Level of Reading Comprehension of Grade 11 HUMSS Students in Speaker Eugenio

Perez National Agricultural School

Chapter I

Background of Study

(Ropero, 2019) Filipino students ranked last among 79 countries in a global survey of reading
comprehension because they are more used to narrative instead of informative text materials.
People are alarmed by the results. This alarm may lead us to a more reflective education which
we want to pursue. Reading ability is developed through practice. We can only develop fluent
readers if we provide them with text, print and digital, and we practice them through teacher
modeling, shared practice towards independent practice. Another reason for Filipino students
ranking last in the exam is poor connectivity in far-flung areas, noting that the country lacks
reading materials. Teachers and parents must also be guided in handling digital literacy, All
teachers should undergo reading instruction strategy training, for them to develop the reading
ability of their students. (https://news.abs-cbn.com/news/12/05/19/why-pinoy-students-ranked-
last-in-reading-comprehension-survey)

Reading is the process of looking at a series of written symbols and getting meaning from
them and the Comprehension includes the act of simultaneously extracting and constructing
meaning from text. In short, Reading comprehension is the ability to read and understand and
interpretation a text. (Google, 2021) There will be follow-up reading tests. This test has poem
‘’gabu’’ The participants answered by sharing insight in each lines related to the context of the
poem.

Reading comprehension is considered a challenging part of learning English for many

students. This study aims to explore the causes, impacts, and possible solutions for poor reading
comprehension issues. The results indicate that poor reading comprehension occurs due to three
remarkable factors, which are students’ lack of motivation, low prior knowledge, and poor
English vocabulary. Moreover, this issue also leads to three main adverse impacts, such as
reducing students’ learning achievement, hindering students’ problem-solving skills, and
inhibiting students’ future studies and careers. (Dodi Widia Nanda, KhairulAzmy)

There are some strategies to improve reading comprehension by providing books at the
right level, read to build fluency, and evaluate important details for a better understanding. “The
most important thing about reading is comprehension”. Reading comprehension allows the
integration of knowledge that facilitates training processes and successful coping with academic
and personal situations. In higher education, this reading comprehension has to provide students
with autonomy to self-direct their academic-professional learning and provide critical thinking in
favor of community service (UNESCO, 2009).

Only a few studies have systematically examined the relationship be-tween reading
interests and reading comprehension (Bernstein 1955, Squire 1964, Shnayer 1968, Estesand
Vaughan 1973, and Pauk 1973) This indicates that the observed comprehension difficulties are
not restricted to reading, but rather represent a general comprehension limitation. The second
study investigated whether these comprehension difficulties can be explained in terms of a
memory deficit. (Susan E Stothard, Charles Hulme, 1992)

According to study funded by Susan and Charles in 1992 they observed that not all
students can understand or explain what they read because of a memory deficit. Low reading
comprehension it can be a disadvantage in the academic performance of students. Reading
comprehension, as provided by Academic learning center is the ability to process text,
understand its meaning, and to integrate with what the reader already knows. Susan and Charles
found that since 1992 that not all students can understand or comprehend what they
read .because of low level reading comprehension.

In the Philippines, there is still low comprehend while reading, especially those that look
into the Senior High School (SHS) students and their level of reading comprehension.
Furthermore, the researchers conducted on this topic does not provide evidence that the results
transcend through different cultural backgrounds and age groups.

Find out what else research tells us about the active process of constructing meaning, and
how good readers consciously employing comprehension strategies. Without comprehension,
reading is a frustrating, pointless exercise in word calling. It is no exaggeration to say that how
well students develop the ability to comprehend what they read has a profound effect on their
entire lives. The purpose of this study to determine level of reading comprehension and how to
improve the reading comprehension of Grade 11 students of Speaker Eugenio Perez National
Agricultural School.

Statement of the Problem

The study objective is to set on the level of reading comprehension of grade 11 HUMSS
students in Speaker Eugenio Perez National Agricultural School. Particularly, the study aims to
answer the following questions:

1. What is the statistics profile of the respondents in term of

1.1 sex,
1.2 age,
1.3 section,
1.4 Parents higher educational attainment
2. What is the level of reading comprehension Grade 11 HUMSS students in Speaker
Eugenio Perez National Agricultural School?
3. Is there a difference between the reading comprehension of Grade 11HUMSS learners
and their chosen strand?

Research Hypothesis

Regarding to the research problem number 3, There is no difference between the reading
comprehension of Grade 11HUMSS learners and their chosen strand.

