Research 2019 Reading Comprehension

SAN ANTONIO SCHOOL
Aras-asan, Cagwait, Surigao del Sur

DepEd School ID no. 406041
Email add: sanantonioschool2015@yahoo.com.ph
CHAPTER 1
THE PROBLEM AND ITS SETTING
Introduction:
Reading is the mother of all study skills. It is one of the most valuable skills a
person can acquire. Reading is a complex process. Thus, It cannot be taught in
isolation. Moreover, reading is not merely an ability to recognize written or printed
words but it also refers to putting meaning to what you read and drawing a unified
thought of what is read.
Reading comprehension is the ability to process text, understanding its
meaning, and to integrate with what the reader already knows. Fundamental skills
required in efficient reading comprehension are knowing meaning of words, ability to
understand meaning of a word from discourse context, ability to follow organization
of passage and to identify antecedents and references in it, ability to answer
questions answered in passage, ability to recognize the literary devices or
propositional structures used in a passage and determine its tone, to understand the
situational mood (agents, objects, temporal and spatial reference points, casual and
intentional inflections and etc.) conveyed for assertion, questioning, commanding,
reframing and etc, and finally ability to determine writers purpose, intent and point of
view and draw inferences about the writer.
Ozdemir(2009) stressed that reading is fundamental in getting knowledge as
all the lessons and learning activities are mostly based on the power of
comprehensive reading indeed, it is really necessary to read comprehensively. In
addition, reading comprehensively really affects a learner’s education and his life as
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a whole. Learning in any lesson depends on understanding of the learning
instrument of that lesson: thus a learner who cannot read comprehensively finds it
difficult for him/her to be successful in his or her lessons.
Furthermore, Ono (2004) emphasized that reading has the potential to help
English language learners become better readers and make improvements in other
aspects of their English skills.
According to AJ-khateeb (2010-5) reading comprehension is considered the
real core for the reading process and a big process around which all other processes
are centered. Comprehension is the peak of the reading skills and the basis for all
reading processes. it is viewed by some researcher as the ultimate objective of the
reading processes since he who does not comprehend what he reads is considered
as if he has not read.
A student, who can read comprehensively, can also be successful in all his or
her lessons. It is known that in the Philippines the university and high school
entrance examination have mostly questions based on testing learner’s ability
whether they can read comprehensively and can come up with new interpretations
by making analysis and synthesis on the given data.
Therefore teacher have a very important role to play in helping their students
get most out of reading and become good readers. They need to introduce to them
extensive reading and provide them essential guidance as they read
comprehensively, teacher must always keep in mind that the goal is to let the
students understand what the author meant.
The importance of our study is to determine how many grade 7 students in
San Antonio school is fast reader and slow reader and make them realize how
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important reading actually is although strong reading skills can help students do well
in language arts and reading class that is only the beginning. Students have to use
reading skills in every single subject they ever study and in almost every aspects of
life.
Indeed making this study is very important for the learning process as it
provides students with the ability to understand, criticize and interact with the text: it
expands students trends and experience : it enhances their commonsense level it
deepens their thinking and assists them to orientate monitor themselves while
reading. It helps students comprehend a text self dependently and the teachers
develop clear and successive instructional procedures and it breaks the students
inaction by encouraging them to get involved in the educational process more
actively and effectively. Hence utilizing strategies that improve reading
comprehension level within the students is very necessary.
1.1 BACKGROUND OF THE STUDY
Reading comprehension plays an important role in human life. Its role is
realized as very substantial because it opens up new knowledge for individual. The
goal is to gain information from what the writer conveyed through a text and uses this
information to enrich his/her experiences and to improve his/her intellectual ability
Reading comprehension is the process of constructing meaning by coordinating a
number of complex processes that include word reading, word and world knowledge,
and fluency readers comprehend a text when they are able to communicate with a
text. (Harris and Graham, 2007).
In other words, reading comprehension is a kind of interaction between the
readers and the text through written symbol in order to grasp the information from
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written text. Students nowadays more likely read the certain literary text without
even understanding the content or the message of a certain text, reading
comprehension is one of the serious problems in high school students particularly in
the grade 7 departments. Grade 7 students are mostly covers this issue in reading
comprehension due to it undeveloped mindset and lack of dedication in studying
activities. Reading English and Filipino textbooks are a sort of students low level of
comprehending its text, they only read but doesn’t understand, reading
comprehension must be the prior key of a student in enhancing their reading skills
efficiently and effectively.
The teacher has the great role of the developing of the reading
comprehension of every student, the teachers do not use background knowledge to
activate their students’ schemata about what they are going to learn; the teachers do
not let their students to ask questions due to the use of traditional methods in which
the teachers take the major role to explain everything; do what the student is
supposed to do; while the students role is restricted to only listening to what is
inculcated to them by their teachers. In this situation, the students are just listeners
to what the teacher explains; they do not have a chance to articulate what they know
about the topic, what they want to know about the topic or what they have learned
about the topic.
Furthermore reading comprehension must be the mainly objective of the
teachers to the student to assess the high level of reading comprehension and thus
the problem can be resolve.
Self-questioning strategy is where the students question themselves about the
title of the literary text before reading, this strategy the students will give an idea
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what they about to read and later on understands what they read. In comply with
the significant role of self-questioning strategy in reading comprehension this can
distinguished which level of reading comprehension thus grade 7 students had.
1.2 CONCEPTUAL FRAMEWORK
Increase Students
comprehension Read and acknowledge
and question
skill
Literary Text Literary Text
Apply given Receive instructions

