Reading Proficiency of Fourth Year Manobo High School Students of Divine Word Manobo Cultural Development Academy Foundation, Inc., Bunawan, Agusan Del Sur

READING PROFICIENCY OF FOURTH YEAR MANOBO HIGH SCHOOL
STUDENTS OF DIVINE WORD MANOBO CULTURAL DEVELOPMENT

ACADEMY FOUNDATION, INC., BUNAWAN, AGUSAN DEL SUR
_________________________________________
A Thesis Presented to the

Faculty of the Department
of Languages, Linguistics and Literature
Philippine Normal University
Mindanao
______________________________________
In Partial Fulfillment
of the Course Requirements in S ENG 27
(Introduction to Language Research)
by:
Romar M. Beltran
Jealf Zenia L. Castro
Jerico E. Funcion
Mary Grace Y. Junio
Beryl E. Mayubay
Relzan M. Nipa
Candelaria H. Perez
Al G. Sobrejuanite
March 2014
ii
APPROVAL SHEET
This thesis titled THE READING PROFICIENCY OF FOURTH
YEAR MANOBO HIGH SCHOOL STUDENTS OF DIVINE WORD MANOBO
CULTURAL DEVELOPMENT ACADEMY FOUNDATION INC., prepared and
submitted by ROMAR M. BELTRAN, JEALF ZENIA L. CASTRO,
JERICO E. FUNCION, MARY GRACE Y. JUNIO, BERYL E. MAYUBAY,
RELZAN M. NIPA, CANDELARIA H. PEREZ, AL G. SOBREJUANITE in
partial fulfillment of the course requirements in S-ENG 27
(Introduction to Language Research) has been examined and
recommended for oral examination and acceptance.
ADELYNE M. COSTELO-ABREA, Ph. D.
Adviser
APPROVED
in
partial
fulfillment
of
requirements
in
S-ENG
27
(Introduction
Research) by the Oral Examination Committee.
Prof. Jeanette T. Gongora
the
course
to
Language
Prof. Henry T. Aguilar
Member
Member
Dr. Uni Grace P. Porras
Chair
Accepted
in
requirements
in
Research).
partial
fulfillment
of
S-ENG
27
(Introduction
the
course
to
Language
FE A. QUISIL, MAEd-Reading
Head, Department of Languages,
Linguistics and Literature
March, 2014
Date
iii
ACKNOWLEDGEMENT
The
researchers
gratitude
persons
and
for
wish
profound
their
to
express
appreciation
support,
their
to
guidance,
the
warmest
following
cooperation
and
contributions in making this study possible and attainable:

their dear families, for the constant financial and
moral support, and for the endless encouragement, without
which, the possibility of finishing their study would not
have realized;
their
classmates,
whose
concern,
motivation
and
prayers led to the accomplishment of their study;

the
librarians
for
letting
them
borrow
the
needed
books and references for the completion of their work;

the Fourth Year Manobo high school students of Divine
Word
Manobo
respondents
Cultural
of
their
Development
study,
Academy,
for
their
Inc.,
the
sincere
and
enthusiastic participation on the research work;

Charamie Bayadog, et. al. and Virginia T. BesqueraMarcon
whose
researches
were
instrumental
in
the
time
and
fulfillment of this manuscript;

Dr.
Elvira
V.
Chua,
for
rendering
her
knowledge during her lecture on Statistical Analysis, Data

Presentation and Interpretation;
iv
Prof. Fabian C. Pontiveros, Jr., Associate Director
for Research, Planning and Extension for allowing them to
print the final copies of their thesis and for sharing his
knowledge
about
statistical
analysis
and
analysis
and
interpretation of the data;

Warren Joey T. Dumdum and Diony A. Ordoa, who served
as
the
researchers
statisticians
and
helped
them
in
interpreting and analyzing the data;

Dr. Adelyne M. Costelo-Abrea, the researchers adviser
for all the indispensable suggestions and assistance given
to them during the course of the research study and
mostly, to GOD ALMIGHTY for all the infinite grace,
help, blessings, strengths, and wisdom that He imparted to
the researchers.
RMB
JZLC
JEF
MGYJ
BEM
RMN
CHP
AGS
DEDICATION
This humble work is whole-heartedly dedicated to:

their families
. . . their professors
. . . their friends and classmates
and to
GOD, for the unceasing love.
RMB
JZLC
JEF
MGYJ
BEM
RMN
CHP
AGS
vi
ABSTRACT
Name
: Romar M. Beltran
Jealf Zenia L. Castro
Jerico E. Funcion
Mary Grace Y. Junio
Beryl E. Mayubay
Relzan M. Nipa
Candelaria H. Perez
Al G. Sobrejuanite
Title of Thesis
READING
PROFICIENCY
OF
FOURTH
YEAR
MANOBO HIGH SCHOOL STUDENTS OF DIVINE

WORD
MANOBO
CULTURAL
DEVELOPMENT
ACADEMY FOUNDATION INC.

Key Concept
: Reading Proficiency
Institution
: Philippine Normal University-Agusan Campus
Degree
: Bachelor of Secondary Education
Specialization
: English
Panel Members
: Dr. Uni Grace P. Porras

Prof. Jeanette T. Gongora
Prof. Henry T. Aguilar
Adviser
: Dr. Adelyne M. Costelo-Abrea
vii
ABSTRACT
This
study
attempted
to
determine
the
reading
proficiency of the fourth year Manobo high school students

of
Divine
Word
Manobo
Cultural
Development
Academy
Foundation Inc., S.Y. 2013-2014.

Specifically,
profile
of
according
the
to
this
fourth
sex
and
study
year
age,
aimed
Manobo
their
to
determine
high
school
reading
the
students
interests
for
academic and leisure purposes, their reading performance

considering the ten reading skills. Moreover, it aimed to
seek if there is a difference on the reading performance
when the students are grouped according to profile and if
there is a relationship between their reading performance
and the length of time spent in reading by the fourth year
Manobo students.
Henceforth, the researchers collected the data through
the administration of questionnaires to
the respondents.
The questionnaire was taken from the studies of Badayog, C.

et.al., titled The Reading Interests of First Year College
Students
of
Philippine
Normal
University-Agusan
Campus,
Second Semester, S.Y. 2012-2013 and Besquera-Marcon, V.,

titled
Reading
Proficiency
of
First
Year
Students
of
PHILSAGA High School Foundation, Inc.: Basis For Developing

Reading Intervention Program. After these, the researchers
viii
administered the 50 items questionnaire to the population
of the study.
Based on the outcome of the study, it is found out
that out of 18 students, 12 or 66.65% are female and 6 or
33.33% are male. For the age, 8 or 44.44% out of 12 of the
fourth year Manobo students belong to ages that range from
14-16 and 10 or 55.56% belong to ages that range from 1719. The respondents read books, journals and comics for
academic
purposes
and
books,
journals
and
magazines
for
leisure purposes. The topics that interest them most were

adventure and religion. It is also found out that most of
the students spent 30-60 minutes in reading and they got
their reading materials primarily from the school library,
friends and home.
Teachers
choice
of
were
the
reading
most
influential
materials.
For
persons
students,
in
their
reading
was
beneficial for both academic and leisure reasons. Out of

the
10
reading
skills,
using
phonetic
analysis
and
contextual clues yield below average result. There are four

reading skills that belong to average and five for above
average.
Moreover,
difference
in
it
their
is
found
reading
out
that
performance
there
when
is
they
no
are
grouped according to their sex and age and that there is no

relationship between the length of time spent in reading.
ix
Based on all the findings, it was concluded that the
fourth year Manobo high school students had difficulty in
determining
and
analyzing
the
proper
pronunciation
of
word and understanding the written text through the use of

context clues. In addition, there is no difference in the
reading
performance
when
the
respondents
were
grouped
according to sex and age. Also, the length of time spent in

reading
does
not
affect
the
reading
performance
of
the
fourth year Manobo high school students.

In
view
recommended
of
these
findings
and
conclusions,
that
the
students
should
be
it
exposed
is
to
pronunciation lessons to develop proper pronunciation and

develop
their
vocabulary
teachers
should
students
use
library
should
using
consider
the
their
reading
in
have
context
reading
clues.
materials
sessions
different
and
Language
that
the
informative
the
school
reading
materials. The administration should have an additional set

of
computers
sources
education
of
as
with
internet
information
well
as
connection
to
that
will
help
copies
of
updated
maximize
the
It
the
students
is
also
recommended that the students should spend more time in

reading.
Finally,
another
study
should
be
undertaken
to
find the relationship between the IQ of the students and

the type of reading materials read for academic purposes
and the time spent in reading considering also their socioeconomic status.
x
TABLE OF CONTENTS
PAGE
Approval Sheet . . . . . . . . . . . . . . . .
ii
Acknowledgment . . . . . . . . . . . . . . . .
iii
Dedication
. . . . . . . . . . . . . . . .
Abstract
. . . . . . . . . . . . . . . .
vi
List of Tables . . . . . . . . . . . . . . . .
xii
CHAPTER
PAGE
I.
THE PROBLEM AND ITS SETTING
Introduction
Statement of the Problem
Statement of Hypothesis
Theoretical and Conceptual Framework
Significance of the Study
10
Scope and Delimitation
11
Definition of Terms
12
II. REVIEW OF RELATED LITERATURE

Related Literature
15
Foreign Literature
15
Local Literature
19
xi
Related Studies
20
Foreign Studies
20
Local Studies
24
III. METHODOLOGY
27
Research Design
27
Locale of the Study
27
Respondents of the Study
28
Research Instruments
28
Data Gathering Procedure
29
Statistical Treatment of Data
30
IV. PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA
V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
31
45
Summary
45
Conclusions
49
Recommendations
52
BIBLIOGRAPHY
APPENDICES
A. Letters
B. Instrument
CURRICULUM VITAE
54
xii
LIST OF TABLES
TABLE
1
2
3
6
7
8
9
10
11
12
13
TITLE
PAGE
Profile of Fourth Year Manobo Students of
31
DWMCDAFI in Terms of Sex
Profile of Fourth Year Manobo Students of
32
DWMCDAFI in Terms of Age
Frequency and Percentage Distribution of the
32
Fourth Year Manobo Students of DWMCDAFI in the
Types of Printed Materials for Academic
Purposes
33
Fourth Year Manobo Students of DWMCDAFI in the
Types
of
Printed
Materials
for
Leisure
Purposes
34
Fourth Year Manobo Students of DWMCDAFI
According to the Topics in the Printed
Materials
36
According to Length of Time Devoted to Reading
36
According to the Source of Reading Materials
37
According to the People Who Influence Them
Frequency and Percentage Distribution According
38
to the Fourth Year Manobo Students' Reasons
for Reading
Reading Performance of the Fourth Year Manobo
40
Students of DWMCDAFI As Classified by Reading
Skills
Overall Result of the Reading Performance of
41
the Fourth Year Manobo Students of DWMCDAFI
Based on Sex
Overall Result of the Reading Performance of
42
the Fourth Year Manobo Students of DWMCDAFI
Based on Age
Correlation of the Length of Time Spent in
43
Reading of the Fourth Year Manobo Students of
DWMCDAFI to their Reading Performance
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Reading is an essential and fundamental function of a
human. It helps humans understand the world through written
texts. Indeed, it is an indispensable tool for learning. It
brings
person
not
only
to
the
world
of
facts
and
information but also to the world of thoughts, explicating

experiences, emotions, cultures and tradition of a group as
well as fictitious state of affairs (Aboy, et. al, 2011).
Reading
skills
can
be
achieved
through
quality
education. Moreover, it is stated in the 1987 Philippine

Constitution that the state shall ensure quality education
to
all
Filipinos
regardless
of
sex,
gender,
origin
and
culture. This means that native Filipinos belong to this

provision. However, native Filipinos living in far-flung
areas
have
difficulties
in
obtaining
reading
materials.
Examples of these natives are the indigenous people (IP).

