STUDENTS’ READING MOTIVATION AND READING COMPREHENSION

SKILLS

AN UNDERGRADUATE THESIS

Presented to the Faculty of

School of Teacher Education
J. H. CERILLES STATE COLLEGE
Dimataling Extension Class, Dimataling, Zamboanga del Sur

In Partial Fulfilment of the Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION
MAJOR IN ENGLISH

By

DONNA B. BALAOD

NAOMIE S. PANUNCILLON

JEAN A. SARCON

May 2023
 CERTIFICATE OF PANEL APPROVAL

This thesis entitled, Students’ Reading Motivation and Reading Comprehension

Skills, prepared and submitted by Donna B. Balaod, Naomie Panuncillon and Jean A.

Sarcon, in partial fulfilment of the requirements for the degree, Bachelor of Secondary

Major in English, has been examined and is hereby recommended for approval.

MRS. LORENA S. VERGARA

Thesis Adviser

June 2023

This thesis is approved in partial fulfilment of the degree Bachelor in Secondary

Education requirements.

Approved by the Oral Examination Committee on _________________ with a

rating of ______________.

ALJON GONZALES

STATISTICIAN

MARY JANE A. PINGKI-AN JERSON ADLAWON

PANELIST PANELIST

JAY-BOY M. TIZON

CHAIRMAN
 3

ACKNOWLEDGEMENT

The researchers would like to express their heartfelt gratitude and appreciation to the

people who extended their help in making this study possible. First to the Almighty

God, for the wisdom, guidance, protection and strength that help them to finish this

study.

To the principal of Laureano Salusod National High School for giving them

favourable approval in the conduct of their study.

To Mrs Lorena S. Vergara, for her support, guidance and encouragement.

To the Grade 7 students and adviser of Laureano Salusod National High School for

the assistance they need in the data of gathering process.

To their parents and guardians, for their unmeasurable support, morally and

financially.

To their classmates and friends for their encou ragement to finish this paper,

they acknowledge your great support and may God Bless everyone.

The Researchers
 DEDICATION

This research paper is heartily and lovingly dedicated to the Almighty God for His

guidance, love, wisdom, and blessing. This is also dedicated to their parents and

guardians who patiently supported them morally and financially namely;

Mr. Kinky Lilan Balaod

Mr and Mrs Almerto Sarcon

Mr and Mrs Arlyn Albarico

To their supportive adviser, relatives, friends and to the people behind their success

to make this work possible. Thank you to all of you!

The Researchers

Abstract
 5

Reading comprehension is one of the skills teachers endeavour to teach students.

However, despite teacher’s effort, poor reading comprehension skill is still very

evident in the students nowadays. This may be because of the factors other than

teachers’ influence that affect students’ reading comprehension skills. These factors

include reading motivation. Reading motivation is the drive that causes students to

read. The purpose of this study is to identify the level of students’ reading motivation

and reading comprehension skills, and to determine the relationship between the

aforementioned variables. The respondents of this study were the 25 Grade 7 students

of the K-12 curriculum of one of the public school in Zamboanga del Sur in the

SCHOOL YEAR 2022-2023 who were purposively chosen by the researchers.

Further, the first set of questionnaire was used to measure students’ reading

motivation in terms of social reasons for reading, reading involvement, and reading

challenge. On the other hand, the second set of questionnaire was used to measure

students’ reading comprehension skills.

Keywords: Reading challenge, reading involvement, reading comprehension, reading

motivation and social reasons for reading.

Table of Contents

Title page……………………………………………………………………………………i

Certificate of Panel Approval…………………………………………….............................ii

Acknowledgement………………………………………………………………………….iii

Dedication……………………………………………………………………………………iv

Abstract……………………………………………………………………………………….v

Table of
Contents………………………………………………………………………………………vi

Chapter 1.....................................................................................................................................8

The Problem............................................................................................................................8

Introduction.........................................................................................................................8

Theoretical Framework.............................................................................................................10

Conceptual Framework.....................................................................................................10

Statement of the Problem..................................................................................................13

Null Hypothesis................................................................................................................13

Scope and Limitations of the Study..................................................................................14

Significance of the Study..................................................................................................14

DEFINITION OF TERMS...............................................................................................16

Chapter 2...................................................................................................................................17

Review of Related Literature....................................................................................................17

Reading Motivation..................................................................................................................17

Reading Comprehension...........................................................................................................20

Chapter 3...................................................................................................................................26

RESEARCH METHODOLOGY.............................................................................................26

Research Instrument.................................................................................................................26

Gathering of Data.....................................................................................................................27

Sampling Design.......................................................................................................................27
 7

Statistical Treatment of Data....................................................................................................28

CHAPTER IV...........................................................................................................................29

Table 1.1...................................................................................................................................29

Table 1.2...................................................................................................................................30

Table 1.3...................................................................................................................................32

Table 1.4...................................................................................................................................33

Table 2......................................................................................................................................34

Table 3......................................................................................................................................35

CHAPTER V............................................................................................................................38

Summary of Findings...............................................................................................................38

Conclusions...............................................................................................................................40

Recommendations.....................................................................................................................42

References.................................................................................................................................42

APPENDICES..........................................................................................................................46

Questionnaire on Students’ Reading Motivation......................................................................48

Questionnaire on Students’ Reading Comprehension Skills....................................................51

Tally Scores of Students’ Reading Motivation.........................................................................59

Tally Scores of Student’s Reading Comprehension.................................................................62

CURRICULUM VITAE...........................................................................................................64

Chapter 1
 The Problem

Introduction

Reading is one of the macro skills that every teacher hopes to develop in

students. Acquisition or non-acquisition of this skill has a big impact in students’

overall performance in school. Thus, reading instruction should be given emphasis

and must be prioritized by a responsible government (Cayubit, 2012). Cruz (2007)

added that in this age of information where orality is not enough to communicate to

the world anymore, quality reading instruction among public schools should be a top

priority.

In his study, Noland (2014) pointed out that reading comprehension skills are

essential in ensuring success in academics, profession, and personal life. He further

stressed that some students may not be able to live safely and productively if they lack

basic reading and comprehension skills.

In the Philippine context wherein English is considered as the second

language, reading and comprehension level does not match with the figures released

in the press (Sanopao, 2016). Philippines is supposed to have a high literacy rate of

86.6%, but Filipinos still grapple at the difficulty of reading and writing. The survey

conducted by Functional Literacy, Education and Mass Media Survey (FLEMMS) in

2008 showed that 20.1 million Filipinos aged 10-64 do not what they read. This result

is alarming and necessitates urgent decisions and actions from all education sectors.

Moreover, Paz (2018) on his study reported that 10 to 15% of the general population

of Caraga State University experienced difficulty in reading. He also observed that

despite students’ mastery of the basic elements of English such as grammar and
 9

vocabulary, their reading comprehension levels still need improvement. This can be

attributed to the fact that most students lack motivations to read.

According to Takaloo and Ahmadi (2017), motivation is one of the neglected

parts of English language teaching. Teachers often forget that motivation is the basic

part of learner’s English language learning activities. With the advent of technology,

the love of reading has evidently deteriorated in the youngsters nowadays. Instead of

reading books, students oftentimes spent their time playing online games, visiting

social media platforms, or watching trending videos online.