Self-Questioning
instruction Strategies
Figure 1.0 shows the concept of study on the use of literary texts in improving
students reading comprehension and understanding each given instructions to
answer a certain question based on what they read. This concept is our strategy by
having the self-questioning before, during and after reading.
1.3 RESEARCH HYPOTHESIS
The following are hypothesis as presented in this study below.
1.3.1 What is the level of the students reading comprehension ability in terms
of:
1.3.2 What lesson model can be designed to help improve students reading
comprehension ability?
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1.4 STATEMENT OF THE PROBLEM
This study aimed to determine the levels of the reading comprehension ability
of
the 30 grade 7 students officially enrolled during the school year 2018-2019 at
San Antonio School.
Specifically this study sought to answer the following questions:
1. What is the demographic profile of respondents in terms of the following, viz:
1.1 age;
1.2 gender;
1.3 general average grade in English;
2. What is the level of the students reading comprehension ability in terms of:
a. Literal level
b. Interpretative level
c. Evaluative level
d. Creative level
2. What lesson model can be designed to help improve students reading
comprehension ability?
1.5 DEFINITION OF TERMS
The following are terms defined lexically and conceptually among readers.
 Academic- relating to education and scholarship. In this study the term is used to
the relation of the academic of the student reflecting the low level skills of reading
is also used to identify the function of academics with respect to reading
comprehension;
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 Comprehension- the action or capability of understanding something. In this
study, the term used to how do the student understands the certain meaning of
the literary text, and what level of reading comprehension has they had and also
to identify the levels of comprehension/understanding the literary texts with
respect to reading approaches/activities.
 Literary Text- is a piece of written material, such as a book or poem, that has
the. Purpose of telling a story or entertaining, as in a fictional novel. In this study
the term is used in doing the activity of the students by having textbooks as the
medium of used in reading comprehension and also is used to identify the
different literary texts which are suitable to achieve effective reading compression
activities.
 Reading- is the complex cognitive process of decoding symbols to derive
meaning. It is a form of language processing. In this study the term used to
conduct reading test to every student and to identify what level of reading
comprehension they had.
 Self-Questioning Strategy- is the ongoing process of asking questions before,
during, and after reading that are used by a reader to understand text. In this
study the term used to help the students cope up easily in reading
comprehension by the help of this strategy.
1.6 SIGNIFICANCE OF THE STUDY
Reading comprehension is the crucial link to effective reading – a strong
factor in the student’s educational and professional lives. This study is demand
beneficial to the following:
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Students: This study would determine their reading performance and may evaluate
their strengths and weaknesses on reading.
Teachers: This study would on their teaching methodologies of teaching reading
which should not stress on accuracy of reading loud but which fit to student’s abilities
and skills, they may be helped in promoting reading as a process of acquiring
meaning from text and may foster a flexible response to difficulties that their learners
might encounter in reading.
Parents: This study would help their children develop reading skill by constant
monitoring of their ability and spending time to have reading discussion at home and
helping the teachers in enhancing their children with intellectual development.
Catholic/ Dep Ed administrators: The findings on this study would the bases for
designing a lesson model and enhancing reading instruction that will benefit the
students they may be also suggest the good books appropriate the students.
1.7 SCOPE AND LIMITATIONS OF THE STUDY
This study focused only at determining the levels of the students reading
comprehension ability and designing a lesson model to improve students higher
thinking/comprehension.
The respondents were the grade 7 students enrolled in the year 2018-2019 at
San Antonio School.
The analysis was limited to the grade 7 students reading comprehension
ability. The study output was a lesson model derived from the findings.
A 42-item test composed of 3 selections having 14 questions for each
representing the four levels: literal, interpretative, evaluative, and creative was
administered.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Foreign
(Ellin Oliver Keene, Susan Zimmermann (2001) partners at the Denver-based
Public Education and Business Coalition, published “Mosaic of Thought,” which
explained how good readers use thinking strategies to build comprehension.
Zimmermann followed with “Seven Keys to Comprehension,” a work designed to
give parents and teachers practical advice on teaching children to read strategically.
She explains how readers use their background knowledge and imagination to
visualize what they read. Zimmermann also reveals how children can learn to ask
themselves questions to help them find important details and make key inferences.
Finally, she shows how readers can put ideas together to form a complete
understanding of what they’ve been trying to comprehend.
(Dickinson &Neuman, 2006; National Reading Panel Report, 2000; Neuman&
Dickinson, 2001; Snow, Burns, & Griffin, 2001). To become a skilled reader, children
need a rich language and conceptual knowledge base, a broad and deep
vocabulary, and verbal reasoning abilities to understand messages that are
