Chapter I

THE PROBLEM

Introduction

Reading is one of the openers of reliable learning. Through reading,

comprehension emerges to offer new experiences for learners. These experiences are vital

to their growth and maturity.

Reading comprehension is defined as the level of understanding of a text. This

understanding comes from the interaction between the words that are written and how

they trigger knowledge outside the text (Rayner, et. al,2001). It is the outcome determiner

of the process of reading. Proficient reading depends on the ability to recognize words

quickly and effortlessly. If word recognition is difficult, students use too much of their

processing capacity to read individual words, which interferes with their ability to

comprehend what is read.

One strategy for reading comprehension is the technique called SQ3R. This stands

for Survey, Question, Read, Recite, and Review. These steps are vital to a better

comprehension outcome, which at the later part will be at its utmost usefulness through

role-playing. Role-playing merges the SQ3R, which amplifies reading comprehension

outcomes. These outcomes will be shown on how the students react, interpret and portray

their roles based on the understanding they acquire from reading the selection. Role-play

activities allow students to act out concepts.

Role-playing refers to the changing of one’s behavior to assume a role, either

unconsciously to fill a social role, or consciously to act out an adopted role. It is also the

changing of one’s behavior to fulfill a social role, and the term is used more loosely in

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four senses: (a) to refer to the playing of roles generally such as in a theatre, or

educational setting: (b) to refer to taking a role of an existing character or person and

acting it out with a partner taking someone else’s role, often involving different games of

practice; (c) to refer to a wide range of games including role-playing video game, play-

by-mail games and more; (d) to refer specifically to role-playing games and training.

(Oxford English Dictionary)

Problems in reading emerge when a learner loses a track of self-meaning. By role-

playing, students go intimately with the characters that they portray hence they grow

more connected to the story, which gives them a better reading comprehension shown in

action. If they do go beyond the surface of the texts, they will see a meaning that they

themselves establish as their self-interpretation.

Giving opportunities for the students to express their learning gives them a sense

of likeness to what they read. They will achieve the highest reading comprehension

benefit through role playing approach. It is for the fact that almost all the senses are

directly involved in this activity. It also brings forth a target of not only a mental

progression but of all the aspects of an individual. It also liberates the expression of the

students as they experience to go inside the story, they will experience the story, they will

learn from the story and they will learn better from their experience.

Role-playing extends the horizon of the students making them more linked to the

cultural values embedded in the selection. It touches the students’ system to portray the

experiences of the character they play as making those experiences their own. Hence,

they learn more when they merge themselves in the values of the cultures in variety.

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Furthermore, role-playing opens an avenue for the students to practice their

capabilities in situation management. It is for the reason that role playing requires the

students to act on certain situation whether on a problem or an issue or the like which

encourage them to build a concept for a certain resolution of the above categories.

Role-playing is a teaching strategy that fits within the social family of models

(Joyce and Weil, 2000). It animates different cultures and activates it into manifestations

in the students’ response or portrayal.

Statement of the Problem

This study aimed to improve the reading comprehension ability of Second Year

students through Role Playing.

Specifically, this study aims to answer the following questions:

1. What is the level of the reading comprehension ability of the Second Year

Jade before and after their exposure to role playing in terms of the following skills:

a. Identifying Main Idea?

b. Noting Details?

c. Organizing Ideas?

d. Developing Mental Images?

2. Is there a significant difference in the ability of the students in the pretest and

in the posttest?

Significance of the Study

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This study was undertaken with the hope that its findings will prove beneficial to

the following:

Teaching Profession. Teachers will utilize the results of the study as a basis on

how to improve the reading comprehension ability of the students. That is, they would

have an idea on what strategy to use for the development of their students reading

comprehension ability. With this, the teachers will also maximize the use of integrated

sensation to produce the best possible outcome of reading comprehension.

Future Researchers. This research is important so that future researchers may

use this as a springboard for offering a heightened level of teaching strategy touching the

depths of the students’ realistic learning.

The Curriculum Planner. This study serves as one of their bases in planning the

over-all design of the English program in adapting to the abilities and interests of the

students. They will find relevance in role playing strategy. They may consider it as a

highly recommended method in the teaching process.

Teacher Education Students. This study is significant to teacher education

students for it will give them an idea about the teaching-learning process ability of

students which is important in learning. It also opens their eyes to a greater ways and

possibilities in Teaching-Learning operations.

Scope and Delimitation

This study dealt in improving the reading comprehension ability of the Second

Year Jade students of University of Northern Philippines-Laboratory Schools, School

Year 2011-2012 through role-playing.

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This study used the literary piece entitled “Scent of Apples” by Bienvenido

Santos. It involved 33 respondents, all from II-Jade.

Operational Definition of Terms

The Operational Definition of Terms includes the dependent variable being

Reading Comprehension Ability with its sub-skills and the independent variable being

Role-Playing Strategy. The following terms are defined according to their use in the

study.

Reading Comprehension refers to the ability to transcode information from a

table, recognized main idea, draw inferences make generalizations, arrange sentences, to

form paragraph, and arrange logically (Realin, 2003). It also refers to the ability to grasp

the meaning of printed materials in terms of identifying the main idea, noting details,

organizing ideas, and developing mental images.

Identifying main idea is the ability to perceive the prevailing thought or the

substance the author would like to convey in the literary piece on a certain paragraph. It

entails the skills of critical and analytic thinking to come up with a single main idea that

is communicated in the paragraph.

Noting details is the ability to take note of the important points from many and

various ideas. This requires the reader to be able to discriminate or distinguish significant

information from details of no great concern.

Organizing ideas is the ability to put thoughts in order and/or come up with a

paragraph or composition that has unity and coherence. The reader needs to arrange the

ideas considering its smooth flow and comprehensibility.

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Developing mental images is the ability to visualize what is/are happening in the

literary piece based on the words used in selection. This requires the reader to have the

imaginative mind to create mental pictures that will portray the events in the story.

Role-playing refers to the changing of one's behavior to assume a role, either

unconsciously to fill a social role, or consciously to act out an adopted role. It is also

changing one’s behavior to fulfill a social role. (Oxford English Dictionary)

Assumptions

The researchers of this study used the following assumptions:

1. The instrument used to the students is appropriate, valid and reliable.

2. The respondents will come up with a role play to the best of their ability.

Hypothesis

Based on the problem presented, the researchers hypothesize that there is no

significant difference between the performance of the students in the pretest and in the

posttest. Furthermore, the Reading Comprehension Ability of the Second Year high

school students particularly their skills in Identifying Main Idea, Noting Details,

Organizing Ideas and Developing Mental Images can be developed through the use of

Role Playing.

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Chapter II

REVIEW OF RELATED LITERATURE

Theoretical Framework

This chapter presents related literatures, which were reviewed by the researchers

to gain insights in the conduct of the study.

On Reading Comprehension:

Some concepts on reading comprehension as series of sub-skills are

presented in the following section which gave rich insights for the researchers:

In the mid-elementary and junior high school years, emphasis shifts from

reading stories with known content to reading more difficult materials that teach the child

new ideas and opinions. At this stage, silent reading for comprehension and study skills is

emphasized. This shift from learning to read to reading to learn is especially important

because the student must now begin to use reading skills to learn facts and concepts in

social studies, science, and other subjects. Making this shift is difficult for some students,

and their reading scores may increase at a slower pace than in the primary grades.

