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UTILIZATION OF READING WORKSHEET AS INNOVATIVE

TOOL TO IMPROVE READING COMPREHENSION SKILLS OF GRADE


VII STUDENTS OF GUMAUS NATIONAL HIGHSCHOOL

An Action Research Proposal


By:
JOAN D. NAING
PROPONENT
GUMAUS NATIONAL HIGH SCHOOL

Republic of the Philippines


Department of Education
Region V Bicol
Division of Camarines Norte
Paracale District
GUMAUS NATIONAL HIGHSCHOOL

WILFREDO J. GAVARRA

Assistant Schools Division Superintendent


OIC- Office of the Schools Division Superintendent
Sir:
I have the honor to request permission to conduct an action research
entitled Utilization of a Reading Worksheet as an Innovative Tool to Improve the
Reading Comprehension Skills of the Grade VII Students of Gumaus National
High School
Attached herewith are the copies of the Action Research Proposal. I am
hoping for your positive response and approval. Thank you very much and
Godspeed.
Very truly yours,

JOAN D.
NAING

Proponent

Noted:
JOAN M. MALALUAN
Secondary School Head Teacher I

Reviewed by:

ANICIA S. MADARANG

EMMA V. DASCO

Senior Program Research Coordinator

EPS- I English

Recommending Approval:

JOY G. CABRERA
OIC Chief CID
APPROVED:

WILFREDO J. GAVARRA

Assistant Schools Division Superintendent


OIC- Office of the Schools Division Superintendent
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Republic of the Philippines


Department of Education
Region V Bicol

Division of Camarines Norte


Paracale District
GUMAUS NATIONAL HIGHSCHOOL

WILFREDO J. GAVARRA

Assistant Schools Division Superintendent


OIC- Office of the Schools Division Superintendent
Sir:
I have the honor to request permission to produce a reading worksheet as
an intervention or tool to help the Grade VII students of Gumaus National
Highschool improve their reading comprehension skills.
Hoping for your positive response and approval. Thank you very much
and Godspeed.

Very truly yours,

JOAN D.
NAING

Proponent

Noted:
JOAN M. MALALUAN
Secondary School Head Teacher I

Reviewed by:

ANICIA S. MADARANG

EMMA V. DASCO

Senior Program Research Coordinator

EPS- I English

Recommending Approval:

JOY G. CABRERA
OIC Chief CID
APPROVED:

WILFREDO J. GAVARRA
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Assistant Schools Division Superintendent


OIC- Office of the Schools Division Superintendent
I-CONTENT AND RATIONALE

Reading is the most indispensable among all the basic literacy


skills. This is because reading is where all the other academic abilities like
writing,

numeracy

and

language

related

competencies

come

in

conjunction with. Reading is integrated in all areas of discipline and fields


of learning. It is the most important literacy skill which students need to
master.
Reading includes multiple and specific skills or components like
phonetic reading skills, structural reading skills, vocabulary-based reading
skills and reading comprehension. Among these specific reading
competencies, reading comprehension is considered to be the most
complex yet the most significant. This is because reading comprehension
is reflected through the students level of understanding of the concepts,
theme, message or ideas conveyed by any reading text.
Reading comprehension is of utmost importance among the
learners since it is the reading ability that enables a student or reader to
understand every component, element or features of a reading. These
elements include words, symbols, lexical structures, grammar, syntax and
most of all the messages conveyed by a reading selection. Among the
elements of a reading text, it is the message or theme of the selection
which is the most important to be comprehended by the learners or

readers. This is because messages or concepts well comprehended pave


way for better and more successful learning gains and outcomes.
However, it is a deplorable reality in our current educational system,
that poor reading comprehension or reading comprehension problems
among students continue to prevail. The results of reading comprehension
tests and assessments in the frustration level indicate the continuous
decline in the reading comprehension skills and proficiency of the Filipino
students. Reading comprehension problems pose enormous adverse
impacts against the development of the various academic and literacy
skills. Without effective reading comprehension, instructional concepts in
language, numeracy, science and other fields of learning would not be
understood, learned and imbibed well by the learners, thus multiple
academic problems and learning disabilities tend to worsen. Grade 7
students of Gumaus National High School is the group of students under
heterogeneous, different level of students are observed in the group. Most of the
activities if its based on the learner materials are reading selection wherein they
have to undergo the different levels of learning including remembering,
understanding, applying, analyzing, evaluating and creating. It was noticeable
that a number of students stay in remembering which is the lowest of all the
above mentioned. This is according to the conduct of Phil-IRIfor grade 7. The
results were very alarming, and also it was witnessed in the conduct of pre-test,
80 percent of the students were under

FRUSTRATION, the rest fall in

INSTRUCTIONAL level.