conveyed through print. Children also must develop code-related skills, an
understanding that spoken words are composed of smaller elements of speech
(phonological awareness); the idea that letters represent these sounds (the
alphabetic principle), the many systematic correspondences between sounds and
spellings, and a repertoire of highly familiar
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words that can be easily and automatically recognized (McCardle&Chhabra, 2004;
McCardle, Scarborough, &Catts, 2001).
But to attain a high level of skill, young children need opportunities to develop
these strands, not in isolation, but interactively. Meaning, not sounds or letters,
motivates children’s earliest experiences with print (Neuman, Copple, &Bredekamp,
2000). Given the tremendous attention that early literacy has received recently in
policy circles (Roskos&Vukelich, 2006), and the increasing diversity of our child
population, it is important and timely to take stock of these critical dimensions as well
as the strengths and gaps in our ability to measure these skills effectively
(Scarborough, 2001) Language. Verbal abilities are consistently the best
predictors of later reading achievement. Skilled readers typically draw upon multiple
levels of the language system (Dickinson, McCabe, Anastasopoulos, Peisner-
Feinberg, & Poe, 2003), with abilities encompassing vocabulary, syntax, and
discourse. Vocabulary size in optimal settings may increase exponentially in the
early years (some estimate about seven words a day) (Snow et al., 1998), with
children learning to comprehend words spoken to them before they are able to
produce them on their own. Word knowledge, however, is not just developed through
exposure to increasingly complex language, but to knowledge-building language
experiences (Neuman, 2001) that involve children in developing and refining
networks of categorically-related concepts.
(Adler, 2001) Graphic organizers help students focus on text structures and
help them see relationships between texts (Adler, 2001). The organizers usually give
students a more visual way to synthesize the information they gather from the text.
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The summarizing strategy asks students to synthesize what they have read usually
focusing on the main idea and supporting details. Another commonly used strategy
is using comprehension questions to teach students concepts like main idea and to
assess what information they have extracted from the text while reading. Using
comprehension questions allows teachers to monitor student comprehension based
on whether or not they can respond correctly to the questions. The questions can be
tailored to test skills like identifying literary elements or to test a student’s
understanding of the text with basic recall questions.
Foreign Studies
In the study of Thorndike (2003) the process of reading may be viewed as
drawing information from the printed matters. Concluded his view about reading as
"Understanding a paragraph is like solving a problem in Mathematics. It consists of
selecting the right elements of the situation and putting them together in right
relations and also with the right amount of weight or influence or force for each.
Warren (1934) defined comprehension as synonymous to understanding.
Bloom (1956) in his taxonomy of educational objectives, pointed out that the
term comprehension includes those Chase and Clark (1972) present comprehension
as information processing, whereas the theories proposed by Frederikson (1972)
illustrates
the analysis of connected logical discourse. Objectives, behaviors or responses
which represent an understanding of the literal message contained in a
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communication. This is one of the major contributions in framing the concept of
comprehension.
Local
According to Grabe 1988 and Villanueva 2006, Reading in this sense, is a
communication between the reader and the text.
According to Lastrella, 2010, Reading is essential to life and reading with
comprehension is the chief justification why we read, understanding what the text is
all about.
According to Dennis, 2011, Reading comprehension is a complex balance
between recognizing printed symbols and interpreting the meaning behind the
symbols.
According to miller 2013, high challenge academic tasks invite students to
expend the maximum level of effort and encourage students to value the process of
learning. As a result, motivation researchers view high challenge tasks as most
beneficial for promoting learning and motivation.
Local Studies
In the study of Kelcey (2010), results suggest that schools should be
associated with differences in teacher’s knowledge. By comparing teachers with
similar personal
and school backgrounds, results showed that measured knowledge is significantly
associated with student’s achievement in reading comprehension.
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In the study of Mante (2009) in Illustre (2011) sought to identity factors that
affected Filipino bilingual high school student’s reading comprehension in English.
In the study of Anderson (1994) as cited in Lastrella (2010) presented that the
recall of information in a text is affected by the reader’s schemata that gives account
of the objects and events described in the message.
In the study of Wilson (1972) in Marquez (2008) stated that the lack of
education opportunity and reading materials among poor families contribute to the
performance and competence of the learner.
Synthesis
After undergoing the research, the group had learned that the reading process
was implemented or being practice for the past years. According to Lastrella, 2010,
Reading is essential to life and reading with comprehension is the chief justification
why we read, understanding what the text is all about.
The process of reading may be viewed as drawing information from the
printed matters. Concluded his view about reading as "Understanding a paragraph is