Some educators see reading as a series of sub-skills, such as understanding

word meanings in content, finding the main idea, making inferences about information

implied but not stated, and distinguishing between fact and opinion. Published programs

based on this view purport to divide reading into as many as 350 different sub-skills to be

mastered during the elementary grades. Managing such a program, including the

administration and scoring of tests for each sub-skill, and providing sufficient practice for

each sub-skill can be difficult for a classroom teacher.

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Some have suggested that an excessive emphasis on sub-skills leads to

worksheets crowding out children’s opportunity to experience literature. These theorists

tend to treat reading comprehension as general ability not made up of specific skills.

Programs based on such theories stress broad, extensive reading; understanding of word

meaning; and development of reasoning abilities.

In high school and college, reading materials become more abstract and

contain a larger, more technical vocabulary. At this stage, the student not only must

acquire new information but also must critically analyze the text and achieve an optical

reading rate based on the difficulty of the material and the purpose of the reading.

(Microsoft ® Encarta ® 2008 © (1993-2007)

On Identifying the Main Idea. This refers to the skill in

understanding the topic, the gist or the larger conceptual framework of a textbook

chapter, an article, a paragraph or a passage. (Piamonte, et. al. 2009)

On Noting Details. This involves the ability to put up or create

specific information and/or details explicitly found in a given selection.

(Piamonte, et. al. 2009)

On Organizing Details. It refers to the arranging of information

about the story in a systematic order. It is a skill that students must have in order

to become efficient readers and writers (http://delene-sholes.suite101.com).

On Developing Mental Images. This refers to the ability of

readers to make mental images of a text as a way to understand processes or

events they encounter during reading. This ability can be an indication that a

reader understands the text. Some research suggests that readers who visualize as

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they read are better able to recall what they have read than those who do not

visualize. (http://www.readingresource.net)

On Role-Playing

Teachers find it difficult for the students to comprehend a text except if the

teaching strategy is student centered. The information becomes more meaningful to them;

therefore, they retain it for longer period. Brain research has found that the brain searches

for patterns and connections as its way of building meaning. If students are not actively

engaged in their learning, then they are unable to make the connections necessary to

make learning meaningful. Educators then came up with student-centered strategies like

simulation, discussion and role-playing (Cuthrell and Yates, 2007).

In role playing, students takes the role of a person affected by an issue and studies

the impacts of the issues on human life and/or the effects of human activities on the world

around from his own perspective (serc.carleton.edu). It includes all sorts of activities

where learners imagine themselves in a situation outside the classroom, sometimes

playing the role of someone other than himself or herself, and using language appropriate

to this new context (Eklova, 2007). Thus, it also develops the creativity of students in

coping up with situations. It consists of an enactment by the students of a learning

situation through which they depict real life responses and behavior. Its root could be

traced in the personal dimension of education. Through this model the student is assisted

in resolving personal problems or dilemmas, firstly as individuals and secondly as a part

of a social group. It attempts to help in seeking personal meaning out of events occurring

everyday and more importantly the consequences of their responses. Through the

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enactment of real life problem situations, a genuine, typical behavior that is deemed to

answer real issues can be elicited (Salandanan, 2000).

Role playing uses dramatic devices such as having the players make “asides,”

comments to the audience that the other characters have to pretend they haven’t heard;

this allows the students to reveal what they think but are not able to say. Another

dramatic device, role reversal, involves the players changing parts so they can begin to

empathize with the other’s point of view, even if they do not agree. Speaking from

different parts of each role helps students become more conscious of their ambivalence.

These sociodramatic techniques facilitate the degrees of self-expression and, with

reflection, thereby deepen the insight obtained for both players and audience. Thus, role-

playing can be used in conjunction with another approach which has different roots:

drama in education.

According to McDaniel (2000) role-playing comes in many forms and educators

should not be reluctant to experiment with their style and structure. There are actually

four basic elements that are essential for the success of any role playing activity. The first

element is that the activity builds on the knowledge already posses about a particular text

A teacher cannot expect the students to role play about something they have no prior

knowledge of. The second element is to design the roles yourself to maximize student

involvement and student conflict. The third element is to set up a specific situation. Do

not let the students go on with the activity without a focal point. The last element is the

instructor has limited involvement and willingness to be flexible (Graves, 2008).The

teacher needs to guide the students along but let the students take their own path. By

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following these four basic elements, any educator can have a successful role playing

activity.

Role-playing can also be advantageous. Role-play is included in the lessons

regularly; the learners are given a chance to rehearse their English in a safe environment.

Real situations can be created and students can be benefited from the practice. Mistakes

can be made with no drastic consequences (Budden, 2006).

Lessons where role-play is used can be motivating for learners because such

lessons are different from the traditional ones; they are more interesting, funnier and

lively. Thus, students are more likely to learn. The work is dynamic and learners are

actively involved in the process (Eklova, 2007).

Furthermore, Andrew Schaap (2005) found that role-playing is more likely to

promote active learning amongst undergraduate students than a traditional university

lecture. He found that role-playing has been used effectively in various disciplines. He

also said that by using the role playing technique, his students had a high level of energy

and excitement. They were encouraged to express ideas and they were able to get

immediate feedback on ideas (Graves, 2008).

Role playing is also beneficial to the students because of the enjoyment and thrill

it gives to the students. Role palying should be used and it helps students learn material

better (Graves, 2008).

Oberle (2004) claims that role playing activities help introduce student to real-

world situations, too. According to Van Ments (1983) it also has three general

advantages: (1) they are positive and safe in dealing with attitudes and feelings; (2) they

provide a safe venue for expressing personal and sometimes unpopular attitudes and

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opinions; and (3) it is highly motivating as the majority of the students enjoy these

typesof activities and become more inspired learners (Graves, 2008)

Alex Oberle (2004) also asserts that role palying is an effective teaching stategy.

The results of his research demonstrated that the activity increased the students

understanding of the topics of the project, fostered their awareness about the topic and

enhanced their academic skills and abilities. Overall, Oberle found that role playing is an

effective teaching method and should be used to help actively engage students in their

learning (Graves, 2008).

Moreover, Ronald Morris (2003) found out in his study that first, students felt

empathy regarding events in the past when they acted out the situation and make

connections between the character they play and real situations. He stated that empathy is

one of the tools used to help determine, interpret, and understand meaning. Secondly, role

playing helped the students engage in perspective taking at multiple times and places. He

concluded that acting out holds great potential for students because experiencing empathy

and making connections between time and places are vital to learning and making the

material stick (Graves, 2008).

Role-playing is characterized as an experience-based as well as student-centered

learning methodology. It depicts real life samples of learning situations that insures

authentic responses. The enactment/ reenactment elicit personal feelings of empathy,

sympathy, anger and indifference during the interaction. This is true in analyzing and

coping with social situations.

Furthermore, the participants include the major and minor role players, observers

and analysts. Assignment of the various roles and functions of the participants are

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discussed before the presentation. The observers focus their attention on the emotional

responses generated among the performers as they act out an event. The analysts, upon

completion of the presentation, discuss the appropriateness of words uttered;

effectiveness of the action in eliciting the desired response and soundness of the

decision/conclusion arrived at. In addition, they may come up with recommendations

regarding other ways through which the situations could be approached and solved. All

participants likewise gain valuable insights into the perceptions, attitudes, values and

problem-solving skills that can be enhanced in every learning encounter.

