LEVEL OF READING COMPREHENSION OF GRADE STUDENTS

TOWARDS ENGLISH NARRATIVE TEXT S.Y 2019-2020

________________________________________________

A QUANTITATIVE RESEARCH PRESENTED TO THE FACULTY OF

TOMINAMOS INTEGRATED SCHOOL IN PARTIAL FULFILLMENT

OF THE REQUIREMENTS IN INQUIRY, INVESTIGATION,

AND IMMERSION (3 I’S)

_____________________________________

RESEARCHERS:

DAGAMI, JOHN GABRIEL

ESPINO, ANGELICA

GAHATOR, JOHN KYLE

LABRAGUE, CRISTIANIA JADE

LABUTAP, CYRIL ANN

LIMPIN, JEHANNE

MALIBAGO, LOREN

PACANTARRA, GLAIDEL

SALICSIC, GICELLE

VARGAS, CHERYLYN

VIÑAS, GEORGE

MARCH 2020
 TABLE OF CONTENTS

CONTENTS:

PAGES

APPROVAL SHEET…………………………………....................................I

LETTER OF PERMISSION………….………………………………………..

…….II

ACKNOWLEDGEMENT……………………………….....................…………

III

ABSTRACT……………………………………………………………………….

…….IV

CHAPTER I: INTRODUCTI0ON

BACKGROUND OF THE STUDY...............................................

STATEMENT OF THE PROBLEM………………………………………......

OBJECTIVES OF THE STUDY………………………………………………..

SIGNIFICANCE OF THE STUDY………………………………………………..

SCOPE AND DELIMITATION………………………………………………..

DEFINITION OF TERMS……………………………………………………..

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

 REVIEW OF RELATED LITERATURE………………………………………..

REVIEW OF RELATED STUDIES……………………………………………..

CHAPTER III: METHODOLOGY

RESEARCH DESIGN……………………………………………………….

RESEARCH LOCALE………………………………………………………...

RESEARCH RESPONDENTS……………………………………………….

RESEARCH INSTRUMENTS……………………………………………….

DATA GATHERING PROCEDURE………………………………………….

CONCEPTUAL FRAMEWORK……………………………………………...

STATISTICAL TREATMENT OF DATA……………………………………...

HYPOTHESIS…………………………………………………………...
 CHAPTER I

INTRODUCTION

BACKGROUD OF THE STUDY

“A passage is not meant to be read word to word. There is a great

lack of comprehension on the part of some readers.” A quote form Naguib

Mafouz means poor readers who stumble along from word to word

actually tend to have lower comprehension because their mind is pre-

occupied with recognizing the letters and their arrangement in each word.

That is a main reason they can’t remember what they read.

Reading comprehension is a cognitive process that requires myriad

skills and strategies. Numerous programs are designed to improve reading

comprehension: summer reading, reading to succeed, student book clubs

and battle of the books. However, according to the U.S. Department of

Education, millions of students’ progress each year without the necessary

reading skills.

(Logsdon, 2019), a written article medically reviewed by Steven

Gans, MD, a learning disability in reading comprehension affects the

learners ability to understand the meaning of words and passages.

Students with this issue may also struggle with basic reading skills such as

decoding words, but comprehension is the greatest weakness. Some

students with a learning disability in reading comprehension can read

aloud with little or no difficulty pronouncing words, but they do not

understanding or remember what they’ve read. When reading aloud, their

words and phrases are often read with no feeling, no change in tone, no

logical phrasing, and no rhythm or pace. Their reading abilities may seem

fine, but they may understand very little of what they just read.