Significance of study
 This study is made with the aim to provide crucial information and knowledge regarding
the chosen topic from the respondents, recent studies or thesis and related sites needed for the
expected beneficiary of this topic as follow:

Students- This study will help the students to gain more knowledge regarding on how this
topic can affect their perspective and perception in learning abilities and performance during
their Grade 11. It will be the guide for the students to learn how to understand the text they read.
And it help them to improve their Reading skill and also their Understanding to many texts.

The youth out of school- This study will help out of school youth by encouraging them to
understand this kind of knowledge. This study will open their mind for a better future.

The Teachers- This study will help the teachers to better understanding the learners who have
poor reading comprehension and the teacher could provide intervention and test to improve
reading comprehension of every learners.

The School Administrators- This study will help the school administrator to help and create
programs to address the poor reading comprehension of every learners and to help them to
improve their understanding in reading texts.

The Parents- This study will help the parent of the student by helping their son and daughters
improve their reading ability.

The Future Researchers- This study will help the future researchers to have an idea about
reading comprehension and have a references. Future researcher can use it as a pattern or guide
to improve their reading, speaking and also their communication skills.

Scope and Delimitation of the study

This study will focus on determining the Level of Reading Comprehension of Grade 11
HUMSS Students in Speaker Eugenio Perez National Agricultural School. The topics that will
be discussed will be limited to the profile of respondents in terms of sex, age, and section.

Only Grade 11 HUMSS Students from Speaker Eugenio Perez National Agricultural
School who are enrolled in the school year 2022-2023 are considered as respondents and
delimitates the weakness of the students in terms of reading. In addition, on the lack of
understanding and materials of the students in reading.

Chapter II

Review Related Literature and Studies

This chapter primarily present the different researches and literature from both foreign
and local researchers. have a significant bearings on the variables included in the research. It
focuses on several aspects that will help in the development of this study. The study is generally
concentrating the Level of Reading Comprehension in Grade 11 HUMSS Students in Speaker
Eugenio Perez National Agricultural School.

This chapter concludes with the statement of this study’s conceptual framework and its
graphic representation in a paradigm to reveal the variables involved, their classification, and
their relationship

Related Literature

DeBruin-Parecki et al. (2015) states that reading enables students to become independent
in comprehending complex text structures while improving their proficiency in academic and
professional skills. Successful readers tend to have a higher extent of comprehension as they are
able to create connection between different ideas, understand complex notions and reflect on the
information simultaneously while reading. Hence, educators are required to implement
educational strategies that promote critical thinking and pre-reading to develop comprehension
skills in students (Javed et al., 2015). Similarly, reading should be considered as a strategy by the
educators and authors so that it can intrigue the readers attain related information from texts,
improve their academic vocabulary while engaging in critical reflection to promote
comprehension (DeBruin-Parecki et al., 2015). Glenberg (2017) implies that comprehension
accounts as the ability to engage in adequate response to the information provided in text.
Similarly, reading interventions in education setting enables the students to engage in the critical
reflection and understanding text, and utilize rational in order to generate adequate responses in
comprehension. Reading comprehension is the main problem of the students not just in Bicol but
also all over the country not literacy, DepEd Secretary Briones said.Briones said that not
knowing how to read does not mean the students are “no read, no write”. According to the data
released by Grace Rabelas, Education Supervisor of the Department of Education (DepEd) Bicol,
18,143 pupils that are “nonreaders” are from Grade 3 to 6. The rest are in Grade 1 to 2. Its based
on the result of the pretest given on July and August last year conducted by the (Phil-IRI). Phil-
IRI is the Philippine Informal Reading Inventory, an initiative of the department’s Bureau of
Elementary Education.These reports of ten of thousands of students in the region who cannot
read alarmed the Albay Rep. Joey Salceda based on the news. It will cause a wider implication in
the economy if not given attention, Salceda said. He also added, that if the young Filipinos are
not properly educated and skilled, and cannot apply the books in practical life, then it will fail the
country.According to Sec. Briones, there are also students that can read but cannot understand
what they are reading. She also added that, those who are having a difficulty with English and
with Filipino are also part of the 70,000 nonreaders.