This study is anchored to DepEd Order No. 43, s. 2015 / DepEd Order
No. 39, s 2016 Revised Basic Education Research Fund (BERF) Guidelines
which includes language and learning materials to enhance the teaching-learning
process.

In response to these academic problems, the proponent of this


study was motivated to introduce and produce an intervention that would
address the reading comprehension problems specifically among the
Grade VII students in Gumaus National High School. This intervention is
in the form of a reading worksheet which features instructional inputs,
activities and exercises which are all geared towards improving the
reading comprehension skills of the learners.
II- REVIEW OF RELATED LITERATURE
The researcher gathers literatures and studies which pose
relevance or connection with the concepts of this present study.
According to Smith (1994) provided a definition of reading
comprehension. Accordingly, it is the ability to make sense of what you
read by using what you know. During the process of comprehending the
reading text, the reader can make use of prior knowledge and experience
and relate it to what he is reading in order to construct his own meaning.
Likewise, Caretti (2006) defined reading comprehension as a
complex cognitive-based skill which requires an individuals ability to
process the integration of text information with the knowledge of the
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reader paving the way to the elaboration of mental concepts or


representation. Reading comprehension is a component of reading in
which a person is adept in terms of the various cognitive processes
involved in comprehension like critical thinking and reasoning.
Reading comprehension difficulties are observed to be one of the
typical reading problems among Filipino students. This was attested by
the study of Cruz (2007) who provided a discussion of the real picture of
the reading profile of the students in the Philippines. Our schools are
lacking valid data showing the real status of the Filipino students in terms
of reading skills particularly in reading comprehension. It is said that the
result of Philippine Reading Inventory (Phil-Iri) is considered as an
insufficient basis of providing a reliable description of the average or
general reading comprehension abilities of Filipino school-age children.
This is because most often Phil-IRI results submitted by class advisers do
not reflect the actual and real outcomes or results of the reading
assessment of the pupils.
In reality, the results of literacy tests continue to show an alarming
decline in the reading comprehension skills of Filipino children. For
instance, the 2012 NAT results showed that Filipino students obtained a
mean percentage score of 54.42% in English reading comprehension and
58.61% in Filipino. This figure only shows that grade 3 pupils at present
are generally encountering problems or difficulties in terms of reading
comprehension either in English or Filipino.
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Corroborative to the study of Cruz was the research conducted by


Nolasco (2008) said that reading comprehension and counting skills are
two of the most declining academic skills of the Filipino students
nowadays. He claimed that the performance of students remain dismally
low in the areas of reading comprehension and numeracy. This was
attested by the figures from a 2008 educational survey which showed that
19.6 million of Filipino students are burdened by poor reading
comprehension.
Relevantly, the study of Mendres (2008) found that poor
comprehension is a manifestation of poor reading skills. Adverse effects
on the academic, social and psychological development of students can
be expected if this poor reading comprehension will not be addressed
earlier or if proper intervention will not be applied immediately. This is
where the accurate and early detection or diagnosis of pupils reading
problems is considered essential and necessary.

III- RESEARCH QUESTIONS


This study is centered on the utilization of a reading worksheet as
an innovative tool to improve the reading comprehension skills and
proficiency of the Grade VII students of Gumaus National High School.
Specifically, it seeks to answer the following research questions:
1.) What are the specific reading comprehension difficulties of the
students classified as:
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a. literal
b. interpretive
c. Inferential
d. Critical

2.) What are the features of the reading worksheet to be developed that
can help students in improving their reading comprehension skills as to:
a.) contents
b.) designed activities
c.) competencies covered and
d.) assessment?
3.) What are the results of the post-test against the pre-test?
4.) What is the level of effectiveness of the developed reading worksheet
as an innovative reading comprehension enhancement tool as based from
the comparison between the pre-test and post-test results?

IV-SCOPE AND LIMITATIONS


This study will be focused and limited on the discussion of the
utilization of a reading worksheet developed by the proponent as an
innovative tool to improve the reading comprehension skills of the
students. This study will be done in the 4 th Quarter, lesson 1& 2 with the
topics _______are the focused of the research. The respondents of this

study are the 30 selected Grade VII-Magenta of Gumaus National High


School.
2.)

