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THE PROBLEM
Introduction
even the school authorities say that the schools are producing high
school graduates who are illiterate. This fact cannot be denied because a
interpret the materials for their level with full of grasp of meaning. Some
can read nicely aloud, but don’t exactly understand the words they have
uttered. Some students can read all the words yet misses the essential
meaning.
1
Realizing the need to evaluate the reading performance of students
2.1. Appropriateness
2.2. Adequacy
3.1. Relevance
3.2. Efficiency
3.3. Usability
2
Scope and Delimitation
reading skills which are contextual clues, getting the main idea,
opinions which are based from the 2002 Philippine Secondary School
students.
The test is in multiple choices since the survey among high school
teachers reveals that it is the most commonly used type for them to
they believe that the result of this work of a great help to the following:
administrators about the reading skills of the students. It will also serve
3
as a guide to enhance their English Teachers to teach personnel
The English Teachers, this study will help and encourage them to
study may of great help to their academic endeavor. The result of this
research hoped to help them improve their reading skills and knowledge
that they may acquire. Thus, it will inspire and motivate them to set
in their chosen field, specifically the teaching profession. This will also
researchers.
for future investigation. This will also give them further informations in
comprehension test.
4
Chapter II
succeeding page.
Related Literature
in the readers brain than on the information stored in the text (Dechant
have been conceptual shifts in the way teachers and researchers think
5
Construction and Validation of Reading
Comprehension Test for Second Year
Students of MSU-CETD, G.S.C.
Construction Validation
Difficulty Index
Drawing the table of
Specification
Content Validity
6
Zints (1990) as cited by Abraham (2002), that student shall
to read” during the first three years of school experiences has much
imperative that the students attain solid reading skills in the early
grades.
need to acquire the language for literacy to dwell. During the early years,
figures.
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Santiago (2011) stated, that the use of plain language promotes a
knowledge.
Comprehension as Process
involving the intentional interaction between the reader and the text to
8
reading comprehension has developed, for practical purposes, to its
Reading Comprehension
articulation of all these processes, beginning with the sounding out and
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Reading comprehension is often discussed in terms of being a
reader lacks familiarity. CSI has been validated for both generalized
comprehension failures and for specific domains (e.g., students who are
CSI can be adapted to use with texts that are read aloud for pre-readers
(Tracey & Morrow, 2002) as well as for older students who have severe
10
Block and Pressley (2002) pointed out that comprehension
practice to use the strategies easily and the habits to use them
frequently. They also suggested that teachers could learn how the
strategies work and become better able to teach them to their own
strategies to teacher’s own reading w not only helps the teacher become
better prepared to provide CSI, but also demonstrates the potential for
Contextual Clues
student read or analyze the whole sentence, they come to discover that a
term. Such relation then, leads or guides them to the meaning of the
Villamin C. & Sena M. (2003) emphasized that one of the best ways of
11
Furthermore, contextual clue comes from the Latin prefix, con
(with) and texto (sentence), and clue (guide). Thus the lead or guide word
Getting the main idea is a very important skill in the content fields
A reader determines the facts not only for their own sake but also
to find out why the author is writing. As it was said, “all writing is
audience or the reader. Finding the main idea is much like finding the
motive of the crime. It is the motive of the crime that usually determines
the other factors; the who, what, when, where, and how. So in order to
become a better reader, finding the main idea is one of the skills a
Sequencing of Events
middle, and end, and to the ability to retell the events within a given text
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on the ability to understand and place the details, the sequence of
such as once upon a time, then, later, afterwards, and in the end, are
reader a way of integrating the story's individual parts into its larger
As students listen to or read text, they are best served if they can
point. Beginning readers and those that have not had much opportunity
starting with the end, since it is the part that they read or heard most
primarily on the sections that were most appealing to them rather than
by giving a more complete picture of the events that occurred (Fox and
Allen, 1983).