Related Studies (Foreign)

Scores of studies have established that when learning online, students must be equipped
with different sets of strategies and skills than in a physical classroom setting (Anderson, 2003;
Broadbent & Poon, 2015; Coiro, 2007; Leu et al., 2007; Michinov, Brunot, Le Bohec, Juhel,
&Delaval, 2011; Salmon, 2013). The present study, by virtue of exploring foreign language
learners’ online reading experience, aimed to identify the reading strategies that learners would
use when engaged in online reading activities in the target foreign languages. Thirty-two foreign
language learners whose native language was English participated in the study. The Online
Survey of Reading Strategies (OSORS) designed by Anderson (2003) was administered to
investigate the following four research questions: (1) What are the strategies that language
learners would or would not use when reading online in foreign languages? (2) Would foreign
language learners use some of the online reading strategies more frequently than other strategies?
(3) Would different levels of foreign language proficiencies influence language learners’ use of
the strategies? (4) What could foreign language teachers do in their instruction to help students
acquire and broaden their repertoire of online reading strategies? Data analysis demonstrated the
most and least frequently used strategies of the foreign language learners and uncovered a
significant difference in the frequency of use among the strategies. However, there was no
significant difference found between the use of online reading strategies and learners’ foreign
language proficiencies. Implications and suggestions for future research and practice were
proposed accordingly. Students nowadays spend a great deal of time reading, searching, and
communicating on the Internet either for academic purposes or personal pleasure. In online
environments, with proper instruction, students learning foreign languages can increase their
exposure to authentic materials as well as sharpen their linguistic abilities anytime, anywhere
they want. The online world provides an unparalleled opportunity for foreign language learners
to experiment with a transformative learning experience beyond the four walls of a classroom.
However, previous research (Anderson, 2003; Broadbent & Poon, 2015; Coiro, 2007; Leu et al.,
2007; Michinov, Brunot, Le Bohec, Juhel, &Delaval, 2011; Salmon, 2013) has also cautioned
that when learning in the online environment, students must be equipped with strategies and
skills which would play a pivotal role in determining their learning effectiveness and outcomes.
Encouragingly, as studies indicated, many of the learning strategies and skills, through explicit
instruction, can be effectively taught to students to enhance their online learning experience. For
instance, in Bannert, Hildebrand, and Mengelkamp’s(2009) study, compared to those who
received no instruction in learning strategies, college students who were coached in the important
skills of setting goals, making plans, judging information, monitoring, self-evaluating, etc. were
more aware of strategic learning and thereby performed significantly better in their learning
outcomes.

(Foreign)

N Yurko, U Protsenko Publishing house «European Scientific Platform», 106-114, 2020

The study seeks to address the key issues of reading comprehension in a foreign language
learning. Reading is an incredibly useful skill for life and one of the fastest ways to learn and
remember a language. Despite much attention being paid to various educational issues, along
with different aspects of language study, there is a necessity of more detailed focus on reading
comprehension in foreign language learning. Subsequently, the purpose of the survey was to
examine and analyze the significance, main features and strategies of reading comprehension.
The main issues of listening in learning a foreign language have been explored and determined
by the methods of monitoring and comparative analysis of internet resources. Taking into
consideration the research outcomes, further perspectives for studies on reading comprehension
in a foreign language learning have been outlined.

(Foreign)

MilevicaBojovic The International Language Conference on The Importance of Learning

Professional Foreign Languages for Communication between Cultures 23 (9), 1-6, 2010 Reading
is a complex, purposeful, interactive, comprehending, and flexible activity that takes
considerable time and resources to develop. Reading comprehension is a process of getting
meaning from and bringing meaning to a text. Theoretical framework, concerning classification
of reading skills, criteria for skill ranking and skill transfer, is presented. The balance between
skills and language affects the teaching of reading in English for Specific Purpose. Adopting a
range of reading styles, strategies and techniques in second/foreign language classroom is
necessary for successful interaction with the authentic texts in English for Specific Purpose
implying more efficient second language readers. Different techniques for testing reading are
also analyzed. Success in reading comprehension task is studied by analyzing effects of the type
of the training students have undergone, for how long they have studied English at the faculty,
duration of training in reading skills, frequency of testing, and the nature of texts used as a basis
for applying reading comprehension tests.

Related Studies

(Local)