This study will apply the use of quasi-experimental method.


This research is limited on the following research objectives: What
are the specific reading comprehension difficulties of the students
classified as: literal , interpretive ,Inferential ,Critical.
2.) What are the features of the reading worksheet to be developed
that can help students in improving their reading comprehension
skills as to:a.) contents b.) designed activities c.) competencies
covered and d.) assessment? 3.) What are the results of the posttest against the pre-test? 4.) What is the level of effectiveness of
the developed reading worksheet as an innovative reading
comprehension enhancement tool as based from the comparison
between the pre-test and post-test results?

V. RESEARCH METHODOLOGY
This study will make use of the quasi-experimental method of
research. This method makes use of pre-test and post-test design. It also
requires two groups of respondents-the controlled group and the
experimental group. In this study the experimental group of students will
be exposed to the use of the reading worksheet while the controlled will
only rely on the typical instructions on reading without the use of
innovations like this reading worksheet. This will serve to establish
comparison on the effects of the reading worksheet as a reading
comprehension enhancement tool for the students.
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VI- WORK PLAN


Activities

Pre-implementation
1.Preparation of
the
Research
Proposal
2. Submission of
the
Research
Proposal
for
approval
3.Revision
(if
any)
4.Implementatio
n of the Research
Proposal

Time

Persons

Success

Frame

Involved

Indicator

November
2016

Proponent,
School Head

Committees,
Chairpersons and
members were
identified
-Revised Proposal

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Implementation
Phase:
1.Determining
the final list of
the respondents.
2.Seeking
for
Advisers
consent.
3.Orientation to
the respondents
4.Administration
of Pre-test.
4.Administration
of
Post
Test
Collection,
Tabulation,
Analysis
and
Interpretation of
Data
5. Formulation of
Conclusion
and
Recommendation
.
Post-Implementation
Phase
1.Submission of the
2.Accomplishment
Result
3.Revision (If any)
4.Submission
and
Acceptance of the
Final Report

DecemberFebruary

School Head
Proponents,
Respondents

Informed students,
students obtained
the
necessary
knowledge.

School Head,
Proponents

Accomplishment
Report of the
Research

2016 -2017

March
April 2017

VII-COST ESTIMATES
The table below shows the estimated costs of the actual conduct of
this action research study:
Expenses
Estimated Costs
1.) Preparation and formulation
of action research proposal
Php 1,500
2.) Production and Distribution of
the Reading Worksheet

Php 2,000
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3.) Production and distribution of


survey-questionnaires
Php 100
4.) Preparation and Formulation
of the completion report of Php 500
the action research project
IX- REFERENCES

Smith, Bernie. Reading Comprehension. 1994.Retrieved on April 12, 2016


from https://www.Edutopia.org/discussion/readingcomprehension.pdf
Caretti, Marly. Reading Comprehension as a Complex Cognitive-Based
Skill.2006.Retrieved on April 12, 2016 from
www.sciencedirect.com/reading comprehension-as-a-cognitivebased-skill.pdf
Mendres, Christopher. A Case Study of the Effects of Poor Reading
Comprehension.2008. Retrieved from https://www.ieexplore.com/acase-study-of-the-effects-of-poor-reading-comprehension.pdf

Cruz, John. A Descriptive Study of the Reading Profile of Filipino


Children.2007.Retrieved on April 12, 2016 from
www.academia.edu/2469690/a-descriptive-study-of-the-readingprofile-of-filipino-children.pdf

Nolasco, Jayson. Evaluation of the Reading Comprehension and


Numeracy Skills of Filipino Students. 2008.Retrieved on April 12,
2016 from www.slideshare.net/joeplasabas/thesis-proposalpresentation-33783311

Very truly yours,

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JOAN D.
NAING

Proponent

Noted:
JOAN M. MALALUAN
Secondary School Head Teacher I

Reviewed by:

ANICIA S. MADARANG

EMMA V. DASCO

Senior Program Research Coordinator

EPS- I English

Recommending Approval:

JOY G. CABRERA
OIC Chief CID
APPROVED:

WILFREDO J. GAVARRA

Assistant Schools Division Superintendent


OIC- Office of the Schools Division Superintendent

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