CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data. The

data were taken from the responses to the survey questionnaire. Mean

count, standard deviation and correlation were used to analyzed,

relationships between groups of variables were given interpretation.

Table 1.1 Extent of Language Teaching Strategies and Students

reading proficiency in terms of Vocabulary Building

Items Mean Interpretation

1. The teacher gives a word 3.74 Most of the time

while the students try to learn
and repeat the entire word
several times.
2. The teacher tasks the students 3.85 Most of the time
to search for unfamiliar words to
learn.
3. The teacher uses logical 3.83 Most of the time
development in context (ex. cause
and effect) as context clue for
students to guess the meaning of
the words.
4. The teacher asks the students 2.72 Sometimes
to use a vocabulary notebook in
the class.
5. The teacher gives the students 3.51 Most of the time
a home task to search for
unfamiliar words to share in
class.
6. The teacher uses the 3.79 Most of the time
unfamiliar word in a sentence for
students to better understand its
meaning.
7. The teacher gives the 3.68 Most of the time
assignment to familiarize
unfamiliar words and search for
their meaning.
8. The teacher encourages 4.04 Most of the time
students to read keywords and
add prefixes or suffixes to help
students garner the meaning of
those words based on how it
used in a sentence.
9. The teacher allows students to 3.94 Most of the time
guess the meaning of a word to
support their vocabulary growth.
10. The teacher asks the 3.68 Most of the time
students to use dictionary to
teach word meanings and let
them use the words in a
sentence.
Total: 3.68 Most of the time

Table 1.1 shows that the extent of language strategies and students

reading proficiency in terms of vocabulary that question number 8 got the

highest mean count of 4.04 which implies that the teacher encourage

students to read keywords and add prefixes or suffixes to help students

garner the meaning of those words based on how it used in a sentence

that interpreted as “Most of the time”. While the number 4 got the lowest

mean count of 2.72 which implies that the teacher asks the students to use

a vocabulary notebook in the class that is interpreted as “Sometimes”.

The grand mean count of 3.68 denotes that language strategies

and students reading proficiency in terms of vocabulary is “Most of the

time” effective to the students of Sultan Kudarat State University College

of Teacher Education, Access Campus, EJC Montilla, Tacurong City.

Table 1.2 Extent of language teaching strategies and students

reading proficiency in terms of Cooperative Learning.

Items Mean Interpretation

1. The teacher can get enough 3.72 Most of the time

information from the student
when they are working in a group
than working individually.
2. The teacher can learn more 3.62 Most of the time
from students who are different
from them.
3. The teacher wants to evaluate 3.89 Most of the time
the difficulties encountered by
students through group
presentation.
4. The teacher is willing to share 4.38 Always
vocabulary words meaning of
what they knew to the students.
5. The teacher helps the 4.26 Always
students to learn vocabulary
words
6. The teacher encourages the 4.28 Always
students to work together in a
small group and tries to make
sure that everyone in the group
learns from assigned material.
7. The teacher learns from the 3.66 Most of the time
student’s information who is
different from his/her
8. The teacher gives task which 4.09 Most of the time
allows students to work with their
classmates to better understand
the lesson.
9. The teacher can receive 3.96 Most of the time
support from the different groups
if something is not clear to them.
10. The teacher encourages 4.19 Most of the time
students to work in group and
share a different idea which
makes the task more challenging
and timesaving.
Total: 4.00 Most of the time
Table 1.2 shows that the extent of language strategies and students

reading proficiency in terms of cooperative learning that question number

4 got the highest mean count of 4.38 which implies that the teacher is

willing to share vocabulary words meaning of what they knew to the

students that interpreted as “Always”. While question number 2 got the

lowest mean count of 3.62 which implies that the teacher can learn more

from students who are different from them that is interpreted as “Most of

the time”.

The grand mean count of 4.00 denotes that language strategies

and students reading proficiency in terms of cooperative learning is “Most

of the time” effective to the students of Sultan Kudarat State University

College of Teacher Education, Access Campus, EJC Montilla, Tacurong

City.

1.3 Summary of the extent of language strategies and students

reading proficiency

Variables Mean Interpretation

1. Vocabulary Building 3.68 Most of the time

2. Cooperative Learning 4.00 Most of the time

Total 3.93 Most of the time

table 1.3 shows the summary of the extent of language strategies

and reading proficiency. Cooperative learning got the highest mean count
of 4.00 that interpreted as “Most of the time” while Vocabulary building got

3.68 that is also interpreted as “most of the time”.