like solving a problem in Mathematics. It consists of selecting the right elements of
the situation and putting them together in right relations and also with the right
amount of weight or influence or force for each. (Thorndike 2003)
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CHAPTER 3
METHODOLOGY
Methodology
This chapter deals with the research methodology of the study which includes
the research method used, the respondents of the study sampling technique, the
instruments used scoring procedures, data collection technique and statistical
treatment used in this study.
Research Design
This study made used of descriptive approach/design. It aims to determine
the level of grade 7 students in San Antonio School at Aras-asan, Cagwait, Surigao
del Sur.
The Respondents
The respondents of the study were the grade 7 students officially enrolled for
School Year 2018-2019 at San Antonio School. These students composed of 13
boys and 17 girls.
The Research Locale
This study was conducted at San Antonio School. It is located at Aras-asan,
Cagwait, Surigao del Sur and with the collaborative efforts of the DepEd and the
Faculty Staff of San Antonio School. The catholic institution was founded in October
1962. This school is a private/catholic School. It has a total population of 650 and is
a child-friendly institution adopting the thrust of quality basic education and it
envision to develop students to be morally upright, disciplined, respectful and value
oriented. Moreover, it commits and dedicates to improve quality basic instruction by
providing wholesome relevant learning experiences and enhancing quality output.
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The Data Gathering instrument
The research instrument used in the study was a 42-item reading
comprehension questionnaire. The test is composed of three literary selections.
Each selections has four sets of questions of different levels namely: literal,
interpretative, evaluative and creative.
Research Procedure
The 42-item test was administered to the grade 7 students. We explained to
the students the purpose and importance of the test and we also made the
instructions very clear to them.
The questionnaire is composed of three selections having 14 questions
representing the four levels: literal, interpretative, evaluative and creative. The
students were given individual set of questionnaire and were asked to answer the
comprehension questions which measure their abilities.
The test took the students 45 minutes to answer. The questionnaires were
checked and the score were tallied using frequency and percentage were interpreted
accordingly by levels.
Scoring Procedure
The reading comprehension ability of the students was measured using the
42-item reading test composed of 3 selections. This would be determine the ability of
the respondents to comprehend the selections given by answering the literal,
interpretative, evaluative and creative questions provided all questions in each
selection were encircled by the respondents and their scores were interpreted as:
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Literal level Interpretative level
Scores Equivalent Scores Equivalent
10-14 High 9-12 High
5-9 Average 5-8 Average
0-4 Low 1-4 Low
Evaluative level Creative level Over-all reading ability level
Scores Equivalent Scores Equivalent Scores Equivalent
6-7 High 7-9 High 29-42 High
4-5 Average 4-6 Average 15-28 Average
2-3 Low 1-3 Low 1-14 Low
The Statistical Treatment
Frequency and percentage distribution were used to determine the four levels of
the students reading comprehension ability.
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CHAPTER 4
DATA ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the percentage analysis and interpretation of the
gathered data. The data found in this chapter are arranged according to problems
treated in this study.
Problem No.1 What is the level of the students reading comprehension ability
in terms of:
a. literal level
b. Interpretative level
c. evaluative level
d. creative level
Literal level shows the students ability to identify ideas and answer question
based on knowledge category.
Table 1 Reflects the literal level of comprehension of the students
Table 1: Reading comprehension ability of the students in literal level
Scores Level of Achievement Frequency Average
10-14 High 30 100%
5-9 Average 0 0%
0-4 Low 0 0%
Total 30 100%
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AVERAGE
LITERAL LEVEL
TOTAL
0%
100%
LOW
0%
HIGH
100%
As shown, 30 students or 100% achieved a high literal level of
comprehension. Researcher found out that all of the students got high scores in
literal. This result implied that the students really did well in their literal ability as
questions asked in this level are eliciting basic information, ideas or meanings
directly stated in the selection.
Interpretative level enables the students give judgment inference and
implications on some indirectly or implicitly stated ideas.
Table 2 Depicts the student’s ability in the interpretative level.
Table 2: Reading comprehension ability of the student’s in interpretative level.
9-12 High 8 27%
5-8 Average 9 30%
1-4 Low 13 43%
Total 30 100%
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INTERPRETATIVE LEVEL
TOTAL
100%
HIGH
27%
LOW
43%
AVERAGE
30%
As illustrated in Table 2, the highest percentage (43%) of the students
performed low in their interpretative ability. This suggested that the students have
the difficulty to comprehend ideas or meanings which are embedded between or
among the lines. Thus, they lack the ability to interpret the meanings implied in the
selection.
In evaluative level the students gave reaction, judgment and evaluation of
what was written.
Table 3 discloses the students reading comprehension ability in the evaluative level
Table 3: Reading comprehension ability of the student’s in evaluative level
6-7 High 0 0%
4-5 Average 4 13%
2-3 Low 26 87%
Total 30 100%
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EVALUATIVE LEVEL HIGH

