CHAPTER I

THE PROBLEM AND ITS SETTING

INTRODUCTION

Reading is one of the basic language skills that are essential to educate

students. Society is highly dependent on knowledge and information because there’s a

constant overflow of information from numeroussources by using traditional: books,

newspapers, magazines and modern like digital technology. By reading with

comprehension, one has to interact with the text and add meaning to it in able to fully

understand a text. The text refers to the message of any form of literature that contains

ideas and interpreted by reading.

Reading comprehension is a skill that is critical in the educational success of all

individuals. It has a vital importance not only in school but in everyday life. Nowadays,

many students have difficulty in understanding the texts that result in lack of interest in

learning. One of the example is reading bibliographies written in other languages where

they are not quite understand because it is not a familiar language. Reading

comprehension problems often occur due to lack of experience and knowledge of

students. These tasks can put a big impact on the memory capacity of a student

especially if it has difficult language skills.

Many students around the world are experiencing difficulties in studying when

they do not fully understand what the text wants to tell because they do not have

enough knowledge to understand it. In the Philippines, there are also many students

experiencing complex understanding of texts. They are having difficulties in analyzing

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the key words and do not know what that word means. Maragondon is leading to a

prosperous town but some students there are still unaware of analyzing and interpreting

various things especially in reading the words and the concept of the text. Bucal

National High School is also a progressive school located in the municipality of

Maragondon, but as with other schools in the country, there are still students

experiencing complex understanding of different texts. Many of them have difficulties in

analyzing the context of the text because there is not enough knowledge in the

vocabulary and grammar that constitutes a text.

On October 25, 2011, the Department of Education designated the Division

Memorandum No. 244 declares the month of November as the reading month to be

held yearly. It is for the students to improve their reading skills that are meant to have a

high level of knowledge. It is accompanied by students' critical reading skills and

reading comprehension. Last November 29, 2018, DepEd Memorandum No. 175,

s.2018 proclaimed the National Reading Month for public and private schools in our

country. It aims to celebrate the diversity of students and cultures by reading. The

theme of the program is "Pagbasa: Susi sa Magandang Kinabukasan". All schools and

learning centers are motivated to have elementary and secondary school activities. One

of the activities carried out is the book fair where books are sold to students for them to

encourage on having interests in reading. There have also been different contests such

as artistic storytelling where a student learns how to read by his creative skills and learn

more about it. Reading Day is an appropriate National Monthly Reading activity to

promote reading and literacy through the spread of Filipino culture showing different

stories of hope.

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 Understanding the text is important because it easily gives the necessary idea to

the things you want to understand. It develops other language skills such as reading,

identifying important details and interpreting information from the text. Reading is the

base of all learning and understanding of the students that’s why it should be focus in all

teaching. It is important for students to read and comprehend different texts because it

can be the foundation for the future as a treasure that is essential in individuals'

progress and development.

STATEMENT OF THE PROBLEM

The purpose of the study is to know the reading ability and reading difficulties of

the students in analyzing texts and to help them in enhancing their learning preferences

in comprehending concepts of text. It will determine by the qualitative method with case

study strategy that will take place with Grade 10 students of Bucal National High School

(S.Y. 2018-2019) prior to the instruction of the self-questioning reading comprehension

strategy. Specifically, it seeks to answer the following question:

 What are the reading level and skills of the students in comprehending text?

 What are the reading difficulties encountered by the students in analyzing text?

 What are the reading materials used by students and how it help them in

understanding the concept of text?

 What is the significance for the students to write their lectures to enhance their

reading skills?

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 What are the techniques that can be use by the student in order to better understand

text?

At the end of the study, students are expected to have greater understanding on

the level of reading ability. It can also help them to have enough courage and self-

esteem by moulding them in resolving problems as well as helping them with their

school activities and their daily lives. Students are expected to get new knowledge and

information about modern solutions on issues that will help them to understand texts.

SCOPE AND LIMITATIONS

The study encompasses difficulties in analyzing text that faces by the students

in Bucal National High School (S.Y. 2018-2019) .The research respondents must be the

Grade 10 students considering they possess farther accomplishment. Researchers aim

to choose two students from each level in Grade 10. A total of 20 students will be

interviewed to gather supplementary information

This research only contains a small sample size and it isn’t measure the equal

division of male and female respondents. The discussion not limits to the age and

gender of students whereas it is based on their background and their experiences in

facing the issue based on the study. The finished conclusions of the researchers will

only come from the answers that can be obtained from students through interviews and

observations in ways of analyzing the text to provide realistic and specific answers to

the problem of the study and have the strategies to resolve it.

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THEORETICAL FRAMEWORK

Reading doesn’t only base in interpreting symbols, somehow it is the way of

finding the real meaning inside the sentences. It says that if you're not able to

understand the text reading is not happening. This study will teach the students that

comprehending is a way of getting the meaning of the reading text. It is based on the

ability in identifying the words and the relation of other words in the text.

According to Ivar Bråten and Helge Strømsø, reading is often described as an

interactive process, where understanding is a result of the efforts of the author and the

reader (2007: 196). Astrid Roe also said that "reading comprehension is what we read"

(2014: 24). Reading strategies and learning strategies are closely interrelated, and what

is considered important in the learning process is more appropriate in reading

comprehension (Roe 2014: 84). Therefore, many researchers define two concepts as

one and the same. As students grow, the skills required for reading are constantly

increasing. In other words, to read intelligently and understand what is read is essential

to all learning.

There are known theories about reading comprehension and its significance to

the readers who gain knowledge from critical reading. One of the reliable theory is the

schema theory which is an explanation of how readers use prior knowledge to

comprehend and learn from text (Rumelhart, 1980). Schema was introduced in reading

by Rumelhalt (1980), Carrell (1981) and Hudson (1982) when examining the important

role of background knowledge in reading comprehension. The fundamental principle of

the theory of the proposal is that the written text does not imply meaning itself. Instead,

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a text provides directions for readers how they should develop meaning from their own

knowledge (An, 2013).

In this study, there are still substantial ways in which students can make an

effort to understand the text to improve reading knowledge and skills. Emilia (2005)

says that research on student text learning is a vital task because knowing the

difficulties of a student can lead the teacher to help solve the problems of students.

Learning about the skills and difficulties of students is important to help both teachers

and students.

CONCEPTUAL FRAMEWORK

The table below illustrates the purpose of research and what researchers will

expect after completing this research. This conceptual framework will discuss INPUT,

PROCESS, and OUTPUT to show systematic insight into the flow of research.

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 • Pre-interview in Grade 10 teachers about issues of their students
regarding in their subject.
• Choose one topic based on the gathered data from pre-interview.
• Search Review of Related Literature (RRL) of the chosen topic.
INPUT • Formulating research title.

• Writing research questionnaire.

• Make approval letter from the principal.
• Conduct reading test to Grade 10 students.
• Observe students while taking the reading test.
PROCESS • Interview the students about their reading ability and difficulties.