are encouraged to identify the parts of a story, for instance, they will be
13
opportunity for students to examine text and story structure, which, in
Predicting Outcomes
making a guess about what you think may happen as a result of several
process, first, a set of events can have several likely outcomes but only
one real outcome. Second, a predicted outcome states only what may
happen not what will actually happen; and lastly, when you predict an
outcome, you should consider all the facts that are available including
idea. All other material in the paragraph fits under the main idea. In a
sentence called the topic sentence or the clear statement of the main idea
of a passage. This gives the readers the indistinct meaning of the text
that they are reading in order for them to predict outcomes and to give
knowledge. As students synthesize what they know with the text they are
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Distinguishing Facts and Opinion
and how the writer supports what he or she thinks, between what is
proven to be true and what needs to be proved. A good test for whether
yes to the question, that answer is an opinion; if the reader answer yes to
between what people think and what people know, between what people
believe to be true and what has been proven to be true. Then a good
reader will be able to see whether writers support their opinions, and if
they do how they do it. This will allow the readers to judge for the validity
of those opinions.
Content-Validity
15
It is described by the relevance of a test to different types of
look both the topics or subject-matter covered in the test, as well as the
type of behavior or test desired from the students. There are two-way
particular subject, one must ask whether the items adequately reflect the
specific content of that subject. If the test can be answered, the basis of
lacks content-validity.
16
depends on the relevance of individuals’ test responses to the behavior
most classrooms involves test that the teacher makes and administer to
the students.
They can also have a clear picture of the extent to which objectives of the
purposes.
17
Though testing, teachers are able to gather information about
Parents are able to see determine how well their children are
faring in school and how school is doing its share in educating their
Test Construction
teacher is interested to know far and how deep he can facilitate, orient,
and guide the students with the knowledge, ideas, abilities, skills, and
made test. These are (1) Planning the test, (2) preparing the test, (3)
reproducing the test, (4) administering the test, (5) scoring the test, (6)
Writing the test in its first draft. Once the important learning
18
Then, begin writing the questions while the different test formats-
Make the instructions for each type of question simple and brief. Use
students who understand the material but who don’t have story language
question. That makes the test less useful, as the test-wise student will
have an advantage over the student who has an equal grasp of the
The Multiple choice tests is one of the most popular item formats
(Osterlind, 2000).
19
Such a test usually consists of a number of items that pose a
choices. Items can also be statements to which students must find the
choice items.
But there are many other important guidelines for writing good
items. A typical multiple choice item has three parts: a stem that present
the problem; the correct or best answer and several distracters (Cheung,
2002).
Informal Validation
pertains to whether the test “looks valid” to the examinees who take it.
Formal Validation
individual test items in order to assess the quality of those items and the
used again in the later test, but it can also be used to eliminate
20
test construction and identifying specific areas of course content which
Related Studies
studying terms of the variables investigated and the design of the earlier
studies. These earlier studies were made use of to guide this researcher
three groups namely; the selected experts in Math and Test construction
and two groups of selected second year high school students of General
group of validators. The present study has three groups of validators. The
first group will give feedback and suggestion for the improvement of the
test. The second groups will be the test takers where the result shall be
use for item analysis. The third group will be another set of test takers
where the result becomes the basis for determining the reliability of the
test.
item analysis to set the discrimination and difficulty indices of the item,
21
Reliability test involved the reliability estimate of the whole test
using the Kuder-Richardson formula 21. The item analysis showed that
the test items that were retained have acceptable difficulty indices and
discrimination indices.
The final form of the test after item analysis has content validity
since the percentage of the test items were close to the percentage of
construction experts they agreed that the proposed test was valid. The
of KR-21 (r=0.989).
This means that the whole test is consistent and that the test can
Reading skills were tested in the content area of science. In this study,
171 pupils were tested from thirteen (13) schools in the Polomolok West
District.
The findings of the study indicated very poor fluency of all the
22
errors omission, insertion, substitution, reversal, repetition,
from the teacher. There were 24% of the 171 students who were found
out with poor word recognition skills while 39% have poor vocabulary
skills. The students also were founded out to have the poorest
observation skills. 31% percent of the students were low in this level
performances of fourth year high school students. She found out that the
oral reading skills profile of the fourth year high school students showed
deficient. The work of Diaz is similar to the present study because the
reading skills were being described. It differs only in the respondents and
23
proficiency level was low, indicating that the least mastered skill were in
Espiritus’ study and the present study both worked on the reading
because the study focuses only on second year high school students.
Definition of Terms
comprehension test in English for the 2nd year high school students.