Recognizing the need to reinforce the instruction of reading, the Department

of Education (DepEd) has declared the month of November as the National Reading

Month and has instructed school officials to conduct various activities to rekindle the

interest of school children in reading. This program aims to intensify reading

programs and activities in school for children.

Reading comprehension (Panayiota Kendeou, George Spanoudis, in

Cognition, Intelligence, and Achievement, 2015) is essential for successful

functioning in our society. In virtually all instances, the goal of reading is to identify

the meaning or message of the text at hand. Doing so involves the execution and

integration of many processes.

The DepEd Zamboanga del Sur Division also acknowledges the importance of

reading and encourages every school to hold remedial reading sessions every

afternoon. All school administrators are also advised to send their English teachers to

attend different seminars on reading instruction.

 In the school where the study was conducted, the researchers observed that

most students own smart phones that may have affected their reading motivation and

eventually harm their reading comprehension skills. In view of this condition, the

researchers were challenged to conduct a study that tried to find out the relationship of

reading motivation to students’ reading comprehension skills.

Theoretical Framework

This study is anchored on McClelland’s (1960) Learned Needs Theory. This

theory claims that humans acquire and learn their motivator overtime. When applied

to reading motivation, this theory means that students do not immediately have

motivations all at once at the beginning, but they develop their motivations as they

progress and go through their educational journey. McClelland (1960, in Arnold et. Al

2005) affirmed that students have three motivating drives that do not depend on

gender and age. These motivating drives are achievement, affiliation and power.

Conceptual Framework

The schematic diagram shown in figure 1 demonstrates the conceptual

framework of this investigation. This study evaluated two variables, student reading

motivation and student reading comprehension abilities, as shown in the figure. The

independent variable is the student's reading motivation, which is thought to have an

impact on the student's reading comprehension skills. The dependent variable is the

student's reading comprehension skills, which are the resultant output.

Student’s motivation is measured based on the following constructs: social

reasons for reading; regarding involvement; and reading challenge. On the other hand,
 11

student’s reading comprehension skills is measured using the following competencies;

recognizing cause and effect; predicting outcomes; and summarizing main ideas.
 Students’ Reading Motivation and Reading Comprehension Skills

Students’ Reading
Motivation

-Social reasons for Students’ Reading

reading Comprehension Skills
- Reading involvement

- Reading challenge

Figure 1. Schematic Diagram of the Study

 13

Statement of the Problem

This study examines how the reading motivation of the Grade 7 students

affected their reading comprehension abilities over the academic year 2022–2023.

Specifically, this study aims to answer the following questions:

1. What is the level of the students’ reading motivation in terms of;

1.1 social reasons for reading

1.2 reading involvement; and

1.3 reading challenge?

2. What is the level of the students’ reading comprehension skills

3. Is there a significant relationship between students’ reading motivation and their

reading comprehension skills?

Null Hypothesis

The null hypothesis of this study is tested using the 0.05 level of significance

as stated:

Hₒ: There is no significant relationship between reading motivation and

reading comprehension skills.

Scope and Limitation of the Study

The scope and limitation of the study included the following aspects that are

projected to define the parameters of the present study and establish its place in the

area of educational research. This study shall focus on reading motivation, and
reading comprehension skills of Grade 7 students. The study was conducted at one of

the public secondary school of Dimataling, Zamboanga Del Sur during the school

year 2022-2023. The respondents of this study were the 25 Grade 7 students in the

school year 2022-2023. The respondents were purposively chosen by the researchers

who believed that they are the best group of students who can give accurate and

reliable responses to the survey questionnaires.

A descriptive-correlational type of research is used in the investigation.

Two sets of questionnaires were used for study. The survey questionnaires adapted

from Wigfield and Guthrie (1997) was utilized to assess students’ reading motivation,

while a questionnaire adapted from TAKS Preparation Workbook (2005) and Test

Best for Test Prep in Language Arts (2000) was used to measure students’ reading

comprehension skills.

Significance of the Study

The findings of this study were beneficial to the following individual or

groups who were considered as the direct recipients of the results of this study.

English Teachers. The results of this study will help teachers in finding new

techniques in improving students’ reading motivation and their reading

comprehension skills. Teachers may deduce from the findings better approaches on

how to achieve meaningful reading instruction.

School Administrators. The findings of this study will provide school

administrators with invaluable information that will help them plan for effective ways

and programs aimed at enhancing the reading competence students.

 15

Students: This study will be very useful to students’ as they are the main

recipient of all new programs, interventions, and techniques teachers and school

administrators will be implementing to help improve their reading motivation and

reading comprehension skills.

Other researchers. The results of this study may serve as benchmark

information for future researchers when they would conduct similar studies on other

areas on the use of relationship of students’ reading motivation and their reading

comprehension skills.
DEFINITION OF TERMS

The following terms will be used extensively in this study and shall be taken

according to the definition given below:

Reading Involvement. This refers to students’ involvements that shows their

enjoyment experienced from reading certain kinds of literary or informational books.

Reading Challenge. This refers to students’ reading motivation that shows their

willingness to take on difficult reading materials.

Reading Comprehension skills. This refers to the skills of students in understanding

what they read.

Reading Motivation. This refers to the reasons that push the students to read.

Social reasons for reading. This refers to students’ reading motivation that shows the

process of constructing and sharing the meanings gained from reading with friends

and family.
 17

Chapter 2

Review of Related Literature

This chapter reviews the literature related to reading motivation and reading

comprehension skills, which will provide bases for the interpretation of the data that

shall be gathered later.

Reading Motivation

The educational system of the Philippines (August 6th, 2021 by Future Learn)

has put premium on the importance of reading in developing literacy functional

Filipinos. Since many researchers conducted in the field of education showed results

that high reading comprehension skills of students is directly related to their success,

educators have done a lot of things to ensure that proper reading instruction is

delivered in schools.

However, teachers oftentimes forget the role of motivation in making learning

to happen. According to Takaloo and Ahmadi (2017), motivation is one of the

neglected parts of English language learning activities. Teachers often forget that

motivation is the basic part of learners’ English language learning activities.

But the truth remains that without learners’ motivation, there is no pulse and

no life in class. When learners learn to incorporate direct approaches to generate

motivation in their learning, they will become happier and more successful learners.

Teachers with extensive knowledge of the most effective reading strategies with

which to instruct their children will only be successful to the extent that their students

are motivated to learn and use those strategies (Wigfield, Gladstone, & Turci, 2016).
 One of the factors affecting reading comprehension achievement is reading

motivation (Marsela, 2017). Reading motivation is very important because in

education, it affects the level of the learning of individual, and they reflect to their

behaviours whether they have learned or not. Motivation is also really crucial in the

process of learning especially in reading.

Guthrie and Wigfield (1997, in Marsela 2017) said that motivation in reading

is an important contribution for students to achieve reading comprehension and

academic success. When students with low motivation likely to have low reading

comprehensions, it means that building motivation is an important first step in

developing students who will turn as readers.

Reed (2005) also concluded that good readers tend to be intrinsically

motivated to read, and the amount of time they spend reading is highly correlated with

their reading proficiency and overall academic success across all subject areas. This

means that motivation of readers put themselves in frequent time for reading. The

more they spend time for reading, the more proficient they will be. Spending time for

reading is the key in order to be successful in reading.