• Interpret and discuss the results.

• Conclude the findings from the research questions.
• Implement a reading program every month to enhance the
reading skills of the students
OUTPUT

Figure 1. Conceptual Framework of the study

In the first stage of this study, the characteristics of the students will be analyzed

to serve as a basis of the researchers on the skills of the students and their ability to

read and understand reading texts. In the second stage, the researchers will find out the

factors that affect the reading skills of the students. This will serve as the basis of the

researchers if what could be a way to help students to have enough knowledge and

critical review of the texts after he\she read. It will also serve as a threshold for

researchers to what extent this study will cover. When the objectives of this study are

accomplished, the researcher will develop a conclusion aimed at identifying students'

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reading skills and the factors in understanding the read texts. This study will also guide

teachers especially in providing strategies to help students in their studies.

Reading gives a lot of information to students, although this is the first lesson

learned by a student, they still have difficulty understanding their reading. According to

Vivian Cook, reading occurs in context, and the meaning of a text is derived from the

prior knowledge stored in the reader's mind and the processes in which the reader

matches it (2008: 121). It shows that the letters and words do not read enough, they

need to add knowledge and meaning to what they read.

Many researchers have been studied about the problems of children in

understanding the readable text. These problems have proved to be relevant to the

practice of reading students. It is important for a student to read the text to learn the

content and need to have enough knowledge to analyze the text. It also has to do with

that vocabulary, grammar and syntax skills to organize and interpret the message of a

text.

CONCEPTUAL PARADIGM

The purpose of the present study is to determine the factors in comprehending

text and suggests some strategies to enhance reading comprehension. Reading

comprehension is the process of constructing meaning from text; the goal is helping a

reader comprehend text. RC is the ability to comprehend text is influenced by their skills

and their ability to process information. Analyze means to study or examine something

carefully in a methodological conceptual paradigm way. Analyze involves digging

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deeper into the meaning of the text it mean forming an educated opinion about what you

have read.

SIGNIFICANCE OF THE STUDY

Researchers want to examine the ways to help students understand a text. In

this study, the researchers may identify the good and bad consequences that can affect

the students. The researchers want to know the problems of the students in

understanding the text and the factors can cause problems. Additionally, researchers

want to help students and teachers through this study, it will serve as guide to resolve or

avoid having difficulty in analyzing text. It also seeks to determine the strategies that will

help students to improve their reading comprehension skills to have an interest in

learning.

This study is important to:

SCHOOL – It may help the school whereas over here all the students and

teachers enter on this school will recompenses.

STUDENT - This study can help learners to develop their ability to analyze the

text and develop new knowledge especially the words or important vocabulary in

understanding texts.

TEACHER - Teachers know that their students are having difficulty analyzing the

text so they can make easier the teaching method. It also helps them to lessen the

problems of the students' ability to study and make their teaching strategies easier.

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 FUTURE RESEARCHERS - This study can be used as Review of Related

Literature and that can be used of other researchers planning to do research related to

the analysis of the text.

DEFINITION OF TERMS

This study gives the meaning of the following words for the reader in order to

understand this research.

Analysis - process of evaluation or review about the concept of a text in order to gain a

better understanding of it.

Reading - process of interpreting symbols to derive meaning from a text.

Reading comprehension - ability to understand the concept of the text and to integrate

with what the reader already knows about what he/she have read.

Reading difficulties - problems associated with reading that faced by students in

understanding the text

Reading level - level at which a learner can read and comprehend a graded passage.

Reading material - any learning tools that can be read by students to enhance their

reading skills.

Reading test - a multiple choice test in which the students are required to answer every

question. It is designed to measure how well the students understand what they have

read.

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Technique - a way of carrying out of particular task. It is a plan of action to overcome

the problem and to make the task easily and effectively.

Text - any object or letters that can be read. It is a coherent set of signs that transmits

message.

Writing - formation of visible letters and ideas that are woven together by connecting

one idea to another to create an organized text.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Related Literature

In this chapter, the literature review for the research is provided. The discussion

will cover the concept of text, definition of reading, reading comprehension, essential

skills in reading, elements that influence reading comprehension, reading difficulties,

strategies to enhance reading comprehension, reading-writing connection and relevant

previous research about the topic.

2.1 Concept of Text

In literary theory, a text is anything that can "be read", whether it is a work of

literature or a street sign. It is a coherent set of signs that sends some kind of

information. This set of symbols is considered in terms of the content of the message,

rather than the physical way or the medium to which it is represented.

According to Simanjuntak (1988), text is a stretch of language, which forms a

whole. It is considered by linguists to a text, whether it is spoken or written. It is

recognized by the linguists in a text, whether it is spoken or written. It can assume that

the text is a network of statements that send a message to readers if it is spoken or

written. Within the field of literary criticism, "text" also refers to the original content of a

particular piece of writing. In other words, the "text" is the first symbol of the original

arrangement of the letters, in addition to the changes later. Therefore, if the literary

criticism is concerned with the determination of a "text", it concerns the distinction of the

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original content of the information from any added or subtracted from the content that

appears in a given text document.

Nuttal states that understanding a text involves understanding different kinds of

meaning at the same time, at least four levels of meaning exist which are conceptual,

propositional, contextual and pragmatic meaning (1982: 80). The conceptual is the

meaning of the word in its own concept. It can be viewed at any level, from whole text to

single word. The propositional is the meaning of a sentence that can have its own. This

is the meaning of a clause or sentence that may even have been used in a context, but

stands solely on its own. Contextual is the meaning of a sentence that can only be when

it is in context. It may be a reason, consideration, opinion, explanation, or different

functions that can be interpreted from context. While pragmatic is is the meaning of a

sentence that is part of interaction between writers and readers. This is the meaning

that refers to feelings of researchers, attitudes and the attention of readers that must be

understood. Hence it includes the intended effect of pronunciation to the reader. This is

what we usually mean by “reading between the lines”.

Since the writing history has preceded the concept of "text", most texts are not

written in the mind concept. Most written works are within a range of types described by

the theory of text. The concept of "text" will be relevant if a consecutive written message

has been completed and needs to be considered alone in the circumstances in which it

was created.

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2.2 Reading

2.2.1 Definition of Reading

Reading is the ability to understand the words contained in a document and the

use of knowledge for personal development (Dadzie, 2008). This is the recognition of

symbols and the incorporation of appropriate meaning into them. According to Nuttal

(2000:2) reading means a meaningful interpretation of the print or written verbal symbol.

This means reading is a result of communication between understanding graphic

symbols that represent a language, and knowledge of the world. In this process the

reader tries to match their perception with the author’s perception.

Reading is one of English skills besides speaking, listening and writing. It is the

way to understand written messages. Guthrie, Benneth& McGough, (2007) believe that

“reading” is the act of getting meaning from printed or written words, which is the basis

for learning and one of the most important skills in everyday life. (Issa et al 2012) further

explain that reading is usually associated with books as only the written words provide a

complete picture of the act of reading.

