Patricia Z. Azur

8/17/2019 Patricia Z. Azur

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The Good Samaritan Colleges

Graduate School

READING COMPREHENSION BASIS FOR A PROPOSED STRATEGY IN ENGLISH

III AT BARANGAY MILITAR HIGH SCHOOL, BARANGAY

MILITAR ,NUEVA ECIJA

A Thesis

Presented toThe Faculty of the Graduate School

The Good Samaritan colleges

In Partial Fulfillment of the RequirementsFor the Degree

MASTER F ARTS I! ED"CATI!

Presented #y$

PATRICIA Z. AZUR

cto#er %&'&


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Chapter I

THE PROBLEM AND ITS SETTING

INTRODUCTION

(anguage is all around you) E*ery+here you go you find language, sho- names. street

names. ad*ertisements. notices on #uses and trains) E*en if ours is not an English s-ea/ing

country. there are often a lot of English +ords you can see +hen in the street. es-ecially in #ig

cities) (anguage is a #lessing to man/ind. +ithout it the +orld +ill #e unci*ili0ed. -eo-le use

(anguage for many -ur-oses #ut it +as -rimarily used in communication) 1ust sim-ly imagine

the +orld s-ecially the -eo-le +ithout using the language, -eo-le +ill communicate only

through the use of sign language) It may #e +eird and ina--ro-riate) Peo-le cannot understand

+hat others +ant to say. come to thin/ of it and you +ill reali0e ho+ the +orld +ill #e +ithout

the language) !e*ertheless. do not #other #y the scenario) 2ecause +e ha*e our o+n language3

oral and +ritten that ma/es us ad*ance in all as-ects of life)

(anguage -lays are *ery im-ortant role in the thrust of the -resent life) These should #e

gi*en greater em-hasis es-ecially if the language used as medium of instruction is not the nati*e

language) The question is. do +e really need to use English (anguage4 This question is not a #ig

deal at all for most of us, #ecause +e +anted to #e 5I!6 +e tend to s-ea/ the English (anguage)

From slee-ing unci*ili0ed Phili--ines +e no+ ha*e a common adage 52E G(2A((7

CMPETITI8E6)

English language then as a medium of instruction has a great im-act to one +ho uses it and

the one +ho hears it) The question it ho+ come that it +ill #e an edge if in using the language. as

a learner communicating +ith others using English finds it hard to ad9ust in school using English


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as a medium instruction4 :o+ it reading com-rehensions of learners affects the -ro-osed

strategy of teachers in English III +ith regards to his +riting. reading. s-ea/ing. and listening

s/ills)

This study focus on the Reading com-rehensions 2asis for the Teachers Pro-osed

Strategy in English III

State!e"t #$ the Pr#%&e!

This study aims to /no+ the Reading com-rehensions 2asis for a Pro-osed strategy in

English III in 2arangay Militar :igh School. 2arangay Militar. !ue*a Eci9a

S-ecifically. this study see/s to ans+er the follo+ing questions$

'); :o+ may the -rofile of the students #e descri#ed in terms of the follo+ing)

a) age

#) se<

%); =hat are the different com-etencies>s/ills in reading com-rehensions that are

de*elo-ed in using English language4

?); =hat are the significance of reading com-rehensions among third year high school

students in 2rgy) Militar :igh School as the #asis for a -ro-osed strategy in teaching

English III4

S'("'$')a")e #$ the St*+

The findings of the study focuses into Reading com-rehension 2asis for a Pro-osed

strategy in English III it is going to #e #asis or not +ith regards to the students com-etencies .

in s-ea/ing. listening. reading and +riting) Information to #e gathered +ill -ro*ide as +iden the

educators effecti*e res-onse to #e the #asis for a -ro-osed strategy in English III It tries to

determine if necessary changes +ith regards to the instruction needs to #e -romoted)


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Furthermore. teachers and educators #ecome a+are of the difficulties that their students

e


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CHAPTER II

REVIE OF RELATED LITERATURE AND STUDIES

This cha-ter -resents the related literature and studies. including the historical

#ac/ground of English (anguage. history of foreign language education and methods of teaching

foreign languages)

Figure '

) Para+'(! #$ the St*+

INPUT

A) Profile of the students

• Age

• Se<

• 7ear (e*el

•

2) Classroom Acti*ities

• =ritten Acti*ities

• (istening Acti*ities

• S-ea/ing Acti*ities

PROCESS

2') Com-osition =riting2%) Essay =riting

2?)S-eech (a#oratory

Acti*ities

• (istening to

-assages

• Com-rehension of

+hat is heard

2B) Recitation

• Re-orting

• Pu#lic S-ea/ing

2@) (iterary Analysis

OUTPUT

Reading com-rehensions of

Third year high school

students


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The#ret')a& $ra!e1#r2

English is a uni*ersal language that is +hy +e ought to learn to -romote and im-lement it

-ro-erly in our country) A students should learn to #e #ilingual in Pili-ino and American)

Com-etencies in a second language is *ery im-ortant for it #oosts are self confidence and it