A lot of researchers about the effect of reading motivation to students’ reading

comprehensions were already conducted and published. In the study of Ahmadi

(2013), results showed that reading motivation had a significantly positive effect on

the English reading comprehension of Malaysian students. Marsela (2017) also found

significant correlation between reading motivation and reading comprehension

achievement of the eleventh grade students of MAN 2, Palembang. The recent study

of Middleton (2011) results from the study suggest that children’s reading skills and

performance are associated with their engagement and desire to read, in part, above
 19

and beyond genetic factors related to motivation and comprehension. Student’s

intrinsic motivation correlates positively with their reading achievement and predicts

their reading achievement overtime (Wigfield et. al, 2016). Children who like to

participate in a group of learners by completing needed text are likely intrinsically

motivated readers and subsequently have more positive reading outcomes.

On the other hand, Ahmadi (2013) reasoned that motivating students can

encourage them to make educated guesses better achievement, solve problems or

difficulties while reading the text and also reduce comprehending anxiety. Thus, it can

be concluded that considering such reading motivation in teaching curriculum as to be

instructed on the regular and disciplined basis could be profitable for the students.

Teachers need to help children understand the importance of reading and help

children find meaning in their reading. Making reading personal can help to increase

reading motivation. Gambell (2011, in Chinappi 2015) explained that by providing

children with proper tools to be successful we can try to help increase reading

motivation,

Reading motivation as the large amount of motivation that students have to

consider their positive or negative idea about reading. For instance, students who read

for pleasure and employing strategies to support their comprehension are highly

motivated readers. Students of this kind usually consider reading to be an important

factor in their daily activities, accept challenges in the reading process and are likely

to be successful readers. Additionally, reading motivation is one’s own purpose, idea

and desire related to the title, action and the results of the reading (Guthrie &

Wigfield, 2000).
 It is concluded that, additional benefits of being a motivated reader by stating

that it is important to motivate students to read by providing them opportunities to

select their desired materials. In other words, readers need to read more when they are

allowed to choose their reading materials because they would discover that reading is

an enjoyable activity (Pachtman & Wilson, 2006).

According to Guthrie and Wigfield (2000), reading motivation is the

enormous quantity of motivation that learners should consider their positive or

negative idea about reading. For example, learners who read for pleasure and

engaging approaches to support their understanding are extremely motivated readers.

Learners of this kind usually consider reading to be a significant element in their daily

activities, receive challenges in the reading process and are likely to be effective

readers. Furthermore, reading motivation is one’s own purpose, idea, and interest

related to the title, action, and the consequences of the reading.

Since success in reading also brings students success in other subjects,

motivation for reading brings a lot of benefits for them. Thus, it is really imperative

that motivation is reading is emphasized in students.

Reading Comprehension

Reading comprehension has been defined in many ways over the years. Nuttall

(1996) suggests that the overriding purpose to reading is to get the correct message

from a text – the message the writer intended for the reader to receive. Allen (2003)

stated that the idea of reading has changed and moved from what was considered a

receptive process to what is now an interactive process. Reading can be done using a

number of processes that can be divided into two main categories: bottom-up

processing and top-down processing. Bottom-up processing refers to the reader

 21

obtaining meaning from the letters and words of a text and reconstructing the intended

message that way. Top-down processing refers to the reader’s ability to look at a text

as a whole and to connect and relate it to his existing knowledge base. Both processes

are needed to obtain a message from a text.

Reading comprehension is a complex process that includes the reader,

the text, and factors associated with the activity of reading (Lipka and Siegel, as cited

in Sanopao, 2016) which requires different building-block skills (Basaraba, as cited in

Suarez, 2015)

Reading comprehension is defined as the process of making meaning by

coordinating a number of complex processes that involve language, word reading,

word knowledge, and fluency (Cain, Oakhill, & Bryant, 2004; Paris, 2005).

Reading can be seen as an interactive process between a reader and a text

which leads to automaticity. In this process, the reader interacts dynamically with the

text as he/she tries to elicit the meaning (Alyousef, 2005 as cited in Rochman, 2017).

Without understanding the meaning, reading would be futile. This is where reading

comprehension comes in.

According to Kintsch and Rawson (2005), Joffe, Cain, and Maric (2007), and

McGrew and Wendling (2010), text comprehension includes processing at various

levels. The reader makes a semantic network of opinions as they try to identify the

meaning of a text. The reader uses language and visual skills to decode words and

combine words and phrases that construct meaning. That is, links and syntactic

connections are shaped, revised, and revisited in the reading process as a means for

making and keeping coherence. Kintsch and Rawson (2005) continued that
comprehension is more than the sum of these processes but rather the holistic

coordination and involvement of these processes for reading comprehension.

Rayneer, Foorman, Perfitti, Pesetsky and Seidenberg (as cited in Suarez, 2015)

defined reading comprehension as the level of understanding of a text or message.

This understanding comes from the interaction between the words that are written and

how they trigger knowledge outside the text or message.

Reading comprehension is a complex process that includes the reader, the text,

and factors associated with the activity of reading (Lipka and Siegel, as cited in

Sanopao, 2016) which requires different building-block skills (Basaraba, as cited in

Suarez, 2015).

In the study of Cruz (as cited in Selangan, 2015), he stressed that

comprehension failures can lead to school failures. Since reading comprehension

plays a very important role in a student’s success in school, it is among the top five

factors that are at the forefront of any educational institution. Its increase or decrease

among pupils or students has always been the concern of experts within or outside an

institution as schools and teachers are increasingly held accountable for students’

achievement (Meneghetti, Cerretti & De Ben, 2006).

According to Cayubit (2012), it is given that any Filipino child with sufficient

reading skills would have greater chances of success in school compared to a child

whose reading skills are poor. He added that poor reading skills is manifested with

poor comprehension and wrong pronunciation among others.

 23

Blickendtaff, Hallquist and Kopel (2013) stressed that every teacher dreams

for students to succeed in all areas of their life through literacy. In order for them to

be literate they must know how to read and comprehend to be globally competitive.

Students have shown that reading comprehension skills are essential for

success in an individual’s academic, professional, and personal life. If students go

through life and never learn how to comprehend any type of text, that means they will

unable to read a simple medicine bottle, a billing statement, or even an address. There

are many students who grow up not being able to live safely and productively because

they lack basic reading and comprehension skills (Noland, 2014).

Ahmadi and Pourhosein (2012) expressed that reading comprehension is a

cooperative mental practice between a reader’s linguistic knowledge (knowledge of

the world) and knowledge about a given subject. Reading comprehension is a

communicating procedure in which readers interact with the text as their background

knowledge is activated. According to Rahmani and Sadeghi (2011), reading

comprehension is defined as the level of recognizing a text/message. This recognition

comes from the communication between the words that are written and how they

activate knowledge outside the text/message. Reading comprehension depends on the

ability to understand words fast. If word understanding is hard, learners use too much

of their processing ability to read individual words which interferes with their ability

to comprehend what is read. Rahmani and Sadeghi (2011) continued that learners

need to learn to analyze a text for comprehending even before they can read it on their

own and comprehension instruction. According to Ahmadi and Pourhosein (2012) and

Rahmani and Sadeghi (2011), comprehension instruction consists of learners

answering instructors' questions and writing answers to questions on their own or

both.