This means that by reading, the individual can fix things, practice stories, learn what

others believe and develop ideas or their own beliefs. Thus, reading is a key to all forms

of information required for daily survival and growth. It follows then that if you are in the

practice of reading regularly without thinking about it because of the permanence of its

continuity, one can conclude that good reading habits have been formed.

The other theory said reading as an active cognitive process of interacting with

print and monitoring comprehension to establish meaning (Clark and Silberstein, 1987:

2). Anderson (1999) also states that reading is an active, fluent process which involves

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the reader and the reading materials in building meaning. The meaning does not reside

on the print page. From those theories, it can be said that reading continues to deal with

printed materials and it is an active reader process to clarify the meaning of the text.

There are some assumptions about the nature of reading according to Penny (1999).

Readers should perceive and decode letters in order to read words, and they should try

to understand all the words in order to understand the meaning of a text. The more

symbols (letter or words) there are in the text, the longer it will take to read it. Gather

meaning from what they read and the understanding of a text comes from

understanding of the words of which is composed. From these assumptions, it means

that reading is an activity to read words in order to get the information from the text.

2.2.2 Aspects of Reading

Reading means to find out the different written symbols and the combined

symbols of this existing knowledge and comprehension of the information. In other

words, reading is the integration of word recognition, intellect, and emotion related to

the prior knowledge to understand the message expressed. Considering the necessity

of mastering reading as one of the ways formastering English, Harmer (2001: 39) states

“reading is taught from elementaryschool to university by using many kinds of methods

applied by English teachers”.

Meanwhile, Nunan (1989) mentioned that there are two aspects of reading,

mechanical skill and comprehension skill. Mechanical skills recognize recognition of

words, sounds, phonetics and spelling. Comprehension skill is is the determination of

massage or information in a reading text. The two aspects of reading are very important

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to learn in order to recognize the word sounds and also to comprehend the information

in the text.

There are five aspects of reading comprehension according to Nuttal (1982)

which the students should understand to comprehend a text well, such determining

main idea, finding specific information, making inference, identifying reference, and the

understanding meaning of words. These aspects are considered as difficulties that the

students encounter in understanding the text.

2.3 Reading Comprehension

2.3.1 Definitions of Reading Comprehension

Reading is a complicated skill that demands considerable time and practice to

develop (Lundahl 1998:175). The ability to "read" is more than decoding the text.

In addition to the practical skills of putting letters together and turning them into words,

one is also should understand what is read. Thus, without understanding the texts read,

there is no actual reading and no reading comprehension. When the first reading goal is

achieved, one needs to add elements to the reading process to become a proficient

reader. The next steps on the way to full reading ability are motivation, empathy, and

metacognitive ability (Kverndokken 2012:28). When a reader manages all these

elements, he/she reads with high proficiency.

There are many definitions of reading comprehension accepted from some

writers. Comprehension is the essence of reading and the active process of

constructing meaning from text (Durkin, 1993). Reading comprehension is a complex

communication between automated strategic cognitive processes that allows the reader

to create a mental text representation (van den Broek&Espin, 2012). Comprehension

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depends not only on the characteristics of readers, such as prior knowledge and

working memory, but also in languages such as basic reading, decoding, vocabulary,

text structure sensitivity, inferencing, and motivation. Comprehension also requires

effective use of strategic processes, such as monitoring metacognition. As readers

mature in their comprehension skills, they are able to progress efficiently from the true

purpose of reading to learn (Yovanoff, Duesbery, Alonzo, & Tindal, 2005).

According to Klingner (2007:2) reading comprehension is “the process of

constructing meaning by coordinating a number of complex processes that included

word reading, word and world knowledge, and fluency”. It refers to the ability in

interpreting the words, understanding the meaning and the relationships between ideas

expressed in a text. He summarized reading comprehension instruction for the teacher

as following a three-step procedure: mentioning, practicing, and assessing.While,

Alderson (2000: 28) defines reading is an enjoyable, intense, privateactivity in which the

readers get much pleasure and can totally absorb thereading.

Comprehension is the main goal when reading. Comprehension skills help the

learner to understand the meaning of words in isolation and in context (Palani, 2012).

He believes reading is a process of thinking, evaluating, judging, imagining, reasoning

and problem solving. Comprehension means that reader must take the meaning of the

text in full understanding. To comprehend the text, reader must know the content of the

text. In understanding the content, it is involved with the words, the sentence structure,

and the pronouns used in the text, also the length of the text. These aspects are easy to

understand if supported by the vocabulary knowledge. The most important thing is to

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analyze the text properly, reader should use the appropriate reading technique while

reading.

According to Pang (2003:14) comprehension is the process of making sense of

words, sentences and connected text. He says that comprehension is the processes of

deriving the meaning of one word to another in a text. Readers typically make use of

background knowledge, vocabulary, grammatical knowledge, experience with a text and

other strategies to help them understand the written texts. From the definitions above,

reading comprehension can be concluded as the ability to find the stated or unstated

writer’s idea in the text. The essence of reading comprehension is the understanding

of all the information provided by the writer. It also refersthe ability to connect between

words in a text, to understand the ideas and therelationships between ideas delivered in

a text.

2.3.2 Comprehending the Reading Text

The main purpose of reading is comprehends the text she/he read. According

to Doyle (2004), comprehension is a progressive skill in attaching meaning beginning at

the same level and proceeding to attaching meaning to an entire reading selection. All

comprehension is driving the ability of readers in identifying the main idea and topic of

the sentence from the text. Schumm (2006: 223) said that comprehension process

involves an understanding of words and how these words are used to created meaning.

Comprehension entails three elements. First, the reader who is doing the

comprehension. In order to understand the text, a reader should have a wide range of

abilities and this includes the cognitive capacities, motivation and diversity of

knowledge. Second, the text that is to be comprehended. The feature of the text has a

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great impact on comprehension. Comprehension does not happen just by taking a

definition from the text. Texts may be easy or difficult, depending on the factors inherent

in the text. When there are many factors that are not compatible with the reader's

knowledge and experience, the text may be too difficult for the best understanding to

occur. Third, the activity in which comprehension is a part. A reading activity involves

one or more goals, some operations to process the text on the hand, and the act of

doing activity. The consequences of reading are part of the activity. Some reading

activities will lead with an increase in knowledge that the reader have. Another

consequence of reading activities is finding out how to do something. Rubbin (1993:

194) states that reading comprehension is a complex intellectual process involving a

number of abilities. The two are mainly involved in the definition of the word and verbal

reasoning. There is no meaning of the word and rationale, there may be without reading

comprehension; without comprehension of reading, no one would reading. From these

concepts, it can understand the need for reading comprehension. Reading and

comprehension are considered an activity cannot be separated. This means reading

comprehension is an activity to take the meaning of written materials with full

understanding.