According to a news report from the Expert Mechanism on the
Rights
of
deprivation
Indigenous
of
access
Peoples
to
stipulated
quality
education
that
is
the
major
factor contributing to social marginalization, poverty and

dispossession
of
indigenous
people.
Thus,
the
notion
of
2
IPs difficulty in reading can be attributed to their lack
of access to quality education.
Henceforth, the respondents who are Manobo students
that
belong
affected
to
with
indigenous
the
said
people
problem
are
of
considered
access
to
to
be
quality
education.
In addition, the difficulty in the access of quality
education,
primarily,
is
because
of
their
geographical
location. Mostly of the IPs settlements are far from the

mainstream, leading them to skip classes or even to stop
schooling.
Also
educational
help
there
is
from
the
high
possibility
government
cannot
that
reach
the
their
areas.
This fact is evident with the Manobo respondents. They
came from different far areas in Agusan del Sur, and are
just invited to enroll in the Divine Word Manobo Cultural
Development Academy Foundation, Inc. which is managed by
the priest. The lack of government support is also evident
with the availability of reading materials they had and
their recent situation. The construction of their school
was
not
yet
finished.
As
result,
they
have
to
hold
classes in their boarding house.

Moreover, the report also signifies that gender issues
were also a hindrance to education. Indigenous communities
3
embrace beliefs and cultures regarding to the gender who
should and should not go to school. The report found that
girls
are
not
allowed
to
attend
school.
They
preferred
having girls at home to perform domestic chores and care

for
children
and
siblings.
This
practice
deprived
the
children particularly the girls in experiencing the quality

education.
However, in the case of Manobo students, it is no
longer practiced due to the observation that there are many
girls who are enrolled in the school.
Since, the IP are deprived of quality education due to
the aforesaid issues, it was believed that their reading
skill is deficit.
According to Grolier Encyclopedia of Knowledge, the
ability to read enables a person to satisfy both personal
and
functional
needs
and
to
participate
fully
in
contemporary society. It is a basic skill necessary for

success in other areas of studies, and it can lead to a
lifetime
pursuit
of
learning,
critical
thinking
and
enjoyment.
The ability to read is essential to being able to
learn any subject taught in school. (Improving Reading for
Children and Teens, n.d.)
4
It was stated in Dyslexia Online that reading is the
most important skill that a child must acquire at school,
because one must learn to read to be able to read to learn.
The implication of this is that the child who is a poor
reader will usually be a poor learner.
Reading
instruction.
skills
can
be
Moats
(1998)
acquired
stated
through
that
good
competent
reading
instruction is necessary for students to learn to read. It

is also no simple task. With so many different reading
components,
it
difficulties
can
and
be
find
difficult
precisely
to
the
diagnose
right
students'
techniques
to
remediate them. To be successful, teachers need strong and

deep understanding of reading theory and practice.
Consequently,
the
Divine
Word
Manobo
Cultural
Development Academy Foundation, Inc. had limited teachers.

Perhaps,
the
institution
cannot
afford
to
pay
many
teachers. Thus, the teachers cannot focus on a particular

group of students because they still have to attend to
other students.
An
individuals
capacity
to
think
and
acquire
knowledge is also attributed with the materials he reads.

Reading could improve vocabulary; command on the language
and of course communication skills. As a person reads, he
comes across new words, phrases, idioms and writing styles.
5
According to Portacion (2002), the desire to read is the
motivating force that leads to reading.
However, the source of reading materials is a problem
for the Manobo students. They only have limited reading
materials and those available are not sufficient.
As cited in the book of Celce-Murcia, in ESL learning
contexts,
teachers
must
be
cautious
about
making
any
assumptions about the cultural or language backgrounds of

ELLs.
In
single
ESL
class,
students
may
have
widely
different L1 backgrounds, educational backgrounds, language

proficiency
levels,
cultures
or
prior
experiences
with
literacy. This has several implications for teachers of ESL

literacy.
In
which
view
is
of
this,
designated
the
to
Multicultural
Philippine
Education
Normal
Hub,
University
Mindanao, is designed to acknowledge and give attention to

the different cultural backgrounds of the students. It is
their
great
students
concern
and
to
determine
recognize
their
the
diversity
cultural
and
of
the
language
backgrounds in order to respond effectively to the needs of

every student.
Therefore, reading is vital. In education and in other
field of endeavor, reading is an essential component in
learning.
6
Statement of the Problem
This
study
fourth
year
Manobo
Cultural
identifies
Manobo
high
the
school
Development
reading
students
Academy
proficiency
of
Divine
Foundation,
of
Word
Inc.
in
Brgy. San Teodoro, Bunawan, Agusan del Sur, school year

2013-2014 and determines the appropriate reading strategies
and materials to assess the reading difficulties.
Specifically,
it
sought
answers
to
the
following
questions:
1.
What
is
the
profile
of
the
fourth
year
Manobo
high
school students if grouped according to:

1.1. sex, and
1.2. age
2.
What
are
the
reading
interests
of
the
respondents
considering the following:

2.1. What printed materials do the fourth year Manobo
high school students of Divine Word Manobo Cultural
Development Academy Foundation, Inc. read for:
2.1.1 academic; and
2.1.2 leisure activities
2.2. What topics interest them in their reading?
2.3. How much time do they spend in reading?
2.4. Where do they obtain their reading materials?
7
2.5. Who influence them in their reading and the choice
of
reading materials?
2.6. What benefits do they get from reading?

3. What is the reading performance profile of respondents
considering the following areas:
3.1. using phonetic analysis;
3.2. using structural analysis;
3.3. using contextual clues;
3.4.vocabulary building: idioms and figurative language;
3.5. finding the main idea and the supporting details;
3.6. classifying and organizing facts;
3.7. inferring meanings and drawing conclusions;
3.8. following directions;
3.9. using parts of the books; and
3.10.using
dictionaries,
encyclopedias
and
other
reference books
4. Is there a difference on the reading performance when
the students are grouped according to their profile?
5. Is there a relationship between the reading performance
of the respondents and the length of time they spent in
reading?
8
Statement of Hypotheses
Null Hypotheses
1.
There
is
no
significant
difference
on
the
reading
performances when students are grouped according to:

1.1 sex, and
1.2 age
2.
There
is
no
relationship
between
their
reading
performance and the length of time spent in reading by the

fourth year Manobo high school students.
Theoretical Framework
In Stephen Krashens Input Hypothesis, reading is the
primary focus. The hypotheses put primary importance on the
comprehensible
input
(CI)
that
language
learners
are
exposed to. Understanding spoken and written language input

is seen as the only mechanism that results in the increase
of underlying linguistic competence, and language output is
not
seen
as
having
any
effect
on
learners'
ability.
Furthermore, Krashen claimed that linguistic competence is

only advanced when language is subconsciously acquired, and
that
conscious learning cannot
be
used
as
source
of
spontaneous language production. Finally, learning is seen

to be heavily dependent on the mood of the learner, with
learning being impaired if the learner is under stress or
9
does
not
want
to
learn
the
language
(en.wikipedia.org/wiki/Input_hypothesis). This mood is what

Krashen called affective filters. In his Affective Filter
Hypothesis,
there
influenced
by
learning.
This
acquisition
reaching
the
is
emotional
particular
'screen'
variables
that
hypothetical
directly
but
language
filter
rather
acquisition
does
that
can
prevent
not
impact
prevents
input
part
the
of
is
from
brain.
According to Krashen the affective filter can be prompted

by
many
different
confidence,
variables
motivation
and
including
anxiety,
stress. Therefore,
selfreading
difficulties may be one of these affective filters that

hinder the learners to learn.
Conceptual Framework
Profile
1. Sex
2. Age
Reading Proficiency Skills

1. Using Phonetic Analysis
2. Using Structural Analysis
3. Using Contextual Clues
4. Vocabulary Building: Idioms
and Figurative Language
5. Finding the Main Idea and the
Supporting Details
6. Classifying and Organizing
Facts
7. Inferring Meanings and
Drawing Conclusions
8. Following Directions
9. Using Parts of the Books
10. Using the Dictionary,
Encyclopedia and other
reference books
Figure 1
Reading Interests
1. Types of Reading
materials for academic
purposes
2. Types of Reading
materials for leisure purposes
3. Topics in reading materials
4. Time spent in reading
5. Persons who influenced
their choice of reading
materials
6. Sources of reading
materials
7. Benefits in reading
10
The
reading
will
diagram
above
proficiency
help
the
depicts
of
the
researchers
the
determinants
students.
in
These
distinguishing
of
the
determinants
how
reading
proficiency vary from one person to another, considering

their profile. In this way, it will help everyone, as long
as
education
is
concerned,
in
formulating
suitable
strategies in teaching and learning.
Significance of the Study

The result of the study will be beneficial to the
following:
Community. It can provide a basis for the students to
minimize
their
reading
respond,
could
help
difficulties.
the
schools
The
society,
reading
programs
as
with
projects and could put up a public library for the students

to enhance their reading abilities.
School.
It
can
provide
basis
in
improving
and
developing a reading program which remediates the reading

difficulties
of
the
Manobo
students
and
could
conduct
special classes in reading.

Teachers. It can provide a basis for the teachers to
monitor the performance of the students in reading. The
teacher
can
adopt
better
strategy
to
improve
the
11
students reading abilities. The teacher could also examine
the reasons of the reading difficulties of the students.
Students. It can help students determine their level
of reading. It can provide them idea on designing their
reading interest practices.
Parents. It can provide a basis for the parents to be
aware on the reading performance of their children.
Scope and Delimitation

This
study
focuses
the
analysis
of
the
reading
proficiency of fourth year Manobo high school students of

Divine Word Manobo Cultural Development Academy Foundation,
Inc. in Brgy. San Teodoro, Bunawan, Agusan del Sur.
Due to the notion that IP students are deprived from
the full access of quality education due to geographical
location, financial stability and educational orientation,
the
researchers
presumed
that
the
Manobo
students
have
difficulties in reading. The study focused on the fourth

year students for them to be given immediate remediation as
they will proceed to tertiary education.
It is presumed that the reading difficulty is primarily
concerned with silent reading. Oral reading was not taken
into consideration. Together with the data, the instrument
is composed of three (3) parts: Part I will be the personal
12
profile of the respondents, Part II will be the reading
interests of the respondentss.
It
is
presumed
that
the
said
areas
are
adequate
indicators of their reading proficiency.
Definition of Terms
The following words and phrases were defined to make
the research work comprehensible to the reader.
Manobo Students. In this study, Manobo students are
the fourth year students who are members of the Indigenous
Groups
with
ethnic
orientation
in
Divine
Word
Manobo
Cultural Development Academy Foundation, Inc. in Brgy. San

Teodoro, Bunawan, Agusan del Sur.
Reading Proficiency. This refers to a well- skilled
reading.
This
means
that
the
language
acquisition,
comprehension, and the capacity in reading are impressive.

