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Improving Reading Comprehension of Selected Grade 7 Students

of One of the Public High School in Negros Occidental


through Close Reading Approach

An Action Research

Presented to the Faculty of the


College of Education
Carlos Hilado Memorial State University
Talisay City, Negros Occidental

In Partial Fulfillment
Of the Requirements
for the Course Teaching Internship

By

Carbaquel, Dennis T.
Guanzon, Pauline Isabelle Y.
Landero, Christine Kaye A.
Llavore, Cherry Ann R.
Palabrica, Rad N.

December 2023
Chapter I

Context And Rationale

This chapter includes the background of the study, the context and research

focus, the reflection of teaching and learning, the research objectives, and the research

questions.

Background of the Study

The study focuses on enhancing the reading comprehension skills of selected

Grade 7 students in Negros Occidental through a close reading approach. Reading

comprehension is a fundamental skill crucial for academic success, and identifying

effective methods to improve it is imperative.

Related studies highlight the significance of close reading strategies in

fostering a deeper understanding of texts. Research by Smith (2018) demonstrated

that close reading, which involves meticulous analysis of texts, significantly enhances

comprehension levels. Additionally, Johnson et al. (2019) found that a targeted

approach to reading instruction, such as close reading, positively impacts students'

ability to extract meaning from complex materials. Despite these promising findings,

there is a notable gap in the literature regarding the application of close reading

strategies specifically tailored for Grade 7 students in Negros Occidental. Existing

studies may not adequately address the unique challenges and learning needs of this

particular demographic. This study aims to bridge this gap by developing and

implementing a close reading approach tailored to the specific context of Negros

Occidental's Grade 7 students.


The gap in the literature becomes more apparent when considering the diverse

cultural and educational backgrounds of students in Negros Occidentales. Cultural

nuances and local educational practices can significantly influence the effectiveness

of instructional methods. Therefore, a study focused on this specific region is essential

to provide insights into how the close reading approach can be adapted to meet the

needs of Grade 7 students in Negros Occidental.

The research also recognizes the need for an evidence-based approach to

instructional design. By conducting this study, we aim to contribute valuable data on

the efficacy of close reading strategies for enhancing reading comprehension in a real-

world educational setting. The findings of this research will not only benefit educators

and students in Negros Occidental but also add to the broader body of knowledge on

effective reading instruction methods.

Context and Research Focus

The study was conducted in Enrique B. Magalona, Negros Occidental. The

respondents were grade 7 students studying at Enrique B. Magalona National High

School (EBMNHS) for A.Y. 2023–2024. The study's implementation and data

gathering procedure will be conducted face-to-face through the use of story/ or poem

for face-to-face survey for the questionnaires. The researchers identified the following

challenges and difficulties in reading comprehension encountered by grade 7 students:

(1) difficulty in comprehending sentences; (2) difficulty in concentration; (3)

vocabulary knowledge; and (4) lack of interest.

In light of the challenges and difficulties currently faced, seventh-grade

students exhibit limited reading comprehension. Recognizing the objective of


enhancing students' reading comprehension skills, the researchers have opted to

intervene through the implementation of the close reading approach.

Figure 1: Map Showing the Locale of the Study

Reflection of Teaching and Learning

The research study focused on enhancing the reading comprehension skills of

Grade 7 students in Negros Occidental using the close reading approach. Teaching

and learning in this context involved a deep exploration of literary texts, emphasizing

careful analysis and understanding. Throughout the process, both educators and

students engaged in a collaborative journey to unlock the nuances of the selected

texts.
From a teaching perspective, employing the close reading approach demanded

strategic planning and resourceful instructional techniques. Educators had to guide

students through multiple readings, fostering a profound comprehension of complex

texts. This method encouraged active participation, critical thinking, and the

development of analytical skills. It required educators to adapt their teaching styles to

cater to diverse learning needs.