2.4 Essential Skills in Reading

Reading is a language skill that students should learn. The purpose of reading is

to understand the ideas and ways of writer in communicating with readers. Besides,

reading is essential for students to find out the information available in a passage. There

are many steps in analyzing the text that are useful for all students. However, these

additional essential skills need to be addressed to ensure reading comprehension.

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 According to Milan (1998) there are some essential skills in reading. First is the

comprehension and retention. In this skill, the reader should understand the text and

memorize what they have read. To build comprehension and retention, students can

define the basic idea of the paragraphs and their purpose of reading, understanding the

main idea and the difference between basic ideas and supporting details. Second is the

inferences and conclusion. McWhorter (1989: 254) defines that an inference is an

educational guess or prediction about something unknown based on available facts and

information. This is the connection the reader gets between his/her observations to what

he/she do not know. In making inference, the readers are required to “read between the

lines” to make deductions based on the information given. This means that readers

should try to understand what is meant by something that is not written explicitly. In

reading activity, readers should make inferences from what they read and also make a

conclusion toward the text that has been read. Third is the critical thinking and analysis

In this skill, readers should recognize the text they read, if this is the text of fact or

opinion. The text of fact is a reading text which is written based on actual circumstances

or something happened. While, the text of opinion is a reading text written based on a

person's point of view. So, the readers should analyze if the text is a text of fact or

opinion, and then they'll think critically whether the information or message in that

reading text is important for them or not.

Based on the statements, it can be concluded that the comprehension is

important in the reading process. Reading with comprehension is not just understanding

the meaning of the text, but also understanding the purpose of main idea of reading text

to get the message and information from that text they have read.

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2.5 Reading Difficulties

Reading is the process of building meaning through dynamic interaction

between the reader, the text and the context of the reading situation. To understand a

text, Westwood (2001: 31) mentions that readers should use the information they

pertain to filtering, interpreting, organizing and displaying the information they obtain

from the text. He thinks that the great interpretation of the text involves a combination of

word recognition skills, linking new information on prior knowledge, and use of

appropriate strategies such as locating the main idea, makes connections, questioning,

inferring and predicting. Therefore, understanding reading texts is not an easy thing,

that’s why many students experienced difficulty in understanding the text.

Reading difficulty refers to a problem associated with reading and causing it

dropped in terms of reading requirements within the classroom (Oberholzer, 2005). It

means reading difficulties are the problems faced by students in understanding the text.

This problem can have a negative effect on their study especially in their reading ability.

Reading problems come from many reasons, and this is a complex process that has

many existing reading problems (Kaluger&Kolson, 1978; Kirk et al., 1978). Bond, Tinkel

and Wasson (1979) provide the following general classifications of more reading

difficulties: the lack of word recognition and recognition, inappropriate practices, lack of

basic skills understanding, limited comprehension abilities (such as the inability to find

and maintain specific facts), lack of flexibility in reading content requirements,

understanding and poor oral reading.

There are some causes of students’ difficulties in comprehending the text

according to Reis(2016). First is the teachers’ willingness to lecture over reading

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material. Smith (2008) stated that content area reading is the reading that someone

usually a student needs to complete and understand a particular subject area. When

students believe that a text is very difficult for them, they assume it is the teacher's job

to explain the text to them. Because teachers often do this, it will deprive the students of

the very training and challenge they need to grow as readers. Second is the failure to

adjust reading strategies for different purposes. Inexperienced readers also do not

know of how a skilled reader's reading process will vary depending on the purpose of

the reader. Some reading the tasks only require skimming, while others require closest

review of detail. Good readers vary their reading speed while poor readers do not

discriminate their reading time as a reading function purpose. Third is the difficulty in

perceiving the structure of an argument as they read. Inexperienced readers are less

likely to plot a complex material in discrete parts with reflected function. These are

students take an ant's-eye view of the text-crawl through the word through word-instead

of a bird's perspective, sees the general structure by attending mapping statements,

section titles, topic subjects, and more. Fourth is the difficulty in reconstructing the text's

original rhetorical context. Inexperienced readers often do not see what the

conversation is with a text that comes with. They find it difficult to see a real author

writing for a real reason for a real historical moment. Fifth is the difficulty seeing

themselves in conversation with the author. This problem possibly because they

consider the texts as inert resources information rather than arguments intended to

change their view of something. Inexperienced readers often do not interact with the

texts they read. They do not ask how they, as readers, are like or differ from the author's

intended audience. They do not realize that the texts have designs upon Them and they

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need to decide, through their own critical thinking, whether to undergo or resist the

power of the text. Sixth, is the difficulties with vocabulary and syntax. Inadequate

vocabulary prevents reading comprehension from many students. Using a dictionary

helps a lot, but students do not always value it how the context affects the meaning of

the word. Additionally, the texts they read most often contains technical terms, terms

used in unusual ways, terms that require broad contextual knowledge, or rules that have

experienced meaning changes over time. Additionally, students have difficulty tracking

complex sentences structures. Even students may have enough reading skills

syntactically simple texts, they often have a problem with basic sentence structure

resources or articles.

Shoebottom (1996) also the sources of language difficulty for students which are

illegibility, unfamiliar words, lack of background knowledge, difficult concepts, complex

syntax, polysemy, advanced cohesion and poor writing. While Akbari (2014) in her

research found some of the comprehension problems from insufficiency or lack of

grammatical knowledge. Furthermore, Kuswidyastutik (2013) said that understanding

someone’s understanding of a thing can be measured whether or not he was in

answering questions related to it and the difficulty is seen from the mistakes he made

while working to questions. The basic questions on the reading test is about the main

idea, finding reference, understanding the difficult word and making inference based on

the passage.

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2.6 Elements that Influence Reading Comprehension

2.6.1. Vocabulary

Most educators think vocabulary as a skill that is taught in many different

vocabulary levels that a student must work through. The vocabulary must be the other

reason for the problem of understanding a text. It is not easy for students to find some

word meaning from the text. As a result, they might not find detailed information from

the text. Most of the problems faced by them are the lack of vocabulary that implies that

they are not familiar with the words available in text or passage, difficult to understand

the main idea, unable to the content of the paragraph and so on. According to Cook,

knowing a word means knowing “its spoken and written forms, its grammatical and

lexical properties and its meaning. It impinges on all areas of language acquisition and

is not just learning sets of wordsand meanings” (2008:52). When readers have

sufficient reading fluency, they have the capacity to relate their readings to prior

knowledge, compared to readers with difficult poorer fluency that is likely to lack the

ability to relate the text to what they already know. Also, if fluency is lacking, there will

be minimal thinking skills to use in reading techniques (Bråten 2007).

Patricia Carell (1983) stated that an L2 student must be supplied with vocabulary

that is not provided by a native speaker, and the teaching should increase the

background knowledge of the students. She suggests using pre-reading activities that

enhance background knowledge (at Cook 2008: 123). When teaching focuses on the

vocabulary of students, the reading comprehension of student will increase (Roe, 2014).