Silent Reading. A means of language acquisition, of
communication, and sharing information and ideas. A process
of reading wherein the eyes and mind are working.
Reading Skills. These are the skills to be tested in
order
to
include
using
identify
using
the
phonetic
contextual
clues,
reading
skills,
performance
level.
identifying
vocabulary
building:
the
These
meaning
idioms
and
figurative language, finding the main idea in a paragraph.
13
finding the supporting details, classifying and organizing
facts, inferring meanings, drawing conclusions, following
directions,
using
parts
of
the
book,
using
dictionary,
encyclopedia, and other reference books.

Phonetic
analyzing
and
Skills.
This
determining
refers
the
to
meaning
the
of
ability
the
word
in
and
employing for speech sounds more than the minimum number of

symbols necessary to represent the significant differences
in the speech.
Structural Analysis. This refers on the method on how
words convey certain ideas of the author by sentence and
word organization within a work.
Contextual Clues. This refers to the words or phrases
that is used to determine the meaning of an unfamiliar
words in the sentence.
Vocabulary Building. This refers to the improvement of
the vocabulary of a reader through understanding idioms and
figurative language.
Classifying and Organizing Facts. This refers to the
separation
and
arrangement
of
ideas
and
facts
into
particular rational order based on the text read.

Using Reference Books. This refers to the ability of a
reader
needed.
to
determine
and
use
the
proper
reference
books
14
Reading Interest. This refers to the special attention

of
the
students
reading material.
allotted/devoted
in
reading
any
printed
Chapter 2
REVIEW OF RELATED LITERATURE
This
foreign
chapter
and
problem.
presents
local,
It
lays
which
out
literature
are
the
and
studies
both
related
to
the
present
foundation
of
the
present
endeavor. Topics such as reading process, reading abilities

and reading problems are treated in this study.
RELATED LITERATURE
Foreign Literature
Various
theories
exist
to
explain
what
is
involved
when reading and much of what was known about reading and
literacy
comes
from
research
on
first
language
(L1)
learners. However, current research generally views reading

as
an
interactive,
socio-cognitive
process
(Bernhardt
1991), involving a text, a reader, and a social context

within
which
reading,
the
an
activity
individual
of
reading
constructs
takes
meaning
place.
In
through
transaction with a written text that has been created by

symbols that represent language. The transaction involves
the readers acting on or interpreting the text and the
interpretation
is
influenced
by
the
readers
past
experiences, language background, and cultural framework,

as
well
as
the
readers
purpose
for
reading
(Hudelson
1994). However, the expectation and intent when reading is
16
to make meaning, to comprehend what was read (Grabe 1991;
Rigg 1986).
Within
the
complex
process
of
reading,
six
general
component skills and knowledge areas have been identified

(Grabe 1991): the automatic recognition skills which is a
virtually
unconscious
ability,
ideally
requiring
little
mental processing to recognize texts especially for word

identification;
the
vocabulary
and
structural
knowledge
which is a sound understanding of language structure and a

large
recognition
vocabulary;
the
formal
discourse
structure knowledge which is an understanding of how texts

are
organized
various
and
genres
how
of
information
text
(e.g.
is
put
together
report,
into
letter,
narrative); the content/world background knowledge which is

a prior knowledge of text- related information and a shared
understanding of a cultural information involved in text;
the Synthesis and evaluation skills/strategies which is the
ability
to
read
and
compare
information
from
multiple
sources, to think critically about what one reads, and to

decide what information is relevant or useful for ones
purpose;
and
the
metacognitive
knowledge
and
skills
monitoring which is an awareness of ones mental processes

and
the
ability
to
reflect
on
what
is
strategies one is employing while reading.
doing
and
the
17
Olson and Dillner (1976), as cited in the study of
Addun, pointed out that for students to enjoy reading, they
must
have
the
opportunity
to
read
books
beyond
those
required in a developmental program. It was observed that

some
reading
programs
failed
to
distinguish
between
activities that build reading skills and activities that

build the habits and attitudes. While it is true, a teacher
cant force a child to be interested in reading, he can
provide a program of recreational reading that would help
what the students want to read.
Students
who
read
materials
that
interest
them
can
retain what they read for three months. Readers benefit

from materials that contain target forms which are not so
different and may only be a little beyond their present
ability to understand (Cunningham, 1983).
Dawson (1978) explained that reading interest serves
as the springboard and spur to individual actions, oral and
written, creative and behavioral. The influence of books,
magazines
and
newspapers
may
be
far-reaching
at
its
ultimate and ought to be, for the purpose of reading is to

enhance life.
According
scientists
to
studying
Bond
the
and
Wagner
reading
(1969),
behavior
behavioral
patterns
of
children noted that discovering and raising the childrens
18
interest
in
reading
are
essential
conditions
for
continuous growth in reading ability.

Wilson (1958) revealed that over two- thirds of the
secondary school students read newspapers regularly, while
all the rest occasionally. The boys read more newspapers
that the girls but the girls read more books. He added that
the top three choices of boys are sports, crimes and auto
wrecks. The girls preferred entertainment, sports and local
news. The favorites of the youngsters were comics, sports,
movies.
Little
interest
was
shown
in
editorial,
public
affairs, columns and book reviews.

According to Bruner (1966), people seem to learn best
those things which they are interested in. As interest is
aroused, attention is more accurate and the mind is more
receptive. As part of the structure for ensuring success in
learning
reading
skills
and
subject
content,
motivation
makes an important contribution.

Many individual lower-class and minority children do
as well as or better than upper- and middle-class white
children in school. But when groups are compared, socially
disadvantaged children tend to get lower test scores and
poorer grades and to drop out sooner. Many explanations
have
been
inadequate
offered:
schools,
genetic
tracking,
deficits,
cultural
segregation
and
gaps,
societal
19
opportunities
(Understanding
Society:
An
Introduction
to
Sociology, p.396)
Local Literature
Developmental
specifically,
reading
kindergarten,
starts
and
in
the
continues
pre-school,
through
higher
years primary, intermediate, high school, and beyond as

deemed necessary. For sequential learning of skills, Umans
(1964:16) presents the skills ladder developed by Grace
Goddell. The great advantage of this ladder is that it
presents a gradeless approach to the teaching or learning
of skills to a particular grade or year level. The skills
ladder is presented in Figure 2 in the next page.
Step 13
Step 12
Step 11
Step 10
Step 9
Step 8
Step 7
Step 6
Step 5
Step 4
Step 3
Step 2
Step 1
Using the Encyclopedias and other Reference Books (Atlas,

Almanac, Book of Facts, etc.)
Using the Dictionary
Using Parts of a Book
Following Directions
Inferring Meanings, Drawing Conclusions
Classifying and Organizing Facts
Finding the Supporting Details
Finding the Main Idea
Vocabulary Building: Idioms, Figurative Language, and
Propaganda Devices
Using Contextual Clues
Using Structural Analysis
Using Phonetic Analysis
Basic Sight Words
Source: Villamin, 2002

Figure 2
Skills Ladder by Grace Goddell
20
According to Villamin, the acquisition of and growth
in reading skills are affected by several factors to which
the reading teacher should be alert. These factors, which
account
for
neurological
efficiency,
progress
factors,
or
failure
intelligence,
language
in
reading
visual
proficiency,
and
are:
auditory
perception
and
conceptualization, listening comprehension, personality and

emotional
factors,
environmental
facts,
and
general
physical condition.
Romero and Romero (1983) stressed that some students
are able to sound out words although they do not know what
the words mean. In the real sense, this is not reading.
What the students do is nothing but word calling. When one
reads
there
must
be
comprehension;
otherwise
no
reading
takes place.
RELATED STUDIES
Foreign Studies
In the
study of Al-Tamimi (2006), as cited in the
study of Besquera-Marcon, reading is a source of difficulty

for second language (L2) learners. The problems that they
encounter are due to a number of factors including lack of
appropriate
reading
strategies,
lack
of
background
21
knowledge related to the topic of the target language or
lack of attitudes toward reading, to name a few.
Vaughn
(1963)
determined
differences
in
reading
preferences given to 134 students in the eighth grade. In

general, boys preferred mystery and science, inventions,
history and biography. The girls chose stories relating to
home and shools, novels and mystery. Comics were chosen by
both boys and girls.
Bond (1960) stated that comics are in the reading list
of the majority of the children. But comics are popular not
only
with
children
but
also
with
adults.
Bond
further
pointed out that the problem is one of providing better

comics and of developing tastes and appreciation of other
stories.
It
is
necessary
that
children
should
learn
to
evaluate the comics to determine authenticity, accuracy and

literary merit of presentation.
Anderson (1958) made a study of the reading interest
of junior high school students and she revealed that more
travel
books
were
read
by
girls
than
by
boys.
More
biography and science were read by boys and more music

books by girls. So a student might have an interest in an
activity but might not carry his interest into his reading.
McCarthy
(1950)
determined
the
reading
interest
of
high school students through their choices of books from
22
their
school
libraries.
The
data
were
taken
from
the
individual reading record kept by the librarian and English

teachers in fifteen schools in Florida. The findings showed
that there were the predominance of reading of fiction in
girls. The boys ranked adventure first, followed by animal
stories.
The
boys
reading
preferences
were
more
diversified than those of the girls. Both sexes showed the

same degree of maturity in their reading choices.
Thorndike
childrens
reading
extent
which
to
(1941)
interest
made
in
chronological
comparative
order
age
to
and
study
determine
mental
of
the
maturity
control reading interest. He revealed that stories of home

life
of
romance,
or
feminine
school
adventure
are
emphatically rejected by boys, who are interested to a much

greater degree than girls, in science and invention, in
sports, and in violent adventure. Girls, on the other hand,
prefer home life, romance, and feminine school adventure.
The
study
of
Mullis,
as
cited
in
the
study
of
Besquera-Marcon, pointed out that the time spent in reading

is associated with competence in reading. Students who do
not read often lose ground academically even if they were
not struggling readers. The decline in interest in reading
may have much to do with the kinds of reading materials and
experience one encounter in school.
23
In the study by Chin-cheng Huang, the purpose is to
investigate
whether
diagnostic
reading
test
and
diagnostic teaching can help students who encounter reading

difficulty to solve reading problems and promote reading
competence and potential. Through three-month tutoring, the
student improved five grade levels in both word recognition
and
oral
diagnostic
comprehension.
reading
test
The
and
research
diagnostic
suggests
teaching
that
can
be
applied to help ESL/EFL students overcome reading problems

and improve their reading competence and potential.
Rampey
et.al
of
National
Center
for
Education
Statistics, U.S. Department of Education (2009) in their

study on trend in female-male NAEP reading average scores
gaps for 9,13 and 17-year-old students revealed that the
overall
improvement
in
reading
for
9-year-olds
was
also
seen in the results for both male and females students.