+ideness our understanding in the English (anguage. listening. s-ea/ing. reading and +riting

must #e gi*en im-ortance in order for all of us to communicate glo#allyDeciding +hich

teaching methods to use. gi*en the +ide assortment a*aila#le. is not easy) =hich method is the

#est for teaching a certain #ody of information or learning -rocess4 =eston and Cranton ';

#elie*e that the selection of teaching methods and strategies is one of the most com-le< -art of

teaching. yet it recei*es the least attention in instructional -lanning) It may recei*e little attention

#ecause educators. unless taught other+ise. assume that the +ay they +ere taught is the #est +ay

to do it) They select strategies +ith +hich they are familiar and comforta#le. +ithout much

thought as to +hether those strategies are the most a--ro-riate +ay to teach the material) For

educators +ho are a+are of the many teaching methods a*aila#le to them. and +ho +onder

+hich is the #est. there are se*eral factors they should consider)

First. the selection of method de-ends on the o#9ecti*es and ty-e of learning you are

trying to achie*e) If you +ant to -resent facts and rules. a lectures +ith handouts or a com-uter

tutorial may #e a--ro-riate) If you +ant to mold attitudes. case studies. discussion or role3

-laying may +or/ the #est) If your goal is to moti*ate the learners. gaming +ould #e a good

choice) If you +ant to encourage creati*ity and -ro#lem3 sol*ing s/ills. you #est a--roach might

#e -ro#lem3 #ased learning or indi*idual -ro9ects)

F#re'(" L'terat*re


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influence the methods you choose) Consideration should #e gi*en to the student learning styles

that +ere discussed) "sing a *ariety of teaching strategies in one class or course can hel- to meet

*aried learning styles)

Another factor that influences the selection of teaching methods is the num#er of -eo-le

in the class) Teaching indi*iduals can #e done #est through modules. com-uter -rograms. or

handouts +ith e


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students) Students +ho /no+ they are -art of the study may res-ond differently. causing the

:a+t#orne effect i)e). acting differently 9ust #ecause you /no+ are -art of the study;)

Another e


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significantly differ from other cultural grou-s) Pacquiao %&&; re-orted that education faculty

+or/ing +ith a sam-le of ethnic minority students had concerns that these learners -referred rote

learning and memori0ation) The faculty re-orted that students cogniti*e style +as concrete and

*isual) These learning -atterns are attri#ute to -ast learning e


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• Prefer listening. o#ser*ing. and doing)

H'0pa"')0

• :is-anics are a highly di*erse grou- and include *ery distinct su#cultures that differ

significantly as to customs. *alues. and education orientation)

• First generation :is-anic students usually communicate more freely in S-anish)

• Prefer formal settings. conformity es-ecially for generation;. -eer3 oriented learning

de-endent on socioeconomic status and geogra-hic region;. /inesthetic instructional

resources. and a high degree of structure)

A$r')a" A!er')a"0

• Tendency to -refer glo#al learning)

• Prefer #right light +arm tem-eratures and informal design +hile learning)

• Require collegial su--ort and -resence of authority +hile learning)

• 8isual /inesthetic learners +ho re9ect the auditory modality)

A0'a" A!er')a"0

• En*ironmental -references for formal design)

• Emotional requirements for a high degree of structure)

• Some are strongly *isual #ut a ma9ority a--ear to -refer /inesthetic and tactual)

• Analytic field inde-endent cogniti*e style)

Tea)h'"(4 Lear"'"( Pr#)e00

The teaching> learning -rocess #egins +ith assessment) Assessment -ro*ides the PE

educator +ith information a#out the /no+ledge and s/ills needed as +ell as the learners

characteristics +ithin the conte


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learners *er#al and non*er#al cues. language. le*el of understanding. and -referred learning

styles are im-ortant assessment information in this -hase)

The second ste- is de*elo-ing of a teaching -lan) The teaching -lan is a carefully

organi0ed +ritten -resentation of +hat the learner needs to learn and ho+ the PE educator is to

-ro*ide the teaching) The teaching -lan needs to include culturally rele*ant s/ills for the learner)

The learning goals can #e negotiated +ith the learner in the educational and clinical settings) A

culturally congruent teaching strategies -lan should include *isual. auditory. and -sychomotor

strategies or a com#ination of t+o or more strategies. as +ell as a--ro-riate reading le*els for the

learner) The focus of e*ery lesson or class session should include multi-le strategies +hen

teaching multicultural learners) The PE educator can select from a *ariety of multimedia formats.

-resentations. grou- +or/. and assigned readings. as +ell as access acti*ities through the

Internet)

Follo+ing assessment and -lanning comes im-lementation and a--lication of the

teaching -lan) The im-lementation should consider the learners -re*ious understanding.