It is considered automatic reading and intelligently releasing mental resources that the

reader can use to understand the text (Bråten&Strømsø 2007: 177). Therefore, reading

24
with sufficient fluency is likely to lead to comprehension, whereas without being able to

happen, the comprehension is hindered.

A good vocabulary and knowledge of words and concepts is essential for

learning and understanding, and on the basis of reading comprehension. Vocabulary

deficiency can influence, and damage the student's progress. In addition, basic

vocabulary helps to acquire new vocabulary, because concepts and words often build

on each other in a hierarchical way. Basic vocabulary knowledge is possible to develop

new vocabulary with concepts and words that one knows, and the increase of

vocabulary. According to Jørgen Frost, to find out a word means to find synonyms and

antonyms in the word, to define it in words, to put it in a semantic category, and to use it

both verbally and written (2009: 244 ).

Bråten claims that students will have a developed vocabulary when engaging in

different activities, for example using information found in read texts, in conversations,

in finding antonyms and synonyms, and giving examples that describe the meaning of a

word. He further emphasizes the importance of a focused teacher learning new

vocabulary, performing and helping students choose new words focusing on (2007: 57).

As some or many, students may forget the meaning of the word, repetition is needed

(Maagerø 2006: 80). Kverndokken discusses this further and claims that many students

may come to subject specific terms many times, but still can not explain the meaning of

words (2012: 126). He indicates that this may be due to the fact that students, in many

instances, work alone with the text (ibid). Clearly, it does not provide learning. While,

Roe says that understanding vocabulary, rules and concepts motivate reading (2014:

56). Discussions and oral interaction will be harmed, because not all students may

25
follow the teaching because of poor comprehension. The focus on understanding the

concepts and words by working them in the practical and in combination of different

subjects is useful. Classroom conversations are further important for increasing

vocabulary knowledge. Therefore, working with words and concepts is vital (Mortensen-

Buan, MaagerøogSeipTønnessen 2006: 180).

There is a clear connection between the student's vocabulary and their reading

comprehension (Baumann, 2009). A good vocabulary will determine the development of

reading

which will lead to higher reading comprehension. Therefore, a focus on vocabulary can

be reduce the differences in vocabulary, and reading comprehension between students.

This will help reduce the difference between the level of knowledge of students and

eventually their educational possibilities in the future.

2.6.2. Grammatical and morphological knowledge

In linguistics, grammar is the set of structural rules governing the composition

of clauses, phrases, and words in any given natural language. Language speakers have

a set of internal rules for the use of that language and these rules form the grammar of

that language. Most grammatical information is - at least in the case of native language

- acquired not by conscious study, but by observing other speakers. Most of this work is

done during childhood; learning a language later in life often involves a higher level of

direct teaching. Thus, grammar is the cognitive information based on language use.

Professor Jack C. Richards said that grammatical ability refers to knowing how

grammar is used in communication. Communicating capabilities in the Canale and

Swain model include three dimensions which are grammatical competence,

26
sociolinguistic competence, and strategic competence. Grammatical competence is the

knowledge of grammar, lexis, morphology, syntax, semantics and morphology.

Sociolinguistic competence is knowledge of socio-cultural rules and discourse rules of

language. While, strategic competence is the knowledge of how problems can

overcome when faced with communication difficulties.

According to Sol Lyster, the knowledge of how words are built and the

awareness of the principles for building words influence the reading and promote of

reading development. She added that working with morphological elements in a

language will promote reading comprehension (2011: 93). With Insufficient knowledge

of words; their construction, grammar, semantics, and various morphemes, having a

good understanding of reading and a higher vocabulary can be difficult. Working and

focusing on these elements can increase reading comprehension.

Morphemes is the smallest element in a word that give meaning. A morpheme is

unlike a word, and the main difference between the two is that a morpheme may or not

stand alone, whereas a word, by definition, is freestanding. When a morpheme stands

by itself, it is considered as a root because it has a sense of its own and when it

depends on another morpheme to express an idea, it is an affix because it is a

grammatical function. Each word consists of one or more morphemes. It increases

linguistic knowledge and awareness, and students are likely to benefit from this way of

working that increased reading comprehension, in addition to grammatical knowledge.

2.6.3 Working Memory

Working memory is also an important part of reading comprehension. It is

defined as an executive function responsible for keeping and updating mental

27
information (Rothlisberger, Neuenschwander, Cimeli, &Roebers, 2013). Furthermore,

working memory is responsible for managing the process of retrieving information from

the text and integrating it with new knowledge to create meaning (Garcia-Madruga et al,

2013). Text-based information sequences are performed in working memory and

incorporated into the new incoming text and have prior knowledge pertaining to long-

term memory. Work memory is a system of thinking with limited capacity responsible for

the temporary handling of information available for processing. It is important for

reasoning and guidance for making decisions and behavior. Work memory is often used

in conjunction with short-term memory, but some theorists consider two different

memory modes, assuming that working memory allows manipulation of stored

information, whereas short-term memory refers only to short-term information storage.

Research has established a relationship between working memory and

comprehension (Cain, Oakhill, & Bryant, 2004). Working memory is involved in the

selection, initiation, and termination of information processing functions such as

encoding, storing, and retrieving data. In fact, working memory seems to play a critical

role in reading comprehension of age groups.

2.6.4 Reasoning and Inference

Inferences are steps of reasoning and moving from places to logical

consequences. Two possible definitions of "inference"; a conclusion reached on the

basis of evidence and reasoning and; the process of reaching that conclusion. It only

applies when the "conclusions" are general. Inferential reasoning is the ability to use

text information to identify more information that is indicated by the text only. The

28
evidence of inferential reasoning has also been critical in the promotion of research in

the category focusing on basic language literacy skills.

2.6.5 Visualization

Another major aspect of reading comprehension is the active development of a

mental image of the text. These mental images are consistent and evolve as the reader

continually recognizes the new text (Woolley, 2010). Visualization is an application of

dual-coding theory in reading (Sadoski &Paivio, 2004), the concept that readers can

process the both visual representation of verbal information and objects to create

meaning. The visualization occurs when a mental image is generated while reading a

text. The text can describe a place, situation, person, animal, concept or thing and, as it

read, the mind generates its mental image, allowing to "see" what the reader have read.

2.7 Strategies to Enhance Reading Comprehension

A focus on reading strategies and introductions of concepts is very important. In

this way, students are more likely to remember and relate the rules and concept on the

topic. It is crucial that strategies are connected to the challenges of the students can be

addressed in the text, and to help them solve these challenges and open up the text

and its meaning (Andreassen 2014: 234). Hannah Nash & Margaret Snowling

supported the claim that working with these concepts and experiencing them in use will

add authenticity to the learning process, which in their opinion facilitates learning (in

Frost 2009: 223). According to Lerner (2006), the National Reading Panel of 2000 has

identified several strategies with a solid scientific basis of instruction for improving

comprehension reading including monitoring of comprehension, thinking, using graphic

and semantic organizers, question answering, question generation and story structure.