So simply, the goal of the research is to measure the level of

reading comprehension towards English narrative text and to form a

recommendation to the administration to have an effective training skills

that can help a students enhance their comprehension ability. According

to the Program for the International Students Assessment (PISA) 2018, a

worldwide study that examines knowledge in reading, out of 79

participating countries, the Philippines got the lowest 2 nd ranking in

reading comprehension.
STATEMENT OF THE PROBLEM

This study which was conducted during the School Year 2019-2020

aimed to reveal of reading comprehension in English of the Grade 11

Students in Tominamos Integrated School specifically, it found answer to

the following questions:

1. What is the Level of Reading Comprehension in English

Narrative Text of Students?

OBJECTIVES OF THE STUDY

The objective of this study is to determine the following:

1. To determine the Level of Reading Comprehension of Grade 10

Students towards English Narrative Text.

2. Measure the ability of Comprehension to the Grade 10 Students

towards English Narrative Text.

 3. To correlate the possible relationship between student’s

comprehension and their age.

SIGNIFICANCE OF THE STUDY

This study will serve to enlighten the educational constituency in

Tominamos Integrated School by way of providing information on

students’ Level of reading Comprehension and its possible relationship

with the students’ age.

Institutional Supervisors: Findings of their study will provide

useful data for addressing problem with regard to Reading

Comprehension.

School Administrators: The findings of their study could serve as

an overcome towards establishing a school that will encourage students to

learn more of the language.

Teacher Implementers: As front liners in the Schools’

Educational activities they will gain insight into the status of their
students’ level of reading comprehension, derive a concrete basis for

redirecting their efforts towards reading competency.

Teacher Educators: Findings of their investigation will provide an

information base for Teacher-Educators in providing the development or

redirecting the training of future teacher.

Language Learners: The result of their study may be used to

address reading comprehension problems which in turn, will trickle down

to students’ improved performance subjects which English the medium of

Instruction.

Future Researchers: They will be provided with empirical data

from which they can establish and compare findings as well as focus on

other aspects of language learning which have not been exploded on their

study.

SCOPE AND DELIMITATION

This study was focused on the Level of Reading Comprehension of

Grade 10 Students of Tominamos Integrated School towards English

Narrative Text with the total respondents of 167 by using the slovin

formula.
DEFINITION OF TERMS

Comprehension- is the understanding and interpretation of what is read.

To be able to accurately understand written material, children need to be

able to (1) decode what they read; (2) make connections between what

they read.

Reading- is a process that involves recognizing words, leading to the

development of comprehension. It also negotiates the meaning between

the text and its reader.

Reading Comprehension- is the ability to process text, understand its

meaning, and to integrate with what the reader already know.

Slovin’s Formula- is used to calculate the sample size (n) given the

population size (N) and a margin of error (e). It is computed as: n=N

(1+Ne2)

Percent Correlation- it gives a measure of the amount of variation that

can be explained by the model. It is sometimes expressed as a percentage

(eg. 36% instead of 0.36). When we discuss the proportion of variance

explained by the correlation. However, you should not write r2= 36% or

any other percentage.

 Chapter II

Review of Related Literature

Reading competence is regarded as a vital skill for academic

survival and success. According to Villamin (1994) reading is a four-step

process: word perception, comprehension, meaning reaction in prior

knowledge and idea integration into one’s background experience.

Roldan (1993) likewise defined reading as the bringing of meaning to

instead of the gaining of meaning from the printed page or simply the

extent of the reader’s knowledge or experience as the basis of

comprehending the texts. By comprehension, it means, he claimed,

understanding printed symbols and giving meaning to them. Polloway,

Patton, Serna, et al. (2018), on the other hand, posited that

comprehension, a vital learning skill, is meaning construction from a given

written text anchored on a coordination of a series of interrelated data

sources.

Bilbao, Donguilla, & Vasay (2016) contested that comprehension is

the heart of reading for without such it becomes meaningless and that

there are four levels of comprehension: literal, inferential or interpretive,

evaluative, and creative. Literal is also called as factual level. It refers to

the readers’ ability to decode words, give meaning in a context,

and determine word relationship. Learners are as well expected to

identify fundamental information and follow basic instructions.