In addition to an internalization of work attitudes and positive values is assured

among the young especially at a stage when they are forming significant impressions that

are recreated and enriched through adulthood (Salandanan, 2000).

Role playing then is not just a simple acting out activity. It activates students

creativity and empathy. Their physical and emotional attachment to the text helps them

understand and appreciate the story making it remarkable in their minds.

There are identified steps in conducting role-playing: 1) Prepare class for role-

play. Present an artificial problem, situation or event that represents some aspect of

reality. Define the problem, situation and roles clearly. 2) Give clear instructions.

Determine whether the role-plays will be carried out using student volunteers in front of

the class (the teacher may or may not play a role), in partnerships/ small groups with

every student playing a role, or in small groups with role-players and observers. Divide

students into groups, if appropriate. Model the skill with a scripted role play. 3) Act out

role-plays. Students follow the procedure outlined by the teacher to act out role-plays.

Unless the teacher is playing a role, it is helpful to walk around the room and observe

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how students are experiencing the role- play and offer coaching to students who are

stuck. 4) Finally, a discussion (small group and whole class). Begin by allowing

players to communicate feelings experienced during the role-play. Have students identify

skills that were demonstrated during the role-play. Determine actions that strengthen or

weaken these skills (i.e. body language). Ask questions about the significant events in the

given text and the role-play. Discuss how this role play is or is not similar to real life.

There are also suggested alternatives to traditional procedure: 1) Have students

write role-plays as scripts inclined to the reading text. 2) Have students write down

responses and then role-play in front of the class. 3) Have students generate a list of

challenging lines, then have a student read the lines to the class and have each student

give a response. 4) Lastly, help students develop and act out plays

(www.teachingsexualhealth.ca).

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CONCEPTUAL FRAMEWORK

In the conduct of the study, the researchers were guided by the following

paradigm:

Independent Variable Dependent Variable

Figure 1. The Research Paradigm

The paradigm shows that the use of Role Playing improves ability of the

reading comprehension of Second Year Students. The researchers believe that if

the students are exposed to role playing, their reading comprehension ability

especially in the following skills: identifying the main idea, noting details,

organizing details, and developing mental images are improved.

The Reading Comprehension of Third Year Students

Identifying the Main Idea Noting details Organizing Details Developing Mental Images

Role playing

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Chapter III

METHODOLOGY

This chapter entitled Methodology includes the Research Design, Data Gathering

Procedure, Subjects of the Study, Research Instrument and Statistical Treatment.

Research Design

This action research used of the Pretest-Posttest Research Design to improve the

reading comprehension ability of the Second Year Jade students through Role-Playing.

The design is illustrated in the following figure:

Figure 2. The Research Design Paradigm

In this Research Design Paradigm, the target population will first have the pre-

test. Then they will be exposed to the role-playing strategy. Finally, they will be asked to

answer the post-test.

Data Gathering Procedure

The researchers sought permission from the laboratory high school principal for

the conduct of the study on February 2012 using the Second Year Jade students as

respondents. The researchers coordinated with the class adviser for scheduling the

conduct of the study.

In the conduct of the study, one of the researchers handled the class. The teacher-

researcher facilitated the reading of the selection in the class. The teacher-researcher then

Role Playing Strategy PosttestPretest

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did not discuss the selection but he was just there to help the students to recall the

important events and to monitor their behavior.

On the first day of the conduct of the study, the students read the selection, “Scent

of Apples” by Bienvenido Santos. The teacher monitored the students and answered their

questions. She also asked the students some literal level questions. The students read the

selection for thirty to forty-five minutes and then the teacher allotted the remaining time

in entertaining the students’ questions and in delegating the work for the role-playing

activities. The class was divided into two groups. They talked about the delegation of

work (who will be the director, the characters, etc.). The students constructed their script

and rehearsed their role-play outside the class or during their free time. On the second

day, the students had the pre-test. On the third day, the students presented their outputs.

Finally, on the fourth day, the teacher gave the posttest to the students.

Subjects of the Study

The subjects of this study were be Second Year Jade students of the Laboratory

High School of the University of Northern Philippines, Tamag, Vigan City, School Year

2011-2012 composed of 16 girls and 6 boys. It was conducted during the Fourth Grading

period. Total enumeration was used.

Research Instrument

The researchers used a thirty-item test as the research instrument. This research

instrument was used both as the pretest and as the posttest. Being the pretest, this

examination attempted to measure the reading comprehension ability of the students

without the use of a role-playing activity. As for the posttest, this tried to measure the

reading comprehension ability of the students with the incorporation of a role-playing

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activity. The test items were constructed based on the ideas and concepts presented in the

literary piece used “Scent of Apples” by Bienvenido Santos and were focused on the sub-

skills of reading comprehension ability: identifying the main idea, noting details,

organizing ideas and developing mental images. The Panel of Examiners and the English

teacher of the Second Year Jade validated the content.

To determine the level of performance of the respondents in the pretest and the

posttest, the following norm for interpretation was used:

A. Identifying the main idea and developing mental imagesScore Descriptive Rating2 Excellent1 Good0 Poor

B. Noting DetailsScore Descriptive Rating13-15 Excellent10-12 Very Good 7-9 Good4-6 Fair 0–3 Poor

C. Organizing ideasScore Descriptive Rating10-11 Excellent 8-9 Very Good 6-7 Good 4-5 Fair 0-3 Poor

D. Overall Score Descriptive Rating25 – 30 Excellent19 – 24 Very Good13 – 18 Good 7 – 12 Fair 0 – 6 Poor

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Statistical Treatment

The data that were gathered in the study were described, analyzed and interpreted

using the following statistical tools:

Mean. The mean was used to indicate the student’s level of understanding and

their performance in the role-playing activity.

Standard Deviation. This was used to indicate the variability of the students

scores in the post-test.

t-test. This was used to determine whether there existed a significant difference in

the students’ level of reading comprehension ability after the use of role-playing.

Gain Ratio. This was used to indicate the effort exerted by the students in

improving their comprehension ability to perfect the score in the Posttest.

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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of findings from the gathered

data to determine the first year students’ ability in using the tenses of verbs through time

markers.

Table 1

Pretest and Posttest Ability of the Students along the Sub-Skills of Reading Comprehension

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Table 1 presents the Pretest and Posttest Activity of the II-Jade students along the

Sub-skills of Reading Comprehension.

On the Pretest. In the sub-skill Identifying Idea, there are 9 students who were

excellent, 17 were good and 7 were poor. Moreover, in the sub-skill Noting Details, 10

were excellent, 17 were very good and 6 were good. Then, in the sub-skill Organizing

Ideas, 1 was excellent, 2 were very good, 11 were good, 12 were fair and 7 were poor.

Lastly, in the sub-skill Developing Mental Images, 12 were excellent, 17 were good and

4 were poor.

On the Posttest. In the sub-skill Identifying Idea, there are 17 students who were

excellent, 13 were good and 3 were poor. Moreover, in the sub-skill Noting Details, 10

were excellent, 22 were very good and 1 was good. Then, in the sub-skill Organizing

Ideas, 4 were excellent, 9 were very good, 8 were good, 7 were fair and 5 were poor.

Lastly, in the sub-skill Developing Mental Images, 14 were excellent, 15 were good and

4 were poor.