0%
TOTAL
100%
AVERAGE
13%
LOW
87%
As depicted in Table 3, majority of the students achieved low in their ability to
evaluate and think critically as reflected in a high percentage of (87%). This result
shows that the student’s ability to make sound judgment and give correct evaluation
is really poor. They really could not make judgments and realize the worth of ideas or
meanings the way they are presented in the selection.
Creative level allows the reader to create new ideas or new ways of
expression with the use of whatever understanding he/she got of the text.
The student’s evaluative reading ability is shown in Table 4 below.
Table 4: Reading Comprehension Ability of the student’s in creative level
7-9 High 12 40%
4-6 Average 18 60%
1-3 Low 0 0
Total 30 100%
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CREATIVE LEVEL
TOTAL LOW
100% 0%
HIGH
40%
AVERAGE
60%
As illustrated in Table 4, more than the majority of the students achieved
average in their creative ability as evidently supported with the high percentage
(60%). This results showing that the student’s evaluative level was also poor. They
lack the ability to create new ideas and to use what they have comprehended from
the text. They could not read well beyond the printed lines and going further as to
exceed the limits of knowledge and find new methods of demonstrating their
thoughts and explaining them. This great number of the students who performed
poorly simply implies the student’s higher order thinking was not well enhanced.
Reading comprehension is a dynamic interactive process between the reader
and the reading material. It is a complex process which aims to demonstrate and
correlate thoughts to prior experiences.
The Table below exhibits the level of the reading comprehension ability of the 30
students.
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Table 5: Over –all level of reading comprehension ability of the student’s
29-42 High 14 47%
15-28 Average 16 53%
1-14 Low 0 0%
Total 30 100%
OVER-ALL READING COMPREHENSION