If no intervention is administered early to help students enhance their reading

comprehension skills, the academic, social, and psychological development of a child

could be affected as reading achievement was found to be related to higher levels of

self-esteem among students (Maughan and Caroll, 2006).

In an interview with Philippine Star (2010), Dr. Yolanda Quijano, former head

of the DepEd’s Bureau of Elementary Education, attributed reading problems as the

main culprit for the poor performance of some students in the National Achievement

Test (NAT). Furthermore, in 2012, DepEd Secretary Br. Armin A. Luistro said that it

is important to assess the reading capability of students because reading is the

foundation of all academic learning. He added that if pupils fail to master basic

reading skills at the outset, it will be a constant struggle for them to get through other

disciplines successfully, thus depriving them of the chance to become literate and

productive individuals (Suarez, 2015).

Reading skills of the pupils in the country is presently deteriorating (Tongson,

Jr., as cited in Suarez, 2015 and Cruz, as cited in Selangan, 2015). Despite the

country’s supposedly high literacy rate of 88.6%, many Filipinos can barely read and

write. The number of Filipinos, aged 10-64 years old, who do not understand what

they read, has grown to 0.1 million (Functional Literacy, Education and Mass Media

Survey, 2008).

In an interview with the Philppine Inquirer (2010), Dr. Ricardo Ma. Nolasco,

head of 170+ Talaytayan MLE Inc., a coalition of education reform advocates

 25

throughout the country, pointed out that comprehension skills among Filipinos remain

dismally and alarming.

The perennial problem of students’ poor reading comprehension has been

troubling the educational system of the country. Based on the review of related

literature, it has been found that there is a dearth of materials related to the

relationships of the two variables. Hence, this study is proposed to focus on the effect

of reading motivation to the reading comprehension skills of the students in one of the

public school of Zamboanga Del Sur. Many researchers have already conducted

studies in an effort of alleviating the problem. However, no generic solution has yet

been proposed to totally eradicate this problem.

 26

Chapter 3

RESEARCH METHODOLOGY

This chapter represents the research design, the research locale, research participants,

research instrument, statistical treatment or tools and the data gathering procedure used in

the conduct of the study.

Research Methodology

This study made use of descriptive-correlational research design since this study

involves descriptions, recording, analysis and interpretation of facts that exist. It is also

correlational since it establishes the effect of the independent variable (reading

motivation) among grade 7 students and the dependent variable (reading comprehension

skills). Descriptive correlational research is a type of research design that tries to explain

the relationship between two or more variables without making any claims about cause

and effect. It includes collecting and analyzing data on at least two variables to see if

there is a link between them.

Research Instrument

There were two sets of instruments used in gathering the data to obtain the

possible effects of students’ reading motivation to their reading comprehension skills.

The first set of questionnaire for students’ reading motivation was adapted from Wigfield

and Guthrie (1997), and was based on the following constructs: social reasons reason for
 27

reading; reading involvement; and reading challenge. It was set in four-point scale with

the following response categories: 4-strongly agree; 3-agree; 2-disagree; 1-strongly

disagree. The hypothetical mean range used to interpret the data is as follows: 3.26-4.00-

highly motivated; 2.51-3.25-motivated; 1.76-2.50-not motivated; 1.00-1.75-highly not

motivated.

On the other hand, the second set of questionnaire which measured students’ reading

comprehension skills was adapted from TAKS Preparation Workbook (2005) and the

Test Best for Test Prep in Language Arts (2000). This questionnaire measured students’

reading comprehension skills using the following competencies: determining word

meaning through context clues, identifying facts, details and sequence, recognizing cause

and effect, predicting outcomes; and summarizing main ideas.

Gathering of Data

Before officially gathering data, the researchers asked permission from the office

of the School Principal of the School to conduct the study. After obtaining the approval

of the school principal, the researchers asked the consent of the classroom adviser and

gave orientation to the students about the nature of the study. After the short orientation,

the researchers immediately administer the survey on students’ reading motivation and

reading comprehension skills.

Sampling Design

This study was conducted in one of the public secondary school in the Province of

Zamboanga del Sur, 25 Grade 7 students as the respondents. The researchers chose these

respondents using the non-probability purposive sampling method because the

researchers believed that this group of students can give the most accurate and reliable

results for the study. Purposive sampling is a non-probability method for obtaining a

sample where researchers use their expertise to choose specific participants that will help

the study meet its goals. These subjects have particular characteristics that the researchers

need to evaluate their research question.

Statistical Treatment of Data

To analyze and interpret the data, descriptive statistics was utilized such as

percentage, weighted mean as a measure of average, standard deviation as a measure of

variability of numerical observations and ranks in order to determine the position or level

of reading motivation and students’ reading comprehension skills. The test of hypothesis

of significant correlation between the independent and the dependent variable, Pearson

correlation coefficient r was used. Pearson Product-Moment Correlation is a measure of

the strength of linear association/relationship between the two variables. The test was

used to determine reading motivation and students’ reading comprehension skills.

The statistical test procedure was run along with the use of the level of marginal

statistical significance and p-value, for the rejection or acceptance of the null hypothesis.

The decision rule states that if p-value is less than or equal to the level of null hypothesis
 29

α , the null hypothesis is rejected yielding a significant result. Otherwise, the null

hypothesis was rejected. Furthermore, the hypothesis will be tested at α = 0.05 level of

significance. Finally, to carry out all of these statistical analysis, the predictive analytics

software Statistical Package for the Social Sciences (IBM SPSS Statistics 20) was used.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the salient findings of the study, analysis and interpretation

of data gathered to explain the relationship between reading motivation and students’

reading comprehension skills. The presentation of results is organized based on the order

of the specific problems in chapter one. Moreover, the presentation is exemplified with

the aid of tables in order to understand better the implications of the responses.

The table below shows the status of reading motivation in terms of social

reasons for reading including the interpretation after the table.

Table 1 Status of Student’ Reading Motivation in terms of Social Reasons for Reading
Statement Indicators Mean SD Description
1. I visit the library often with my classmates. 2.56 2.24 Motivated

2. I often read stories to my brother or my sister. 2.52 2.53 Motivated

3. I like to trade things to read with friends. 2.72 2.47 Motivated

4. I sometimes read stories to my parents. 2.96 2.62 Motivated

5. I talk to my friends about what I am reading. 3.2 2.81 Motivated

Overall Result 2.79 2.48 Motivated

Scale:1.00-1.75=Not Highly Motivated; 1.76-2.50=Not Motivated; 2.51-3.25=Motivated; 3.26-4.00=Highly Motivated

 Table 1 above presented the status of students’ reading motivation in terms of

social reasons for reading. Item number 5, “I talk to my friends about what I am

reading” garnered the highest mean of 3.2 and SD of 2.81 interpreted as “motivated.

Item number 4, “I talk to my friends about what I am reading” is placed on the second

rank with the weighted mean of 2.96 and the SD of 2.62 which labeled as “motivated”.

Nevertheless, item number 2, “I often read stories to my brother or my sister” occupied

the last rank with the mean of 2.52 and SD of 2.23 which is construed as “motivated”.