The mean of the sub-skill Identifying Main Idea in the pretest is 1.03 while its

mean in the posttest is 1.41. Both fall under the “good” level. In Noting Details, the mean

in the pretest (11.34) is under the “excellent” level and still the mean in the posttest

(11.97) is “excellent.” In the sub-skill Organizing Ideas, the mean in the pretest (5.13)

falls under the “fair” level whereas the mean in the posttest (6.34) now is in the “good”

level. The mean of both pretest and posttest in the sub-skill Developing Mental Images

(1.22 and 1.31 respectively) fall under the “good” level. Although most of the means

remain or some go up to just one higher level, it goes to show that there is an

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improvement in the students skills. The higher mean in the posttest can be attributed to

the implementation of the Role Playing Activity. In role play, “the students feel empathy

regarding events in the past when they act out the situation, and make connections

between the character they play and real situations” (Morris, 2003). And that “empathy is

one of many tools historians use to help determine, interpret, and understand meaning”

(Morris, 2003).

Table 2

Summary on Results of the Pretest and Posttest Ability of the Students

along the Sub-Skills of Reading Comprehension

Skills/Level Pretest Posttesta. Identifying Main Idea f % f %Excellent 9 27.27  17 51.52Good  17  51.52  13 39.39Poor  7  21.21  3 9.09

Total  33  100 33 100Mean 1.03 1.41DRSD 0.70 0.66

b. Noting Details

Excellent 10  30.30  10 30.30Very Good  17  51.52  22 66.67

Good  6  18.18  1 3.03Fair  -  -  - -Poor  -  -  - -

Total 33 100 33 100Mean 11.34 11.97DRSD 1.77 1.45

c. Organizing Ideas

Excellent 1  3.03  4 12.12Very Good  2  6.06  9 27.27Good  11  33.33  8 24.24Fair  12  36.36  7 21.21Poor  7  21.22  5 15.16

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Total 33 100 33 100Mean 5.13 6.34DRSD 2.09 2.36

d. Developing Mental ImagesExcellent 12 36.36  14 42.43Good  17  51.52  15 45,45Poor  4  12.12  4 12.12

Total 33 100 33 100Mean 1.22 1.31DRSD 0.66 0.68

Table 2 shows the summary on the results of the pretest and posttest ability of the

students along the sub-skills of reading comprehension.

There are 9 (27.27%) students who were “excellent”, 17 (51.52%) who were

“good”, and 7 (21.21 %) who were “poor” in the sub-skill identifying main idea in the

pretest.

Results of the posttest indicated more students (17 or 51.52 %) at “excellent”

level while 13 (39.39%) were “good” and only 3 (9.09%) are “poor” in identifying main

idea. Moreover, the mean of 1.41 in the posttest indicated that the students’ ability in

identifying main idea improved although it retained to “good”.

In the pretest, 10 (30.30%) of the total number of respondents were “excellent”,

17 (51.52%) were “very good”, and 6 (18.18 %) were “good” in noting details. In the

posttest, the number of “excellent” students retained while those in the “very good” level

increased to 22 (66.67 %) and only 1 (3.03 %) was “good” in noting details. The mean of

11.97 (from 11.41) in the posttest indicated an improvement in the students’ ability in

noting details.

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As seen in the table, only 1 (3.03 %) student was “excellent”, 2 (6.06%) were

“very good”, 12 (36.36 %) were “fair” and 7 (21.22%) in organizing ideas. Results of the

posttest showed more students (4 0r 12.12 %) at “excellent” level. “Very good” students

increased at 7 (21.21 %), “good” at 8 (24.24 %), “fair” at 7 (21.21 %) and 5 (15.15 %) in

organizing ideas. Additionally, the mean of 5.13 in the pretest increased at 6.34 in the

posttest, which indicates an improvement from fair to good in the students’ ability to

organize ideas.

In the pretest, 12 (36.36%) of the total respondents were “excellent”, while 17

(51.52%) were “good” and 4 (12.12%) were “poor” in the developing mental images. In

the posttest, the number of respondents in the “excellent” level increased to 14 (42.43%),

while 15 (45.45%) were good and only 4 (12.12%) were “poor”. Moreover, the mean of

1.22 in the pretest increased at 1.31 in the posttest which indicates an improvement in the

students’ skill in developing mental images although it retained to “good”.

All of these may be attributed to one fact; that is, role playing helps students

remember more information. In the study of Elizabeth Ann Graves, she found out that “a

great percentage of the students retain information from role-playing better than from

traditional teaching methods” (Graves, 2008). Since students are more involved and more

engaged in the material when role playing, they are able to connect or relate to it and so

they could retain more information from the text read.

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Table 3

Overall Pretest and Posttest Results in the Reading Comprehension Ability

of the Students

No. Pretest DR Posttest DR Gain Score Gain Ratio1. 18  G 16  G -2 -0.172. 20 VG 23  VG 3 0.303. 12  F 15  G 3 0.174. 16  G 22  VG 6 0.435. 22  VG 25  E 3 0.386. 19  VG 21  VG 2 0.187. 17  G 19  VG 2 0.158. 13  G 13  G 0 0.009. 17  G 17  G 0 0.0010. 17  G 23  VG 6 0.4611. 20  VG 22  VG 2 0.2012. 11  F 16  G 5 0.2613. 20  VG 23  VG 3 0.3014. 20  VG 23  VG 3 0.3015. 18  G 19  VG 1 0.0816. 23  VG 23  VG 0 0.0017. 18  G 16  G -2 -0.1718. 16  G 18  G 2 0.1419. 20  VG 18  G -2 -0.2020. 17  G 19  VG 2 0.1521. 22  VG 27  E 5 0.6322. 12  F 18  G 6 0.3323. 23  VG 23  VG 0 0.0024. 23  VG 26  E 3 0.4325. 23  VG 25  E 2 0.2926. 20  VG 23  VG 3 0.3027. 23  VG 22  VG -1 -0.1428. 18  G 21  VG 3 0.2529. 21  VG 28 E 7 0.7830. 18  G 20  VG 2 0.1731. 16  G 19  VG 3 0.2132. 21  VG 21  VG 0 0.0033. 23  VG 24  VG 1 0.14Mea

n 18.70  G 20.85 VG 2.15 0.26SD 3.40 3.61

26

Table 3 shows the overall pretest and posttest results in the reading

comprehension ability of the students.

In the pretest, 17 students got a “Very Good” rating. There are 13 students who

gained a rating of “Good” and other 3 got a rating of fair. It can be seen that in the

posttest, the scores of the students improved except for students 1, 17, 19, and 27. Five

students already gained a rating of “Excellent” in the posttest. There are 19 who garnered

a “Very Good” rating. The change of numbers of the students who got “Excellent” and

“Very Good” rating decreased the number of students who acquired a “Good” rating.

The mean score in the pretest is 18.70 which is in the “Good” level while in the

posttest is 20.85 which falls on the “Very Good” level. This shows that there was an

improvement in the scores of the students from the pretest to the posttest.

The standard deviation of the pretest is 3.40 while in the posttest is 3.61. There is

only a difference of 0.21.This means that the variability of the students’ scores in the

pretest and posttest are approximately the same.

The gain score of the students are also shown in Table 3. Twenty-four (24) out of

33 students gained scores in the posttest. Student 29 improved the most. His score

increased from 21 to 28. There are also 5 students whose scores did not change. They

have a gain score of 0. Table 3 also reflects that 4 students whose scores decreased.

