Palahanan National High School

Chapter I

THE PROBLEM

Introduction

Reading comprehension refers to the ability to process text, understand the meaning and

to integrate the reader's learnings. There are competencies that learners should obtain to achieve

efficient comprehension. It includes vocabulary for understanding words, ability to understand

the context, ability to follow the passage for identifying antecedents, ability to answer the

questions, ability to recognize literary devices and its tone. While Tyson (2014), argues reading

comprehension as process of constructing meaning through interaction and involvement with

written text. It involves interaction between the readers, text, and the activity. In achieving the

concrete reading comprehension of the students, the presence of strategies must be visible in

order to get the enhancement and development. "Strategy is perspective that is vision and

direction", phrases pointed out by Mintzberg (2012), from his book "The rise and Fall of
This presented problem is controversial.
What is your
Strategic Planning". As she describes, strategy needs crafted plan support that strategies
to achieve good outcome
presented by teachers are ineffective in
which should reflected upon the decisions and actions. terms of reading?

Today, students obtain lower level of comprehension due to ineffective strategies that are

presented by the educators. This could be the reason why students are not able to give the

accurate and appropriate information from the text that should be cross under the process of

analyzing, understanding, and evaluation. These three are essential to acquire by the students.

Based on the data that researchers gathered from Grade 7 English teacher, among the five

sections there are four sections that have students who belong to frustrated and instructional

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readers. If this kind of situation would not be able to address they might bring it until they meet

higher levels.

As a proposed strategy to enhance students' reading comprehension, researchers provided

"Scene-ne Motto" where students will interpret the text being read that are presented through

visual presentation. They will create a scenario that will serve as their interpretation. Then, they

will make "motto" to express the lesson of the text.

Researchers believed that if this strategy would be approved, the students will continue to

grow on reading, to enhance comprehension and also to practice their acting skills.

Statement of the Problem

This study aims to provide strategy that can be used enhance the reading comprehension of

the Grade 7 students in Palahanan National High School and will able to answer the following

questions.

1. How may Scene-ne Motto be qualitatively described?

2. What are the possible factors of Scene-ne Motto in enhancing students’ reading

comprehension relative to:

2.1 Vocabulary

2.2 Fluency

2.3 Critical Thinking

3. To what extent are the constraints met in Scene-ne Motto.

3.1 Vocabulary

3.2 Fluency

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3.3 Critical Thinking

4. Based on the findings, how can the new strategy proposal in enhancing student's reading

comprehension be introduced? You can also include here your

population, your goal in conducting
the study and your data gathering
Scope, Limitation and Delimitation instrument.
This study focuses on the enhancement of the reading comprehension of the Junior High

school in Palahanan National High School.

This study is restricted to the Grade 7 students of Palahanan National High School.

This study is restricted only to the section B, C, D and E of the Grade 7 class.

Significance of the Study

This study is about the enhancement of the reading comprehension of the Grade 7

students in Palahanan National High School and the researchers believed that the following are

the beneficiaries of the study.

To the students, this study can help them to enhance their reading comprehension skills

that will help them to get good grades and also help them to be more active in participating in

every activity.

To the teachers, this study can help them to provide another strategy of teaching their

students in reading especially when enhancing the student's reading comprehension.

To the school, this study can help the school to have a guide in promoting a good service

in teaching. Also, it can promote productive students.

To the parents, this study

What can help
about the them not toofworry
significance this about the performance of their
study to you, as researchers? Write it
children in school. after “To the Parents”

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To the future researchers, this study can be used as a source of information and

reference to their future research study that is related to this topic.

Conceptual Paradigm

INPUT
Scene-ne Motto
Reading materials
that will be used
Interaction to the
students
Cooperation and
Participation of the
students
PROCESS
Students will
participate in
reading text that is OUTPUT
visually presented
in the Television. Students' will
After reading, they enhance their
will be given task reading
to act out the comprehension and
scenario based on the same time their
their understanding acting skills.
on the text being
read.
Then students will
create a motto
about the lesson.

Figure 1. Input Process Output (IPO) diagram of Scene-ne Motto that is strategy proposal

to enhance the reading comprehension of the Grade 7 students of Palahanan National High

School.

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Definition of Terms

Comprehension is the action or capability of understanding something.