Average scores for both male and female 9-year-olds were
higher in 2008 than any previous assessment year. [...]
female students continued to score higher on average in
reading than male students in 2008. At age 9, the 7-point
gap in 2008 was not significantly different from the gap in
2004 but was narrower than the gap in 1971.
Al-Shumaimeri in his study on gender differences in
reading comprehension performance in relation to content
24
familiarity of gender-neutral text shows that gender and
content
familiarity
affected
the
were
students
found
overall
to
have
significantly
comprehension
performance
across passages. The male students seem to have performed

significantly
better
than
the
female
students
in
their
comprehension performance of gender-neutral texts. However,

the results appear to be in contrast to a view that has
become almost commonsensical: the assumption that female
students
are
in
general
more
successful
in
language
learning than their male counterparts (Sunderland, 2000).

Local Studies
Besquera-Marcon
(2014)
in
her
study
on
the
reading
proficiency of first year students of PHILSAGA High School

Foundation,
Inc.
revealed
that
the
type
of
reading
materials and language used in reading materials affects

the reading performance of the students.
Gumayagay
(2002)
in
her
study
on
the
reading
difficulties of the freshmen students of Guimba National

High
School
revealed
that
lack
of
proficiency
in
the
language could be a factor for the reading difficulties.

Badayog, et.al (2013) in their study on the reading
interests of the first year college students of Philippine
Normal University- Agusan Campus revealed that the students
read books, internet resources and newspaper for academic
25
purposes and books, magazines and internet resources for
leisure
purposes.
It
is
revealed
that
the
topics
that
interest them most were adventure, fantasy and horror and

most of them spend 30-60 minutes in reading. They obtain
their reading materials from the internet, school library,
home and friends. It also revealed that the people who
influence them of their choice of reading materials were
their
teachers,
friends,
classmates
and
other
family
members. The benefits they got from academic and leisure

reading is that it provides them information, help them
gain
ideas
about
popular
issue
and
sharpens
their
imagination. It also showed that there is no relation or

association between the grades of the first year students
in
English
and
the
time
spent
in
reading
by
printed
materials of the first year students.

Pastoleros (2003) study on the reading interests in
English of the grade six pupils revealed that students read
various materials; they read books both for academic and
leisure purposes. Aside from books, they also read comics,
magazines and newspapers. Most of them read for thirty to
sixty minutes but their reading interest still depend on
the type and complexity of the reading material. They got
their
reading
materials
at
home,
from
friends,
school
library, and from relatives. Parents, teachers, friends,
26
other family members and classmates influence their choice
of reading materials.
Addun (1999), concluded that boys like adventure while
girls like romance. Both boys and girls enjoyed reading
narratives. They preferred reading materials in Filipino
than in English. They also preferred reading materials that
are realistic that make them laugh and that are inspiring.
Macaspac (1993), reported that the students were drawn
to light, entertaining feature and ignored the more valueladden sections of newspapers and magazines.
The
present
study
aims
to
identify
the
reading
proficiency of the Manobo students in San Teodoro, Agusan

del Sur. The results of the study conducted will be used as
one of the bases in giving remedies and bridging lectures,
specifically in language, to Manobo students in order for
them to pass the admission test of the institution. This is
in
lined
Hub.
with
the
institutions
Multicultural
Education
Chapter 3
METHODOLOGY
This chapter presents the research design, research
locale,
the
respondents
of
the
study,
the
research
instruments, sampling design, data gathering procedure and

statistical treatment of the data gathered.
Research Design
The
aim
of
the
study
is
to
determine
the
reading
proficiency of fourth year Manobo high school students of

Inc. in Brgy. San Teodoro, Bunawan, Agusan del Sur, thus
the descriptive-survey method is used.
Locale of the Study
The study was conducted in Divine Word Manobo Cultural
Development Academy Foundation, Inc. (DWMCDAFI) in Brgy.
San Teodoro, Bunawan, Agusan del Sur. The DWMCDAFI is an
entity run by priests. All of the students in this school
are identified as indigenous people.
28
Respondents of the Study
The study was conducted to the fourth year Manobo high
school students of Divine Word Manobo Cultural Development
Academy
Foundation,
Inc.
in
Brgy.
San
Teodoro,
Bunawan,
Agusan del Sur during the school year 2013-2014. They have
a population of 18 students. Thus, a total enumeration of
respondents was used to assure the reliability of data. All
the respondents were identified as Manobo.
Research Instrument
The researchers used questionnaires to determine the
reading proficiency of the respondents. The questionnaires
were validated by the experts in the field of education.
The researchers adopted the same questionnaire used by
Besquera- Marcon and Badayog et.al. Some modifications were
made, thus, the need for the instrument to be validated.
The instrument is composed of three parts: Part I is the
personal profile of the respondents, Part II is the reading
interests of the respondents which includes the following:
(1.)
Read
for
academic
purposes,
(2.)
Read
for
leisure
purposes, (3.) Topics appealed to most, (4.) Time spent in

reading, (5.) Sources of printed materials, (6.) Influence
in
the
choice
of
reading
materials,
(7.)
Benefits
from
reading; and the last part is the reading performance of

the respondents: (1.) Using Phonetic Analysis, (2.) Using
29
Structural
Analysis,
(3.)
Using
Contextual
Clues,
(4.)
Vocabulary Building: Idioms and Figurative Language, (5.)

Finding
the
Main
Idea
and
the
Supporting
Details,
(6.)
Classifying and Organizing Facts, (7.) Inferring Meanings

and Drawing Conclusions, (8.) Following Directions, (9.)
Using Parts of the Books, and (10.) Using Dictionaries,
Encyclopedias and other Reference Books.
Data Gathering Procedure
The
researcher
utilized
the
procedure
below
in
conducting the study.

Phase
1.
Development
and
Validation
of
Research
Instrument. Since the instrument used in the study is the

same as the instrument of the study of Besquera-Marcon,
Virginia T. (2014) and Badayog, Charamie B. et.al. (2013),
there
is
no
need
of
validation
because
it
was
already
validated by a set of experts in the field of education.

Phase 2. Writing and Giving of Permission Letter to
the
Principal.
adviser.
letter
Afterwards,
the
was
noted
letter
by
was
the
researchers
submitted
to
the
principal for approval to conduct a study.

Phase
3.
Administration
of
Instruments
to
the
Respondents. The questionnaires were administered to the

respondents. Instructions and directions were clearly and
30
vividly
explained.
After
filling
up
and
answering
the
questionnaires, it was collected by the researchers.

Phase 4. Data Recording and Tabulating. Data gathered
from
the
students
was
then
recorded
and
tabulated
for
analyzed
and
analysis and interpretation.

Statistical Treatment of Data
The
data
was
tabulated,
statistically
interpreted by the frequency and percentage to determine

the
profile;
mean
and
standard
deviation
to
determine
reading performance; Analysis of Variance (ANOVA) for the

significant difference; and Pearson Coefficient Correlation
in determining the significant relationship of the length
of time spent in reading to the reading performance of the
fourth year high school Manobo students.
Below was the basis used in interpreting the reading
performance.
Scale
Interpretation
4.50-5.00
Outstanding
3.50-4.49
Above Average
2.50-3.49
Average
1.50-2.49
Below Average
0.00-1.49
Poor
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This
chapter
is
concerned
with
the
presentation,
analysis, and interpretation of the data gathered

Profile of the Fourth Year Manobo Students
of DWMCDAFI
Sex. The profile of the fourth year Manobo students of
Inc. in terms of their sex is presented in Table 1.
Table 1
Profile of Fourth Year Manobo Students of DWMCDAFI
in Terms of Sex
Sex
Male
Female
Frequency
6
12
Percentage
33.33
66.67
The table shows that out of 18 students, 12 or 66.65%

are female and 6 or 33.33% are male. This shows that there
are more girls than boys.
Age. The profile of the fourth year Manobo students of

DWMCDAFI in terms of their age is shown in Table 2.
32
Table 2
Profile of Fourth Year Manobo Students of DWMCDAFI
in Terms of Age
Age
14-16
17-19
Frequency
8
10
Percentage
44. 44
55.56
As shown in Table 2, 8 or 44.44% out of 12 of the

fourth year Manobo students belong to ages that range from
14-16 and 10 or 55.56% belong to ages that range from 1719. It means that mostly of the students are older than the
typical fourth year student. It also implies that students
have
difficulties
in
going
to
school
due
to
their
geographical location and financial status.

Reading Interests of the Fourth Year Manobo Students
of DWMCDAFI
Table 3 presents the types of printed materials prefer
to
read
most
by
the
fourth
year
Manobo
students
for
academic purposes.
Table 3
Mean Distribution of the Fourth Year Manobo Students of
DWMCDAFI in the Types of Printed Materials for Academic
Purposes
Types of Printed Materials
Books
Newspapers
Comics
Journals
Magazines
Internet Resources
Mean
2.67
1.72
1.83
2.06
1.78
1.67
Std. Deviation
0.471
0.731
0.687
0.621
0.853
0.817
Rank
1
5
3
2
4
6
33
The
frequently
respondents
read
and
ranked
rarely
them
read.
from
It
mostly
appears
that
read,
their
first choice as mostly read is book, followed by journals

and comics. Magazines, newspapers and internet sources were
least
prioritized
in
reading
for
academic
purposes.
The
respondents response was influenced by the availability of

reading materials. They are more exposed in reading books
because those are the present materials in their school.
Moreover,
expensive
the
materials,
least
thus,
prioritized
are
the
cannot
school,
said
to
afford
be
to
accommodate each student.
Table 4 presents the type of printed materials read by

the fourth year Manobo students for leisure purposes.
Table 4
Mean Distribution of the Fourth Year Manobo Students of
DWMCDAFI in the Types of Printed Materials for Leisure
Purposes
Types of Printed Materials
Books
Newspapers
Comics
Journals
Magazines
Internet Resources
Mean
2.61
1.72
1.83
2.11
2
1.61
Std. Deviation
0.487
0.731
0.687
0.567
0.745
0.756
Rank
1
5
4
2
3
6
34
Leisurely
respondents.
books,
reading
The
followed
table
by
was
done
voluntarily
shows
that
students
journals
and
by
the
mostly
read
magazines.
Comics,
newspapers and internet sources were least prioritize in

reading for leisure purposes. It means that even in leisure
purposes, the respondents read books because of the fact
that the other materials are not available or sufficient
for all the respondents.
Table 5 presents topics in the printed materials that

appeal to the fourth year Manobo students.
Table 5
Frequency and Percentage Distribution of the Fourth Year
Manobo Students of DWMCDAFI According
to the Topics in the Printed Materials
Topics in the Printed Materials
Adventure
Excitement
Fantasy
Technology
Science Fiction
Romance
Lifestyle
Horror
Religion
Sports
Mystery
Realism
Action
Humor
Legend: n=18
Frequency
14
10
10
6
9
6
10
8
11
8
10
2
6
4
Percentage
77.78
55.56
55.56
33.33
50
38.89
55.56
44.44
61.11
44.44
55.56
11.11
33.33
22.22
Rank
1
4.5
4.5
11.5
7
10
4.5
8.5
2
8.5
4.5
14
11.5
13
35
The
table
shows
that
in
so
far
as
the
topic
of
interest is concerned, it appears that adventure appeals to

the students most wherein 77.78% of the students consider
it
interesting.
religion
is
In
also
the
table,
appealing,
61.11%
followed
considered
by
that
excitement,
fantasy, lifestyle and mystery (55.56%), science fiction