However, the students’ rating stayed the same except for students 19. Students1 and 17’s

scores decreased for 2 points but had a rating of “Good” in the pretest as well in the

posttest. Student 27 had a gain score of -1 but acquired a “Very Good” rating both in the

pretest and in the posttest. Only student 19, whose gain ratio is -2, had a different rating

27

in the pretest and in the posttest. His “Very Good” rating in the pretest went down to

“Good” in the posttest.

The gain ratio of the students score is also reflected in Table 3. This was used to

indicate the effort exerted by the students in improving their comprehension ability to

perfect the score in the posttest.

It is noted that student 29 has the highest gain ratio of 0.78, which means that the

student exerted 78% to increase his pretest score. However, student 29 was not able to get

a perfect score in the posttest. Student 19 had the lowest gain ratio of -0.2. This means

that he used only -20% effort in answering the questions in the posttest resulting to a

lower score.

Aside from student 19, there were some 3 other students whose gain ratios are

negative. This means that the effort exerted in the posttest is lesser than the endeavor

used in the pretest as indicated by negative symbol (-). It can also be seen that 5 students

got a gain ratio of 0, which means that there is a similar amount of effort exerted in the

pretest and in the posttest. They did not spend more effort to have a perfect score in the

posttest. Most of the students were promoted to a higher level. The gain ratios of their

scores range from .08 to .78.

The decreased scores and negative gain ratios may be caused by the students’

awareness that they are under research. It may also be caused by their exposure to the

same kind of test items in the pretest and posttest.

The increased scores and high gain ratio of the scores of the students can be

attributed to role-playing. Role –playing is a student-centered activity and heightens

learners’ involvement, thus, allowing them to enjoy what they are doing and to encourage

28

themselves in learning. This is supported by the claim of Van Ments (1983) that role-

playing is motivating as the majority of the students enjoy these typesof activities and

become more inspired learners. Eklova (2007) also said that lessons presented in role-

playing are motivating and students are more likely to learn with this strategy.

Summary on the Reading Comprehension Ability of the Students

in the Pretest and Posttest

The

table

shows the reading comprehension ability level of the students in the pretest and posttest.

In the pretest, no student got a rating of “excellent” and “poor”. There are 17

(51.52%) of the total number of respondents are “very good”, 12 (36.36%) are “good”

and 4 (12.12%) students land on “fair”.

In the posttest, there are already 5 (15.15%) students who are “excellent” and the

number of very good students increased to 19 (57.58%). These results reduced the

number of “good” students to 8 (12.12%) and “fair” students to 1 (3.03). Moreover, the

mean of 18.70 in the pretest compared with the mean of 20.85 in the posttest indicated

that the students’ reading comprehension ability level improved. It increased for 2.15.

The standard deviation likewise increased for .82 points making 6.55 in the pretest into

Reading Comprehension AbilityPretest

Posttest

f % f %

Excellent - - 5 15.15Very Good 17 51.52 19 57.58Good 13 39.39 9 27.27Fair 3 9.09 - -Poor - - - -

Total 33 100 33 100Mean 18.70 20.85DR G VGSD 6.55  7.37

29

7.37 in the posttest. The descriptive rating of Good in the pretest became Very Good in

the posttest.

Table 5t-test Result on the Reading Comprehension Ability of the Students in the Pretest

and Posttest

StatisticN 33No. of Items 30Mean Pretest 18.70Mean Posttest 20.85Mean Difference 2.15t-computed 5.23t-tabular  2.02Decision Reject Ho

The table shows the t-test Result on the Reading Comprehension Ability of the

Students in the Pretest and Posttest.

It presents the number of correspondents (33) and so with the number of items

(30). The students overall mean score in reading comprehension was 18.70 in the pretest

but increased to 20.85 in the posttest. The improvement of the reading comprehension

ability of the students can be attributed to the use of role-playing because the students

took the role of the characters in the story and internalized the text. The same results were

found out by Oberle (2004). The results of his research demonstrated that the activity

increased the students understanding of the topics of the project, fostered their awareness

about the topic and enhanced their academic skills and abilities

Since role-playing is experience-based and student- centered, the students were

more capable of understanding the material. The involvement of the students made them

feel compassion for the characters. This empathy made them determine, interpret, and

understand meaning of the story. This is the supported by the claim of Morris (2003) that

30

in role playing students feel empathy regarding events in the past when they act out the

situation and make connections between the character they play and real situations.

Empathy, furthermore, is one of the tools used to help determine, interpret, and

understand meaning. He concluded that acting out holds great potential for students

because experiencing empathy and making connections between time and places are vital

to learning and making the material stick.

The activity was not as simple as the traditional classroom instruction and

lectures. They were engaged in the activity physically and they were able to make the

learning livelier. There was an active learning. These can be reasons to the improved

reading comprehension skills of the students, too. As stated by Eklova(2007) that lessons

thought through role playing can be motivating. The presentation of the lesson is different

from the traditional ones, making it more interesting, funnier and lively. Thus, students

are more likely to learn. The work is dynamic and learners are actively involved in the

process. This argument is also strengthened by Schaap’s research (2005) which states that

role playing promotes active learning. His students had a high level of energy and

excitement, they were encouraged to express ideas, and they were able to get immediate

feedback on ideas. Furthermore, Graves (2008) stated that role playing is also beneficial

to the students because of the enjoyment and thrill it gives to the students. Role palying

should be used and it helps students learn material better. Van Ments (1983) also agrees

that role playing is highly motivating as the majority of the students enjoy these types of

activities and become more inspired learners.

In the activity, the learners were given the chance to express themselves freely,

which does not usually occur in the traditional classroom setting. This can be a possible

31

factor in the improvement of their reading comprehension ability. Van Ments (1983)

stated that role playings provide a safe venue for expressing personal and sometimes

unpopular attitudes and opinions.

The overall computed t-value is 5.23 while the tabular t-value is 2.02.

since the computed t-value exceeded the tabular t-value, the researcherd rejected the null

hypothesis that there is no significant difference between the performance of the students

in the pretest and in the posttest. This means that there is a significant difference between

the performance of the students in the pretest and posttest. Furthermore, their reading

comprehension ability particularly their skills in identifying main idea, noting details,

organizing ideas and developing mental images was developed through Role Playing.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter deals with the summary of the findings, conclusion, and

recommendations forwarded by the researchers.

Summary

This study primarily aimed to determine the effectiveness of role-playing in

improving the reading comprehension ability of the second year students section Jade of

the UNP-LS during the Fourth Quarter of the School Year 2011-2012.

The researchers made use of the One-Group Pretest-Posttest Design to determine

the students’ reading comprehension ability. Furthermore, they used a teacher-made test

to find out the reading comprehension ability of the II-Jade students. This is composed of

a pretest and a posttest. The pretest and the posttest contain 30 items measuring the

reading comprehension ability along Identifying Main Idea (2 items), Noting Details (15

items), Organizing Ideas (16 items) and Developing Mental Images (2 items). The result

of the pretest and posttest were recorded, analyzed and interpreted by the researchers.

The Mean, Standard Deviation and Gain Ratio were used to interpret the data gathered.