24
Operationally, this refers to the linguistic skill which will be constructed
readers to understand what they are reading (A. Villamin,C. Villamin, &
middle, and end, and also to the ability to retell the events within a given
text in the order in which they occurred. Operationally, this refers to the
telling what might possibly happen next. It is guessing about what you
25
Distinguishing Facts and Opinions. Theoretically, refers to the
the writer thinks and how the writer supports what he or she thinks,
the topics and the skills included in the Table of Specification (TOS)
26
express agreement or disagreement based on the extent of the indicators
objectives are achieved and the extent to which targeted problems are
solved.
appraisal given by the raters on the possibility for use of the test for
teaching English.
example, if a test is designed to measure a trait, then each time the test
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2008).Operationally, it is obtained by getting the average of the
proportion of students who answered the item right in the upper 27%
discriminate between those who scored high on the first test and those
between the proportion of students who got the items right in the upper
measure that answer the question on how well the instrument fulfills the
items. This is to fulfill the need to establish the content validity of a test
that5 is to be developed.
to vouch for the items measuring what they were intended to measure
28
PSSLC 2002. Theoretically, this refers to the Philippine Secondary
increase the stock of knowledge of man, culture, and society, and the use
29
Chapter III
METHODOLOGY
This chapter presents and discusses the research design and the
Research Design
(1994). The stages described as planning the test, making the table of
specification, item pool building, peer validation, first trial run, item
analysis, second trial run, getting the reliability. This study will be
the study.
Evaluators
validators. They are the English experts, test construction and the
second year teachers that will evaluate the reading comprehension test.
They will further give comments and suggestions for improvement of the
test.
30
Reading Comprehension Test for Second Year High School
Experts and
Teacher’s
feedback and
Statements
31
The second group of respondents will be the randomly selected
Santos City.
Research Respondents
Box 1
Distribution of Respondents
N=15O
Number
Total
Secondary School of
Population
Respondents
MSU-CETD, G.S.C.
II-A
II-B
II-C
II-D
Total
Research Instrument
five-point scale. The data of the study were obtained from the results of
32
the First administration and Second administration of the test in
answer.
Research Procedures
for Second Year. This is to ensure that the items of the test are in line
number of items per subject area. This means that the researcher will
measured are reflected. This test grid will be laid out following the
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admonition that a table of specification includes under each skill areas
test.
its construction. As part of the planning for the test, the Researchers will
needed to be measured.
After the objectives and learning outcomes have been defined and
for English.
of test was considered a very versatile type because it can readily give a
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The researchers will adapt ideas from different authors of different
C. Informal Validation
The validators will evaluate the draft of the test. They will be given
a questionnaire where they will assess the level of validity the test has.
D. First Revision
In this stage, items that are irrelevant and inadequate will all be
followed for the revision of the test. The researchers will then select the
most significant and relevant items that should be included in the test.
Unnecessary ideas and parts will be deleted. The researchers can add
informative ideas that are relevant and must be included in the test. The
test will be revised based on Peer Feedback and Expert Feedback. Their
the first revision of the test. The study will be conducted thorough giving
first revision. After giving the test, comments and suggestions from the
35
second year English teachers of Mindanao State University-CETD, G.S.C.
E. Final Validation
Right after the first revision, the copies of the test will be
reproduced and will be given to the validators for final validation. The
test will have final validation after gathering the results. Item analysis
index and distracters attractiveness and usability. The item analysis will
be based on the results of the answers of the students. In this stage, the
comments and suggestions of the validators for the making of the final
F. Final Revision
The researchers will make the final revision after the final
validation of the test. Items of the test will be analyzed and decisions will
36
Statistical Treatment
The researchers will use the Weighted Arithmetic Mean and overall
respondents.
The following shows the formula for the weighted mean and overall
mean:
∑ 𝐟𝐱
̅=
𝒙 ∑𝐟
∑𝐱
𝐱̅=
𝐍
where 𝑥̅ = mean
N= number of items
of Difficulty of the test and will follow the following arbitrary rule:
37
DU-DL will be used in getting the Index of discrimination and
38
BIBLIOGRAPHY
A. BOOKS
Villamin, A., Villamin, C., & M. Sena, (2003). Skill Builders for Effecuent
Reading. Second Edition. Phoenix Publishing House Inc. Quezon
City Philippines.