Finally, the overall result of reading motivation in terms of social reasons for reading is

categorized as “motivated” as confirm by the mean of 2.79 and SD of 2.48. This result

indicates that students read because of their peers and family.

This finding validates the notion of Wigfield, Gladstone, and Turci (2016) that

social motivation leads to increased amounts of reading, more effort, and higher levels of

achievement in reading. Children who like to participate in a group of learners by

completing needed tasks are likely motivated readers and subsequently have more

positive reading outcomes.

The table below shows the status of reading motivation in terms of reading

involvement including the interpretation after the table.

Table 2 Status of Students’ Reading Motivation in terms of Reading Involvement

Statement Indicators Mean SD Description

1. I read stories about fantasy and make believe. 2.68 2.28 Motivated

2. I like books which deal with my mysteries. 2.72 2.42 Motivated

 31

3. I make pictures in my mind when I read. 2.56 2.48 Motivated

4. I sometimes read good books. 3.04 2.68 Motivated

5. I read a lot of fiction and non-fiction stories. 2.68 2.28 Motivated

Overall Result 2.74 2.39 Motivated

Scale:1.00-1.75=Not Highly Motivated; 1.76-2.50=Not Motivated; 2.51-3.25=Motivated; 3.26-4.00=Highly Motivated

Table 2 above presented the status of students’ reading motivation in terms of

reading involvement. Item number 4, “I sometimes read good books” garnered the

highest rank with weighted of 3.04 and SD of 2.68. However, item number 3, “I make

pictures in my mind when I read” was the last rank with the weighted mean of 2.56 and

SD of 2.48 interpreted as “motivated”. Finally, the overall result of students’ reading

involvement with its mean of 2.74 and SD of 2.39 is interpreted as “motivated”. This

result implies that students read because they feel that they are involved in what they

read, and they can relate to the characters of stories.

This finding supports Goertz and Armbruster (1980, Knoll 2000) assumption that

students have a greater chance at recall and understanding if there is a connection

between the reader and the text. Smith and White (1987, in Knoll 2000) also added that

some studies have shown that the greater and individual’s interest with the text, the

greater their comprehension of the text. Students who are involved in reading remember

texts better and achieve a deeper understanding of those texts.

 The table below shows the status of reading motivation in terms of reading

challenge followed by the interpretation after the table.

Table 3 Status of Students’ Reading Motivation in terms of Reading Challenge

Statement Indicators Mean SD Description

1. I like to read hard and challenging books. 2.68 2.37 Motivated

2. I can read difficult books. 2.64 2.38 Motivated

3. I like it when the questions in book make me think. 2.8 2.59 Motivated

4. I usually learn difficult things by reading. 2.88 2.58 Motivated

5. I don’t care how hard is to read interesting books. 2.52 2.24 Motivated
Overall Result 2.70 2.24 Motivated

Scale: 1.00-1.75=Not Highly Motivated; 1.76-2.50=Not Motivated; 2.51-3.25=Motivated; 3.26-4.00=Highly

Motivated Table 3 above revealed the status of students’ reading motivation in terms

of reading challenge. Item number 4, “I usually learn difficult things by reading”, got the

highest rank with the mean of 2.88 and SD of 2.58 interpreted as “motivated”. Item

number 5, “I don’t care how hard is to read interesting books” garnered the last rank

with the mean of 2.52 and SD of 2.24 which interpreted as “motivated”. Finally, the

overall results of students’ reading motivation in terms of reading challenge was found to
 33

be “motivated” as confirmed by the mean of 2.70 and SD of 2.24. This result suggests

that students read when the book is interesting and challenging.

This finding collaborates the idea of Colvin and Schlosser (1998, in Knoll

2000) that it would be very important for teachers to be certain that the tasks given to

students are at the appropriate level of challenge. Students should be given materials that

are slightly beyond their ability to complete when working alone but that they can

successfully complete when they receive assistance from a teacher or a peer.

The table below shows the summary of findings of the students’ reading

motivation followed by interpretation after the table.

Table 4 Summary on the Status of Students’ Reading Motivation

Category Average SD Description

Social Reasons for Reading 2.79 2.48 Motivated

Reading Involvement 2.74 2.39 Motivated

Reading Challenge 2.70 2.43 Motivated

Overall Result 2.74 2.43 Motivated

Scale: 1.00-1.75=Not Highly Motivated; 1.76-2.50=Not Motivated; 2.51-3.25=Motivated; 3.26-4.00=Highly

Motivated

Table 4 shows the summary of findings on the status of reading motivation and

students’ reading comprehension skills. The respondents got the highest average of 2.79

and SD of 2.48 in terms of social reasons for reading which was interpreted as

“motivated”. Meanwhile, reading motivation in terms of reading involvement got the

next round average of 2.74 and SD of 2.39 which was interpreted as “motivated”.
Reading challenge garnered the last average with the mean of 2.70 and SD of 2.43 which

was interpreted as “motivated’. Hence, the overall average of reading motivation was

2.74 and SD of 2.43 which was interpreted as motivated”. This result shows that most

students read because of various reasons such as peers and family, the involvement they

feel toward the text, and the challenge posed by reading a difficult book.

This finding back the notion of Carreira (2006) that motivation is affected by a

combination of many factors involving trying, desire, and pleasure with the learning

situation. Hermosa (2002, in Takaloo and Ahmadi 2017) stated that positive

reinforcements had beneficial impacts towards motivation in reading, so it is necessary

for teachers to make integrative reading activities.

According to Baker, Dreher, and Guthrie (2000). Teachers and parents must

supply adequate and interesting reading materials, create a sharing community of

learners, make a comfortable context for learning, identify specific child’s strengths and

weaknesses, provide enough time to read, associate with other teachers and

administrators for a general reading program, and learn the strategies for integration and

effective learning.

The table below shows the status of students’ level of reading comprehension

skills followed by the interpretation after the table.

Table 5 Students’ Level of Reading Comprehension Skills

Scores Descriptive Equivalent Frequency Percentage
17-20 Excellent 2 8%
 35

13-16 Very Good 9 36%

9-12 Good 7 28%

5-8 Fair 5 20%

0-4 Poor 2 8%
Total 25 100.00

Average Description

Overall Level of Performance 11.00 Good

Table 5 above presented the level of students' reading comprehension skills. As

shown on the above table, 36% of the participants garnered the scores of 13-16 which is

categorized as “very good”. It is followed by the 28% of the participants got the scores of

9-12 which categorized as “good”. Next is 20% of the participants got the scores of 5-8

which is categorized as “fair”. As depicted on the above table, 8% of the participants got

the scores of 17-20 which is equivalent to excellent and the also 8% of the participants

got the scores of 0-4 which is equivalent to poor performance. Finally, the overall

performance of the status of the students’ reading comprehension skills was finally

described as good as recorded in the overall mean of 11. This result indicates that the

students know how to read and can understand the passages.

According to Ahmadi and Hairul (2012), reading comprehension is not an easy

process because students need to be able to read the written texts, decode words, and

identify the meanings of the words. Reading comprehension is one of the main significant

elements in English language learning for all learners because it provides the foundation

for a substantial amount of learning in education. Because reading comprehension is so

logical in terms of academic success, it can be argued that motivating a student to read is

essential.