Interpretive level, on the other hand, is higher order thinking as it

requires the application and analysis process. Readers are expected to

look into the relationships among statements in the given text,

understand the implications of the reading segment through

inference as well as determine implicit or explicit ideas contained in

the reading material. Meanwhile in the evaluative or critical level requires

the readers to render "their" judgments of the reading material which, in

turn, make them evaluate the texts being read. Finally, the creative level.

This is regarded as transcendental reading as it compels the readers

to go beyond the intention of the writer such as applying gained

insights to a new situation and merging the author’s ideas to generate

new thoughts, ideas, and concepts. As such, this level challenges the

readers to create or produce novel materials as evidence of their

comprehension or understanding of the reading materials.

Empirical studies relative to reading abound. These studies range

from assessment of the reading comprehension, factors that impede

reading comprehension and its correlation to performance in other

content area such as mathematics, to testing various reading

related strategies among others.

Utilizing the Philippine-Informal Reading Inventory (Phil-IRI),

Cabardo(2015), for example, assessed the level of reading proficiency of

the freshmen, sophomore and junior high school students as basis for

crafting an intervention program. Results showed that the reading

proficiency in silent reading of these group of learners can be indexed in

frustration level. They, however, registered an instructional level in

both silent and oral reading dimensions. Data likewise revealed that

males are rather less proficient than females in both reading types. Bilbao,

Donguila, & Vasay (2016), on the other hand, profiled the level of

comprehension of education students from across specializations and

majors. They reported that pre-service teachers have a satisfactory

reading comprehension with a descriptive level of statistically moderate.

This description implies that these learners have the ability to discern

challenging texts under literal, evaluative, and creative levels under

minimal supervision. Sex, however, is in no way related to their

performance. Meanwhile, Uychoco (2012) reported that freshmen

pre-service teachers enrolled in the college of education he is teaching

are unprepared for collegiate work as reflected in their reading

proficiency index because language and content area faculty were

unable to provide sufficient learning activities and enough training related

opportunities as regards to the use of academic reading strategies as

media to enrich their reading skills. An enhanced module was then

developed to address this concern.

Further studies pertinent to reading such as that of Celestino

(2014) claimed that freshmen students enrolled in college of

information technology and computing have no concerns relative to

reading but proved instead that lack of reading tools at home was strongly

correlated to the gravity of both home and family related difficulties

associated to reading. These findings were likewise proven by Franza’s

(2018) descriptive statistical analyses which revealed that the reading

competence of the ninth graders students were affected by factors

including their economic standing, motivational success, attitude towards

learning and family support which were statistically at moderate extent.

In addition, their reading skill gauged through vocabulary and

comprehension as indicators were both statistically poor but was

moderate in terms of speed and fluency.

In similar vein, VVelasco, Ibabao & Sevilla, et al. (2016) disclosed

that the customized reading intervention they produced resulted to an

improved motivation in reading. All those who underwent said intervention

became more focused, engaged, and were able to integrate both real life

and academic related situations that they picked from reading varied rich

reading materials. Subibe (2015) also verified the effectiveness of Explicit

Skill Instruction (ESI) reading strategy. This experimental study utilizing

sixth graders pupils paved the way to an improved or significant

increase in their reading comprehension, positive attitude towards

reading, and adoption of the strategy itself. Hallorina (2009), likewise,

proved that instrumental religious music can be a springboard in

improving the reading comprehension skills and levels of the learners.