LOW
0% TOTAL
100%
HIGH
47%
AVERAGE
53%
As shown in Table 5, the highest percentage of 53% was achieved by the
students in their over-all level. It means that they have an average reading
comprehension capacity. Although student’s over-all average level was average, it
still should be noticed that only their scores in literal level was high but the rest of the
levels are very low. This further implies that their knowledge ability is great but
critical thinking skill is low. This impression is best supported in Table 6 showing the
summary of the student’s levels reading comprehension.
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Table 6: Summary of the Reading Comprehension ability of the student’s
Achievement Level Literal level Interpretative level
Frequency Percentage Frequency Percentage
High 30 100% 8 27%
Average 0 0% 9 30%
Low 0 0% 13 43%
Total 30 100% 30 100%
Achievement Level Evaluative level Creative level
Frequency Percentage Frequency Percentage
High 0 0% 12 40%
Average 4 13% 18 60%
Low 26 87% 0 0%
Total 30 100% 30 100%
As clearly manifested in Table 6 the low evaluative ability of the students
ranked the first with the percentage of 87% and the low interpretative abilities got the
second gathering percentage of 43%. This implies that the students have not
developed their higher order thinking. Their high comprehension ability needs to be
reinforced. They do not perform well in answering the questions elicited by how and
why. They do not have much skill in giving judgment and they could not generate
ideas implicitly stated in the selections. Their critical thinking should be improved.
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It was found out that the grade 7 students performed poorly in their evaluative
and interpretative abilities. Thus, there is a need of a lesson plan/model that leads
higher comprehension skills.
News media such as newspaper, magazines, television and radio in the class
help promote critical reading and thinking and can encourage students to enhance
critical listening and reading skills.
Certainly, the researcher deems that designing a lesson model using reading
text from the newspaper will be beneficial to both English teachers and the students
to enhance their higher comprehension/thinking skills.
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CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary, the conclusion drawn and the
recommendations formulated.
Summary
The study aimed to determine the levels of reading comprehension ability of
the 30 grade 7 students enrolled during the school year 2018-2019 at San Antonio
School.
The research instrument used in the study was the 42-item reading
comprehension test composed of 3 selections that determine the ability of the
respondents to comprehend the selections given by answering the literal,
interpretative, evaluative and creative questions provided.
The data gathered were statistically treated using the frequency and
percentage distribution.
Findings
From the analysis of the data, the researcher found out:
1. More than the majority of the grade 7 students are average in their reading
comprehension ability.
2. Majority of the students have high average literal ability.
3. The student’s higher level of thinking/comprehension was very low as
reflected in their lowest creative ability and interpretative and evaluative skills.
Conclusion
After having analyzed the gathered data the researchers conclude that the
grade 7 students could do well using their literal ability but they perform very low in
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creative and interpretative abilities. Thus, their higher level of thinking
/comprehension must be enhanced by employing the lesson model designed in this
study as it geared toward the maximum use of student’s higher order thinking skills
(HOTS) through its various activities.
Recommendations
Based on the findings and conclusion, the following recommendations are
presented
Students - should spend time to explore any reading materials especially those that
will enhance their thinking/comprehension skills.
Students - should spend time to explore any reading materials especially those that
will enhance their thinking/comprehension skills.
Teachers - should use methodologies, strategies and activities that will develop their
student’s reading ability most particularly their higher comprehension skill. They
should also choose the strategies and good books most appropriate for achieving
their own teaching objectives. The lessons should be incorporated with good reading
selections effective teaching procedures reading comprehension activities and
techniques that introduce interesting topics, stimulate discussions, excite imaginative
response and become springboard for well rounded fascinating lessons.
DepEd administrators - should include in the curriculum in all grade levels the
development of students thinking abilities by incorporating some reading materials in
the all lessons even in grammar. They should also see to it that the students are
provided with adequate opportunity to read and the appropriate and varied reading
sources.
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Future Researchers - should be conducted using other grade levels other important
variables and factors that lead toward better proposals for further improvements of
student’s higher reading comprehension skills.
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Research 2019 Reading Comprehension