In this study, it is used as the way how learners understand a specific text.

Decipher is to find the meaning of something that is difficult to read.

In this study, it is used as to interpret or understand an unfamiliar word.

Disrupted is to cause something to be unable to continue in the normal way.

In this study, it is used to interrupt or destruct in the normal progress or activity.

Enhancement is to increase or improvement in a quality.

In this study, it is used as result of having collaborative teaching.

Learner is a person who is learning a subject.

In this study, it is the students specifically Grade 7.

Motto is a pithy sentence suggesting some guiding principles.

In this study, it is used to express the lesson the students will take from a certain text to show

how much they understand.

Reading is a skill of reading written a printed matter silently or aloud.

In this study, it is used as the skills that must be enhanced by the learners.

Scene is the part of a play or a scenario.

In this study, it is use as a way to present the students' knowledge in a topic.

Strategy is an action plan designed to achieve a major goal.

In this study, it is used as the tools to help learners’ enhancement on reading.

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RESEARCH STRATEGY PROPOSAL

Proposed Strategy: Scene-ne Motto: Enhancing the Reading Comprehension of Grade Seven

Students in Palahanan National High School

Proponents/Researchers : John Harold C. Coz, Sienna Mae O. Alvarez, Azalea L. Panganiban

and Rosalinda G. Pasia

Proposed Strategy Location: Palahanan National High School

I. RATIONALE

Reading comprehension skills is essential in terms of reading. It helps learners to process

and understand a reading text. So, it is important to provide effective strategy or teaching styles

in enhancing student's comprehension.

The elementary teachers had conducted a series of assessment of student's comprehension

level suited to their grade level. Based on the results they found out that they have low reading

level. While public secondary schools have conducted a Reading Remediation Program in their

respective schools to answer such reading deficiency but because of some constraints, like time

and materials, it had not yield satisfactory results among students.

II.OBJECTIVES

To provide strategy in enhancing students' reading comprehension.

To enhance the reading comprehension of the Grade 7 students' of Palahanan National

High School.

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III. DESCRIPTION

The proposed strategy will be conducted by the proponents among one-hundred seventeen

(117) Grade 7 students. There will be observation checklist in order to determine the

performance of the students during the activity. After, the survey questionnaire which consists of

twenty (20) items will be distributed to the thirty (30) students who belong to Independent,

Instructional and Frustrated readers.

IV.METHODOLOGY

There will be prepared visual presentation (PowerPoint presentation) to be used in the

activity. It will be composed of text and pictures. It will be displayed on Television to be easily

seen by the students. Then, the oral reading will consume at least five (5) to ten (10) minutes.

Next, the researchers will ask questions to test their understanding. After that, there will be

instructions explained by the researchers which is "Scene-ne Motto" itself. The students’

interpretations will be measured by creating motto which refers to the "lesson" of the text.

V. OUTCOME

As the specific objectives of this research, its outcome will be beneficial among the

students by increasing and enhancing their comprehension level. Therefore, there will be positive

result in student's participation in any subject areas, since they are likely to be motivated to

participate in the class lectures and activities.

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Chapter II

LITERATURE REVIEW

Reading Comprehension is generally defined as understanding what is read, where words

have context and text have meaning. According to Hussein (2012) reading comprehension is

measure of the ability and willingness to reflect on whatever is being read. It means that reader

does two things in reading process. One of them is certainly just reading and the other one is not

only understanding but also in some thinking.

Tyson (2014), defined comprehension as the heart and soul of reading. Therefore,

comprehension is considered as the main ingredient in reading, which readers acquire learnings

from this kind of dynamic process through possessing information and knowledge from the text

in able to construct meaning before, during and after reading.

Keeping aside, since the researchers assigned to look for problems that people are facing

today. The researchers decided to study about the students reading comprehension. As part of the

study the researchers look for the data to prove that this problem about the reading

comprehension of the student is existing. Garnering the fact that the students are hard to

comprehend, researchers propose a strategy to enhance their reading comprehension, which is

the Scene-ne Motto.