The table below shows the status of students’ level of reading comprehension

skills followed by the interpretation after the table.

Table 6 Test of Significant Relationship between Reading Motivation and Students'

Reading Comprehension Skills
Findings
N 25
Pearson r 0.194
p-value 0.353
Decision Accept Null Hypothesis
Interpretation Not Statistically Significant

Table 6 above illustrates the test of significant relationship between reading motivation

and students' reading comprehension skills. It shows the correlational analysis conducted

between student's reading motivation and reading comprehension skills, the Pearson

correlation coefficient was found to be 0.194. The p-value associated with this correlation

coefficient was calculated to be 0.353. The Pearson correlation coefficient is a statistical

measure that indicates the strength and direction of the relationship between two

variables. In this case, the correlation coefficient of 0.194 suggests a weak positive

correlation between student's reading motivation and reading comprehension skills.

 37

A positive correlation indicates that as one variable increases, the other variable

also tends to increase. In this context, it suggests that higher levels of reading motivation

are, on average, associated with slightly higher levels of reading comprehension skills.

However, the strength of this relationship is considered weak since the correlation

coefficient is close to zero. The p-value of 0.353 is above the commonly used

significance level of 0.05. This indicates that the correlation coefficient of 0.194 is not

statistically significant. In other words, there is not enough evidence to conclude that the

observed relationship between student's reading motivation and reading comprehension

skills is different from zero, and any observed correlation may be due to chance.

However, it is important to note that correlational analysis only examines the

association between variables and does not establish causation. Therefore, based on these

findings, it cannot be determined whether reading motivation directly affects reading

comprehension skills or vice versa. Additionally, other factors not included in the

analysis may contribute to both reading motivation and reading comprehension skills.
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the summary of findings, the conclusion attained by the

researchers based on the strength of the findings of the study, and the recommendations

drawn from the findings and the conclusions.

Summary of Findings

From the data presented in the previous chapter, the findings on the reading

motivation and reading comprehension skills of the students are summarized as follows:

1. The overall result of reading motivation in terms of social reasons for reading is

categorized as “motivated” as confirm by the mean of 2.79 and SD of 2.48.

2. The overall result of students’ reading involvement with its mean of 2.74 and SD of

2.39 is interpreted as “motivated”.

3. The overall results of students’ reading motivation in terms of reading challenge was

found to be “motivated” as confirmed by the mean of 2.70 and SD of 2.24.

 39

4. The overall average of reading motivation was 2.74 and SD of 2.43 which was

interpreted as motivated”.

5. The overall performance of the status of the students’ reading comprehension skills

was finally described as good as recorded in the overall mean of 11.

6. The test of significant relationship between reading motivation and students' reading

comprehension skills shows the correlational analysis conducted between student's

reading motivation and reading comprehension skills, the Pearson correlation coefficient

was found to be 0.194. The p-value associated with this correlation coefficient was

calculated to be 0.353. The Pearson correlation coefficient is a statistical measure that

indicates the strength and direction of the relationship between two variables. In this case,

the correlation coefficient of 0.194 suggests a weak positive correlation between student's

reading motivation and reading comprehension skills. A positive correlation indicates

that as one variable increases, the other variable also tends to increase. In this context, it

suggests that higher levels of reading motivation are, on average, associated with slightly

higher levels of reading comprehension skills. However, the strength of this relationship

is considered weak since the correlation coefficient is close to zero. The p-value of 0.353

is above the commonly used significance level of 0.05. This indicates that the correlation

coefficient of 0.194 is not statistically significant. In other words, there is not enough

evidence to conclude that the observed relationship between student's reading motivation

and reading comprehension skills is different from zero, and any observed correlation

may be due to chance.

Conclusions

With reference to the findings, conclusions are formulated.

1. It was clear that students talk to their friends what is reading and it was most practiced

by the students in reading motivation in terms of social reasons for reading.

2. It was revealed that students sometimes read good books in terms of reading

involvement.

3. It was assumed that students usually learn difficult things in terms of reading

challenge.

4. The level of students in reading comprehension skills was revealed that the students

know how to read and can understand the passages.

5. The findings of the study was found not statistically significant relationship between

the reading motivation and students’ reading comprehension skills. In other words, there

is not enough evidence to conclude that the observed relationship between student's

reading motivation and reading comprehension skills is different from zero, and any

observed correlation may be due to chance. However, it is important to note that

correlational analysis only examines the association between variables and does not

establish causation. Therefore, based on these findings, it cannot be determined whether

reading motivation directly affects reading comprehension skills or vice versa.

Additionally, other factors not included in the analysis may contribute to both reading

motivation and reading comprehension skills.

 41

Reading motivation is an important factor which supports students to read more,

and it has a significant relationship with reading and understanding texts. Accordingly,

many researchers have been well aware of the importance of motivation in target

language learning and how motivation improves comprehension among language

learners. Motivation benefits of being a motivated reader by stating that it is important to

motivate students to read by providing them opportunities to select their desired

materials. In other words, students would likely to read more when they are allowed to

choose their reading materials because they would discover that reading is an enjoyable

activity ( Hairul, Ahmadi, & Pourhossein, 2012).

Recommendations

To improve students’ reading motivation and reading comprehension skills, the

researchers proposed the following recommendations:

1. Students should retell stories in their own words. Retelling stories can help students

build and develop their comprehension skills.

2. Students should read good books such as interesting stories, inspirational and

educational stories. Reading appropriate books can help students engage in reading and

become motivated.

3. Students should use dictionary to unlock difficult words for them to understand and

comprehend what they are reading and have interest in reading.

4. Future researcher must conduct similar study to validate the result of the present study

in a larger sample size needed to gain a more comprehensive understanding of the

relationship between student's reading motivation and reading comprehension skills.

References

Ahmadi M R. The Impact of Motivation on Reading Comprehension. IJREE 2017; 2(1)

http%3A%2F%2Fijreeonline.com%2Farticle135en.html%3Ffbclid%

Ahmadi, M. R., & Hairul, N.I. (2012). Reciprocal teaching as an important factor of

Improving reading comprehension. Journal of studies in Education, 2(4)153-173.

Retrieved from

http://www.macrothink.org/journal/index.php/jse/article/view/2584

Cayubit, R. F. (2012). Vocabulary and reading comprehension as measure of reading

skills of Filipino children. Retrieved from

https://papers.ssm.com/sol3/papers.cfm?abstract id=2282646

Cruz, J. M. (2007). The reading profile of children in the Philippines. Retrieved from

https://papers.ssm.com/sol3/papers.cfm?
 43

Hairul, N. I., Ahmadi, M. R., & Pourhossein, A. G. (2012). The role of reciprocal

teaching strategy as an important factor of improving reading motivation.