Findings

It was found out that the mean scores of the students in the pretest retained to

“good” in the posttest along Identifying main idea. The mean scores in the pretest also

retained to “very good” for the sub-skill Noting details. In organizing ideas, the mean

scores of the subject increased from “fair” to “good”. The mean scores in the pretest

retained to “good” in the posttest along developing mental images. Majority of the sub-

33

skills’ mean scores retained their level but the scores increased in the posttest. Moreover,

the overall mean score improved from 18.70 in the pretest to 20.85 in the posttest.

Based on the statistical result, the posttest mean of 20.85, in the “very good” level

had a mean difference of 2.15 from the pretest. The computed t-value is 5.23 and it

exceeded the tabular t-value of 2.042. Thus, the null hypothesis is rejected. This means

that the treatment employed was effective. The ability of the students to comprehend the

text read was improved with the use of the role-playing activity.

Conclusions

After analysis and interpretation of the findings, the researchers conclude that

there is a significant difference in the ability of the Second Year section Jade students in

the pretest and posttest. Furthermore, the level of the reading comprehension ability of

the Second Year section Jade students after their exposure to Role-Playing in terms of

Identifying Main Idea is “Good”, while along Noting Details is “Very Good”, as for

Organizing Ideas is “Good”, and Developing Mental Images is “Good.”

Recommendations

Based on the result of the study, the following recommendations are forwarded:

1. Teachers should use Role-playing frequently to come up with better

reading comprehension ability for the students.

2. There shall be more exercises given to develop and improve the reading

comprehension ability of the students along identifying the main idea, noting details,

organizing ideas, and developing mental images.

3. Lastly, a similar research on role-playing using two groups should be

conducted to test whether it can really improve the reading comprehension ability of

students and to make this study more conclusive.

34

REFERENCES

A. BOOKSRayner, Keith; Barbara Foorman, Charles Perfetti, David Pesetsky, and Mark Seidenberg

(November 2001). "How Psychological Science Informs the Teaching of Reading". Psychological Science in the Public Interest2 (2): 31–74

Salandanan, Gloria G, (2000). Teaching Approaches and Strategies, Quezon City: Katha Publishing Co., Inc.

B. UNPUBLISHED RESOURCESGraves, Elizabeth Ann, “Is Role-Playing an Effective Teaching Method?” A Master’s

Research Project in College of Education, Ohio University, May 2008

Ilona Eklova, “Role Play in Upper Primary Classes”, Diploma Thesis in Masaryk University Brno, Faculty of Education, Department of English Language and Literature, April 8, 2007

Piamonte, Honey Girl R., et. al. “Improving Students Reading Comprehension Using the Story Schema Acyivation and Construction Strategy.” (Unpublished Action Research, University of Northern Philippines, 2009)

Realin, Marivic F. “The English Language Proficiency of the Third Year Students of the Secondary Schools of Sto. Domingo—San Ildefonso District Division of Ilocos Sur.” (Unpublished Master’s Thesis, University of Northern Philippines, 2003.)

INTERNET

Alberta Education Foundation Copyright © April 15, 2011, http://www.teachingsexualhealth.ca/teacher/lessonplans/roleplay.html

Budden, J., “Role play”. British Council Spain. 20 April 2006, Retrieved last July 9 2012,http://www.teachingenglish.org.uk/think/speak/role_play.shtml

Oxford dictionaries, Copyright © 2011Oxford University Press., http://oxforddictionaries.com/definition/role+playing

ReadingResource.net, LLC Copyright © 2009, Retrieved last December 11, 2011 http://www.readingresource.net/teachingreadingcomprehension.html

35

Sholes, Delene, Copyright © January 28, 2009, Retrieved last December 2011, http://delenesholes.suit101.com/teaching-sequencing-in-stories-a92706

Teed, Rebecca, SERC, Carleton College Copyright © 2009, Retrieved last December 01, 2011 http://serc.carleton.edu/introgeo/roleplaying/index.html

36

APPENDICES

37

APPENDIX A-1Letter of Request

Republic of the PhilippinesUniversity of Northern Philippines

Vigan City

COLLEGE OF TEACHER EDUCATIONFebruary 2, 2012

DR. MARGARITA DULAYPrincipal-UNP Laboratory High School

Madam:

We, the undersigned BSE-English Students are conducting an action research entitled, “IMPROVING THE READING COMPREHENSION ABILITY OF II-JADE STUDENTS THROUGH ROLE-PLAYING”. This is one of the requirements to successfully finish the course Bachelor of Secondary Education. This study aims to improve the reading comprehension ability of II-Jade students with the use of role-playing.

In view hereof, may we ask permission to conduct the said research in your prestigious unit specifically with the II-Jade class. Furthermore may we request that we will be holding English Classes with the students with which we will be conducting a lesson for the first and third day and will be floating pretest on the second day and posttest questionnaire on the fourth day to gather relevant idea needed for the study.

We look forward with deep appreciation and gratitude for your response regarding this request.

Very truly yours,

(SGD)GERALDINE A. PERALTA(SGD)WINNIE T. CALIBOSO(SGD)VIEJAY CHRISTOPHER B. SEVILLENA

Noted:(SGD)DR. JOSE P. PICHAYResearch Adviser

38

Approved:(SGD)DR. MARGARITA DULAYPrincipal

APPENDIX A-2Letter to the Evaluators

Republic of the PhilippinesUNIVERSITY OF NORTHERN PHILIPPINES

Heritage City of Vigan

COLLEGE OF TEACHER EDUCATION

February 2, 2012_________________________________

________:

Warm Greetings!

We are presently conducting an action research study entitled: “IMPROVING THE READING COMPREHENSION ABILITY OF II-JADE STUDENTS THROUGH ROLE-PLAYING.”

It is for this reason that we would like to request your kindness to please evaluate the attached questionnaire.

We know fully your expertise along English teaching for which we are confident that you are the best person who could assist us in the content validity of the instrument. We will be very grateful if you could give us back the research instrument and the result of the evaluation before February 3, 2012.

We look forward to your appropriate action on this request. Thank you very much and God bless.

Very truly yours,

(SGD)GERALDINE A. PERALTA

(SGD)VIEJAY CHRISTOPHER B. SEVILLENA

39

(SGD)WINNIE T. CALIBOSOResearchers

APPENDIX B

SUMMARY

COMPUTATION OF THE CONTENT VALIDITY

OF THE TEST IN SCENT OF APPLES

CRITERIA AVERAGEA B C Total DR

1. Are the items elicited from the story representative of the selection entitled “Scent of Apples”?

4 4 4 12/3 4(VM)

2. Do the items really measure the students’ reading comprehension ability along identifying the main idea, noting details, organizing ideas and developing mental images?

4 3 4 11/3 3.6(M)

3. Are the test items representatives of the skills to be measured as regards to reading comprehension ability?

4 3 4 11/3 3.6 (M)

4. Are the test items already stated for the students to understand?

4 4 4 12/3 4(VM)

AVERAGE 3.8(M)

Legend:VM-Very MuchM-MuchL-LowVL-Very LowNA-Not Applicable

40

APPENDIX C

Answer key

41

APPENDIX D

Four-Day Detailed Lesson Plan

I. OBJECTIVES: At the end of the lesson, the students are expected to:A. 1. Describe the characters, events and setting of the story

2. Identify the main events of the story (plot)3. Organize the parts of the story4. Relate the story with own words5. Write a simple poem out of the reading selection6. Criticize actions of the characters

B.1. Share insights about the story

C. 1. Perform a role-play adopted from the story

II. SUBJECT MATTER:

Scent of Apples by Bienvenido N. Santos

Reference: Marimba, Asuncion D. 1993. Philippine Contemporary Literature. Makati City, Philippines: Bookmark, Inc. pp.10-17

Instructional Materials:

Hand outsManila paperMarker Push pins

III.PROCEDUREA. MOTIVATION:

Teacher’s Activity Student’s ActivityDo you want to go abroad?