Scene-ne Motto is a strategy adaptation from a famous variety show, which is the

"Cinemoto" of It's Showtime: This segment needs actors and actresses to create scenarios. The

flow of the scenario is based on the narrator. Every scene told by the narrator should have

immediate response. The cast or the actors need to act the specific scene with corresponding

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dialogue. The researchers come up with this strategy Scene-ne Motto to help the students, which

the students are able to interact to one another and for the same time they will learn and enhance

reading comprehension. This strategy is divided into two activities. The Scene-ne, which is the

combination of the words scene and cinema, which the students will act a scenario based on their

interpretation with the text they have read but in a short period of time only. Then the motto or

the motivational phrases, which is actually based on their act presented. They will create a motto

out of their learnings and the lesson they get from the specific text or story.

US Department of Education (2012) , claim that reading comprehension involves various factors

such as background knowledge. The vocabulary and fluency, active reading skills and critical

thinking must work together. Hart (2017) also claim that a child's reading comprehension can be

affected by many factors including their vocabulary, fluency and critical thinking.

He claim that students must be able to comprehend an unfamiliar word and its relationship with

other words with in the text by mastering the vocabulary includes recognizing a words, part of

speech, its definition, context clues and the ways it is used in the sentence. These vocabulary

strategies can help the student in improving comprehension.

Reading with fluency allows the students to retain accurate information, to give

emphasis with the proper expression and increased their speed upon reading. This time the

ability to read fluently develops through reading practice. As the students become fluent readers,

they will spend less time trying to decipher the meaning of words and more time in considering

the overall meaning of the sentence or the sense of every detail. Overtime, fluent readers will

develop their ability to give insight about the text. Students can actively respond to a text more

efficiently when they possess their critical thinking skills. As the students read, they can

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determine the main idea and the supporting details , they notice the sequence of the devices and

their effect on the text. Students will able to know how the story start and how does it flow.

But according to Hallowel (2019), there are things that may affect reading fluency. She

explained that reading fluency encompasses several skills applied simultaneously. It is the ability

to read accurately at a rate that contributes to comprehension. She also claimed that children

learn fluency strategies as early as kindergarten before they actually begin reading. Direct

fluency instruction usually continuously until the their third grade. Several factors contribute the

development of the children's reading fluency.

According to Roxas (2012), struggling readers do not understand why they have

difficulties in comprehending. In order to assist the children, the researchers need to understand

first why and where their difficulties are occurring. Fluency is not an issue in listening, because

the claimed that the speaker controls the pace. However, fluency is needed for reading

comprehension because of the working memory. For the children who experience difficulties in

word recognition, struggle in decoding words or reading is very slow. The information in the text

is often inaccessible, because the child has to hold and remember words not the meaningful

sentence. Fast reading that is actually sounds like speaking natural language helps the student to

comprehend because the flow and focus of the readers are not disrupted by decoding. Nikki

(2012) support Roxas claim and added that, good readers must use strategies before during and

after reading. At first, they must begin reading with understanding of its purpose for their

exploration of the text. Then bring to the table what they already know (their schema or the

background knowledge) and associate what they read to that basis. Predict before they read and

then adjust their predictions if necessary, as they go through. Answer the following questions to

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connect the ideas being predicted. Also, they have to monitor themselves, they must listen to his

or herself to recognize if they are losing the meaning. And they must have their oral vocabulary

to understand the meaning of every word when they hear or read them or either when they use

them in a speech.

In the study of Iqbal et.al., (2015), entitle Factors Responsible for Poor English Reading

Comprehension at Secondary Level. They claimed that one of the major purposes of reading is

on its comprehension. The purposes differentiate among different types of readings. These

different types of readings can be labeled as: scanning, skimming, reading to learn, reading for

general idea/understanding, reading for critical evaluation and reading to integrate information

(Grabe,2010).Scanning is such a reading process which needs recognition of some visual form

such as: number, word or phrase (Carver, 1992). Reading for understanding, is a reading process

that requires visual and semantic process and the mental construction of the text summary (ibid).

Reading to learn does not only require summary of a text but also different chunks of

information which are elaborated in different sets of information (ibid). Reading comprehension

occurs when reader extracts and combines different types of information from the read text and

makes a link between the new information and the already known ones (Koda, 2007)

In the 3 ways to Improve Reading Comprehension with Global project based learning,

Sanghavi (2018) said that there are different ways to engage students in reading, but it is

challenging to implement strategies that work to every students. One of the simplest way to

engage all of the learners is to provide a purpose for reading, but that's easier said than done. In

addition, the admin of Penpal School blog , claim that there are a lot of reading comprehension

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skills that students develop when they are connecting with peers, like summarizing, supporting

claims and comparing and contrasting.