/no+ledge and readiness in the learning situation)

ther teaching a--roaches ha*e #een found to #e effecti*e +ith culturally and ethnically

di*erse learners$

• !egotiation of learning goals mentioned -re*iously;

• Pro*iding for immediate a--lication and learning to hel- reinforce ne+ly learned content)

• Creating o--ortunities for learners to test their o+n ideas. ta/e ris/. and #e creati*e)

These acti*ities enhance self3 esteem)

Cr#00/ C*&t*ra& I00*e0 '" C#!p*ter/ Ba0e+ Lear"'"(


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Morgan %&&&;.JJcross3 cultural considerations can #e a ma9or influence in the

successful understanding of educational conce-ts6 ) Therefore. interacti*e com-uter> learning

designers need to address cross3 cultural considerations in soft+are de*elo-ment) English

educators in designing or using com-uters as a teaching> learning strategy should considered the

im-ortance of using sym#ols and methods that users can recogni0e from their o+n cultural

#ac/ground and e


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into the classroom setting) There are three -rinci-al *ie+s at this le*el$ a structural *ie+ treats

language a system of structurally related elements to code meaning e)g) grammar;) A functional

*ie+ sees language as a *ehicle to e


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As Giles and Clair note. 5language is not a homogenous. static system) It is multi3

channeled. multi3*aria#le and ca-a#le of *ast modifications from conte


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-rocess) The schematas theory of reading also fits +ithin the cogniti*e #ased *ie+ of reading)

Rumelhart %&&; has descri#ed schemata as 5#uilding #loc/s of cognition6 +hich are used in

the -rocess of inter-reting sensory data I retrie*ing information from memory. in organi0ing

goals and su# goals. in allocating resources. as in guiding the flo+ of the -rocessing system)

Rumelhart %&&; has also stated that if our schemate are incom-lete and do not -ro*ide an

understanding of the incoming data from the te


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their minds) The only tragedy is that. +ith time. -eo-le ha*e lost their s/ill and -assion to read)

There are many other e


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+riting such as e


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+ithout getting confused3and +ithout confusing your reader) It -romotes your a#ility to -ose

+orth+hile questions. fosters your a#ility to e


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listening com-rehension than these from a reading and #oo/3#ased cultural and educational

#ac/ground) Moreo*er. learners +hose nati*e language -ossesses the stress and intonation

features similar to those of English are li/ely to ha*e less trou#le than the learners +hose

listening is #ased on different rhythms and tones)

S-ea/ing is *ery im-ortant. choosy cities around the +orld ha*e con*ersation clu#s

+here -eo-le can e


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medium of instruction in all curriculum le*els and in e


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According to Antonio Isidro. a -erson +ho can communicate and s-ea/ English can

tra*el from one country to another and e


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they +ill #e left #ehind #y others #ut of course I am not say that saying that if you are fluent in

English youre not going to #e fluent in your nati*e language come to thin/ of that Fili-inos can

learn #oth of them see +hy do +e continue to -rocess of educating the youth3 the Fili-ino youth

to #oth English and Fili-ino any+ay that is for their o+n good) Am I right4 =hereas. there is a

need to de*elo- the a-titude. com-etence and -roficiency of our students in the English language

to maintain and im-ro*e their com-etiti*e edge in emerging the fast3gro+ing local and

international industries. -articularly in the area of Information and Communication

TechnologyNICTO) =hereas. strengthening the use of English language as a medium of

instruction also de-ends on the im-ro*ement of the entire educational system. -articularly in the

training of education and the -ro*ision of learning materials and resources)

=hy does the nati*e s-ea/er of a certain language find difficulty in acquiring the second

language li/e English4

(anguage teaching -ractice often assumes that most of the difficulties that learner face in

the study of English are a consequence of the degree to +hich nati*e language differs from

English. A nati*e s-ea/er of Chinese. for e


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as they are attested in learner of many language #ac/grounds for e


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Samuelson l; study stated the follo+ing conclusions $ +ith the successful

im-lementation of the English Education -rogram. the students +ould #e a#le to acquire a good

+or/ing /no+ledge. s/ills and attitudes to+ards learning the su#9ect)

Effecti*e instruction in English Education is hardly -ossi#le to -erform if there is the

insufficiency of instruction materials that +ould naturally result to -oor learning acti*ities on the

-art of the learners) This is #ecause the lac/ of instructional materials o#ser*es the effecti*e

im-lementation of Educational -rogram of the school)


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REFERENCES

Ca&+er#", Te#$' D. How to Teach Effectively. ue0on City$ !ational 2oo/ Store. Inc) %&&?

Car%#+a, Her!a" H. Principles and Methods of Teaching, Manila$ A*ida Pu#lishing Co).Inc). %&&@

Sa!*e&0#" J#a" D. Why We Teach Physical Education? The Phili--ine 1ournal ofEducation. 1une '@. ')

e0t#", C., 5 Cra"t#", P. A. 67889:. Selecting instructional strategies) Journal of

Higher Education

M#r(a", -. 67888:. Cross3 Cultural considerations for simulation #ased learning en*ironments)

Siulations and !aing,

Pa);*'a#, D. F. 67889:. Educating faculty in the conce-t of educational #iculturalism$ A

com-arati*e study of socio cultural influences in Physical Education studentse

Patricia Z. Azur

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