Utilizing this music genre had resulted to an improved reading

performance of students specifically on noting details, spotting of the

main idea, inferencing, and outcomes prediction and had as well resulted

to an increment of their reading level from low to high instructional level

of comprehension. Similarly, Simbulas, Regidor, & Catulpos (2015)

correlational study on the reading comprehension and mathematical

problem solving skills of freshmen students proved that a significant

relationship between the two exists. This means that learners can only

solve mathematical related problems if able to comprehend them and

if they do possess sizeable vocabulary. Finally, foreign studies

conducted on this dimension such as the experimental research of

Tenório, Lopes, Góis, & Junior (2018) revealed that gamification strategy

used inside the Khan Academy was effective in increasing informatics

student’s motivation, participation, and commitment. Results proved

that this academy-learning room was able to provide novel

opportunities and ways of engaging students especially with the use of

built-in gamification. Teachers, however, they discovered, still played a

vital role in terms of motivating students in doing beyond classroom

activities in knowledge seeking. Limantoro (2018)’s action research, on

the other hand, validated the effectiveness of word-card games in

developing English language vocabulary and grammar for writing. Results

revealed that its use were able to make learning more fun and strengthen

the ability to communicate in written format. In sum, even though a

considerable number of studies relative to reading comprehension and its

many dimensions such as interventions and strategies exist, none is

focused on using ALS clientele as target group. Given the fact that reading

is a segment of the A&E test that A&E completers need to hurdle; it is

then imperative to pursue this academic undertaking. Apart from the

unarguable fact or reality that reading is indeed pivotal towards academic

success.

Review of Related Studies

Reading is said to be one of the most important and

complex cognitive skill and such importance has resulted into

extensive studies over years (Baddeley, Logie, & Nimmo-Smith, 1985).

Reading has been defined as a process of interaction involving one’s

knowledge of print, vocabulary, and comprehension. Its five essential

components include phonemic awareness, phonics, fluency,

vocabulary, and comprehension. In addition, Fitzgerald and

Fitzgerald (1965) included word recognition and sentence

understanding as components. They further stated that the

components involve discovery, comprehension, reflection, reasoning,

appreciation, analysis, evaluation, synthesis, organization, and

application. This would mean that when one is reading, one is

thinking about the meaning conveyed and at the same time

integrates his own knowledge to get the meaning of the symbols written
by the writer. Though the concept of reading is broad and

comprises several components, the focus of this research would only be

on the areas of vocabulary and reading comprehension in line with the

view that an approach to studying and assessing fluency in reading is

to focus in specific reading tasks that will allow individual

components of the reading process to be isolated and studied

(Baddeley, Logie, & Nimmo-Smith, 1985).

“Reading comprehension is a complex cognitive ability

requiring the capacity to integrate text information with the

knowledge of the listener or reader and resulting in the elaboration of a

mental representation” (Meneghetti, Carretti, & De Beni, 2006, p.

291). As a component of reading, reading comprehension can be

best understood if one is adept with the different cognitive

processes as current models suggest that such processes play a

significant role in comprehension skills (Meneghetti et al., 2006). van den

Broek (1994) highlighted that short and long term memory is a

factor in the reading comprehension skills of an individual as a reader

needs to store and manipulate information in his working memory during

text procession and at the same time in order to construct a coherent

representation of what he has read, the reader would have to refer to his

prior knowledge. Inference also plays a major role in reading

comprehension as understanding of the text read goes beyond

literal wherein integrated mental representation of what was read is

created and processed (Bowyer-Crane & Snowling, 2005; Yuill &

Oakhill, 1991). Recent studies on reading comprehension stressed

the importance of the concept of individual differences wherein

attempts are made to account for how the process and components

of reading comprehension differ among those labeled as skilled and less

skilled readers (Oakhill, Cain, & Bryant, 2003). Such labels or

classifications are results of meaningful assessment of one’s reading

skills or achievement wherein comparisons are made using tasks

that measure either global or specific areas of reading comprehension

and making inferences out of its results (Meneghett et al., 2006).

The literature also puts emphasis on the effects of being a poor

comprehender or being less skilled. Those who are less skilled have

problems interrelating successive topics being read (Lorch, Lorch,&

Morgan, 1987), integrating information or themes (Palincsar &

Brown, 1984), understanding story structure (Cain & Oakhill, 1996),

and rarely uses reading strategies (Brown, Armbruster, & Baker,

1986). This further strengthened the need for a tool to serve that

particular purpose because of the fact that children vary in their skill as

readers.