39
B. JOURNALS/ PERIODICAL
C. UNPUBLISH MATERIALS
D. ONLINE SOURCES
Pressley, Michael (2006). Reading instruction that works: the case for
balanced teaching. Retrieved August 30, 2012 from
http://books.google.co.uk/books?hl=en&lr=&id=Gl6TWPOE2o0C&
oi=fnd&pg=PA1&dq=Reading+instruction+that+works:+The+case+f
or+balanced+teaching&ots=WDL3X6Gy9_&sig=kgIU6slAZInOJfGqT
WuDqFeS2L0#v=onepage&q&f=false
41
APPENDIX A
Date: ____________
BERNADITA S. TOTESORA
The Principal
Mindanao State University
College of Education Training Department
JP Laurel Street, General Santos City
Dear Madam:
Greetings of Peace!
In connection with this, they humbly ask for your approval to allow
them to conduct their research on the above title on your school.
Respectfully yours,
(Sgd.) KIMBEERLYN BAJOLAN CALAUOD
(Sgd.) MARICAR HORTELANO
Researchers
Noted by:
Approved by:
(Sgd) Ma’am BERNADITA S. TOTESORA
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APPENDIX B
Date: ______________
Dear Ma’am;
The result of this study will be kept confidentially and will be used
for research purposes only.
Respectfully yours,
Noted by:
Date: ______________
Dear Ma’am;
The result of this study will be kept confidentially and will be used
for research purposes only.
Respectfully yours,
Noted by:
44
Republic of the Philippines
Mindanao State University
General Santos City
Date: ______________
Dear Ma’am;
The result of this study will be kept confidentially and will be used
for research purposes only.
Respectfully yours,
Noted by:
45
APPENDIX C
Date:____________
Dear Respondents,
Greetings of Peace!
Respectfully yours,
Noted by:
46
APPENDIX D
VALIDATION TOOL
Construction and Validation of a Reading Comprehension Test for
Second Year High School Students
Legend:
ACCEPTABILITY 5 4 3 2 1
1. The test provides an organized
instructional tool for teachers in achieving
the curriculum target of enhancing the
student’s Reading Comprehension.
47
2. The questions are sequenced on a
continuum from simple to complex which
allows students to improve test-taking
ability.
RELEVANCE 5 4 3 2 1
48
are suited to the objective.
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APPENDIX E
Name:
Position:
Highest Educ. Attainment:
Legend:
APPROPRIATENESS
5 4 3 2 1
1. The test items are representative of the topics
and skills included in the Table of
Specifications based on the Philippine
Secondary Schools Learning competencies
(PSSLC) for second year English students.
2. The test items are proportionally distributed
among the competencies.
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3. The test items are suited to the comprehension
level of the second year students.
4. The test items are suited to the behavioral
patterns of the second year students.
5. The test items develop student's reading
comprehension skills and critical thinking.
ADEQUACY
5 4 3 2 1
1. The contents help the learner's need in
enhancing reading comprehension skills.
2. The items included are sufficient for the
comprehension capability of the students.
3. The test helps develop the reading
comprehension skills of the students.
4. The numbers of items that exist are in proper
quantity, that is, not too many and not too few.
5. The test items provide opportunities for
application of new learning in real-life
situations.