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Research 2019 Reading Comprehension

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SAN ANTONIO SCHOOL

Aras-asan, Cagwait, Surigao del Sur

THE PROBLEM AND ITS SETTING

person can acquire. Reading is a complex process. Thus, It cannot be taught in

isolation. Moreover, reading is not merely an ability to recognize written or printed

thought of what is read.

Reading comprehension is the ability to process text, understanding its

required in efficient reading comprehension are knowing meaning of words, ability to

understand meaning of a word from discourse context, ability to follow organization

of passage and to identify antecedents and references in it, ability to answer

questions answered in passage, ability to recognize the literary devices or

intentional inflections and etc.) conveyed for assertion, questioning, commanding,

view and draw inferences about the writer.

Ozdemir(2009) stressed that reading is fundamental in getting knowledge as

comprehensive reading indeed, it is really necessary to read comprehensively. In

a whole. Learning in any lesson depends on understanding of the learning

difficult for him/her to be successful in his or her lessons.

aspects of their English skills.

According to AJ-khateeb (2010-5) reading comprehension is considered the

reading processes. it is viewed by some researcher as the ultimate objective of the

as if he has not read.

entrance examination have mostly questions based on testing learner’s ability

by making analysis and synthesis on the given data.

extensive reading and provide them essential guidance as they read

students understand what the author meant.

The importance of our study is to determine how many grade 7 students in

expands students trends and experience : it enhances their commonsense level it

inaction by encouraging them to get involved in the educational process more

actively and effectively. Hence utilizing strategies that improve reading

comprehension level within the students is very necessary.

1.1 BACKGROUND OF THE STUDY

Reading comprehension plays an important role in human life. Its role is

information to enrich his/her experiences and to improve his/her intellectual ability

Reading comprehension is the process of constructing meaning by coordinating a

text. (Harris and Graham, 2007).

In other words, reading comprehension is a kind of interaction between the

even understanding the content or the message of a certain text, reading

comprehension is one of the serious problems in high school students particularly in

comprehension due to it undeveloped mindset and lack of dedication in studying

efficiently and effectively.

comprehension of every student, the teachers do not use background knowledge to

about the topic.

Furthermore reading comprehension must be the mainly objective of the

the problem can be resolve.

Self-questioning strategy is where the students question themselves about the

the significant role of self-questioning strategy in reading comprehension this can

distinguished which level of reading comprehension thus grade 7 students had.

1.2 CONCEPTUAL FRAMEWORK

Literary Text Literary Text

Apply given Receive instructions

students reading comprehension and understanding each given instructions to

having the self-questioning before, during and after reading.

1.3 RESEARCH HYPOTHESIS

The following are hypothesis as presented in this study below.

1.4 STATEMENT OF THE PROBLEM

San Antonio School.

Specifically this study sought to answer the following questions:

1. What is the demographic profile of respondents in terms of the following, viz:

1.3 general average grade in English;

2. What lesson model can be designed to help improve students reading

1.5 DEFINITION OF TERMS

is also used to identify the function of academics with respect to reading

 Comprehension- the action or capability of understanding something. In this