Members of the RCQEFA TWG from the private sector and Regional Offices of DepEd,
CHED, TESDA, and NCIP, together with partners from UPLB and SLSU.The CALABARZON
Regional Committee on Quality Education For All – Technical Working Group (RCQEFA-
TWG) on Mental Processes and Reading Comprehension identified possible interventions to
improve students reading comprehension in the Region during its meeting on June 14 via video
conference. The interventions were recommended in response to the decreasing passing rate of
learners in national examinations. The Department of Education Region IV-A (DepEd) Region
IV-A identified the learners’ difficulty in reading comprehension as a contributing factor in the
performance of students in the National Achievement Test and Early Language, Literacy and
Numeracy Program. Director Francis Cesar B. Bringas of DepEd Region IV-A reported that
there is a downward trend in the passing rate of all learners, including learners in
CALABARZON, in the said examinations from 2016 to 2018.Among the interventions
identified by the TWG are the preparation of a position paper to include the teaching of reading
as a subject in both Bachelor of Elementary Education and Bachelor of Secondary Education,
and a proposal on forging consortia with Higher Education Institutions and State Universities
and Colleges on training programs, courses, and scholarships relevant to improving the teaching
of reading and mental health.The output and recommendations of the TWG will be endorsed to
the Sectoral Committee on Social Development/Social Protection for subsequent endorsement by
the Regional Development Council to concerned agencies and offices in the second semester of
2022 to improve the passing rate of learners in the region. LaureceFrancia R. Tanyag, NEDA
Region IV-A | June 15, 2022

(Local)

The problem of reading is more seriously felt in the Philippines where reading is taught
in a foreign language which is also the medium of instruction. Rodil cited the findings of the
Swanson Committee that reading is one of the subjects in which much of the weaknesses of the
Filipino students are found. She also cited the results of the Bureau of Public Schools Survey of
1960 which found that the reading achievement of Filipino students was two years behind that of
1925. She also cited the results of the studies made by Maria Cid Peralta, Curriculum
Coordinator of the Philippine Women's University. The studies found out that the reading ability
of the average Filipino high school graduate is behind that of the average American student by
two grade levels. In her own study of high school girls in St. Theresa's College, Manila, a group
belonging to the upper socio-economic class, Carmen Rodil found that in the fourth year classes,
percent were found to be three or more grade levels below that of grade placement. These
findings are further supported by a report of the Minister of Education and Culture, Juan Manuel,
to some 500 superintendents attending the annual convention at the Teachers' Camp, Baguio
City, on April 19, 1979. His report said that at least 45 per cent of Grade Six pupils in the
Philippines "public elementary schools can neither read nor compute." He attributed the poor
quality of elementary school graduates to incompetent teachers and school officials, the shortage
of necessary instructional materials like teaching aids and devices, and the poor socio-economic
status of the people. The results of these studies can easily be duplicated in other schools of the
country. Conditions could be worse where reading is taught not as a separate subject but
incorporated in the teaching of literature or grammar and composition to constitute one subject.
No less than Juan Manuel, the former Minister of Education and Culture, lamented the fact that
"some products of the elementary level are semi-literates which is one of the tragedies of public
education in the Philippines today." Therefore, he issued the directive that pupils should not be
allowed to graduate from the elementary course unless he can read with understanding and write
to be adequately understood.

(Local)

Reading comprehension is one of the reading competencies that every student has to
develop. However, there are still students who are below the proficiency level of reading
comprehension despite the reading instructions and strategies provided by the teachers for the
improvement of students’ reading comprehension. This quantitative study employed the
descriptive comparative research design. It aimed to profile the level of reading comprehension
of the 124 Education students enrolled during the first semester of the academic year 2017-2018
in one of the catholic universities in Davao City. A validated adapted-but-modified test
questionnaire was used to determine the level of reading comprehension of the Education
students. Moreover, it sought to determine the significant difference in the level of reading
comprehension of the students when analyzed according to sex and year level. The mean, t-test,
and standard deviation were the statistical tools used in this study. The results of the gathered
data revealed that the overall reading comprehension of the Education students is Satisfactory
with a descriptive level of Moderate. This means that the students can understand difficult
reading texts under literal, interpretive, evaluative, and creative levels with less supervision.
Consequently, the respondents’ year level bear a significant difference when grouped
accordingly. However, when grouped according to sex, the results show that it did not establish
any significant difference.

(Local)

This mixed method research study was conducted to investigate the English and Filipino
reading profile of learners, challenges, difficulties and lessons, the schools’ agenda and
initiatives for the enrichment of reading programs to eliminate these reading challenges and
difficulties; and stakeholders’ support and commitment. A total 4056 Filipino reading profiles
and 4216 English reading profiles of Grade 1 to Grade 7 students and responses from the
interviews done with school heads and teachers were described using descriptive measures and
analyzed using thematic analysis. Results showed that majority of the learners were at the
frustration level. Also, the perceived causes, origins and attendant variables of the students’
reading level were non-mastery of the elements of reading, presence of learners-at-risk, and no
culture of reading. The suggested reading programs and activities may form part in the creation
of contextualized reading curricula and be used as reading literacy initiatives in the schools.
These initiatives are categorized as Literacy Program, Individual Reading Recovery Program and
Enrichment/Enhancement Program.The quality of a person’s life can be enhanced by the literacy
level as the latter is directly related to his/her working life (Organization for Economic
Cooperation and Development [OECD], 2008). There is a direct relationship between literacy
and academic achievement. Hence, training individuals with good literacy who can comprehend
and question what they read is one of the most important goals for today’s education (Grove
&Hauptfleisch, 1982; Moreillan, 2007).