The other variable that is the focused on this research is

vocabulary. Literature for vocabulary are less when compared with

reading comprehension, but if one would analyze the nature of both

aspects of reading, vocabulary, and comprehension appears

supplementary wherein vocabulary focuses on recognition of words

and identification of its meaning while reading comprehension is all

about the knowledge or understanding of what has been read the

first step of which is recognizing and giving meaning to words. Just like

reading comprehension, vocabulary of children differs. Most children

acquire vocabulary during the preschool years but the said acquisition

is more arduous (Anglin, 1993; Hargrave & Senechal, 2000;) and

given its importance wherein children’s vocabulary can be a

predictor of their overall reading ability (Hargrave & Senechal, 2000),

the need for a tool to assess it seems imperative.

Studying reading is synonymous to studying reading

disabilities or problems associated with reading. Despite efforts to

have a highly literate population among children, there has been a

rise in the number of cases of children with reading problems or

disabilities. In the United States, many children exhibit reading

difficulties as reported by the National Assessment for Educational

Progress (2005). In the Philippines, the Department of Education has

reported a number of cases of children with learning difficulties. Its

impact is not only limited to poor reading achievement because studies

have shown that poor readers are at significantly greater risk than
good readers for developing attention and behavioral problems (Adams

& Snowling, 2001; Maughan & Carroll, 2006). Thus stressing the notion

and importance of assessing reading ability or achievement early in

order to identify those children that would need intervention.

Aside from using reading tools to assess reading problems or

difficulty, it can also be used to gauge reading achievement or

accomplishments of children. This is of equal importance as reading

achievement have been linked to many research variables. Reading

achievement was found to be related to higher levels of self-esteem

among students (Kaniuka, 2010), reading achievement was also related

to extrinsic motivation (Chiu, Chow, & Mcbride-Chang, 2007), and

significant predictors of scholastic achievement (Savolainen, Ahonen,

Aro, Tolvanen, & Holopainen, 2008; Meneghetti et al., 2006).

CHAPTER III

METHODOLOGY

Research Design
 The method used in this study was the descriptive method since its

prepare was to determine the Level of Reading Comprehension of the

grade 10 students in Tominamos Integrated School Towards English

language and correlate these to their performance. The major tools that

were used in gathering that data were test questionnaire that obtained

pertinent information and the scores garnered by the grade 10 students.

To obtain data on students’ performance a copy of the Grade 10

students Mean Percentage Scores (MPS) in English subject was secured by

the researchers form their teacher advisers.

Research Locale

The study conducted at Tominamos Integrated School along the

highway of Tominamos Sta. Rita Samar. Tominamos Integrated School

comprises of approximately two thousand (2,000) mixed pupils and

students. The respondents of the study were taken from this school to see

the Level of Comprehension of Grade 10 Students towards English

narrative texts.

Research Respondents
 The respondents are the Grade 10 students of Tominamos

Integrated School. The said respondents are chosen to be part of this

research to evaluate the Level of Comprehension of Grade 10 students

Towards English Narrative Text.

Research Instruments

The research instrument is a survey questionnaire that consist a

short narrative text and questions. Those questions are used to determine

the level of reading comprehension towards English narrative text.

Data Gathering Procedure

First, the researcher wrote a letter of permission to get the number

of the grade 10 students who are officially enrolled in the school. Second,

researchers eventually conducted a survey from every section of the

grade 10 students, and third, the analyze and evaluate the answer from

the questionnaire that are given from the chosen respondents.

CONCEPTUAL FRAMEWORK
 LEVEL OF READING
COMPREHENSION

GRADE 10

RESULT

This study is anchored to Cabanganan et.al(2019) which stresses

the importance of language understanding and that there should be an

immediate response to any language understanding problems for

language plays a vital role in student’s effective learning in this study,

focus is on revealing the student’s level of reading comprehension in

English Language which focuses on the variables.