In a recent interview, Sen. Sherwin Gatchalian mentioned his intent to “put accountability

in education” such that the K-12 should work for the Filipino people, produce graduates that are

employable and who fit into the industry and who also do good in college. According to

Gatchalian, do this K-12 producing graduates that are employable?.

While all these are laudable, they will remain in the realm of fantasy unless the senator

will confront and initiate moves to correct the mass production of nonreaders in the K-12

program. Whether the problem springs from an intrinsic flaw in the curriculum, or from the

manner the Department of Education (DepEd) is currently implementing the program, or is

caused or compounded by some other factors, is immaterial. The fact remains that under the K-

12 program, the lack of reading skills is seriously impeding the delivery of education in public

schools.

In fall 1999, the Department of Education's Office of Educational Research and

Improvement (OERI) asked RAND to examine how OERI might improve the quality and

relevance of the education research it funds. The RAND Reading Study Group (RRSG) was

charged with developing a research framework to address the most pressing issues in literacy.

RRSG focused on reading comprehension wherein the highest priorities for research are: (1)

Instruction: How can we best promote the development of proficient reading and prevent reading

comprehension difficulties? (2) Teacher preparation and professional development: How can we

prepare teachers to deliver effective comprehension instruction? (3) Assessment: How can we

develop an assessment system for reading comprehension that includes the design of valid and

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reliable measures of self-regulated, strategic reading that are sensitive to instructional

interventions? RRSG concluded that the research infrastructure must: (a) obtain long-term

funding that is sustained across administrations and political constituencies; (b) acquire

intellectual leadership that endures over a substantial time frame and is insulated from political

forces; (c) synthesize knowledge across the various research initiatives in systematic ways; (d)

enlist a cadre of well-trained investigators; and, (e) fund research that is rigorous and of high

quality.

Group your content thematically. First discuss reading. The comprehension. Then reading

comprehension. Afterwards you explain the proposed strategy which is the Scene-ne Motto.

Then provide explanations on how this specific strategy will address the enhancement of

fluency, vocabulary and critical thinking based on your SOP.

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Chapter III

RESEARCH METHODOLOGY

This chapter covers an overview of methodology used in the study. The discussion in the

chapter is structured around the research design, population sampling, data collection and data

analysis. Ethical considerations and measures to provide trustworthiness are also discussed.

Research Design

The main objective if this study is to enhance the reading comprehension of the Grade 7

students in Palahanan National High School by proposing another reading strategy in teaching.

The researchers used the descriptive research design to describe how effective the proposed

strategy will be in terms of enhancing the students reading comprehension.

Research Sampling Procedure

The researchers randomly selected one hundred seventeen (117) students from

Grade 7, which 29 students from section B, 29 from section C, 30 from section D and 29 from

section E. In order to get the total number of respondents, the researchers used the Sloven's

formula which is n=N/(1+Ne²) where N=166 and e=0.05.

N=166 n=166/[1+(166)(0.05)²]

e=0.05 n=166/[(166) (0.0025)]

n=? n=166/(1+0.15)

n=166/1.415

n=117.31 or 117

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Data Gathering Procedure

On this study, the researchers provided survey questionnaire with two set of questions for

the selected group of students from Grade 7. At first, the researchers explained to the students

what the study is about. Then students will read the text orally which will be presented in the

television then on every slide the instructor will be asking questions to them to have their

predictions, after reading, the students will be given task to create a short skit, and make their

Sorrybased
own Motto for theon
informality, pero gustoto the text. The researchers will let the students perform
their interpretation
ko muna tumawa, HAHAHA :D You
the proposed strategy
don’t have Scene-neindicate
to necessarily Motto the
about their understanding and interpretation with the text
process of how you distributed the
they read. Then, after
questionnaire. Youperforming Scene-ne Motto the researchers will distribute the survey
can just include
the construction of your
questionnaires to be answered and explain what is the survey all about, then, when the students
questionnaire.

are done answering, the researchers will collect the data and give the students some snacks for

their participation in this study. Lastly the researchers will compile the data and find out the

results.