The grand mean count is 3.93 that is interpreted as “Most of the

time”.

2.1 Level of students’ reading proficiency in English in terms of

Reading comprehension

Items Mean Interpretation

1. I grasp the main idea of the 3.83 Moderately Proficient

material while reading English.
2. I turn to dictionaries when 4.11 Moderately Proficient
coming across new words in the
English reading.
3. I try to understand complicated 4.02 Moderately Proficient
sentences by analyzing their
structures.
4. I try to interpret the writer's 4.09 Moderately Proficient
intention while reading in
English.
5. I guess the meaning of new 4.04 Moderately Proficient
words by analyzing their roots
prefixes or suffixes.
6. I pause and analyze the 4.11 Moderately Proficient
structure of sentences when
reading in English.
7. I predict the main idea of the 3.98 Moderately Proficient
whole passage through context
clues.
8. I use simple words to replace 4.17 Moderately Proficient
difficult ones in sentence
understanding
9. When reading a passage, I 3.94 Moderately Proficient
make up questions to help focus
my reading.
10. When I get confused while 4.36 Very Proficient
reading, I go back and try to
figure out its meaning.
Total: 4.06 Moderately Proficient
Table 2.1 Shows that Level of students’ reading proficiency in English in

terms of Reading comprehension that question number 10 got the highest

mean count of 4.36 which implies that when I get confused while reading, I

go back and try to figure out its meaning, that interpreted as “Very

Proficient”. While question number 1 got the lowest mean count of 3.83

which implies that I grasp the main idea of the material while reading

English, that is interpreted as “Proficient”.

The grand mean count of 4.06 denotes that Level of students’

reading proficiency in English in terms of Reading comprehension is

“Proficient” effective to the students of Sultan Kudarat State University

College of Teacher Education, Access Campus, EJC Montilla, Tacurong

City.

2.2 Level of students’ reading proficiency in English in terms of

Decoding

Items Mean Interpretation

1. I can apply the knowledge of 3.89 Moderately Proficient

letter-sound relationships,
including knowledge of letter
patterns to correctly pronounce
written words.
2. I can connect how words 4.02 Moderately Proficient
sound and how those sounds are
represented by letters.
3. I can recognize each letter by 4.23 Very Proficient
determining the sound it makes
and then put all those sounds
together smoothly to say and
recognize the word.
4. I draw an image that has 3.74 Moderately Proficient
meaning which goes with the
word I’m learning.
5. It allows me to figure out most 3.72 Moderately Proficient
words I’ve heard but have never
seen in print, as well as sound
out words I’m not familiar with.
6. I like reading text and 4.06 Moderately Proficient
identifying written words and
making meaning.
7. I like learning by doing tasks 3.83 Moderately Proficient
(e.g., segmenting and blending
sounds.
8. I can recognize familiar words 3.85 Moderately Proficient
quickly and figure out words I
haven’t seen before.
9. I try to “sound out” words I 3.98 Moderately Proficient
don’t recognize.
10. I can actively participate in 3.94 Moderately Proficient
reading and blending the words
that I have read.
Total: 3.93 Moderately Proficient

Table 2.2 Shows that Level of students’ reading proficiency in English in

terms of Decoding that question number 3 got the highest mean count of

4.23 which implies that I can recognize each letter by determining the

sound it makes and then put all those sounds together smoothly to say

and recognize the word, that interpreted as “Very Proficient”. While

question number 5 got the lowest mean count of 3.72 which implies that It

allows me to figure out most words I’ve heard but have never seen in print,

as well as sound out words I’m not familiar with, that is interpreted as

“Moderately Proficient”.

The grand mean count of 3.93 denotes that Level of students’

reading proficiency in English in terms of Decoding is “Moderately

Proficient” effective to the students of Sultan Kudarat State University

College of Teacher Education, Access Campus, EJC Montilla, Tacurong

City.

2.3 Summary of the Level of students’ reading proficiency in English

Variables Mean Interpretation

1. Reading 4.06 Moderately Proficient

Comprehension

2. Decoding 3.93 Moderately Proficient

Total 3.95 Moderately Proficient

Table 2.3 shows the Summary of the Level of students’ reading

proficiency in English. Reading comprehension got the highest mean

count of 4.06 while decoding got 3.93 that is both interpreted as

“Moderately Proficient”.