STATISTICAL TREATMENT OF DATA

The researcher use the following statistical method to get the

results from the collected data. Slovin formula used to calculate the

sample size (n) given the population size (N) and a margin of error (e).

SLOVIN’S FORMULA

n = N/ (1+Ne2)

n = no of samples

N = total population

e = error margin/ margin of error

MEAN

∑ = represent the summation

X = represents scores

N = represents number of Scores

Hypothesis

1. The level of Comprehension of Grade 10 students towards

English Narrative Text is poor.

 CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION DATA

This chapter deals with the presentation, analysis and

interpretation of data gathered on the “Level of Reading

Comprehension of Grade 10 Students towards English Language

of Tominamos Integrated School 2019-2020.” The researchers

formulated the questionnaire. As the chosen respondents which is each

section of the Grade 10 students had given a questionnaire, which was to

be answered. The results of data gathered will evaluate by getting the

Mean and its MPS.

 TABLE No. 1

Sections ∑
Amiability 71/170
Chastity 75/170
Decency 75/70
Humility 73/170
Integrity 75/170
Purity 67/170

In this table shows the 5 different sections of grade 10

students of Tominamos Integrated School and its summation of score or

the number of the correct answer learners acquired. For the section of

Amiability, they got 71/170 score, Chastity attain the score of 75/170,

Decency garnered a score of 75/170,

Humility obtained the score of 73/170. Integrity got 75/170, while the

Purity reach only a score of 67/170.

“Mean Percentage between Score and Ratings”

 Ratings (f) (x) ∑f(x)
4-5 5 4.5 22.5
3 63 3 189
0-2 107 1 107
= 175 = 8.5 =

318.5

Mean = ∑f(x)
∑f
= 318
175
= 1.9

MPS = Mean x 100

No. of Test Items

= 1.9 x 100
38%

Table 3:

Total Score Interpretation of

 Rating Scale
4-5 Very Good
3 Good
0-2 Poor

Getting the mean of the total score, the mean reach up to 1.9. As

shown in this table, 0-2 total score is interpreted as poor, therefore the

mean which is 1.9 is poor.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

This chapter presents the summary of the findings,

conclusions, and the corresponding recommendations on the

research conducted entitled “Level of Reading Comprehension

of Grade 10 Students Towards English Language of

Tominamos Integrated School 2019-2020”.

SUMMARY OF FINDINGS

This study aimed to measure the Level of Reading

Comprehension of the Grade 10 Students Towards English

Narrative Text in Tominamos Integrated School for the S.Y. 2019-

2020.

The respondents for the research are the 167 students

coming from the different section of Grade 10 and used random

sampling in selecting the respondents to be part of this research.

The researcher used survey questionnaire.

CONCLUSION

Based on the research findings derived from this study, the

following conclusions are explained below:

 The researchers found out that the Level of Reading

Comprehension of the Grade 10 Students are very absence towards

reading in English narrative text with the total average of 38%

(1.9) which are poor base on the totality of rate scale. That proves

where the hypothesis are true and correct statement. There are

totally need to improve and amend not just to feed their intellect

but also their mental and physical, to make advances and progress

particularly in their level of reading skills with understanding the

text.

RECOMMENDATION

In lighter of the findings and conclusion drawn, the

recommendations are the following.

To the Students: Student should enhance their reading

comprehension by reading books, understand or getting the main

point or message of what is read

To the Teachers: Teacher should be aware of their student’s

situation and give certain action to it such as training skills, help

the learners to familiarize with the words being used in the text.

To the Administrator: They should implement a principle that

will be useful to the student to improve their reading and

understanding abilities should conduct a weekly activities to

students.

To the future Researchers: They should conduct a better

sources of information and reliable gathered data and ideas with

regards to the topic, that would be beneficial from the students,

teachers and administration.