On the learning side, students experienced a transformative journey in

comprehending texts at a deeper level. The close reading approach allowed them to

delve into the layers of meaning within the material. It not only improved their

reading comprehension but also equipped them with valuable skills applicable across

various subjects. Students learned to extract information, analyze context, and

articulate their interpretations effectively.

In conclusion, the reflective lens on teaching and learning in the research

study reveals a symbiotic relationship, where educators and students collaboratively

navigated the intricacies of close reading, fostering a richer understanding of literature

and enhancing overall comprehension skills among Grade 7 students in Negros

Occidental.

Research Objectives

The main objective of this research is to assess the effectiveness of

implementing the Close Reading Approach in enhancing the reading comprehension

of chosen Grade 7 students at a public high school in Negros Occidental during the

academic year 2023-2024.

Research Questions
Specifically, the study aims to address the following inquiries:

1. What are the outcomes of the students' reading comprehension skills in the

pre-test?

2. What are the outcomes of the students' reading comprehension skills in the

post-test?

3. Is there a notable difference between the reading comprehension skills of

the students in the pre-test and post-test?

4. Based on the study's findings, what action plan can be devised?


Chapter II

Methods

This chapter discusses the research participants, the planning of research

implementation, the data collection methods, the data analysis, and the data

triangulation method.

Research Participants

The respondents of the study will be the Grade 7 students in one of the public

high schools in Negros Occidental for the academic year 2023-2024. The researchers

will use random sampling in the selection of the participants of the study. Random

sampling is a technique for selecting a group of individuals or goods from a larger

population so that each member has an equal probability of being chosen. Random

sampling ensures that the selected sample is representative of the total population and

reduces bias in the selection process.


Planning of Research Implementation

Figure 2. Processes and Stages of Action Followed in the Research

Stages of Action

Pre-intervention Intervention Post-intervention


Stage Stage Stage

Planning Implementation Post-assessment

Preparation Observation Evaluation

Pre-assessment

Pre-intervention Stage

The pre-intervention stage discusses the actions that the researchers will take

before the intervention stage.

Planning

The initial stage of pre-intervention is planning. During this phase, the choice

of lessons and participants is carefully made. The researchers opted to concentrate on


offering multiple short stories as reading activities for Grade 7 students, aiming to

enhance the reading comprehension skills of those with difficulties in this area.

Preparation

The reading activities, data collection, and the proposed intervention are

emphasized in the preparation phase. The researchers will prepare pre- and post-tests

derived from short stories presented for participants from EBMNHS Grade 7 students

who have poor reading comprehension, and a rating scale to compute their overall

score.

Pre-assessment

The reading activities, data collection, and the proposed intervention are

emphasized in the preparation phase. The researchers will prepare pre- and post-tests

derived from stories presented, digitalized stories for participants from EB Magalona

selected Grade 7 students who have a poor reading comprehension, and a rating scale

to compute their overall score.

Intervention Stage

The intervention stage is the process of taking action on the strategies and

activities that the researcher planned in the first cycle. The researchers implemented

close reading approach for students who have poor reading comprehension skills.

Application

The intervention will be applied after the students are introduced to the close

reading activity. The close reading consisted of six stories/poems that the students

needed to read and comprehend three times a week for four weeks. During the
application of the intervention, the researchers utilized the classroom of Grade 7. The

stories are chosen by the researchers and approved by the Grade 7 advisers to be read

by the students. researchers will ask students to read and understand the story/poem

three times. Afterward, they will answer the reading comprehension questions to

check their understanding of the content of the reading material. Instructions will be

presented by the researchers and provided in the reding material.

Observation

In the first week of the intervention, the researchers will closely monitor

students having difficulties in reading, comprehending, and analyzing. To aid students

experiencing difficulties in text comprehension, the researchers will employ close

reading. Subsequent weeks of the intervention will involve ongoing observation and

documentation of the students' advancements in comprehension, assessing the

efficacy of employing close reading approach.