Retrieved from

http://www.macrothink.org/journal/index.php/jse/article/view/2584https://

www.academia.edu/31860362/

The_Impact_of_Motivation_on_Reading_Comprehension

Hairul, N. I., Ahmadi, M. R., & Pourhossein, A. G. (2012). The role of reciprocal

teaching strategy as an important factor of improving reading motivation. Elixir

educational technology,53(3)2229-712X

Mohseni Takaloo N, Ahmadi M R. The Effect of Learners’ Motivation on Their Reading

Comprehension Skill: A Literature Review. IJREE 2017; 2 (3)

ijreeonline.com/article-1-56 en.html?

fbclid=IwAR1TTupIb_VouoU_b0BnRn122CH2XAC5kCoOz6WVYujnTqPaPtR

oui1yWPI

Middleton, M.E. (2011). Reading motivation and reading comprehension (Master’s

thesis, Ohio State University, Ohio, U.S.A.). Retrieved from

https://etd.ohiolink.edu/!etd.send_file?

accession=osu1313166336&disposition=inline

Noland, K. (2014). Effects of sustained silent reading on comprehension (Mater’s thesis,

Grand Valley State University, Michigan, U.S.A). Retrieved from

https://pdfs.semanticscholar.org/ad83/abf940ecd49fdcabee60d6dc52a486d1e.pdf
Reed (2005) https://files.eric.ed.gov/fulltext/ED486470.pdf?fbclid=IwAR39xEL-

qp5nSBGBhQCAE8cv64E8iLlwboKOyLB_ZIIUoPWcBDIM9qZBO9w

Sanopao, J.P. (2016). The effect of reading fluency and comprehension remediation in

learning English as second language (ESL). International Journal of Social

Science and Humanities Research 4 (1), 422-426.

Suarez, G. (2015, September 3). Reading comprehension of students [Blog post].

Retrieved from https://definitelyfilipino.com/blog/author/glenn-suarez/

Takaloo, N. M., & Ahmadi, M R. (2017) The effect of learners’ motivation on their

reading comprehension skills: A literature review. International Journal Of

Research in English Education. Retrieved from

http://ijreeonline.com/files/site1/user_files_68bcd6/mohammadrezaahmadi-A-10-

25-2-efae737.pdf

Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to

the amount and breadth or their reading. Journal of educational psychology,

89(3), 420.
45
 APPENDICES

Republic of the Philippines

JH CERILLES STATE COLLEGE

Mati, San Miguel, Zamboanga del Sur

School of Teacher Education

March 14, 2023

Dear student-participants,

Greetings!
 47

The undersigned are student-researchers of JH Cerilles State College- Dimataling Offsite.

They are currently working on their thesis study entitled “STUDENTS’ READING
MOTIVATION AND THEIR READING COMPREHENSION SKILLS” for educational
purpose only. This is in partial fulfilment of the requirements for the degree of Bachelor of
Secondary Education major in English.

In line with this, you are humbly asked to be part of the research participants and are
requested to answer honestly the attached questionnaires, to allow him to gather the necessary
information needed for the study. There is no reasonably foreseeable risk in this study. Rest
assured that the records of this study including information about your identity will be treated
with utmost confidentiality.

Looking forward to your positive response on this matter. Thank you and more power.

Sincerely yours,

DONNA B. BALAOD

NAOMIE S. PANUNCILLON

JEAN A. SARCON

Researchers

Appendix A

Questionnaire on Students’ Reading Motivation

Adapted from Wigfield and Guthrie (1987)

Directions: This questionnaire will determine how motivated you are in reading. Please

rate honestly the degree by which you agree or disagree to the following statements.

Please be guided by the following scoring key. Encircle the number that corresponds to

your answer.
 4- Strongly Agree 2- Disagree

3- Agree 1- Strongly Disagree

A. Social Reasons for Reading

Statement Indicators Strongly Agree Disagree Strongly Disagree

Agree
I visit the library often
with my family.

I often read to my brother

or my sister.
My friends and I like to
trade things to read.
I talk to my friends about
what I am reading.
I like to help my friends
with their schoolwork in
reading.

B. Reading Challenge

Statement Indicators Strongly Agree Agree Disagree Strongly Disagree

I like hard, challenging

books.

If the project is interesting,

I can read difficult

 49

material.

I like it when the questions

in books make me think.

I usually learn difficult

things by reading.

If a book is interesting I

don't care how hard it is to

read.

C. Reading Involvement

Statement Indicators Strongly Agree Agree Disagree Strongly Disagree

I read stories about fantasy

and make believe.

I like mysteries.
I make pictures in my mind

when I read.

I feel like I make friends

with people in good books.

I read a lot of adventure

stories.

Appendix B

Questionnaire on Students’ Reading Comprehension Skills

(Adapted from TAKS Preparation Workbook and Test for Prep Test)
 51

Direction: Read each passage carefully and answer the questions that follow. Encircle the

letter that corresponds to your answer.

It was my mother who first saw about four months at that time. She noticed

that my head had a habit of falling backward whenever she tried to feed me. She

attempted to correct this by placing her hand on the back of my neck to keep it steady.

But when she took away back it would drop again. That was the first warning sign. Then

she became aware of other defects as I got older. At six months I could not sit up without

a mountain of pillows around me; at twelve months it was the same.

“My Left Foot” by Christly Brown

1. What does the word steady mean?

a. Moving

b. Even

c. Stable

d. Cool

2. What task was the mother performing when she first discovered that her child may

have a physical disability?

a. Putting the baby down to sleep

b. Changing the baby’s diaper

c. Rocking the baby

d. Feeding the baby

3. Why did the mother place her hand at the back of her child’s neck whenever she fed

him?

a. She wanted her child to focus.

b. She wanted to steady her child’s head.

c. She wanted to teach her child the proper way of eating.

d. She wanted her child not to make mess while eating.

4. What do you think will the mother do if she continued to notice the signs of disability?

a. The mother will continue to take care of her child.

b. The mother will look for someone to adopt her child.

c. The mother will ask help from their neighbours.

5. Which is the best summary of this passage?

a. A mother is devastated as she discovers her child has a physical disabilities.

b. A mother bravely copes with the challenges of raising a physically challenged son.

c. A mother discovers hers son’s physical defects as he develops and grows.

d. A child discovers his physical limitations as he develops and grows.

 53

Mrs. Pan was afraid of the children. They went to an American School and

they spoke English very well and Chinese very badly, and since she could speak no

English, it distressed her to hear her own language maltreated by their careless tongues.

For a time she tried to coax them to few lessons, or she told them stories, to which they

were too busy to listen. Instead they preferred to look at the moving pictures in the box

that stood on a table in the living room. She gave them up finally and merely watches

them contemplatively when they were in same room with her and was glad when they

were gone. She liked her son’s wife. She did not understand how there could be a

Chinese woman who had never been in China but such her son’s wife.

“The Good Deed” by Pearl Buck

6. What does the coax mean?

a. Discourage

b. Persuade

c. Speak

d. Consult

7. What did the children do when Mrs. Pan tried to tell them a story or teach them

Chinese?

a. They tried to teach Mrs. Pan English instead.

b. They showed more interest in watching television.

c. They showed that they were incapable learning Chinese.

d. They tried to trick Mrs. Pan.

8. Why do the children speak Chinese so badly?

a. They have grown up in United States

b. None of their relatives speak Chinese.

c. No one is willing to teach them Chinese.

d. Chinese is a very difficult language to learn.

9. Which of the following is the most likely outcome of this passage?

a. With time Mrs. Pan and her grandchildren may develop a closer relationship.

b. Mrs. Pan will decide that she is more comfortable in the United States than she is in

China.

c. Mrs. Pan’s grandchildren will stop speaking English.

d. Mrs. Pan will stop speaking Chinese.