Please give your comments/suggestions (you may use the back portion of
the paper for more comments/suggestions):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Rated by:
____________________________
Signature over printed name
51
APPENDIX F
(PSSLC 2002)
LEARNING COMPETENCIES
IN
INTERACTIVE SECONDARY ENGLISH
LANGUAGE CURRICULUM
2002
SECOND YEAR
At the end of the second year, the student shall have developed the
following competencies:
LISTENING
1. Determine the social issues addressed in an informative talk, the
objective of the speaker and his attitude on the issues
1.1 Listen for clues and links to show the speaker’s trend of thought
1.1.1 Describe the speaker’s attitude towards the subject
1.1.2 Arrive at conclusions regarding the attitude of the speaker toward
his subject by noting clues and links to show the speaker’s stand and
assumptions
1.2 Explore opportunities for speedy and economical access to
information by listening to talks, informative, political, religious
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3. Employ varied listening strategies (marginal, selective, attentive,
critical) to suit the listening text and task
3.1 Supply gaps in listening texts caused by acoustic disturbance
3.1.1 Predict what is to follow considering the text type and macro
discourse pattern
3.1.2 Use context to guess items not heard in a listening text
3.2 Listen to longer stories
3.2.1 Employ projective listening strategies when listening to stories
3.2.2 Predict outcomes from events described in stories as they unfold
3.2.3 Listen to determine if one’s predictions are borne out
3.2.4 Listen to events and note developments in narratives as they unfold
3.2.5 Note the dramatic effect of sudden twists in surprise endings
3.3 Listen to issues pertaining to the community
3.3.1 Identify the attitudes of the speaker on an issue
3.3.2 Determine if the speaker is neutral, for or against an issue
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SPEAKING
1. Give a short, informative talk using appropriate registers to suit the
intended audience and variation in intonation and stress for emphasis
and contrast
1.1 Make use of stress and intonation for emphasis and contrast
1.2 Express feelings and attitudes by utilizing contrastive stress and
variations of tone and tempo
1.3 Use stress, intonation and juncture to signal changes in meaning
54
4.2 Agree/disagree with statements, observations and responses made in
political and religious talks when discussing issues affecting the
community
4.3 Interview persons to get their opinions about social issues affecting
the community
READING
1. Gather data using library resources consisting of general references,
atlas, periodical index, and periodicals to locate information
1.1 Use the periodical index to locate information in periodicals
1.1.1 Determine the content and stand of a newspaper
1.2 Extract and organize information from different text types
2. Adjust and vary reading speed based on one’s purpose for reading and
the type of materials read
2.1 Use different reading styles to suit the text and one’s purpose for
reading
2.2 Scan rapidly for sequence signals or connectors as basis for
determining the rhetorical organization of texts
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4.1 Interpret and compare orally or in writing information presented in
tables, charts, graphs, etc.
4.2 Choose the chart (flow chart, tree diagram or grid) most suited to
illustrate thought relationships in a given text
4.3 Organize information into a concept map
5. Utilize varied reading strategies (covert dialogue with the writer and
the sectional approach) to process information in a text
5.1 Note the function of statements made as the text unfolds and use it
as the basis of predicting what is to follow
5.2 Suggest modifications to be made considering the context of the
situation when the text was written
5.3 Distinguish between facts and opinion and note expressions that
signal opinions
(seems, as I see it)
6. Develop the ability and the desire to read different text types for
information, pleasure and appreciation
6.1 Derive from the written text varied ways of expressing an idea
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7.3 Get the meaning of complex sentence structures by deleting
expansions to come up with the kernel sentence
WRITING
1. Communicate thoughts, feelings, one’s needs in letters, journal
entries, book reviews, interview write-ups, etc. using appropriate styles
(formal and informal)
1.1 Employ the interactional functions of language in pen-pal letters,
letters of invitation, “yes” and “no” letters
1.2 Write reflections on learning experiences in diary and journal entries
1.3 Summarize and write reactions to books read (book reviews) or
movies seen (movie review)
1.4 Prepare interview guides and make a write-up of an interview
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3.3 Expand ideas using a variety of and cohesive devices to make the
flow of thought from one sentence to another smooth and effortless
3.4 Write short personal narratives to support an assertion
LITERATURE
1. Discover Philippine and Afro Asian literature as a means of expanding
experiences and outlook and enhancing worthwhile universal human
values
1.1 Express appreciation for worthwhile Asian traditions and the values
they represent
1.2 Assess the Asian identity as presented in Asian literature
1.3 Assess one’s self in the light of what makes an Asian
1.4 Identify one’s self with other people through literature and note
cultural differences so as to get to the heart of problems arising from
them
58
2.2 Demonstrate a heightened sensitivity to the needs of others for a
better understanding of man
2.3 Discover through literature the links between one’s life and the lives
of the people throughout the world
2.4 Highlight the need for a more just and equitable distribution of
resources
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5.3 Show relationship between the man idea and signifi cant details
5.4 Draw conclusions and make inferences based on details/specifi c
ideas
5.5 Determine the author’s tone and purpose for writing a literary
selection
5.6 Paraphrase passages to demonstrate understanding
60