Post-Intervention

During the post-intervention phase, researchers examine the collected data to

assess the effects of the implemented interventions. Researchers will perform a post-

assessment and evaluation to ascertain whether there have been enhancements in the

students' reading comprehension levels.

Post-assessment

The post-assessment stage is scheduled for four weeks following the

introduction of the intervention. This assessment will involve a face-to-face session

with six comprehension questions. Students will be guided to read and understand

each story or poem and respond to the comprehension questions while being observed
by the researchers. The aim of this post-assessment is to assess the students' learning

outcomes and determine the effectiveness of the intervention.

Evaluation

Assessing students' pre- and post-test results is essential for precisely

determining participant performance levels before and after implementing Close

Reading Approach reading activities.

Data Collection Methods

The researchers used convenience sampling for the purpose of selecting

participants for the study. The most fundamental non probability sampling technique

is convenience sampling. Respondents who are convenient or available to the

researcher are used in this method of collecting data. Readers who have been

identified as needing on going assistance through the reading evaluation program and

the close reading method were chosen as respondents for this action research on the

part of the researchers, who actively participated in the study. Furthermore, the

selected participants of the study will take a pre-test of the given story prior to the

beginning of the appropriate evaluation. The story will be chosen by the researchers

and approved by the Grade 7 advisers. They are the students from EB Magalona

National High School who have poor reading comprehension. The researchers

collaborated with the Grade 7 advisers in administering the test and gathering the

data.

Data Analysis

The researchers plan to employ inferential methods to analyze data, allowing

them to make broad generalizations about a large population from a small sample.
This approach also facilitates the exploration of explanations for events or

circumstances, enabling conclusions based on predictions beyond just the sampled

individuals from a larger group of interest.

Initially, the researcher will collect data by comprehensively annotating

stories. Following this, the pre-test and post-test mean will be determined, and the

students' reading comprehension skills results will be classified using the proficiency

levels and descriptors provided by the Department of Education. This categorization

will be employed to articulate and characterize the outcomes of the pre-post tests

based on proficiency levels and descriptors.

Next, a statistician will employ the t-test to analyze the results. This collective

analysis aims to ascertain the effectiveness of close reading in enhancing the reading

comprehension skills of Grade 7 students.

Following that, researchers will observe students' behaviors during the

intervention and interpret these observations in a table format.

Lastly, the analyzed results will reveal whether the respondents have

experienced improvements in their reading comprehension skills through the practice

of close reading.

Data Triangulation Method

Figure 3: This figure shows the data on how the findings were corroborated and

analyzed.
Statistical
Data

FINDINGS

Observation RRL

Triangulation in research means using multiple datasets, methods, theories,

and/or investigators to address a research question. It’s a research strategy that can

help you enhance the validity and credibility of your findings and mitigate the

presence of any research biases in your work (Bhandari,2023). Data triangulation,

specifically, utilizes multiple data sources, encompassing aspects like time, space, and

participants. This approach ensures findings are reinforced, compensating for any

weaknesses in the data with the strengths of other sources, thereby enhancing

credibility and accuracy. The findings in this study will be derived from a

combination of the researcher's observations, relevant literature, and statistical data,

represented by pre-tests and post-tests. The researchers will observe intensive reading

activities and evaluate students' comprehension abilities through these tests.


References

Bhandari, P. (2023, June 22). Triangulation in research: Guide, types, examples.


Scribbr.
https://www.scribbr.com/methodology/triangulation/#:~:text=Triangulation
%20in%20research%20means%20using%20multiple%20datasets%2C
%20methods%2C%20theories%20and,and%20credibility%20of%20your
%20findings.
Johnson,(2019). Targeted approach to reading instruction, such as close reading,
positively impacts students' ability to extract meaning from complex materials.
Smith, (2018). Close reading, which involves meticulous analysis of texts significantly
enhances comprehension levels.

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