29
 This is more than just an accurate activity related to reading for details. Smith

(2008) said that while reading the text, the reader should read the general reading

strategies such as asking questions, making inferences and connections and activating

prior knowledge and specific content strategies including drawing on the subject specific

information to make sense of the text. This means that reading strategies is helpful for

students to understand the text. The following are steps in comprehending the reading

text.

a. Determining the Main Idea

The main idea is a statement that tells the author's point on the subject. Roell

(2016) stated that the main idea of a paragraph is the point of the passage, minus all

details.

b. Scanning

Brown (2001) says that scanning is quickly looking for some specific pieces of

information in a text. In finding specific information he students have to find the detail

information or idea that was mentioned on the text. Therefore, it is sometimes difficult

for a student to see and recognize the important and unimportant information to find the

particular piece of information such as name, date, word or phrase, and text references.

c. Making Inference

In making the Inference, students are expected to understand the text to find the

conclusion of statements in the text. Kopitski (2007) also said that readers need practice

that combines clues from the text to their background knowledge in order to make

inferences. Therefore, sometimes students are hard to find conclusion of the text

because the definition of the statement is not written on the text.

30
d. Identifying Reference

Reference is the relationship between a grammatical unit that usually a pronoun

refers to another grammar unit usually a noun or noun phrase (Rainbolt and Dwyer,

2011). In identifying reference, students are expected to understand for what pronouns

use in sentences.

e. Understanding the Meaning of Word

In understanding the meaning of words, the students must look for the meaning

of difficult words in the context of the text and then they will see the suitable meaning of

the word. Hedge (2000 193) noticed the vocabulary is another major part of reading

ability where language learners will experience difficulty. Therefore, unfamiliar words

from the text should be taught to the students before reading the material so that they

can be easily understand the material.

2.8 Reading and Writing Connection

There is a connection between reading and writing. Reading defined as the

ability to decode written text quickly and accurately and also to comprehend what is

read. While writing is defined as the ability to produced connected text like sentences

and paragraphs. According to Gail Tompkins (2006) reading and writing have been

traditionally thought of and taught as flip sides of the coin. As opposites, "readers

decoded language and writers encoded written language".

Reading and writing are also the same as other personality traits where past

thoughts and experiences need to be used to make and understand the information

currently under study. Many studies say it is easier to read and write if it does have a

complete knowledge of their subject. It should also be noted that in order to be an

31
effective reader and writer a person must know when and where he will add and

subtract the thoughts and experiences he or she reads and writes. The most important

part of combining three skills is the skill of writing. Writing skills are said to "output" other

skills because it can show if the students have acquired other skills completely.

According to Starr and McKusick (2002), reading and writing has the same

precision and understanding and compliance with it will help to have effective reading

called the planning or planning stage where we conduct a quick assessment or

assessment of the information we already know about the subject and associates it with

current information that is being analyzed. We use old knowledge or schemes to

discover object-related matters. In writing, the plan is to create ideas about the topic to

gain insight into what you write. Brainstorming and coordination of topic-related words

can help determine the specific information needed in the central text.

Gonzalio Jr. said that there are two reasons in reading. It is for learning and

entertainment. There are five reasons on why they hardly understand the given test.

First, they are not familiar in the symbols. It is because this is not attain their learning

preferences. Second, unfamiliar languages are engaging in the text it is due to the

languages that they not able to learn for. Third, the student is lack in knowledge

containing different text and language that have been used in Reading Material. Fourth,

they frustrating in vocabulary skills. Fifth, they can’t understand the written text because

they don’t know how to read.

Researchers agree that reading and writing are both complex acts if critical

thinking. Readers and writers begin to plan even before they tap prior knowledge

regarding the task they are about to undertake. Readers and writers tap prior

32
knowledge that is they draw on long- term memory to access a vast storehouse of

background information. As the readers reads and the writers write, he/she is

constructing.

Basically, reading affects writing and writing affects reading. Research has found

that when children read extensively they become better writers. Reading a variety of

genres helps children learn text structures and language that they can then transfer to

their own writing. In addition, reading provides young people with prior knowledge that

they can use in their stories. Therefore reading plays a major role in writing. At the same

time practice in writing helps children build their reading skills. This is especially true for

younger children who are working to develop phonemic awareness and phonics skills.

B. Related Studies

Reading is an essential tool for knowledge and reading habits is an academic

activity that adds skills to reading strategies. To learn about the world and its

surroundings, a child helps himself by reading books, newspapers and other

magazines. Once the child has been taught to read and promotes love for the books, he

can explore for himself the wealth of human experiences and knowledge by reading.

Children, who have lost the opportunity to interact with books at their early stages of life,

have difficulty getting good reading habits.

Reading problems are the major causes of school failure (Carmine,

Silbet&Kameenui, 1997). According to Mercer and Mercer (2001), between 10 percent

and 15 percent of schoolchildren have reading difficulties. Teachers should be in a

position to identify the problem of the student with those related to reading from a

33
holistic point of view to help a student manage academically in school (Dreikrurs,

Gronwall&Peper, 1998). Lerner (2006) also mentions that teachers should know the

children with early reading problems and give them appropriate early intervention rather

than the practice of waiting and not failing (Lerner, 2006). Studies conducted in Kenya

show that learners have problems with English reading have problems with school

performance in general (Chege 1999, Kirigia 1991 & Njoroge 2000). According to Kenya

Institute of curriculum development, the secondary education syllabus volume one

(2002), the readability of fluent is important both in school and for life. Good reading

skills will improve performance across all school subjects.

Many researchers have studied the difficulties faced by students in reading. The

researcher reviews some research related to this research. As follows: Atikah (2009)

studied the problem of linguistic students reading the understanding of junior high

school students in Sukabumi. The results demonstrate that students are having

difficulties with language reading such vocabulary, structure and spelling. Sasmita

(2012) has been researching to identify the problems of students in understanding

English reading texts. The findings showed the factors that students can make are

difficult to understand English reading texts relate to vocabulary, grammar knowledge,

and reading interest. Chung (2012) conducted the research titled "An Analysis of

English Learning Enrichment Problems Finding First Year Students of the Faculty of

Vietnamese Studies and HNUE." This study aims to find out the basic problem of

reading comprehension encountered by students. From the result, it shows that the two

most serious problems faced by students are not enough vocabulary and the need to

read again.

34
 Another study called “Improve Reading Vocabulary” (Berg, Cressman, Pfanz,

1998) focuses on using vocabulary to improve reading comprehension. This study is

conducted to examine whether the use of games and other methods of learning

improves vocabulary knowledge, therefore, improve reading comprehension and

reading levels. At the beginning of the sixteen week of study, second through fourth

student is given a Qualitative Reading Inventory ll Test. After that, students are reading

weekly lessons with vocabulary words. During this time, students are exposed to these

vocabulary words at least five times throughout the week including pre-tests and post-

tests. At the end of the study, students are given Qualitative Reading Inventory ll Test

again. The review of vocabulary pre-tests and post-tests exhibits improved knowledge

of vocabulary words. This study also shows significant improvements in reading

comprehension scores and reading level in the group.