(50%),
horror
and
sports
(44.44%),
romance
(38.89%),
technology and action (33.33%), humor (22.22%) and realism

(11.11%), respectively. This supports the study of Badayog,
et. al. (2013) that the topic that interest them most is
adventure. However, the respondents second most choice of
topic that interests them is religion which is reflected to
the type of school they are enrolled in.
The
findings
indicate
that
the
respondents
like
adventure themes basically because as a teenager, they want

fun and ventures which they cannot experience often. The
second appealing theme which is religion is reflected on
the kind of school they are enrolled. Since they are in a
sectarian school and was managed and educated for free by a
priest, they are more exposed to religious activities.
Table
presents
the
fourth year Manobo students.
length
of
time
spent
by
the
36
Table 6
Manobo Students of DWMCDAFI According to
Length of Time Devoted to Reading
Length of Time
less than 30 minutes
30-60 minutes
over 1 hour
Legend: n=18
Frequency
7
9
2
Percentage
38.89
50
11.11
It shows that 50% of the respondents read for about

30-60 minutes, 38.89% read less than 30 minutes and 11.11%
spent over an hour in reading. This supports the study of
Badayog,
et.
al
(2013)
and
Pastolero
(2003)
that
most
students spend 30-60 minutes in reading.
Table 7 presents the source of reading materials of

the fourth year Manobo students.
Table 7
Manobo Students of DWMCDAFI According to the
Source of Reading Materials
Source
Home
Friends
relatives
school library
bookstores
internet sources
teacher
Legend: n=18
Frequency
9
11
2
17
6
7
2
Percentage
50
61.11
11.11
99.44
33.33
38.89
11.11
Rank
3
2
6.5
1
5
4
6.5
37
The table shows that 99.44% of the students got the
printed materials they read from the school library, 61.11%
from friends, 50% from home, 38.89% from internet sources,
33.33%
from
teacher.
bookstores,
The
result
11.11%
supports
from
the
their
fact
relatives
that
the
and
Manobo
students source of reading materials is the school library

which
is
the
nearest
facility
students
relatives
are
materials
because
their
boardinghouse
which
the
means
in
their
least
school
they
source
serves
are
far
school.
of
The
reading
also
their
from
their
relatives.
Table 8 presents the persons who influence the fourth

year Manobo students in reading.
Table 8
Manobo Students of DWMCDAFI According to the People Who
Influence Them
Influences
Parents
Librarian
Friends
Classmates
Teachers
Other family members
School director
Principal
Legend: n=18
Frequency
13
1
13
11
17
7
1
1
Percentage
72.22
5.56
72.22
61.11
94.44
38.89
5.56
5.56
Rank
2.5
7
2.5
4
1
5
7
7
38
It shows that 94.44% claimed that teachers are most
influential in their choice of reading materials, 72.22%
respond that their parents and friends motivated them to
read, 61.11% of students have influential classmates who
determined
their
reading
materials
and
38.89%
students
responded in saying that their other family members also

motivated them to read. The results yields that 5.56% of
the
students
were
also
influenced
by
their
librarian,
school director and principal. It supports the study of

Badayog, et. al. (2013) that their teacher is the most
influential person in their choice of reading materials.
The result only implies that teachers have the most crucial
role
in
the
development
of
the
students
reading
proficiency.
Table 9 presents the benefits of reading according to
the fourth year Manobo students.
Table 9
Frequency and Percentage Distribution According to the
Fourth Year Manobo Students' Reasons for Reading
Benefits
It provides information.
It is a means of leisure.
It enables me to comply with school requirements.
It relieves me from emotional tension.
It sharpens my imagination.
It provides me more ideas for my vocation.
It helps me gain about popular issues.
Legend: n=18
Frequency
15
3
3
7
9
12
11
Percentage
83.33
16.67
16.67
38.89
50
66.67
61.11
Rank
1
6.5
6.5
5
4
2
3
39
Reading
academic
considered
reasons
important
first,
was
effects
it
and
other
of
reading
provides
beneficial
to
purposes.
to
information
them
The
were
(83.33%);
students
three
as
for
most
follows:
second,
it
provides them more ideas for their vocation (66.67%) and

third, it helps them gain about popular issues (61.11%).
They also said that reading sharpens their imagination
(50%), others said that it relieves them from emotional
tension (38.89%), and lastly, it is a means of leisure and
it enables them to comply with their school requirements
(16.67%). It supports the study of Badayog, et.al. (2013)
that the benefit they get most from reading is that it
provides information.
It would be always considered that reading is a source
of information not only for our respondents but for all the
readers as well.
Reading Performance of the Fourth Year Manobo Students

of DWMCDAFI
The reading performance result was obtained through
the
result
of
the
reading
performance
scores
of
the
respondents. This determined which of the skills yield poor

results.
40
Using
the
mean
and
standard
deviation,
the
reading
performance result of the respondents is shown in Table 10

above.
Table 10
Reading Performance of the Fourth Year Manobo Students of
DWMCDAFI As Classified by Reading Skills
Reading Skills
Mean
Std. Deviation
A. Using Phonetic Analysis

B. Using Structural Analysis
C. Using Contextual Clues
D. Vocabulary Building: Idioms and
Figurative Language
E. Finding Main Idea and
Supporting Details
F. Classifying and Organizing Facts
G. Inferring Meaning and Drawing
Conclusions
H. Following Directions
I. Using Parts of a Book
J. Using Dictionary, the
Encyclopedia and Other
Reference Books
Overall
2.44
3.89
2.44
1.097
1.641
1.199
Interpretation
(Performance)
Below Average
Above Average
Below Average
2.94
1.893
Average
3.50
1.043
Above Average
4.11
1.023
Above Average
2.67
1.372
Average
3.56
3.61
0.922
1.092
Above Average
Above Average
2.94
1.589
Average
The table presents the result of the 10 reading skills

tested. Each skill was checked through the scores obtained
by the respondents. Out of the 10 reading skills, using
phonetic analysis and contextual clues yield below average
result. Vocabulary building, inferring meaning and drawing
conclusion
and
reference
books
using
using
structural
belong
dictionary
to
analysis,
encyclopedia
average.
finding
Five
the
and
reading
main
other
skills:
idea
and
41
supporting
details,
classifying
and
organizing
facts,
following directions and using parts of a book belong to

above average. This implies that Manobo students are low in
recognizing the right pronunciation of words because the
teachers are using their native language in teaching so
that the students can easily and quickly grasp the lesson.
They are also less exposed in identifying contextual clues
because the same reason.
Overall Performance of the Fourth Year Manobo Students
of DWMCDAFI
The
fourth
overall
year
result
Manobo
of
students
the
of
reading
performance
DWMCDAFI
when
of
grouped
according to their sex is illustrated in Table 11.

Table 11
Overall Result of the Reading Performance of the Fourth
Year Manobo Students of DWMCDAFI Based on Sex
Source of
Sum of
Degree of
Mean Square
Variations
Squares
Freedom
Sex
4.694
1
4.694
Error
769.083
16
48.068
Total
773.778
17
a. R squared = .006 (Adjusted R Squared = -.056)
= 0.05
Dependent Variable: Reading Performance Score
P-value
0.098
0.759
Accept Ho
Since the over-all P value of the reading performance

of the fourth year Manobo students of Divine Word Manobo
Cultural Development Academy Foundation, Inc. based on sex
42
is higher than the level of significance which is 0.05, it
means that there is no significant difference. It explains
that sex does not affect the reading performance of the
students.
It
respondents
means
is
that
not
the
reading
determined
by
proficiency
their
of
the
sex.
This
contradicts the study of Rampey (2009) and Al Shumaimeri

that
female
students
students
and
male
score
higher
students
have
in
reading
performed
than
male
significantly
better than female, respectively.
The
fourth
overall
year
result
Manobo
of
students
the
of
reading
performance
DWMCDAFI
when
of
grouped
according to their age is presented in Table 12.

Table
12
shows
the
over-all
result
of
the
reading
performance of the fourth year Manobo students of DWMCDAFI

when grouped according to age.
Table 12
Overall Result of the Reading Performance of the Fourth
Year Manobo Students of DWMCDAFI Based on Age
Source of
Sum of
Degree of
Mean Square
Variations
Squares
Freedom
Age
26.678
1
26.678
Error
747.100
16
46.694
Total
773.778
17
a. R squared = .034 (Adjusted R Squared = -.026)
= 0.05
Dependent Variable: Reading Performance Score
P-value
0.571
0.461
Accept Ho
43
Based
on
the
result,
there
is
no
significant
difference on the reading performance of the fourth year

Manobo students of DWMCDAFI when grouped according to age
since the P value which is 0.461 is higher than the level
of significance which is 0.05. This explains that the age
of the fourth year Manobo students does not affect their
ability in reading.
Relationship of Reading Interest
to Reading Performance
The correlation of the length of time spent in reading
to reading performance of fourth year Manobo students of
DWMCDAFI is presented in Table 13.
Table 13
Correlation of the Length of Time Spent in Reading of the
Fourth Year IP Students of DWMCDAFI to their
Reading Performance
Model
1
Model Summary
R Square
Adjusted R Square
0.02
0.0004109
-0.06206345
a. Predictors: (Constant), time
Std. Error of the

Estimate
P-value
0.936
6.952786555
Accept Ho
As shown in Table 13, the P value is 0.936 which is

greater than the level of significance which is 0.05. This
means that there is no relationship between the length of
time spent in reading and the reading performance of the
This explains that the length
44
of
time
spent
in
reading
does
not
affect
the
reading
performance. This supports the findings in the study of

Badayog,
et.
al
(2013)
that
there
is
no
relation
or
association between the grades and the length of time spent

in reading. This only implies that the students should not
only read the books and other reading materials but they
should also analyze, criticize and scrutinize the meaning
as well as the content of the books they are reading. In
other words, they should read beyond what is obvious or
literal.
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This
chapter
presents
the
summary
of
the
problems,
procedures, findings, conclusion and recommendations of the

study.
SUMMARY
The main concern of this study was to determine the
reading
proficiency
of
fourth
year
Manobo
high
school
students of Divine Word Manobo Cultural Development Academy

Foundation, Inc. (DWMCDAFI) in Brgy. San Teodoro, Bunawan,
Agusan del Sur. The researchers collected the data through
the administration of questionnaires to the respondents.
The
questionnaire
used
was
combination
of
instruments
from the study of Besquera-Marcon, Virginia T. in her study

of
the
Reading
Proficiency
of
First
Year
Students
of
PHILSAGA High School Foundation Inc.: Basis for Developing

Reading Intervention Program and from Badayog, Charamie B.,
et. al. in their study titled The Reading Interests of the
First Year College Students of Philippine Normal University
Agusan Campus, Second Semester, SY 2012-2013. Hence, the
instruments were already validated by the experts in the
field
of
education.
After
these,
the
researchers
administered the combined questionnaires to the fourth year
46
high school students with a population of eighteen (18)
students.
The Problem
Specifically,
it
sought
answers
to
the
following
questions:
1.
What
is
the
profile
of
the
fourth
year
Manobo
high
school students if grouped according to:

1.1. sex
1.2. age
2.
What
are
the
reading
interests
of
the
respondents
considering the following:

2.1. What printed materials do the fourth year Manobo
high school students of Divine Word Manobo Cultural
Development Academy Foundation, Inc. read for:
2.1.1 academic; and
2.1.2 leisure activities
2.2. What topics interest them in their reading?
2.3. How much time do they spend in reading?
2.4. Where do they obtain their reading materials?
2.5. Who influence them in their reading and the choice
of
reading materials?
2.6. What benefits do they get from reading?

