Republic of the Philippines

Department of Education
Caraga Administrative Region
Bislig City Division
Bislig VI District
SAN VICENTE NATIONAL HIGH SCHOOL
School ID: 304868
San Vicente ,Bislig City

Improving the Reading Comprehension of Grade 7 Struggling Readers

through Project RESET using Structural Analysis of Words

Submitted by:

Melanie Cirila E. Paderes

Judith D. Apostol
I. CONTEXT AND RATIONALE

In the area of English reading, there are many researches that focus on

reading comprehension. For some students, it is difficult to comprehend the text

because they have problem in vocabulary. Garcia, Ramayan, Sepe and Silor (2014)

analyzed students’ difficulty in reading. They found that students had difficulties in

understanding difficult words because they forgot the vocabulary words that they

learnt. Zuhra (2015) revealed in his research that students faced reading

comprehension problem because they did not know the meaning of many words. Hall

(2012) stated in his research that students who have difficulty in comprehending the

text mostly because of their lack of vocabulary. To comprehend the text, we should

know and understand the content that we read. Added from Tartila et al (2013), the

teachers found the difficulty to conduct steps teaching,totally because the students

sometimes did not understand about their teaching due to lack of vocabulary which

affected on their performance in learning.

Obviously, reading is a basic tool for learning in all subject areas. Without the

basic skill in reading, understanding the concepts of all other learning areas would be

difficult. The main problem faced by teachers is the low comprehension level of the

learners. This is evident in the English Oral Reading Proficiency Pre-Test and First

Quarter Examination in English this School Year 2022-2023. For two consecutive

years, this has been the scenario in San Vicente National High School.

Because of this, San Vicente National High School literacy team crafted a

reading program to help specifically the frustration level or struggling readers improve

their reading skill. Thus, rises Project RESET (Reading Enhancement for Struggling

Readers to Enjoy and Treasure) which aims to help the struggling readers enhance

their comprehension skills from frustration to instructional level.

Project RESET is a reading program which aims to monitor the reading

development of the struggling readers by giving them vocabulary enrichment activity

specifically structural analysis of words, taken from the selections they read.

Consequently, it provides reading opportunities for struggling readers to enhance

their ability to read, since vocabulary is a big factor in comprehension. When learners

have vast vocabularies, they can easily comprehend what they read. Thus, they will

enjoy reading and treasure learning.

Through this project, struggling readers are given attention and importance.

Project RESET is sustained and is now part of this action research which is mainly

done as an intervention to address the problem of low comprehension level of the

students. This project firmly and positively believes in the tagline, “The need to read

is real; every learner can be an amazing reader.”

II. STATEMENT OF THE PROBLEM AND ACTION RESEARCH QUESTIONS

This study determined the result of reading comprehension ability of the

selected Grade 7 struggling students structural analysis of word.

Specifically, it will seek answers to the following questions:

1. What is the reading level of the participants before the intervention?

2. What is the reading level of the participants after the \ intervention?

3. How effective is Project RESET in helping the struggling readers improve their

reading comprehension skills?

III.PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

The intervention to be used in this study is the giving of vocabulary

enrichment activity specifically structural analysis of words. 30-minute vocabulary

activities will be given during the Learning Recovery Period (LRP) to selected Grade

7 struggling readers as participants of this study. The intervention will be done for six

(6) months.
IV. ACTION RESEARCH METHODS

A. Participants and/or other sources of data and information

Ten (10) Grade 7 students of Grade 7 Section Faith will serve as the

participants of the action research. As English language teachers of the said group of

students, it can be observed that there are struggles in comprehending what they

read. One of the main reasons of the struggle is the lack of vocabulary.

B. Data Gathering Methods

In order to gather the data, the researchers will use a qualitative-quantitative

approach to answer the research questions. To answer research questions 1 and 3,

the researcher will use a quasi-experimental approach to get the impact and efficacy

of the intervention with no random assignments of participants.

For research question 2, the researcher will use a qualitative direct observation to

observe the level of comprehension, interest and engagement of the participants

during the conduct of the intervention.

C. Data Analysis Plan

Once the process of data collection has been completed, the researcher will

start to analyze the data gathered

Descriptive Analysis

Using this analysis, the researcher will identify the calculation of mean from

the pre-test and post test from the ORPT to see if there are significant differences

using t-test. To gauge in terms of reading comprehension wither there is an

improvement of the reading level of the students.

V.ACTION RESEARCH WORK PLAN AND TIMELINES

Time Frame Focus/

Date Date Activity Persons Resources
Started Finished Involved

December December Orientation of the Selected

2,2022 2,2022 participants Grade 7
students
English
Teacher
December December Pre –test Researchers
9,2022 9,2022 Selected
Grade 7
students

January April 14, Implementation of the study Researchers

13,2023 2023
April April 28 Data Analysis Researchers
21,2023 2023
May June 23, Preparation, Finalization, Researchers
5,2023 2023 Reproduction of Action
Research Terminal Report
July July Submission of Action Researchers
10,2023 14,2023 Research Terminal Report
and Submission of Financial
Documents
August August Dissemination and Researchers
2023 2023 presentation of outputs to
conferences

VI. Cost Estimates

ITEM UNIT QUANTITY ITEM DESCRIPTION UNIT TOTAL

COST COST

1 piece 1 L3100 printer with scanner 8,000.00 8,000.00

2 ream 15 A4 bond paper 70 GSM 280.00 4,200.00

3 set 3 Ink toner (CMYK) 1,140 3,420.00

Total P15,620
VII- PLANS FOR DISSEMINATION AND ADVOCACY

Once the action research has been implemented and been proven to be

effective, given that there is an approval from Division Research Office In-charge for

dissemination, it will be disseminated and utilized using the steps below:

1. The researcher will seek support from the School Principal to coordinate with the

District PSDS for dissemination.

2. Once approved by the School Principal, the researchers and the school principal

will seek support from the PSDS regarding the dissemination and utilization of the

intervention

3. Once approved by the PSDS, it is the PSDS’s to share the information to their

teachers through LAC sessions or In-Service Trainings for the intervention and to be

utilized if necessary.
References

Garcia, Y. P., Ramayan, A. J. R., Sepe, A. P., & Silor, A. C. (2014). Difficulties in
reading comprehension and metacognitive strategies for technology livelihood
education students. Proceeding of The Global Summit on Education GSE.

Zuhra. (2015). Senior high school students’ difficulties in reading comprehension.

English Education Journal, 430–441

Hall, L. A. (2012). The role of reading identities and reading abilities in students ’
discussions about texts and comprehension strategies. Journal of Literacy
Research, 44(3), 239-272. doi:10.1177/1086296X12445370

Tartila, Yasin, A., & Rozimela, Y. (2013). The implementation of genre based
approach in English teaching at Islamic Senior High School Model (MAN
Model) Jambi (Undergraduate's thesis). Universitas Negeri Padang
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