THEORETICAL FRAMEWORK

This research was based on the study of(Luke, Woods, & Dooley, 2011) comprehension
as a cognitive, but also the social and intellectual process that we as teachers need to be flexible
with to cater to students of all capabilities and backgrounds. “The social constructivist nature of
comprehension suggests that readers refine their understanding by negotiating meaning with
others (McLaughlin, 2012)”. This typically occurs through discussion. Engaging students in such
discussion promotes active engagement in constructing meaning from a text.

SCHEMA THEORY & DUAL CODING THEORY

 Schema-based learning development suggests that learning takes place when new
information is integrated with what is already known (McLaughlin, 2012). Long before students
come to school, they develop schemata (units of knowledge) about everything they experience.
Schemata become theories about reality. These theories not only affect the way information is
interpreted, thus affecting comprehension, but also continue to change as new information is
received. The importance of schema theory to reading comprehension also lies in how the reader
uses schemata. This issue has not yet been resolved by research, although investigators agree that
some mechanism activates just those schemata most relevant to the reader's task (University,
2009). This approach to comprehension suggests that a teacher should build this prior knowledge
about a specific topic before any reading takes place.

Another approach is through what is called Dual Coding Theory. This approach proposes
the need to build semantic knowledge through such vessels as abstract models, relevant
vocabulary, and through concrete examples such as visual images and real-life experiences
(G.Winch, 2010). The more prior knowledge and experience readers have with a particular topic,
the easier it is for them to make connections between what they are learning and what they know
(McLaughlin, 2012).

In the traditional view of reading, novice readers acquire a set of hierarchically ordered
sub-skills that sequentially build toward comprehension ability. Having mastered these skills,
readers are viewed as experts who comprehend what they read. (Dole et al. 1991) Readers are
passive recipients of information in the text. Meaning resides in the text and the reader has to
reproduce meaning. (Nunan 1991), reading in this view is a matter of decoding a series of written
symbols into their aural equivalents in the quest for making sense of the text.

He referred to this process as the 'bottom-up' view of reading. McCarthy (1999) has
called this view 'outside-in' processing, referring to the idea that meaning exists on the printed
page and is interpreted by the reader and then taken in. This model of reading has almost always
been under attack as being insufficient and defective for the main reason that it relies on the
formal features of the language, mainly words, and structure. Although it is possible to accept
this rejection for the fact that there is over-reliance on structure in this view, it must be confessed
that knowledge of linguistic features is also necessary for comprehension to take place.
 Fig. 1: Research Paradigm

CONCEPTUAL FRAMEWORK

This conceptual framework demonstrates the study’s input, process, and output methods.
The input, which contains the Profile of Respondents, the Learning English, and the Academic
Performance. The procedure covers the equipment and analysis required for data collection.
These result will also serve as the foundation for a suggested improvement program that will be
the study’s output. Reading comprehension is affected of the academic performance. There are
some to improve reading comprehension by providing books, at the right level, reading to build
fluency, and having them read aloud. Grade 11 HUMSS Students including their learning,
knowledge, and academic performances.

Input Process Output

Profile of Grade 11 Analysis of data -Improving skills in
HUMSS Students through: Reading
Comprehension
a. Sex -Survey
Questionnaires -Better oral
b. Age
languages
c. Section -Informal Interviews
-Proposed
d. Parents with -Text
intervention to
higher educational Representation
enhance knowledge
attainment Roles of and skills
Grade 11 HUMSS
Students
-Learning English
-Knowledge
-Academic
Performance
Definition of terms

To facilitate the understanding of this study, different terms are defined herein.

ACHIEVEMENT-something accomplished, especially by superior ability, special effort, great

courage, etc.;

ADEQUATE-sufficient for a specific need or requirement adequate time an amount of money

adequate to supply their needs.

COMPREHENSION - means the ability to understand something.

DIGITAL LITERACY-the ability to use technology to find information, evaluate sources,

create content, and communicate with others effectively.

DISCERN- to perceive by the sight or some other sense or by the intellect; see, recognize, or
apprehend.