3. What is the reading performance profile of respondents
considering the following areas:
47
3.1 Using Phonetic Analysis
3.2. Using Structural Analysis
3.3. Using Contextual Clues
3.4. Vocabulary Building: Idioms and Figurative Language
3.5. Finding the Main Idea and the Supporting Details
3.6. Classifying and Organizing Facts
3.7. Inferring Meanings and Drawing Conclusions
3.8. Following Directions
3.9. Using Parts of the Books
3.10.Using
Dictionaries,
Encyclopedias
and
other
Reference Books
4. Is there a difference on the reading performance when
the students are grouped according to profile?
5.
Is
there
relationship
between
their
reading
performance and the length of time spent in reading by

the fourth year Manobo high school students?
The Findings
Based
on
the
outcome
of
the
study,
the
following
findings were cited:

1. Out of 18 students, 12 or 66.65% are females and 6 or
33.33% are males.
48
2. For the age, 8 or 44.44% out of 12 of the fourth year IP
students belong to ages that range from 14-16 and 10 or
55.56% belong to ages that range from 17-19.
3. Most of the respondents read books, journals and comics
for academic purposes.
4. Most of the students read books, journals and magazines
for leisure purposes.
5. They have read books of various topics. The topics that
interest them most were adventure, religion, excitement,
fantasy, lifestyle and mystery.
6. The length of time they spend in reading the printed
materials was 30-60 minutes.
7. They obtain the above-mentioned reading materials from
the school library, friends and home.
8. Many people influence them in reading and the choice of
reading materials. They were their teachers, parents,
friends and classmates.
9. They
got
reading
several
such
as
benefits
it
from
provides
academic
them
and
leisure
information,
it
provides more ideas for their vocation, and helps them

gain ideas about popular issues.
10. Out of the 10 reading skills, using phonetic analysis
and
contextual
Vocabulary
clues
building,
yield
inferring
below
average
meaning
and
result.
drawing
49
conclusion and using dictionary encyclopedia and other
reference books belong to average. Five reading skills:
using
structural
supporting
analysis,
details,
finding
classifying
and
the
main
idea
organizing
and
facts,
following directions and using parts of a book belong to

above average.
11. There is no difference in the reading performance of the
fourth year Manobo high school students when they are
grouped according to their sex.
12. There is no difference in the reading performance of the
fourth
year
Manobo
students
when
they
are
grouped
according to their age.

13. There is no relationship in the length of time spent in
reading and the reading performance of the fourth year
Manobo high school students.
CONCLUSIONS
The conclusions are based on the outcome of this study
and the materials and procedures employed. The following
statements are concluded by the researchers.
1. The fourth year Manobo students of Divine Word Manobo
Cultural Development Academy Foundation, Inc. (DWMCDAFI)
in Brgy. San Teodoro, Bunawan, Agusan del Sur read books,
journals and comics for academic purposes. They rarely
50
used magazines, newspapers and internet resources as a
reading material for academic purposes.
2. They read books, journals and magazines for the leisure
purposes.
They
rarely
read
comics,
newspapers
and
internet resources for leisure purposes.

3. The topics that interest them most were adventure and
religion. The other topics that appealed to them were
excitement,
fiction,
fantasy,
horror,
lifestyle
sports,
and
romance,
mystery.
action,
Science
humor
and
realism were the topics that were less appealing to the

4. Most of the students spent 30- 60 minutes in reading.
5. The
primary
students
are
source
school
of
the
reading
library,
materials
friends
and
of
home.
most
Other
sources are from internet sources, bookstores, library,

relatives and teacher, respectively.
6. Teachers were the most influential person in their choice
of
reading
materials,
followed
by
their
parents
and
friends. Other persons who influenced their choice of

reading materials are their classmates, family members
and librarian. School director and principal were not
very influential in their choice.
7. Reading was beneficial to the students for both academic
and leisure reasons.
51
8. The
fourth
reading
year
Manobo
performance
high
on
the
school
areas
students
of
Using
had
high
Structural
Analysis, Finding the Main Idea and Supporting Details,

Classifying
and
Using
and
Parts
Organizing
of
Facts,
Book.
They
Following
had
Directions
average
reading
performance on the areas of Vocabulary Building: Idioms

and Figurative Language, Inferring Meaning and Drawing
Conclusions, Using Dictionary and the Encyclopedia and
Other Reference Books. They had below average reading
performance Using Phonetic Analysis and Using Contextual
Clues. Thus, their difficulty in reading is determining
and
analyzing
the
proper
pronunciation
of
word
and
understanding the written text through using the context

clues.
9. There is no difference on the reading performance of the
fourth
year
Manobo
high
school
students
when
grouped
according to sex and age. Thus, there is no difference in

the reading performance of the males to females and ages
14-16 to ages 17-19.
10.
There
is
performance
no
of
relationship
the
fourth
between
year
Manobo
the
high
reading
school
students and the length of time spent in reading. Thus,

the length of time spent in reading does not affect the
reading performance.
52
RECOMMENDATIONS
1. The researchers recommend the administration to have an
additional set of computers with internet connection to
be in the trend of the 21st century education in order to
maximize the use of computers and sources of information
that will help their education. There copies of updated
magazines
and
newspapers
for
academic
and
leisure
purposes should be taken into account as well.

2. The school should have more collection of
books and
other educational printed materials for the students to

read.
3. The researchers recommend that the students should spend
more time to read.
4. Based on the results of the study, the Manobo students
have difficulties in using phonetic analysis and using
contextual clues, the researchers recommend exposing the
students in pronunciation lessons in developing their
proper pronunciation skills and it is recommended that
the
teachers
should
help
the
students
in
developing
their vocabulary using context clues.

5. Language teachers should consider the reading materials
that the students use in their reading sessions. They
should have varied reading materials.
53
6. The researchers are encouraging the PNU community to
continuously take part in the development and welfare of
the Manobo students by means of educational support.
7.
Another
study
should
be
undertaken
to
find
the
relationship between the IQ of the students and the type

of reading materials read for academic purposes and the
time
spent
in
economic status.
reading
considering
also
their
socio-
54
BIBLIOGRAPHY
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Lorimes, L. Reading. Grolier Encyclopedia of Knowledge,
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Aboy,
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57
The National Center for Teacher Education
Agusan Campus
Prosperidad, Agusan del Sur
January 24, 2014
PROF. FABIAN C. PONTIVEROS, JR.
Associate Director for Research, Planning and Extension
This Institution
Sir:
Greetings!
We are presently enrolled in S-English 27: Introduction to Language Research, a course which
requires us to submit a full research.
In view of this, we would like to ask your permission to conduct our research study entitled
Reading Proficiency of Fourth Year Manobo High School Students of Divine Word Manobo Cultural
Development Academy Foundation, Inc., Bunawan, Agusan del Sur, S.Y. 2013 2014.
We are looking forward for your approval. Thank you!
Respectfully yours,
(Sgd.) ROMAR M. BELTRAN
(Sgd.) JEALF ZENIA L. CASTRO
(Sgd.) JERICO E. FUNCION
(Sgd.) MARY GRACE Y. JUNIO
(Sgd.) BERYL E. MAYUBAY
(Sgd.) RELZAN M. NIPA
(Sgd.) CANDELARIA H. PEREZ
(Sgd.) AL G. SOBREJUANITE
Researchers
Noted:
(Sgd.) ADELYNE M. COSTELO-ABREA, Ph. D
Course Professor
Approved:
(Sgd.) FABIAN C. PONTIVEROS, JR.
Associate Director for Research, Planning and Extension
58
The National Center for Teacher Education
Agusan Campus
January 24, 2014
Fr. RUBY A. TAGARO, SVD
School Head, Divine Word Manobo Community School
Sir:
Greetings!
The BSE III- English is currently enrolled in the course S-English 27 (Introduction to Language
Research). Pursuant to the requirements of the course, the undersigned are conducting the study titled
Reading Proficiency of Fourth Year Manobo High School Students of Divine Word Manobo Cultural
Development Academy Foundation, Inc., Bunawan, Agusan del Sur, S.Y. 2013 2014.
In this connection, the researchers are requesting your permission to conduct the research in your
school.
We are looking forward for a positive response to this request.
Thank you!
Respectfully yours,
(Sgd.) ROMAR M. BELTRAN
(Sgd.) JEALF ZENIA L. CASTRO
(Sgd.) JERICO E. FUNCION
(Sgd.) MARY GRACE Y. JUNIO
(Sgd.) BERYL E. MAYUBAY
(Sgd.) RELZAN M. NIPA
(Sgd.) CANDELARIA H. PEREZ
(Sgd.) AL G. SOBREJUANITE
Researchers
Noted:
(Sgd.) ADELYNE M. COSTELO-ABREA, Ph. D
Course Professor
Approved:
(Sgd.) Fr. RUBY A. TAGARO, SVD
School Head, Divine Word Manobo Community School
59
INSTRUMENT
Dear Respondent:
The undersigned are presently conducting a research titled Reading Proficiency of Fourth
Year Manobo High School Students of Divine Word Manobo Cultural Development
Academy Foundation, Inc., Bunawan, Agusan del Sur, S.Y. 2013 2014.
The reading difficulty examination that the researchers will conduct today is the most crucial part
of the study. Please follow the directions and answer every item carefully. Furthermore, fill up the
data sheet completely for accuracy in determining the factors that affect your reading difficulties.
Rest assured that your responses will be treated with utmost confidentiality.
Thank you very much and God bless!
Very respectfully yours,
ROMAR M. BELTRAN
JEALF ZENIA L. CASTRO
JERICO E. FUNCION
MARY GRACE Y. JUNIO
BERYL E. MAYUBAY
RELZAN M. NIPA
CANDELARIA H. PEREZ
AL G. SOBREJUANITE
Researchers
______________________________________________________________________
PART I
PERSONAL PROFILE
Name: _________________________________________ Sex: _______________
Ethnic Group:
Please Check: _________ Manobo _______ Higa-onon
Others (please specify) ____________________ Age: _______________
Location from home to school:
(Please check) __________ near
____________ far
Residence Address: ______________________________________________________
PART II
READING INTERESTS
Directions: Read the following questions carefully and honestly. Indicate your answer
on the spaces provided for.
1. Rank the printed materials you read for academic activities. (3- mostly read; 2frequently read; 1 rarely read)
___________ Books
____________ Journals
___________ Newspapers
____________ Magazines
___________ Comics
____________ Internet Sources
___________ others, please specify _____________________________
60
2. Rank the printed materials you read for leisure activities. (3- mostly read; 2frequently read; 1- rarely read)
___________ Books
____________ Journals
___________ Newspapers
____________ Magazines
___________ Comics
____________ Internet Sources
___________others, please specify _____________________________
3. What topics appeal to you most? Multiple answers possible.
___________adventure ____________ romance ____________ mystery
___________excitement ____________ lifestyle ____________ realism
___________fantasy
____________ horror
____________ action
___________ technology ____________ religion ____________humor
___________ science fiction ____________ sports
___________ others, please specify___________________________________
4. How much time do you spend in reading for academic purposes?
____________ less than 30 minutes
____________ 30-60 minutes
____________ Over 1 hour
5. Where do you get the printed materials that you read? Multiple answers possible.
_________ at home
__________ from the library
_________ from friends
__________ bookstores
_________ from relatives
__________ internet sources
_________ from school library
_________ others, please specify ______________________________
6. Who influence you in the choice of reading materials? Multiple answers possible.
_________ parents
_________ classmates
_________ librarians
_________ teachers
_________ friends
_________ other family members
_________others, please specify _______________________________
7. What benefits can you get from reading? Multiple answers possible.
_________ It provides information.
_________ It is a means of leisure.
_________ It enables me to comply with school requirements.
_________ It relieves me from emotional tension.
_________ It sharpens me from imagination.
_________ It provides me more ideas for my vocation.
_________ It helps me gain ideas about popular issues.
PART III
READING PERFORMANCE
I. Using Phonetic Analysis
Directions: Choose the letter of the word that contains the different vowel
sounds among the group indicated by the underlined phonemes.
_____1. A. addict
B. math
C. statue
D. car
61
_____ 2. A. freak
_____ 3. A. look
_____ 4. A. private
_____ 5. A. act
B. speak
B. pool
B. chocolate
B. ace
C. leak
C. school
C. evaluate
C. ant
D. break
D. smooth
D. mountain
D. apt
II. Using Structural Analysis (Items 6-10)

