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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
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