ENTHUSIASTIC- having or showing intense and eager enjoyment, interest, or approval.

EXPOSITORY TEXT- expository text, which exists to provide facts in a way that is
educational and purposeful.

FORGING-create (a relationship or new conditions).

FREQUENCY-the rate at which something occurs or is repeated over a particular period of time
or in a given sample.

IMPLICATIONS-the action or state of being involved in something.

INCONSISTENT-lacking in harmony between the different parts or elements;

INFORMATIVE TEXT- It is nonfiction writing, written with the intention of informing the
reader about a specific topic.

KNOWLEDGE-awareness or familiarity gained by experience of a fact or situation.

LEVEL-position on a real or imaginary scale of amount, quantity, extent, or quality.

NARRATIVE- A narrative is a story that you write or tell to someone, usually in great detail.

OUTCOMES-the way a thing turns out; a consequence.

PROFICIENT-competent or skilled in doing or using something.

PROFOUND-having intellectual depth and insight.

READING-Reading is the process of taking in the sense or meaning of letters, symbols, etc.

RETRIEVAL-However, no password-protected system of data storage and retrieval can be

made entirely impenetrable. This at least would ensure commonality of retrieval to establish
regional differences.

SECTORAL COMMITTEE- Coordinate the formulation and implementation of policies,

plans, programs, and projects related to the specific sectoral concerns of the committee.

SIGNIFICANT- significant to describe something that is important.

SIMULTANEOUSLY-existing or occurring at the same time .

SOCIAL DEVELOPMENT-Social development is the change over time in an individual's

understanding of, attitudes concerning, and behavior toward others.

VARIABILITY-lack of consistency or fixed pattern; liability to vary or change.

Chapter III

RESEARCH METHODOLOGY

This chapter present the proposed research design and methodology that will be employed
in the conduct of this study’s data collection procedure and analyses. Accorded to the sections in
this chapter are discussions and information about the population and sample, data collection and
data analysis, the data-gathering instruments and procedure and the mode of quantitative levels
of analysis that will be used.

RESEARCH DESIGN

The researchers aimed to determine the level of reading comprehension of grade 11

HUMSS Students in Speaker Eugenio Perez National Agricultural School. This study aims to
determine the level of reading comprehension of the grade 11 HUMSS students in reading the
story that related of their subject 21st Century Literature from the Philippines and the World. To
achieve this, the descriptive comparative non-experimental types of design was employed in this
study by giving a online questionnaire survey by a Google form to the G11 HUMSS students in
SEPNAS.

The variables are not manipulated, they are only identified as they occur in a natural
setting. The members of the groups are randomly assigned and an independent variable is not
manipulated by the researcher, thus, no conclusion about casual relationships between variables
in the study can be were drawn. As a descriptive study, it collected detailed and factual
information to describe existing phenomena. The descriptive method attempts to analyze,
interpret, and report on the current state of a social institution area or groups.

Research Locale

This study will be conducted in Speaker Eugenio Perez National Agricultural School.
The respondents were grade 11 HUMSS students. The researchers chose this location as the
locale of the study since they have a strand HUMSS to access the total number of HUMSS
students in the locality.
The study will be conducted in the first semester of the academic year 2022-2023.

Research Respondents
 In this study, the researchers selected the Grade 11 HUMSS student in Speaker Eugenio
Perez National Agricultural School to be the respondents of the study. The researcher had came
up with one hundred sixty eight (168) HUMSS students at Speaker Eugenio Perez National
Agricultural School year 2022-2023. as respondents having 31 representative from the HUMSS
A, 28 from the HUMSS B, 27 from the HUMSS C, 28 from the HUMSS D, 27 from the HUMSS
E and 27 representative from the HUMSS F. In this study it includes the following (a) profile
variable of respondents the name is optional, (b) learning performance of reading comprehension
of students.

Table 1. Respondents of the Study

Section Number of participants

HUMSS A 31

HUMSS B 28

HUMSS C 27

HUMSS D 28

HUMSS E 27

HUMSS F 27

TOTAL: 168

Research Instruments

The researchers relied on one instrument, a online google survey form, to collect the

necessary data. The questions aimed at eliciting relevant information of level of comprehension

of grade 11 HUMSS students in Speaker Eugenio Perez National Agricultural School.

 The first part of the questionnaire is all about the profile of the students in terms of sex,

age, and section.

The second part of the survey the researcher will use a Likert Scale questionnaire in this study.