Directions: Read each sentence below and write the root of the underlined
word in the blank.
e.g. Happiness is evident on her face.
Root word: happy
_____________6. What do you need to do your research?
_____________7. When a governor gives his word, you are sure he will keep it.
_____________8. If you want to criticize the work of the child, do so tactfully.
_____________9. Honesty is the best policy.
_____________10. The children are very helpful in household chores.
III. Using Contextual Clues (Items 11-15)
Directions: Read the paragraph carefully. Choose the meaning of the
underlined word through context clues. Write the letter of your choice on the
space provided before the number.
Exercise
If you exercise strenuously for a long period of time, be sure you drink plenty of
water before, during and after exercising. You can determine how much to drink be
weighing yourself before you begin exercising. After exercising, drink enough water
to regain the weight you may have lost while exercising. It also helps control the heat
during a vigorous exercise. If we do not have much water in our body, toxic waste
may accumulate and poison our body. Dehydration, or excessive loss of water, is
dangerous.
____11. If you exercise strenuously for a long period you need to drink water.
A. fastly
C. with great efforts
B. slowly
D. immediate
____12. Excessive loss of water is dangerous.
A. moderate C. fast
B. too much D. strong
____13-14. If we do not have much water in our body toxic waste may accumulate
and poison our body.
A. poisonous C. bad
B. much
D. odorous
____14.
A. decrease
B. reduce
C. increase
D. eliminate
____15. Water also helps control the heat during a vigorous exercise.
A. performed with physical and mental force
B. performed gracefully
C. performed with others
D. performed alone
62
IV. Vocabulary Building: Idioms or Figurative Language (16-20)

Directions: Study carefully the idiomatic expressions and fill in the blank with
correct idiom.
a cats nap
- a short sleep during the day
beer and skittles
- fun and pleasure
once in a blue moon
- vary rarely
give ones right arm
- be willing; prepared to make a great sacrifice
blow by blow
- including all details, events, in order
16. Life is not all _____________________________.

17. Why dont you take ______________________________ if youre tired?
18. Ethel gave me a __________________________ account of the accident.
19. All the contestants would ________________________ to win in the competition.
20. She attends choir practice only ___________________________.
V. Finding the Main Idea and Supporting Details (21-25)
Directions: Read the paragraphs below. As you read, think about the main idea
of the paragraph and the details that support the main idea. Then answer the
questions. Write the letter of your choice on the blanks.
For item no.21
Yesterday was my birthday. When I woke up, I noticed my brother Josh hung
up a big sign that said Happy Birthday, Charles! Mom made spaghetti for dinner. Its
my favorite food in the world. My friend Dave came over and handed me a wrapped
gift. I wondered what it was. It was a new basketball! I had a great day.
____21. What is the main idea of this paragraph?
A. Josh got lots of gifts.
B. Charles got a lot of gifts.
C. Charles had a great birthday.
D. Josh had a great birthday.
For item no. 22
Planting seeds for a vegetable or flower garden is easy. Begin by turning over
the soil. Then make a furrow with a hoe or stick. Following the directions in the seed
packet, gently shake the seeds into the furrow, and cover them with earth or soil.
Firm down the soil with the back of the hoe. Keep the ground moist until the plants
appear. Thin or trim the plants as directed, after they got the second set of leaves.
____22. What is the paragraph all about (main idea)?
A. How to plant vegetables and flowers in the garden
B. How to plant seeds for a vegetable and flower garden
C. How to make a furrow in the garden
D. How to grow vegetables and flowers in the garden
For item no. 23
The rainforest has four main layers. Different plants and animals live in
each layer. Some layers get more sunlight than other layers. The names of these
layers are the emergent layer, the canopy, the understory, and the forest floor.
63
____23. What is the main idea of this passage?

A. There are four main layers in the rainforest.
B. We should take care of the rainforest.
C. Rainforest is important.
D. We should plant more trees in the forest.
For items nos. 24-25
Michael believes that doing certain things will bring him good luck. He always
carries a rabbits foot. He looks on the ground for pennies that are heads up.
Sometimes, he even wears his clothes inside out. Michael also thinks that avoiding
certain things can prevent bad luck. He wont walk under a ladder or open umbrella
indoors, And hed never let a black cat cross his path. Michaels friends laugh at his
strange beliefs, but he doesnt care. Michaels superstitions make him feel safe.
____24. What is something that Michael believes will bring him good luck?
A. Walking under a ladder
B. Finding a penny heads up
C. Laughing a lot
D. Opening an umbrella indoors
____25. Which detail tells why Michael always carries rabbits foot?
A. He believes that doing certain things will bring him good luck.
B. Sometimes, he even wears his clothes inside out.
C. His friends laugh at his strange beliefs but he doesnt care.
VI. Classifying and Organizing Facts (26-30)
Directions: Read the passage carefully. Then, finish the skeleton outline
that you will find at the end of the passage.
One of the more serious problems facing the country today is pollution due to
improper handling and disposal of solid wastes. Uncollected garbage is left on the
streets, dumped into storm drains, esteros, canals, creeks or rivers. In addition, burning
trash is becoming a common sight at the metropolis, adding to the pollution. Garbage
from homes, which represent about 50 percent of the total waste generated, constitutes
the single largest source of solid wastes. The industrial sector is another source of
pollution. Some factories discharge untreated liquid wastes into drains and rivers or
dump solid wastes on farmland and other sites. To solve this problem, the DENR has
already launched its Environmental Management Program and many cities and towns
have signed up.
Skeleton Outline
I. Sources of Pollution
(26) A. _______________________________________________
(27) B. _______________________________________________
(28) C. _______________________________________________
(29) D. _______________________________________________
II. Solution to Pollution Problem
(30) __________________________________________________
64
VII. Inferring Meanings and Drawing Conclusions (31-35)

Directions: Read the passage. Then, answer the questions. Write the letter on the
space provided.
A Holy Gospel
A reading from the Holy Gospel reads: Ask, and you shall receive; seek and
you shall find; knock, and the door will be opened to you. Would any of you who are
fathers give your son a stone when he asks for bread: Or would you give him a snake
when he asks for a fish? As bad you are, you know to give good things to your children.
How much more then will your Father in Heaven give good things to those who ask
Him! For everyone who asks will receive; and anyone who seeks will find and the door
will be opened to those who knock.
____31. The Holy Gospel teaches
A. asking for forgiveness
B. mercy and abundance
C. contentment and satisfaction

D. prayer and petition
____32. The reading challenges mankind of their

A. belief and faith in God
B. obedience to God
C. forgiveness to others
D. obligation to their neighbor
____33. The father figure in the selection means
A. a father who is cruel
B. a father who helps
C. a father who is a good provider
D. a father who neglects his duties to his children
_____34. Except one point, it is implied that even a bad father is:
A. not looking forward to support his children
B. looking forward his children as economic asset
C. looking forward to teach his children
D. looking forward to provide his children their needs
_____35. From the reading, we can deduce that our Father in Heaven
A. gives His children harmful things
B. gives His children luxurious things
C. provides His children bountiful blessings
D. None of the above
VIII. Following Directions (36-40)
Directions: Read the directions carefully and do the instruction as fast as
you can.
36. Rewrite these words on the blanks arranging them in alphabetical order.
Electricity
Voltage
Commutator
Transformer
Ampere
_______________________
_______________________
_______________________
_______________________
_______________________
65
37. Encircle all the odd numbers and underline twice the smallest even number in
this series.
15
20
16
10
17
25
47
12
80
38. Write all the vowel letters in the box. Then underline the middle letter.
39. Write the symbol for multiplication. Opposite it write the symbol for subtraction.
40. Draw a line that will connect the dots to form letter Z.
IX. Using Parts of a Book

Let Us Review the Parts of the Book
1. Title Page contains the title of the book and the names of the authors
2. Copyright Page contains the name of the company that published the book
and the date of publication
3. Table of Contents contains the list of topics or titles presented in the book
and the pages where these are found
4. Preface/Foreword/Introduction explains the purpose of the author in writing
the book and some special features
5. Text/Body the main part of the book and contains information
6. Glossary contains a list of difficult words found in the book with their
meanings as used in the book
7. Appendix contains list of additional topics or information that will help the
reader understand some concepts presented in the text
8. Bibliography contains a list of books and other references used by the
author in writing the book
9. Index contains detailed alphabetical listing of names of important persons
and places and the topics found in the book, with their corresponding pages
in the book.
Directions: Identify the parts of the book. Write your answers on the blanks
provided. (41-45)
66
CONTENTS
Reprinted 2005
Philippine Copyright 2004
By SIBS Publishing House, Inc.
And Araceli M. Villamin
And Carleen S. Sedilla
All Rights Reserved
No part of this book may be reproduced in
any form or by any means without the
permission from the authors and the
publisher
EOOS CAI
ISBN 971-791-578-4
MEMBER:
PHILIPPINE
EDUCTIONAL
PUBLISHERS
Preface, xi
Acknowledgments, xv
Unit 1
Expanding your Horizon
Lesson 1
I Am a Filipino, 2
R/L 1. Getting the main idea, 5
L/S 2. Introducing oneself, 7
L/G 3. Identifying nouns, 8
W/S 4. Filling out information sheet, 10
Lesson 2
Id Like to Teach the World to Sing
L/S 5. Listening and supplying the details, 13
R/L 6. Interpreting lines of a song or poem, 14
W/S 7. Identifying abstract and concrete nouns, 17
W/S 8. Spelling some difficult words, 18
iii
41. ______________________
alacrity promptness in response

allergic having an aversion
angelic fire The deal life, the life that one deam of
apotheosis The perfect example or model
aquaculture The maritime version of agriculture
arbiter A person with power to decide a dispute
bale A large bundles of goods
beckon Summon or signal typically with a wave, inviting
bliss Complete happiness
condolence An expression of sympathy
conduit A pipe or tube used to protect electrical wires and
cabinets
console Alleviate ones grief or loss
contour An outline especially or curving or irregular shape
defiance The act of resisting, contending, or fighting
dispossess Put out of possession or occupancy
dwelling House
earthquake A tremor or vibration of Earths crust due to faulting
effulgent Shining with radiant splendor
321
43. ______________________
42. ______________________
Abstract nouns, 17
Adjectival Phrase, 52
Adverbs, 116-119
Adverbials, 116-119
Alliteration, 232-233
Alvero, Aurelio, 120
Anderson, Christopher, 246,252
Antecedents, 125,126,219
Arroyo, Dennis M. 256
Antecedents, 125, 126,219
Author Card, 42, 43
Auxiliary Verbs, 183
Common nouns, 8,9