10. What is the main idea of this passage?

a. Mrs. Pan is proud of her Chinese heritage.

b. Mrs. Pan didn’t like her grandchildren because they are not Chinese.

c. Mrs. Pan and her daughter-in-law have lot in common.

d. Mrs. Pan and her grandchildren were faced with relationship problem dues to

language barrier.
 55

For years, people have relied on fossil fuels such us coal, oil, and gas for

their energy needs. But fossil fuels cannot contribute to be the solution to our energy

needs. Fossil fuels are dangerous and they pollute the air with smoke and cancer-causing

chemicals. In addition, the high levels of carbon dioxide produced by burning fossil fuels

trap heat in the air. The result is that our climate is slowly being changed.

11. What does the word relied in the passage mean?

a. Depended

b. Related

c. Charged

d. Believed

12. Which is not a fossil fuel?

a. coal

b. oil

c. kerosene

d. gas

13. What is the effect of burning fossil fuels?

a. Soil Erosion

b. Water Pollution
c. Greenhouse effect

d. Climate Change

14. What will most likely happen if people continue to burn fossil fuel for energy?

a. The price of energy will increase.

b. Mother earth will be destroyed.

c. People will stop needing energy.

More fossil fuels will be discovered.

15. What is the best summary of the main idea of the passage?

a. Fossil fuel is a source of energy

b. Fossil fuel is polluting the Earth

c. Fossil fuel helps people in meeting their energy needs.

d. fossil fuel is very beneficial to man’s existence.

In some parts of the world, food shortages cause many people to starve.

Scientists are continually searching for a solution to this terrible problem. Somehow thw

world’s food crop must be increased. In order to help this happen, scientists have begun

to study little-known edible plants. There are about 20,000 kinds of edible plants,

although only about 100 of them are grown as food crops.

Amaranth is a grain that has been eaten in Mexico for hundreds of years. It

tastes good and can be ground and used as flour or popped like corn. Leucaena is a tree
 57

that may become a popular food source in the future. This tall tree grows rapidly. It can

also be sued for making fuel.

As time goes on, more plants are being discovered and rediscovered.

Scientists hope that these plants will help solve the world’s food crisis.

16. What does the word edible mean?

a. Oily

b. Eatable

c. Tasty

d. Pleasant

17. What problem of humanity is mentioned in the passage?

a. Moral deterioration

b. Food shortage

c. Climate Change

d. Population ballooning

18. What caused the scientists to study on little known edible plants?

a. They want to discover new medicine from plants.

b. They want to know other uses of Amaranth and Leucaena.

c. They are paid to discover new food source.

d. They are searching for a solution to food shortage.

19. What could possibly happen in the future if scientists stops discovering new food

source?

a. Many people will starve.

b. Many people will discover their own food source.

c. Many people will die from sudden death.

d. The whole world will get into war.

20. What is the best summary of this passage?

a. New food source are being discovered.

b. Amaranth and Leuceana are newly discovered food siources.

d. People are dying of starvation.

APPENDIX C
 59

Tally Scores of Students’ Reading Motivation

4- Strongly Agree 2- Disagree

3- Agree 1- Strongly Disagree

A. Social Reasons for Reading

Statement Strongly Agree Disagree Strongly Weighted Mean

Indicators Agree Disagree

I visit the library 4 12 3 6 2.56

often with my

family.

I often read to my 6 6 8 5 2.52

brother or my sister.

My friends and I 9 6 4 6 2.72

like to trade things

to read.

I talk to my friends 10 7 5 3 2.96

about what I am

reading.

I like to help my 12 8 3 2 3.2

friends with their

schoolwork in
 reading.

B. Reading Challenge

Statement Indicators Strongly Agree Disagree Strongly Weighted Mean

Agree Disagree

I like hard, challenging 5 13 1 6 2.68

books.

If the project is interesting, I 7 9 2 7 2.64

can read difficult material.

I like it when the questions 8 11 3 3 2.8

in books make me think.

I usually learn difficult 9 9 2 5 2.88

things by reading.

If a book is interesting I don't 6 7 6 6 2.52

care how hard it is to read.

C. Reading Involvement

Statement Indicators Strongly Agree Disagree Strongly Weighted Mean

Agree Disagree
 61

I read stories about fantasy 3 14 5 3 2.68

and make believe.

I like mysteries. 7 9 4 5 2.72

I make pictures in my mind 7 5 8 5 2.56

when I read.

I feel like I make friends 9 12 0 4 3.04

with people in good books.

I read a lot of adventure 5 8 11 1 2.68

stories.

APPENDIX D
 Tally Scores of Student’s Reading Comprehension

1. Determining word meaning through context clues

Scores No. of Respondents

1 5

2 5

3 10

4 4

2. Identifying facts, details, and sequence

Scores No. of Respondents

1 5

2 6

3 8

4 3

3. Recognizing cause and effect

 63

Scores No. of Respondents

1 5

2 8

3 4

4 4

4. Predicting Outcomes

Scores No. of Respondents

1 9

2 1

3 9

4 5

5. Summarizing Main Ideas

Scores No. of Respondents

1 8

2 5

3 7

4 4
CURRICULUM VITAE

Personal Background

Name : Donna B. Balaod

 65

Age : 23

Date of Birth : October 27, 1997

Place of Birth : Sugbay 2, Pitogo, Zambo. Sur

Sex : Female

Civil Status : Married

Citizenship : Filipino

Father : Pedro Buenavista (deceased)

Mother : Rose O. Tolo

Educational Background

Primary Level : Liguac Elementary School

Secondary Level : Paulino Dari National High School (Junior High School)

Catubig Valley National High School (Senior High School, Northern

Samar)

Tertiary Level : JH Cerilles State College (Dimataling Campus)

Course : Bachelor of Secondary Education

Major : English

Motto : “Always trust the process and believe in yourself”

Personal Background
Name : Jean A. Sarcon

Age : 21

Date of Birth : September 15, 2001

Place of Birth : Sumpot, Dimataling, Zambo. Sur

Sex : Female

Civil Status : Single

Citizenship : Filipino

Father : Almerto Sarcon

Mother : Nanie Sarcon

Educational Background

Primary Level : Sumpot Elementary School

Secondary Level : Buburay National High School (Junior High School)

Paulino Dari National High School (Senior High School)

Tertiary Level : JH Cerilles State College (Dimataling Campus)

Course : Bachelor of Secondary Education

Major : English

Motto : “I will build my success through the ruins of my failure”

Personal Background
 67

Name : Naomie S. Panuncillon

Age : 23

Date of Birth : October 17, 1999

Place of Birth : Sumpot, Dimataling, Zamboanga del Sur

Sex : Female

Civil Status : Single

Citizenship : Filipino

Father : Ferdinand C. Panuncillon

Mother : Arlyn S. Albarico

Educational Background

Primary Level : Sumpot, Elementary School

Secondary Level : Buburay, National High School

Tertiary Level : JH Cerilles State College (Dimataling Campus)

Course : Bachelor of Secondary in Education

Major : English

Motto : “BELIEVE IN YOURSELF, BELIEVE YOU CAN AND YOU WILL”