The questionnaire is an orderly arranged set of questions, the first of which is by reading a story

and preparing to answer by section of Grade 11 HUMSS Students in Speaker Eugenio Perez

National Agricultural School. A five (5) point Likert Scale with the following numeric and

descriptive interpretation; 5- Strongly Agree, 4- Agree, 3- Neutral, 2- Disagree, and 1- Strongly

Disagree. This study will utilize the questionnaire to quantify the data gathered.

Table 2. Statistical Limits for five-points Likert Scale

Numerical Rating Scale Range Descriptive Rating

5 4.21- 5.00 Strongly Agree

4 3.41- 4.20 Agree

3 2.61-3.40 Neutral

2 1.81-2.60 Disagree

1 1.00-1.80 Strongly Disagree

Data Gathering Procedure

First is the approval of the research instructor on the topic of the study started on

September, 2022. Secondly, it begins on January, 2023, with written permission to conduct the

survey from Speaker Eugenio Perez National Agricultural School located in San Carlos City,

Pangasinan.
 The researchers will be distributed the google survey form to the via account of grade 11

HUMSS Students. The survey contained questions that are related to the story that we provide to

test their level comprehension.

A brief orientation was provided to explain the purpose of the research and directions on

instrument procedures, and to assure the respondents of the confidentiality of any disclosed

information. Names of respondents was filled up optionally.

Treatment of the Data

Large number of data treatment will be used to analyzed the sets of data corresponding to

the requirements in each of the research questions.

In describing the profile of the grade 11 HUMSS students in terms of sex , age, section,

parents higher educational attainment, counts and percentage analysis will be engaged.

In determining the level of reading comprehension by the respondents specific to learning in

teaching strategies of teachers, students learning strategies in terms of any reading materials,

frequency and percentage analysis will be also engaged.

Correspondingly, In determining the reading comprehension of grade 11 HUMSS students

in SEPNAS as perceive by their teachers, frequency and percentage analysis will be engaged as

well.

Various modes of data treatment will be used to analyzed the sets of data corresponding to

the requirements in each of the research questions. In describing the grade 11 HUMSS students

profile in terms of sex, age, section and parents higher educational attainment
 APPENDICES

Appendix A. Survey-Questionnaire

Jake, by Jim Bartlett

Jake’s eyes snap open, and he quickly turns to the side. But like his aching heart, the spot
where Max always sat on the couch remains empty. He takes in a long, deep breath – really more
of a sigh – and squeezes his eyes closed, hoping that by slipping into the darkness of a nap, he
will temporarily mask his sorrow. For fifteen years they were inseparable. Always side by side.
The walks on the beach with the gentle waves calling, the seagulls cawing. All those hikes on the
trail where the trees canopied over like arches, wrapping them in a soft cool shade on a hot sunny
day. Even just a ride to the grocery store for something Martha may have forgotten, they always
went together. Though he knows that in some ways he should be thankful for just having their
time together – those moments forever etched in his heart – and that the sickness took Max
quickly rather than dragging out the pain for weeks, maybe even months, he still feels cheated.
That somehow he is missing years that could have been. Unable to sleep, he looks around the all
too empty room, letting his gaze fall upon the leash, which still hangs from the peg by the door.
It seems to wait patiently, ever ready for that next big adventure. As his eyes well up, he realizes
for the first time how much his grief weighs, how hard it is to even rise with such a heaviness
inside. It is then he hears a shuffle from behind and turns to see Martha standing in the doorway,
her shoulder resting against the frame. “I thought you might be in here,” she says. She looks
down at him for only a moment before her stare drifts to the couch. “I miss him, too, Jake. More
than you’ll ever know.” There’s a faraway melancholy tone to her voice, but he knows that her
heart, like his, has a hole too big to fill. His head drops and he gives off another long sigh, which
seems to prompt her to come over and kneel down onto the carpet beside him. She slides a hand
under his chin and lifts it up, then tucks back his long, floppy ears, such that their teary eyes can
meet. “I guess you do know, don’t you, Jake.”

Directions: Reflect on and answer the question below. Write you answer on a separate sheet of paper.

1. What did you feel after reading the story ? Expound your answer.

2. Based on the story, who is Jake and why is he in a state of loneliness

3. What words were used to help you figure out Jake's identity?

4. Who was Max and what happened to him?

5. Do you believe in the adage, 'A dog is man's best friend'? Elaborate on your answer.
 This survey is for research purposes to determine the level of reading comprehension of grade
11 HUMSS students at Speaker Eugenio Perez National Agricultural School. All information you provide
will be kept private. We will not include any information that could be used to identify you in any report
we make public.