To be more accurate, the researchers also provided an observation checklist which to be

checked by the teacher that is present in the room while the participants are performing the said

proposed strategy.

These questions have undergone face to face validation from three (2) professionals and

experts in research and language field.

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Chapter IV

FINDINGS AND DISCUSSION

This chapter presents, analyses, and interprets the data gathered in the research study. The

various results were presented in the succeeding tables with corresponding discussions and

explanations. It also answered specific problems given in the previous chapter.

Profile of the respondents in terms of :

Table 1.1 Sex

SEX Section Quantity Percentage

Mahogany 10 34%

Acacia 17 57%

Male Yakal 16 55%

Mulawin 15 52%

Total 58 49%

Mahogany 19 66%

Acacia 13 43%

Female Yakal 13 45%

Mulawin 14 48%

Total 59 51%

Table 1.1 show the sex of the respondents, which from section B has 10, C has 17, D has 16 and

E has 15 male respondents, with the total of 58 male students that is the 49% of the total number

of respondents. Female respondents from section Bare 19, C are 13, D are 13 and E are 14, with

the total of 59 female students that is 51% of the total number of respondents which is 117

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students. As observed the total numbers of male and female are close to each other’s total

amount. Total amount of?

Table1. 2 Age

Age Section Quantity Percentage

Mahogany 14 47%

Acacia 16 55%

11-12 Yakal 16 55%

Mulawin 20 69%

Total 66 56%

Mahogany 16 53%

Acacia 13 45%

13-14 Yakal 13 45%

Mulawin 9 31%

Total 51 44%

Table 1.2 show the age of the respondents, which the respondents that has the age of 11-12 are

66, which are 16 from Section B, 16 from C, 14 from D and 20 from E. Those 66 respondents are

the 56% of the total number of respondents. And the respondents that has the age of 13-14 are

51, which are 13 from B, 13 from C, 16 from D and 9 from E. Those 51 respondents are the 44%

of the total number of respondents which is 117. As shown in the data, almost half of the

respondents have the age of 11-12 that is younger than their classmates but still able to

understand the questions that the researchers provided to gather data that is needed in the

strategy proposal Scene-ne Motto.

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Table 2. Interpretation for the Related Factors

Table 2.1 Vocabulary

No Vocabulary Weighted Rank Verbal

. Mean Interpretation

1 I understand the meaning of the words and 4.56 5 Strongly

relationship of every phrase in the story. Agree

2 I use appropriate words to explain my 4.1 1.5 Agree

interpretation with the text.

3 I was able to know the meaning of the 4.28 4 Strongly

unfamiliar words that I encounter in a reading Agree

text because of the way it is used.

4 I gain more ideas and information because of 4.1 1.5 Agree

the words being defined in the text.

5 I learn the proper usage of the word that I 4.13 3 Agree

encounter for the first time.

Composite Mean 4.23 Strongly Agree

Table 2.1 shows the Interpretation for the Related Factors in terms of Vocabulary. First on the

rank are the statements that they use appropriate words to explain their interpretation with the

text and they gained more ideas and information because of the words being defined in the text

garnering a weighted mean of 4.1 and agreed by the respondents. It is also indicated that most of

the respondents agrees to the statement that they learned the proper usage of three he word that

they encounter for the first time having a weighted mean of 4.13. It was followed by the

statement which states that they were able to know the meaning of the unfamiliar words that

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they encounter in reading text because of the way it is used garnering a weighted mean of 4.28

which is strongly agreed by the respondents. Lastly, the statement which state that they

understand the meaning of the words and relationship of every phrase in the story have a

weighted mean of 4.56 which is strongly agreed by the respondents. As a whole, it has a

composite mean o 4.23 in which the respondents strongly agreed on.

Most of the respondents found themselves able to understand words and used appropriate words

to explain their interpretation. Also, they believed that they gained more ideas and information

from the words that are being defined in the text.

Table 2.2 Fluency

No Fluency Weighted Rank Verbal

. Mean Interpretation

1 I can read words found in the text with 4.4 2 Agree

complex spelling.

