

Taxonomy – is classification of reading strategies.

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Theory – a well-substantiated explanation of an aspect of the natural world that can

incorporate laws, hypotheses and facts.