Directions: Answer the following by ticking the box or filling in the needed response.

Panuto: Lagyan ng tsek ang sumusunod na pagpipilian na tumutugma sa iyong sarili. Sagutin ang
mga sumusunod na katanungan ng katotohanan.

Part I: Demographic Profile

Name:(Optional) ___________________________ Sex:  Male Female

Age: ______ (edad)

(Age in terms of years)
 15-16
 17-18
 Others

Parents higher educational attainment: ___________________

 Elementary
 Secondary
 College

Part II: Reading Comprehension

Indicators Strongly Agree Neutral Disagree Strongly

Agree Disagree
(5) (4) (3) (2) (1)

I imagine how the story will be

by reading the title.

I observe the story figures to

understand them better.

I read parts of the story again

when distracted.

I carefully and slowly to make

sure I understand the text.
I search for new words in a
dictionary.

I remember the main parts of

the story after having just read
them.

I research the text multiple

times when I have trouble
understanding it.

I talk to my colleagues about

the stories to see if I understood
them correctly.

When I read the story I

immediately understood its
content.

I understood well the story read

even without using a dictionary.

I understood well what the story

wanted to convey.

I don't understand many words

in the story.

I correctly follow the use of

punctuation marks while
reading the story.

I understand Tagalog stories

better than English stories.

I quickly finished reading the

story and answering the
questions.
 REFERENCES

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comprehension-survey)

Poor reading comprehension issue in EFL classroom among Indonesian secondary school
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J:Y0pCki6q_DkC

(UNESDOC, 2009)https://unesdoc.unesco.org/ark:/48223/pf0000183277

The Effects of Interest on Reading Comprehension of Low-Achieving Students Retrieved from

https://www.jstor.org/stable/40027009

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View of Reading Online in Foreign Languages: A Study of Strategy us (2016) Retrieved from
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READING COMPREHENSION: THE SIGNIFICANCE, FEATURES AND STRATEGIES N.

Yurko+ U. Protsenko+ DOI https://doi.org/10.36074/rodmmrfssn.ed-1.10 Published 16.03.2021

https://calabarzon.neda.gov.ph/2022/06/15/calabarzon-eyes-interventions-on-improving-
students-reading-comprehension/

A study of relationship between some factors and reading comprehension ability (2022)
Retrieved from https://repository.cpu.edu.ph/handle/20.500.12852/1584

Level of Reading Comprehension of the Education Students (2016) Retrieved from

https://ejournals.ph/article.php?id=13762
The Perceived Challenges in Reading of Learners: Basis for School Reading Programs (2021)
https://www.scirp.org/journal/paperinformation.aspx?paperid=109033

Impact of Related Activities on Reading Comprehension of EFL Students (2020)

https://files.eric.ed.gov/fulltext/EJ1247943.pdf

Comprehension as Social and Intellectual Practice: Rebuilding Curriculum in Low

Socioeconomic and Cultural Minority Schools (Luke, Woods, & Dooley, 2011) Retrieved from
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_Practice_Rebuilding_Curriculum_in_Low_Socioeconomic_and_Cultural_Minority_Schools

Reading Comprehension: What Every Teacher Needs to Know ( Maureen McLaughlin, 2012)
Retrieved from https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/TRTR.01064

(G.Winch, 2010) http://comprehensionsite.weebly.com/comprehension-theories.html

(Nunan 1991)
https://www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/reference/ReferencesPapers.aspx?
ReferenceID=1716577

https://books.google.com.ph/books?
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%20(1999)&f=false

The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate
Decoding: A Meta-Analysis Retrieved (Catts, Adlof, & Ellis Weismer, 2006; Hart, 2005; Landi,
2010; Nation & Snowling, 1999; Yuill & Oakhill, 1991) Retrieved from
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Reading Comprehension: A Conceptual Framework from Word Meaning to Text Meaning

(Bowyer-Crane & Snowling, 2005; Coleman, Lindstrom, Nelson, Lindstrom, & Gregg, 2010;)
https://www.lrdc.pitt.edu/perfettilab/pubpdfs/2012_Reading%20comprehension%20(chapter)
%20Adlof.pdf

Oxford Languages and Google https://languages.oup.com/google-dictionary-en/

GROUP 1

Leader:Mendoza, Gillian Rose P.

Members: Samera, Reign Kyla

Querimit, Paulhyn

Ferrer, Juvielyn

Predas, Vivian

Olivo, Jhan Nicole

Bustarde, Jhon Christian

Aquino, Lawrence