In order to get the meaning from the text, a strong sense of semantics is

required. That is, the children should understand what words mean before they make an

understanding of the texts. The first empirical study of the relationship between word

knowledge and reading comprehension was published more than 70 years ago (Davis,

1942), and has been replicated in decades of research that continues recognizing

vocabulary knowledge as a key predictor of developing understanding of development

(Thorndike, 1973; Beck, Perfetti, & McKeown, 1982; Carroll, 1993; Torgeson et al.,

1997; de Jong & van der Leij, 2002; Braze, Tabor, Shankweiler, &Mencl, 2007). In a

long-term study of children from kindergarten to second grade, Roth, Speece, and

Cooper (2002) find that vocabulary skills, such as oral definitions and word acquisition,

are the best predictor of reading comprehension development. A similar study of at-risk

35
second graders has revealed that verbal IQ is a significant predictor reading

comprehension statistics at the beginning and end of school year assessments

(Berninger, Abbott, Vermeulen, & Fulton, 2006). Finally, research indicates that

students with poor understanding show lack of semantic awareness that is

characterized by the inability to attach meaning into words (Sencibaugh, 2007). In a

comprehensive research review, National Reading Panel (2000) has determined that

vocabulary teaching facilitates reading comprehension, especially when students are

repeatedly exposed to the vocabulary words. In addition, the Panel recommended

explicit vocabulary instruction through a variety of active learning and contextual

methods. In fact, research practice indicates that the vocabulary is a major contributor

to reading reading development.

Nowadays, many students face several years of higher education, and great

reading strategies are important (Roe 2014: 88). To read intelligently and accurately

and to understand what is read is essential to all learning. Louise Rosenblatt said that

understanding is the result of a transaction between the reader and the text, and

explains the reading of a text as "an event involving a particular individual and a

particular text, occurring in a particular time, under certain circumstances, in a particular

social and cultural setting, and as part of an individual's life and group "(1985: 100, at

Lundahl 1998: 194). This quote portrays the full challenge of reading, and it shows the

immense variety of elements that are essential in understanding the texts.

36
 CHAPTER III

METHODOLOGY

This chapter presents the methods that will employ to achieve research

objectives. The chapter describes the method which will use in this research such as

research design, research locale, subjects of analysis, sampling procedure,

instrumentation, data gathering procedures, and analytical framework.

Research Design

This research is a qualitative study using the case study method. The researcher

will use this method to expose the result. Since the aim of this research is to identify and

describe some of the different problems of students when reading a text as well as to

determine their reading level and the techniques that they used to overcome these

difficulties. Bodgan and Taylor in Setiyadi (2006: 219) explains that qualitative research

is a research that demonstrates descriptive data in written or spoken words from people

and their behaviors that can be observed. While, Sturman said that case study is a

general term for exploring an individual, group or phenomenon. Thus, qualitative

research with case study strategy is a study that intends to explore and understand the

subject and phenomenon deeply through verbal description. This study allows the team

to identify the problem, describe it and suggest several solutions.

Research Locale

This research will conduct at Bucal National Highchool in Bucal 2,

Maragondon, Cavite in school year 2018-2019. Bucal National Highschool is one of the

37
top high schools which has high standard of education. It is actively participating in

activities, programs and contests. The respondents will interview on their classrooms

and other facilities. The researchers choose the place because it will give the

researchers the needed information from students. Aside from that, they have a

background education in that school so it is easier for them to conduct an interview to

the fellow students in that place.

Subjects/Units of Analysis

BNHS students are physically and mentally active on their performance and

school works. But, just like other students, they encounter some difficulties in analyzing

what they have read that cause them to lose interest in reading. A total of 20 Grade 10

students will join this study. Grade 10 students have extensive knowledge and learning

experience than any other lower grade levels that’s why they are the selected

respondents. The researchers will choose 2 students from each section. The first one is

the top in the class while the other one is the average student. The rationale of choosing

different students is to get their opinion and experiences in reading difficulties they had

encountered. The two students with different IQ level and weaknesses will take a

reading test to examine their reading ability factors in comprehending reading text.

Sampling Procedure

The study will use purposive sampling technique. The researchers will choose

the sample based on who they think would be appropriate for the study. They should

know first the highest and average rank in each section of Grade 10 level. The chosen

students are the respondents in this research. They will be interviewed and take a

reading test to gather the needed data. There will have a follow up questions about

38
students’ experiences on how they comprehend the text. The collected data is needed

to be explained and interpreted in results and discussion.

Research Instrument/Instrumentation

The instruments that will use by the researchers to conduct this study are

through reading test and interview.

A. Reading Test

The researchers will give reading test to the two selected students to measure their

comprehensibility in reading. There have two reading passages which are written in

English and Filipino. There are 10 item questions by each reading passage. By giving a

reading test, the researcher will find out whether students could respond well or not.

The correct and the wrong answer from students will use as an indicator when students

discover difficulties or not. They will try to figure out whether the students can

understand at take the test well or not.

Reading test has exercise for speed, comprehension, and development of moral

values from the “Testing Reading Power IV” and “PagsuboksaPagbasa” . Among the

three components, the researchers focus only on comprehension since this study seeks

for reading comprehension skills of the students.

The researchers will use Philippine Informal Reading Inventory (Phil-IRI) as their

assessment tools to measure the pupils comprehension level. Phil-IRI is composed of

graded passages designed to determine a student’s reading level in oral reading, silent

reading and listening comprehension. These three types of assessments aim to find the

student’s independent, instructional and frustration levels. Independent Reading Level is

39
the level at which readers function on their own with almost perfect oral reading and

excellent comprehension. Instructional Reading Level is the level at which readers profit

the most from teacher directed instruction in reading. Frustration Reading Level is the

level at which readers find reading materials so difficult that they can’t successfully

respond to them (Flippo, 2014) In computing for the comprehension score, the

researchers used this: Comprehension (C) : No of correct answer/No. Of questions x

100 = % of CR.

The comprehension score is the percentage of items correctly answered over the

total number of items in a passage from reading test. The researchers will identify the

comprehension level of the pupils refer to the table below.

Table 1.Specification in reading test

WORD LEVEL COMPREHENSION

Frustration 59%-below
Instructional 59%-79%
Independent 80%-100%

B. Interview

The interview is one of the collecting strategies of data research on qualitative

research. An interview in qualitative research is a conversation where questions are

asked to elicit information. The researchers will conduct an interview to the chosen

Grade 10 students and it will help to get more detail information in order to support the

data from reading test.

40
Data Gathering Procedures

The researchers prepare a procedure in conducting research. First, the researchers

determine the problem of chosen research topic. Identify the objective of the research.

Formulate research title and conclude the exact population and sample of the research.