2 I can speak comfortably while reading the text. 4.26 5 Strongly

Agree

3 I don't hesitate to pronounce the words in the 4.15 4 Agree

text even if it is unfamiliar.

4 I apply the proper use of stress and intonation 3.9 1 Agree

while reading.

5 I can read the text with proper expression and 4.14 3 Agree

speed.

Composite Mean 4.17 Agree

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Table2.2 shows the Interpretation for the Related Factors in terms of Fluency. First on the rank is

the statement which stated that they apply the proper use of stress and intonation while reading

garnering of a weighted mean of 3.9 which is agreed by the respondents. The respondents also

agreed to the statement which stated that they can read words found in the text with complex

spelling having a weighted mean of 4.4. It was followed by the statement which stated that they

can read the text with proper expression and speed having a weighted mean of 4.14 which is

agreed by the respondents. Fourth in the rank is the statement which stated that they don't

hesitate to pronounce the words in the text even if it is unfamiliar having a weighted mean of

4.15 and it was agreed by the respondents. Lastly, the statement that they speak comfortably

while reading text garnering a weighted mean of 4.26 that is strongly agreed by the respondents.

As a whole it has a composite mean of 4.17 in which the respondents agreed.

Table 2.3 Critical Thinking

No Critical Thinking Weighted Rank Verbal

. Mean Interpretation

1 It is easy for me to interpret the lesson when I 4.35 5 Strongly

relate it to real-life situation. Agree

2 I create motto based on my own perspective. 4.27 4 Strongly

Agree

3 I easily determine the main idea and the 4.14 2 Agree

supporting details of the text.

4 I observe the effects of the literary devices on 4.18 3 Agree

the text itself.

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5 It is easy for me to evaluate text whenever we 4.04 1 Agree

collaborate as a group.

Composite Mean 4. 20 Strongly Agree

Table 2.3 shows the Interpretation for the Related Factors in terms of critical thinking. First on

the rank is the statement which stated that it is easy for them to evaluate text whenever they want

to collaborate as a group having a weighted mean of 4.04 which is agreed by the respondents.

The second one on the rank is the statement that they easily determined the main idea and the

supporting details of the text having a weighted mean of 4.14 which is agreed by the

respondents. Third on the rank is the statement which stated that they observe the effects of the

literary devices on the text itself garnering a weighted mean of 4.18 that is agreed by the

respondents. Fourth on the rank is the statement which stated that they create motto based on

their own perspective having a weighted mean of 4.27 which is strongly agreed by the

respondents. Lastly, it is also indicated that the respondents strongly agreed on the statement that

it is easy for them to interpret the lesson when they relate it to a real-life situation garnering a

weighted mean of 4.35. As a whole the respondents strongly agreed and have a composite mean

of 4.20.

Table 2.4 Possible Constraints in Scene-ne Motto

No Possible Constraints in Scene-ne Motto Weighted Rank Verbal

. Mean Interpretation

1 I do not pay much attention in listening on the 1.49 3 Strongly

activity presented. Disagree

2 I am not interested on the activity because of 1.46 1.5 Strongly

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its instruction. Disagree

3 I do not participate on my designated group to 1.50 4 Strongly

do the task. Disagree

4 I am not convinced by the objectives of Scene- 1.58 5 Strongly

ne Motto. Disagree

5 I did not follow the mechanics that should 1.46 1.5 Strongly

appear in our presentation. Disagree

Composite Mean 1.50 Strongly Disagree

The table 2.4 shows the Interpretation for the Related Factors in terms of the Possible Constraints

in Scene-ne Motto. First in the rank are the statement which stated that they are not interested on

the activity because of its instructions and they did not follow the mechanics that should appear

in their presentation which is strongly disagreed by the respondents garnering weighted mean of

1.46. Also, the statement which stated that they did not pay attention in listening on the activity

presented having a weighted mean of 1.49 which is strongly disagreed by the respondents.

Fourth on the rank is the statement which stated that they do not participate on their designated

group to do the task which is strongly disagreed by the respondents having a weighted mean of

1.50. Lastly the respondents strongly disagreed on the statement that they are not convinced by

the objectives of Scene-ne Motto garnering a weighted mean of 1.58. As a whole the respondents

strongly disagreed garnering a weighted mean of 1.50. On your interpretation of data, aside from

interpreting what’s on the table itself, try to relate it as well on your literature review and

associate the results on your proposed reading strategy.