The grand mean shows 3.95 also interpreted as proficient.

 Chapter V
Summary, Conclusion and Recommendations

This chapter presents the summary, conclusion and

recommendation of language teaching strategies and student’s reading

proficiency in the extent of use of language teaching strategies by the

teachers in learning in terms of vocabulary building and cooperative

learning, and the level of students’ reading proficiency in English in terms

of reading comprehension and decoding in Sultan Kudarat State

University, EJC montilla Campus, Tacurong City, Sultan Kudarat.

Summary

The study aims to determine the language teaching strategies and

student’s reading proficiency. It sought to determine the number of

respondents of the study and answers to the given questions. After all the

data were subjected to appropriate statistical measures, the study

revealed that majority of the respondents agree that question number 8

(The teacher encourages students to read keywords and add prefixes or

suffixes to help students garner the meaning of those words based on how

it used in a sentence.) is one of the effective ways to help the student’s

learn more about vocabulary building that acquires the mean count of

4.04 interpreted as “Most of the time”, while number 4 (The teacher asks

the students to use a vocabulary notebook in the class) is got the lowest
mean count of 2.72 interpreted as “Sometimes”. In table 1.2 it sought to

determine the number of respondents of the study agrees that question

number 4 (the teacher is willing to share vocabulary words meaning of

what they knew to the students) got the highest mean count of 4.38

interpreted as “Most of the time”, while question number 2 (The teacher

can learn more from students who are different from them) got the lowest

mean count of 3.62, that interpreted as “Most of the Time”.

On the students’ reading proficiency in terms of reading comprehension,

the study revealed that majority of the respondents agree that question

number 10 (When I get confused while reading, I go back and try to figure

out its meaning) got the highest mean count of 4.36 interpreted as “Very

Proficient”, while the question number 1 (I grasp the main idea of the

material while reading English) got the lowest mean count of 3.83

interpreted as “Moderately Proficient). In table 2.2 it sought to determine

the student’s reading proficiency in terms of decoding, the study reveals

that majority of the respondents agree that question number 6 (I like

reading text and identifying written words and making meaning) got the

highest mean count of 4.06 interpreted as “Moderately Proficient), while

question number 5 (It allows me to figure out most words I’ve heard but

have never seen in print, as well as sound out words I’m not familiar with)

got the lowest mean count of 3.72 interpreted as “Moderately Proficient”.

Conclusion

Based on the findings of the study, the following conclusions were

drawn:

1. Grammar needs using speaking skills are most important, while the

viewing skills is the least important in vocabulary building of the

students.

2. The teacher encourages students to work in group and share

different ideas which makes the task more challenging and

timesaving. In this is the most common challenge when the

students expect the teachers to present vocabulary points explicitly.

3. Reading strategy was the most frequently used teaching approach

in vocabulary learning, whereas the least utilized was the speaking

strategy.

4. There was a significance difference between vocabulary building

and cooperative learning used when grouped according to grade

level. College teachers have more substantial assessments on

teaching vocabulary, speaking, and writing. Furthermore, college

teachers also consider grammar needs on speaking and writing as

more important.

5. A set of activities to enhance teaching strategies in vocabulary

learning for both levels has been proposed.

Recommendations

Based on the findings and conclusions presented, the following

recommendations are suggested:

1. The teacher may assess students’ grammar and vocabulary needs

based on their comprehension level by maximizing different forms

of instructional materials related to the students viewing skills to

develop cooperative learning competencies.

2. English teachers may determine the students’ challenges in reading

comprehension as soon as possible to apply immediate action to

their reading learning.

3. School boards and administration may provide training, seminars,

workshop, and conferences about vocabulary building and teaching

strategies, the domains for the English language, and their reading

comprehension competencies in the secondary l The teacher

encourages students to work in group and share different ideas

which makes the task more challenging and timesaving., most

especially dealing on the strategies of students reading proficiency,

in order to develop their teaching skill and to acquire the best for of

vocabulary building.

4. A set of proposed activities to enhance teaching strategies in

vocabulary learning may be implemented and evaluated thereafter.

5. The future researchers may improve the proposed enhancement

program for the better results and outcome towards grammar

teaching and learning.