Do you want to stay there forever? Why?

Yes Ma’am.

No Ma’am because I love my country.

No Ma’am because it is easier and happier to live here.

No Ma’am because my family is here.

42

I understand your desire in staying abroad but what if you would go and nobody from your home country remembers you, what would you feel?

Yes Ma’am because I will bring all my loved ones abroad.

I will be so sorry.

I would feel so bad Ma’am because it would mean that no one loves me.

B. UNLOCKING OF DIFFICULTIES:

43

C. PRESENTATION:

Teacher’s Activity Students’ ActivityToday, we are going to meet a Filipino who went abroad. Let us know his story but before we proceed, here is a simple background about the author.The author of the story we are going to read is a Filipino-American. He is Bienvenido Santos. He was born on March 22, 1911 at Tondo, Manila. His works are fictions and poetry. He studied at University of the Philippines, University of Illinois, Columbia University and at the most prestigious university in the whole world which is…?

Yes. He also attended Harvard University which means that he was an intelligent man. He also worked in Washington D.C during World War II. Now, we are going to read his most notable work which is the Scent of Apples.

Harvard University

Bienvenido Santos Ma’am.

Teacher’s Activity Students’ ActivityHere is a set of words. Match column A with column B in order to find each word’s meaning.

A B1. Fervor2. Flicker3. Interminable4. Nostalgia5. Orchard6. Platitudinous7. Rear8. Thickets9. Vague

a. An in closure containing fruit trees

b. Backc. Cluster of treesd. Endlesse. Enthusiasmf. flashg. Homesicknessh. Insipid or dulli. specialj. Unclear

44

Who is the author again?

What is his work that we are going to read?

Very good!

Scent of Apples Ma’am.

D. DISCUSSION

Teacher’s Activity Student’s ActivityI am giving you copies of a story written by him. You are given 30 minutes to read and analyze it. Do you understand?

Do you have any questions?

(after 15 minutes)You only have fifteen minutes. Don’t hesitate to ask questions.

(after 30 minutes)Are you through?

So, who are the characters of the story?

Good. How about the place where it took place?

When did it happen?

Where did the speaker and Fabia meet?

What was asked by Fabia?

How did the speaker’s answer?

What did Fabia tell?

Yes Ma’am.

None Ma’am.

Yes Ma’am.

The speaker, Celestino Fabia, Ruth and Roger

It happened in Kalamazoo Ma’am.

On a summer Ma’am.

At a forum Ma’am.

Fabia asked if the Filipino women are still like the Filipino women twenty years ago.

Since he did not know how the women before were, he asked Fabia to the Filipino women before.

45

After hearing Fabia, what did the speaker tell him?

Very good. What happened after the forum?

Why did he invite the speaker?

Did the speaker accept his invitation?

What happened at their journey?

What about Fabia’s past?

Alright! What did they do at Fabia’s place?

Did Fabia relate a story to the speaker while they were eating?

What was the story?

Very good. How did the story end?

He told the speaker that Filipino women twenty years ago were nice, they were modest, they wore their hair long, and they dressed up proper and went for no monkey business. They were natural, they went to church regular, and they were faithful.

He said that Filipino women have changed- but definitely; the change has been on the outside only. Inside they are the same as they were twenty years ago, God-fearing, faithful, modest and nice.

Fabia invited the speaker to their place.

He invited the speaker because he wanted his wife to meet a first class Filipino.

Yes Ma’am.

Fabia related his past to the speaker.

He related that he had a good family but he was banished because of his bad character.

Fabia introduced the speaker to his family. They had a dinner and chatted.

Yes Ma’am.

The story was about the reason behind Fabia’s storing of apples.

Fabia drove the speaker back to

46

Why did Fabia refuse the speaker’s offer?

the hotel he was staying. The speaker said that he would visit Fabia’s place but Fabia refused.

He refused because for him nobody would remember him.

E. VALUES INTEGRATION

Teacher’s Activity Students’ ActivityIf you were Celestino Fabia, what would you feel after staying abroad for twenty years?

Would you want to go back to your country then?

Why?

What have you learned from the story?

Very good. This story is a proof that there’s no place like home. Do you agree?

If I were Celestino Fabia, I would miss my family so much.

Yes Ma’am.

I would go home because I miss my family and I want to be with them.

I have learned that it is hard to stay abroad Ma’am.

I have learned that wherever we go, we would still remember our country.

I have learned that we will always be Filipinos no matter what happen.

Yes Ma’am.

F. GENERALIZATION

Teacher’s Activity Students’ Activity

Did you like the story?

Do you want to go where Fabia was?

Do you want to meet the speaker

Yes Ma’am.

Yes Ma’am.

Yes Ma’am.

47

and Fabia and his family?

G. DRILL

Teacher’s Activity Students’ ActivityNow, you will be divided into two. First, I need two volunteers to be the leaders. Next, you draw a paper from the box. The number reflected on the paper will be your group number. Understood?

You will have your role playing. Do you know how?

Good to hear that but we will still have a review on how to conduct role playing. Understood?

In role playing, you will adopt someone’s life. You will portray another role. You will act according to your understanding of the story. Do you get it?

In each group, you will also have your director, assistant director, technical director, wardrobe manager, props manager and men, and actors. The director will be the leader and the asst. director will take charge in case of absence of the director. Technical director is in charge of the sounds and lights. The wardrobe manager is for the costumes. The props manager will work with the props men on the management of props. Lastly, the actors will portray the characters. Do you understand?

Do you have any questions?

Alright. You will also create your

Yes Ma’am.

Yes Ma’am.

Yes Ma’am.

Yes Ma’am.

None Ma’am.

48

scripts and all of you will work on it. Understood?

Now, group leaders, assign the tasks on your group mates.

You will only have 5 minutes to present your work.

Yes Ma’am.

H. EVALUATION

Teacher’s Activity Students’ ActivityBased on the reading selection you have read which is the Scent of Apples by Bienvenido Santos, you are going to have a 30-item test.

IV. AGREEMENT:

Teacher’s Activity Students’ ActivityFor your assignment, continue making your portfolios. You may include a copy of your script in it.

49

APPENDIX E

Table of Specifications

50

APPENDIX F

The Instrument

Pretest/Posttest

I. MULTIPLE CHOICESelect the best answer by encircling the letter which corresponds to your answer.

1. _________ and silver stars hung on pennants above silent windows of white and brick red cottages.A. MercuryB. CopperC. SteelD. Gold

2. What were being compared in the open forum?A. Filipino cars and American womenB. Filipino women and American womenC. Filipino and American foodsD. Filipino and American languages

3. What is the setting of the story?A. KalamanzooB. KalamazooC. CalamazooD. Calamanzo

4. What does this line mean?“It touched him off on long deserted tangent but ever there perhaps.”A. That what the speaker said made Fabia remember something from his

forgotten pastB. That what the speaker said made Fabia sadC. That what the speaker said made Fabia happyD. That what the speaker said annoyed Fabia

5. What is the referent of he in the following sentence?“He was telling his story for the first time in many years. He was remembering his own youth.”