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Table 3 Observation to the class

No. Of check Observation Checklist Statements

4 Do the students participate in the activity?

3 Do the students present their created acts?

4 Do the students enjoy the Scene-ne Motto?

4 Do the students present their understanding about the text?

3 Do the students relate their background knowledge to the text?

4 Do the students give their attention to listen to the text?

0 Do the students take much time to comprehend the text?

3 Do the students pay their attention to read the text?

2 Do the students rely on their real-life experiences to do the activity?

3 Do the students base their motto in real-life situation?

Table 3 shows the result of the observation checklist checked by the teachers who are present in

the classroom while there are students performing the strategy proposal Scene-ne Motto. Which

in the first statement all of the four (4) teacher said that the students participated in the activity.

In the second statement three (3) teachers said that the students present their created acts. Third

statement, four (4) teachers said that the students enjoyed the Scene-ne Motto. Fourth statement

four (4) teachers as well said that the students presented their understanding about the text. Fifth

statement, three (3) teachers said that the students related their background knowledge about the

text. Sixth statement, four (4) teachers said that the students give their attention to listen to the

text. In the first six statement,show that the students interested to the proposed strategy. At the

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seventh statement, no one said that the students take much time to comprehend the text. This

show that the students understand the text they read because they have their background

knowledge. To the eighth statement, four (4) teacher said that the students pay their attention to

read the text same as the statement number six that the students give their attention in listening

the text. For the ninth statements, two (2) teachers said that the students rely on their real-life

experience that they use to do the activity. And for the last statement, three (3) teachers said that

the students based their motto in their real-life situation. This shows that the students really

understand the text using the strategy proposed by the researchers.

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Chapter V

CONCLUSIONS AND RECOMMENDATIONS

After gathering and analysing all the collected data, the researchers finally came up with

the following conclusions:

1. Scene-ne Motto is the proposed strategy used to enhance the reading comprehension of

the Grade Seven students, section B to E. This strategy includes inputs or materials to be

use in the main activity such as visual presentation that consist of reading text and

pictures. It serves as the main component of Scene-ne Motto that was used by the

instructors. With the help of these, students are able to exert their skills in vocabulary,

fluency and critical thinking. Also, as part of the objective of the said activity, they

created a "motto" which refers to the general lesson of the text being shown.

2. After conducting the activity, there are related factors of Scene-ne Motto observed

namely Vocabulary, Fluency, and Critical Thinking. In terms of Vocabulary, the students

are able to understand the meaning and usage of words and phrases in the text plus they

gain more ideas and information. In fluency, they properly apply good reading executed

by expression, speed, stress and intonations. Lastly, the critical thinking itself, they are

able to create and interpret motto and evaluate it from the text using their own

perceptions.

3. Most of the students did not experienced hindrances during the activity. It means, they

pay much attention on listening, gave their interest, participate with their groupmates,

convinced by the objectives, and follow the given mechanics that should appear in their

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presentation. These factors prove that "Scene-ne Motto has been effective strategy in

enhancing students' reading comprehension.

With the given conclusion, the following recommendations were drawn:

1. To the students, if the proposed strategy would be implemented, they would be more

participative and attentive in this activity during class discussions. On the other hand, in

order to enhance their reading comprehension it's better to engage on different reading

program or activities in school. In addition, the consistency of practicing reading by

themselves could also help to discover their own capabilities and weaknesses.

2. To the teachers, researchers recommend this new strategy, "Scene-ne Motto" among

teachers since it found out that this is effective. Proving that they at least practice their

skills in Vocabulary, Fluency, and Critical thinking in order to achieve the objective of

the activity. In fact, they may use it in their specialized subject and could also put another

style on teaching for the reason that the whole population of the class could participate

and enjoy.

3. To the school, researchers recommend to implement this proposed strategy on school

to use by Junior high school teachers. In this case, teachers will provide a new approach

in doing group activities that could be use in different subject matter especially in English

and Filipino.

4. To the future researchers, this study can be use as source of information in their future

research studies with regards to enhancement of students' reading comprehension.

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