Conclusions, writing, 165-167
Concrete nouns, 17, 18
Conditional verbs, 253
Context clues, 81
Count nouns, 27
Darion, Joe, 243
Declarative sentence, 173
Directions, 172
Becker, William M. 12
Baja, Emmanuel, 90
Bautista, Cirilo F., 302,303
Book, parts, 31,32
Borrowed words, 307
Fact, 24-25,114,145,253
Fantasy, 144
Figures of Speech, 198-199
Folktales, 137-140
Caption, 28
Card Catalog, 42,43
Cartoons, 216
Clauses, 210-211
Galdon, Fr. Joseph, 221

Gerunds, 133-134
Glide, 163-164
Graph, 70-72
Earthquakes, 176-180
Edmonds, I.G, 135
328
44. _____________________
67
SIBS COMMUNICATION ARTS SERIES
ROADS TO
GREATNESS
CARLEEN S. SEDILLA
ARACELI M. VILLAMIN
45. ______________________
X. Using the Dictionaries, Encyclopedia and other Reference Books (46-50)
Directions: Write the source you would use to answer each questions. Choose
from the list of words in the box. Write your answer in the blank before the
number.
A. Atlas (or book of maps) provides information about cities, countries, continents,
mountains, lakes, and other geographical features. Some also give information on
climate, natural resources, industries, and transportation networks.
B. Literary References
1. book of quotations provide information on where a quotation came from and who
said it
2. handbook it gives plot or summaries or describe characters, others explain literary
term or give information about the authors
C. Almanac contain up-to-date facts and statistics about the subjects such as
population, weather, governments, business, and sports. It also contains historical
facts and geographical information
D. Specialized dictionary provide information about specific fields such as medicine,
music, and computer science
E. Biographical reference are used in finding information about famous people, past
and present
F. Specialized Encyclopedias concentrate on specific subjects
____46. What made Adolf Hitler famous?
____47. What are the elements of drama?
____48. What does balance mean in accountancy?
____49. What was the population of the Philippines in 2000?
____50. Where is the island Tonga located?
68
CURRICULUM VITAE
Name: Romar M. Beltran

Address: A. Beltran, Jabonga, Agusan del Norte
Birthday: February 22, 1995
Birthplace: A. Beltran, Jabonga, Agusan del Norte
E-mail address: beltranromar@yahoo.com
Religion: Born Again Christian
Cellphone #: 0930 882 5595
Tribe: Cebuano
Languages Spoken: English, Filipino, Cebuano, Surigaonon,
Jabonganon
Course, Year and Section: BSE III-English
Educational Background:
Elementary: A. Beltran Elementary School
A. Beltran, Jabonga, Agusan del Norte
2001-2007
Secondary:
Jaliobong National High School

Jaliobong, Kitcharao, Agusan del Norte
2007-2011
College:
Philippine Normal University Agusan Campus

2011-present
69
Name: Jealf Zenia L. Castro

Address: Poblacion, Prosperidad, Agusan del Sur
Birthday: May 30, 1994
Birthplace: Butuan City, Agusan del Norte
E-mail address: jealf_zenia94@yahoo.com
Religion: Roman Catholic
Cellphone #: 0929 622 8051
Tribe: Cebuano
Languages Spoken: English, Filipino, Cebuano
Elementary: Philippine Normal UniversityCenter for Teaching and Learning Agusan Campus
2001-2007
Secondary:
Prosperidad National High School

Poblacion, Prosperidad, Agusan del Sur
2007-2011
College:

2011-present
70
Name: Jerico E. Funcion

Address: Poblacion, Trento, Agusan del Sur
Birthday: November 23, 1994
Birthplace: Poblacion, Trento, Agusan del Sur
E-mail address: funcion_jerico@yahoo.com
Cellphone #: 0946 229 9725
Tribe: Manobo
Languages Spoken: English, Filipino, Cebuano, Manobo
Elementary: Trento Central Elementary School
Trento, Agusan del Sur
2001-2007
Secondary:
Father Saturnino Urios College of Trento, Inc.

Trento, Agusan del Sur
2007-2011
College:

2011-present
71
Name: Mary Grace Y. Junio

Address: Hornasan, San Agustin, Surigao del Sur
Birthday: September 21, 1994
Birthplace: Hornasan, San Agustin, Surigao del Sur
E-mail address: marygracejunio21@yahoo.com
Cellphone #: 0948 324 9973
Tribe: Leyteo
Languages Spoken: English, Filipino, Cebuano, Kamayo
Elementary: Sto. Nio Elementary School
Sto. Nio, San Agustin, Surigao del Sur
2001-2007
Secondary:
Sto. Nio National High School

Sto. Nio, San Agustin, Surigao del Sur
2007-2011
College:

2011-present
72
Name: Beryl E. Mayubay

Address: San Roque, Bislig City, Surigao del Sur
Birthday: April 28, 1994
Birthplace: Cotabato City
E-mail address: BerylMayubay@yahoo.com
Religion: Seventh - Day Adventist
Cellphone #: 0910 829 7501
Tribe: Cebuano
Languages Spoken: English, Filipino, Cebuano, Ilonggo
Elementary: Alamada Central Elementary School
Alamada, North Cotabato
2001-2007
Secondary:
Maharlika National High School

Maharlika, Bislig City, Surigao del Sur
2007-2011
College:

2011-present
73
Name: Relzan M. Nipa

Address: Los Arcos, Prosperidad, Agusan del Sur
Birthday: January 21, 1995
Birthplace: San Jose, Dinagat Island
E-mail address: relzan_@yahoo.com
Religion: Philippine Benevolent Missionaries Association
Cellphone #: 0946 238 1946
Tribe: Cebuano
Languages Spoken: English, Filipino, Cebuano
Elementary: San Jose Central Elementary School
San Jose, Dinagat Island
2001-2007
Secondary:
Los Arcos National High School

Los Arcos, Prosperidad, Agusan del Sur
2007-2011
College:

2011-present
74
Name: Candelaria H. Perez

Address: Sta. Irene, Prosperidad, Agusan del Sur
Birthday: February 1, 1994
Birthplace: La Purisima, Prosperidad, Agusan del Sur
E-mail address: alonewithhim@ymail.com
Religion: Born Again Christian
Cellphone #: 0929 299 3104
Tribe: Manobo
Languages Spoken: English, Filipino, Cabuano, Manobo
Elementary: La Purisima Elementary School
La Purisima, Prosperidad, Agusan del Sur
2000-2006
Secondary:
Bayugan National Comprehensive High School

Bayugan City, Agusan del Sur
2006-2010
College:

2011-present
75
Name: Al G. Sobrejuanite
Address: Novele, Rosario, Agusan del Sur
Birthday: August 2, 1990
Birthplace: Sabang, La Paz, Agusan del Sur
E-mail address: al.goloran@yahoo.com
Religion: Philippine Catholic
Cellphone #: 0908 154 8134
Tribe: Manobo
Languages Spoken: English, Filipino, Cabuano, Manobo
Elementary: Novele Elementary School
Novele, Rosario, Agusan del Sur
2000-2006
Secondary:
Bayugan National Comprehensive High School

Bayugan City, Agusan del Sur
2006-2011
College:

2011-present

Reading Proficiency of Fourth Year Manobo High School Students of Divine Word Manobo Cultural Development Academy Foundation, Inc., Bunawan, Agusan Del Sur

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Reading Proficiency of Fourth Year Manobo High School Students of Divine Word Manobo Cultural Development Academy Foundation, Inc., Bunawan, Agusan Del Sur

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READING PROFICIENCY OF FOURTH YEAR MANOBO HIGH SCHOOL

STUDENTS OF DIVINE WORD MANOBO CULTURAL DEVELOPMENT

A Thesis Presented to the

Prof. Henry T. Aguilar

contributions in making this study possible and attainable:

prayers led to the accomplishment of their study;

books and references for the completion of their work;

enthusiastic participation on the research work;

fulfillment of this manuscript;

knowledge during her lecture on Statistical Analysis, Data

interpretation of the data;

interpreting and analyzing the data;

This humble work is whole-heartedly dedicated to:

MANOBO HIGH SCHOOL STUDENTS OF DIVINE

ACADEMY FOUNDATION INC.

: Philippine Normal University-Agusan Campus

: Bachelor of Secondary Education

: Dr. Uni Grace P. Porras

: Dr. Adelyne M. Costelo-Abrea

proficiency of the fourth year Manobo high school students

Foundation Inc., S.Y. 2013-2014.

academic and leisure purposes, their reading performance

The questionnaire was taken from the studies of Badayog, C.

Second Semester, S.Y. 2012-2013 and Besquera-Marcon, V.,

PHILSAGA High School Foundation, Inc.: Basis For Developing

leisure purposes. The topics that interest them most were

beneficial for both academic and leisure reasons. Out of

contextual clues yield below average result. There are four

grouped according to their sex and age and that there is no

word and understanding the written text through the use of

according to sex and age. Also, the length of time spent in

fourth year Manobo high school students.

pronunciation lessons to develop proper pronunciation and

materials. The administration should have an additional set

recommended that the students should spend more time in

find the relationship between the IQ of the students and

THE PROBLEM AND ITS SETTING

Statement of the Problem

Theoretical and Conceptual Framework

Significance of the Study

Scope and Delimitation

II. REVIEW OF RELATED LITERATURE

Locale of the Study

Respondents of the Study

Data Gathering Procedure

Statistical Treatment of Data

IV. PRESENTATION, ANALYSIS, AND INTERPRETATION

information but also to the world of thoughts, explicating

education. Moreover, it is stated in the 1987 Philippine

culture. This means that native Filipinos belong to this

Examples of these natives are the indigenous people (IP).

factor contributing to social marginalization, poverty and

location. Mostly of the IPs settlements are far from the

classes in their boarding house.

having girls at home to perform domestic chores and care

children particularly the girls in experiencing the quality

contemporary society. It is a basic skill necessary for

instruction is necessary for students to learn to read. It

remediate them. To be successful, teachers need strong and

Development Academy Foundation, Inc. had limited teachers.

teachers. Thus, the teachers cannot focus on a particular

knowledge is also attributed with the materials he reads.

assumptions about the cultural or language backgrounds of

different L1 backgrounds, educational backgrounds, language