51

A. RogerB. FabiaC. FatherD. The old man

6. “In a backyard, an old man burned leaves and twigs while a grey haired woman sat on a porch, her red hands quiet on her lap, watching the smoke rise above the elms, both of them thinking of the same thought perhaps about a tall, grinning boy with blue eyes and flying hair, who went out to war, where could he be now this month when leaves were turning into gold and the fragrance of gathered apples was in the wind?”

A. The parents of the child continued their lives even if they missed him

B. The parents of the child were happy for going out to warC. The parents of the child were sad for they don’t have their child by

their childD. The parents of the child remembered him

7. Why did Fabia start keeping apples in their backroom after the wintertime when he had an attack of acute appendicitis?A. To have food for the pigsB. To hoard because price of apple by that time was lowC. To keep them reminded of the lovely apple blossom’s time and not of

the unhappy incidentD. To have something to eat

8. Why did Fabia marry Ruth?A. Because Ruth was an American, he could get a green cardB. Because Ruth was beautifulC. Because Ruth was wealthyD. Because Ruth was a nice girl, like the Filipino women

9. How did Fabia describe himself?A. “just a Filipino”B. “just a farmer”C. “just a Filipino farmer”D. “just an American”

10. What was symbolized by the scent of apples?A. Fabia’s being a FilipinoB. Fabia’s problems

52

C. Fabia’s love for his wifeD. Fabia’s hatred for his family

11. Study this line, “Over it a great silence hung; and their boys were there, unheard from, or they were on their way to some little known island on the Pacific, young boys all, hardly men, thinking of the harvest moons and smell of forest fire.” Why did the author say that the young boys are hardly men?A. Boys were hardly men because boys’ voices were unheard.B. Boys were hardly men because boys were not matured enough to be

called menC. Boys were hardly men because boys think of harvest moons and smell

of forest fireD. Boys were hardly men because they were on a little island

12. Describe Celestino Fabia throughout the story?A. He was timid and easily discouraged old man.B. He was longing for home and proud of his home land.C. He was a happy old man and contented of his present life.D. He was a sad man and ashamed of his nationality.

13. Why did Celestino invite the speaker to have dinner with them at home?A. He would like the speaker to see his (Celestino) apple orchardB. He would like the speaker to meet his familyC. He would like to tour the speaker aroundD. He would like to ask help for his apple business

14. What do you think would happen after the speaker’s visit at Celestino Fabia’s hometown?A. The speaker would relate to Fabia his experience in his hometownB. The speaker would not tell Fabia that he went to his (Celestino)

hometownC. Fabia would return to his hometown upon knowing the story of the

speakerD. Fabia decides never to go home again upon knowing the story of the

speaker

15. When Ruth, Celestino’s wifr said these lines, “Aw, go away there is no such thing as first class Filipino.” What did you feel as a Filipino? Did you find it right?A. I felt happy because there’s no really a first class Filipino

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B. I felt disappointed because she did not believe that there’s a first class Filipino

C. I felt sad because there’s no first class FilipinoD. I felt insulted because Filipinos are degraded

II. TRUE or FALSEWrite True if the statement really happened in the story or is correct based on the story. Write False if the statement did not happen or is wrong based on the story. Write your answer on the space provided for.________1. The speaker was insulted by the crowd in the forum.________2. Ruth showed great excitement with the news of her husband

about the speaker’s arrival.________3. The speaker arrived in Kalamazoo in a heated summer season.________4. The story implies that wherever you go, you would still be a

Filipino.________5. The speaker had affection for the family of Celestino Fabia.

III. Summarize the story in 5 sentences: the first being the exposition; the second, complication/rising action; the third, climax; the fourth, denouement/falling action and; the fifth, resolution. Select the answer from the choices in the box by writing your response in the space provided. (5 points)

The speaker thinks of going to Fabia’s hometown but Fabia disagrees

The speaker starts to suspect that Fabia has a grudge over his roots in the Philippines from that time in the forum. Fabia invites the speaker to his house.

The speaker arrives at Kalamazoo on October. He meets a Filipino farmer named Celestino Fabia in a forum where he was a speaker.

The speaker tries to persuade Fabia to go home to his family in the Philippines.

Fabia shares his story to the speaker. The speaker smells the scent of apples.

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Climax

Complication Denouement

Exposition Resolution

IV. Create a simple poem consisting of 1 stanza with at least 4 lines on any topic from the story: on family, on being a Filipino overseas worker, on the difference between women of this time and the women twenty years ago, etc. (5 points)

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APPENDIX G

Picture Documents

The II Jade students while reading the “Scent of Apples”

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The students listened carefully as they were

instructed for the pretest.

Smiles are seen in the students’ faces while they

do the role- playing.

Jornalyn and her group as they perform

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Johanna’s group

Jornalyn’s group

The two groups posed after showing their talents in role-playing.

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II Jade students as they took the posttest

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CURRICULUM

VITAE

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CURRICULUM VITAE

Name : Caliboso, Winnie T.

Address: Nagsantaan, Cabugao, Ilocos Sur

Age: 20

Date of Birth: September 11, 1992

Place of Birth: Sinait, Ilocos Sur

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

Parents:

Father: Prudencio M. Caliboso, Sr

Mother: Jocelyn Tabuno- Caliboso

Educational Background:

Tertiary: UNIVERSITY OF NORTHERN PHILIPPINES

Tamag, Vigan City

Course: BACHELOR IN SECONDARY EDUCATION

Specialization: ENGLISH

Secondary: CABUGAO INSTITUTE

Bonifacio, Cabugao, Ilocos Sur

Intermediate: REPPAAC-BATO ELEMNTARY SCHOOL

Reppaac, Cabugao, Ilocos Sur

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Primary: NAGSANTAAN PRIMARY SCHOOL

Nagsantaan, Cabugao, Ilocos Sur

Eligibilities:

1. Civil Service Sub professional Eligibility October 16, 2011

2. Civil Service Professional Eligibility May 27, 2012

Activities, Seminars, Workshops, Trainings and Conventions attended:

1. 3rd Lakbay-Aral ng KAMAGUFIL, Metro Manila Sept.25-27, 2009

2. 9th PYSEC, Ambuacao, Santiago Dec.11-13, 2009

3. Wika Kabataan, Diwa ng Kabataan,

St. Louise University, Baguio City August 29, 2010

4. PYSEC 2010,Gabao, Santiago, Ilocos Sur Dec. 18-19, 2010

5. Literacy and Numeracy Program (Tutor)

San Sebastian, San Vicente Ilocos Sur Feb. 4- Mar.11, 2011

6. FETA Quiz Bee (1st Place)

New SC Building, UNP October 4, 2011

7. Seminar on Waste Management, UNP Gym December 3, 2011

8. Seminar on Standardized Accounting System For

Student Organization, UNP Gym December 8, 2011

9. One Run, One Planet (Participant) February 2012

10. One Run, One Planet Quiz Bee (Facilitator) February 2012

11. Seminar on Personality Development, UNP Guestel February 19, 2012

12. Orientation Seminar on Disaster Preparedness

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UNP Gym June 26, 2012

13. Literary Editor, The Rabbi 2011-20122012-2013