The Grade 10 students of Bucal National High School is the population of this research

and the top and average student of every sections are the sample of this research. In

gathering the data, researchers conduct a reading test. They apply the reading test to

cognize the ability of the student in reading comprehension. The selected students will

take the test consists of 10 questions. In order to support the data from the reading test,

researchers conduct an interview. The two selected students per section will interview

by the researcher in order to support the reading test and to gather more information

related to the difficulties of students’ encountered in comprehending text. The

researchers will interpret and discuss the collected data after they conduct an interviews

and reading test. After that, the findings and conclusions from the gathered data will be

portrayed.

Analytical Framework

The researchers will analyze the data base in the answers of the students

through reading test and interview. Grounded theory will use in this study because it

begin with a question and the data collected will re-review to be grouped into concepts.

It is a systematic approach to social sciences involving the construction of theories by

gathering and analyzing the data. It has great significance because it provides explicit

and sequential guides for conducting qualitative research. This data will analyze and

provide conceptual theories that explain the studied empirical phenomena.

41
 The researchers will develop categories about reading comprehension that will

be used in interpreting the results. The compare and contrast technique can help to

analyze the data and to determine the possible findings. Having collected all the data

from the reading test and interview, the researchers will review the data. First, the

researchers will evaluate the test result to determine the difficulty of students in

understanding the text, and in what aspects the students face the difficulty. The

researchers will recognize the difficulties of students from the mistakes they made in

answering reading questions. And then from the interview, the researchers will obtain

the details and more in-depth information about the difficulties of the students.

The students' scores from reading test is the basis to analyze the data. The

reading difficulties that can affect the students' reading comprehension will identify and

determine by the right and wrong answers of the students in reading test. While, the

students’ answers in interview will conclude the possible solutions to improve their

reading comprehension skills.

42
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter discusses the data analysis and findings from reading test and

interview completed from 20 selected Grade 10 students in Bucal National High School.

The results obtained were put through graphical and verbal manner and are discussed

in this part.

60%

50%

40%

30% English
Filipino
20%

10%

0%
Independent Instructional Frustration

Figure 2. Reading levels of selected Grade 10 students in Bucal National Highschool

Based on the researchers' reading test result, 40% of the Grade 10 students

reached the Independent reading level on the passage written in English language.

While, 25% of the student attained Instructional level and 35% attained Frustration

level.. On the other hand, the reading test that is written in Filipino language got the

25% of the students in Independent level, 55% in Instructional level and 20% in

Frustration level. The figure above shows the comparison of the reading test result of

the two passages that is written in two different languages.

43
 From the given data, the researchers were able to prove that most students can

read with understanding and can analyze the text in a Filipino passage. Instructional

level in Filipino reading test is the highest proportion, it means most students are

capable to understand and analyze Filipino text rather than English. But, the figure also

illustrates that Filipino reading test got the lowest reading level which is Frustration

level. Thus, most of the students also have difficulties in comprehending Filipino text. In

addition, some students have difficulties in understanding text written in English since it

is a foreign language. Unlike, Filipino that is their mother tongue, they can easily

understand and analyze the meaning of the words from the Filipino text. It is related to

research entitled “Determination of University Students Motivation in EFL Classroom”

that the most of the students are done round the classroom environment because it has

great impulse in student’s learning a foreign language and motivation.

Coming from the answers in interview, 17 students (85%) said that they love to

read stories while 3 students (15%) said that they are not fond of reading. Interviewee

no. 2 answered,

"Opo, gusto ko magbasalalo na kapag Filipino stories ".

("Yes, I love to read especially Filipino stories".)

While, interviewee no. 11 said

"Nakakabored, di kasiakomahiligmagbasa".

("I felt boredom, because I’m not fond of reading".)

44
 Moreover, based on the researchers' observation in students while taking reading

test, some of them read the text again and again in order to analyze the concept of the

reading passage. Thus, students who are capable to read and have interest in reading

can easily analyze the text while the students who aren’t fond of reading are having

difficulties in comprehending text.

60%

50%

40%

30%

20%

10%

0%
Deep Meaning Unfamiliar Words Translation

Figure 3. Reading difficulties of the students

From the interview, students use dictionary in order to help them in their studies.

It helps them to easily understand the real essence of the given words. 14 students

(70%) said that they always use dictionary for their studies and 6 students (30%) said

that they often use dictionary, only when it is needed. Figure 3 represents the words

that the respondents were seeking while they're experiencing difficulties in analyzing

text. In dictionary, spelling, pronunciation, definition and sentence are provided. 50% of

the respondents answer that they're looking for those unfamiliar words they had been

encountered in different aspects of reading, while 45% of the respondents said that

they're usually look for the words that contains deep meaning that refuse them to hardly

45
understand the thought of the word. The left 5%said that he use dictionary to translate

the words in English to Filipino and Filipino to English.

In any case, 13 students (65%) answer that dictionary helps them to find the

meaning of the given word. 4 students (20%) said that it helps them to enhance their

vocabulary skills while searching in dictionary. 2 students (10%) said that it help them to

translate word in different languages, only 1 student (5%) answer that he is searching

for the synonyms of the given words by the help of dictionary. The researchers find out

that most of the students use dictionary to search for the meaning of the word and it's

leading them to simply analyze texts. To conclude, dictionary has a big role in helping

students in analyzing text. It helps students who having difficulties in understanding

unfamiliar words in order to fully comprehend the concept of a text. This result agrees to

research entitled “The Students’ Problems in Comprehending English Text”, it

concludes that lack of vocabulary is one of the major factors that caused problems in

comprehending text.

60%

50%

40%

30%

20%

10%

0%
Book Wattpad Magazine Newspaper

Figure 4. Reading materials usually used by students

46
 Students use reading materials as their source of information and encode in

knowledge. From Figure 4, 55% of the students use book, 30% for Wattpad, 10% for

magazine and 5% for newspaper as the reading materials they usually use.

Thus, it means most students are capable to read with understanding and

analyze the concept of text by using different reading materials. 14 students (70%) said

that they enhance their reading skills and 6 students (30%) improve their vocabulary

skills by using those reading materials.

As interviewees said

"It helps me to analyze and cope up some difficulties"

and some students said,

"It gives me the definition of the words that is unfamiliar".

So, most students prefer to use book as an effective reading material since it

contains the information and reading passage that can improve their learning and

reading skills. By improving vocabulary skills, readers can determine the meaning of the

word while readers with reading skills can analyze the whole concept of a text. It means

readers can't have reading skills if they lack in enhancing their vocabulary skills. They

are both essential skills that should a reader have, whereas it can lead to reading

comprehension.

47
 40%

35%

30%

25%

20%

15%

10%

5%

0%
A B C D

Figure 5. Advantages of Applications and Internet as reading materials

A. Easier to make work or task

B. Translate words (English-Filipino and Filipino-English)
C. Making projects and assignments
D. Gain knowledge and information

Nowadays, X-Generation is skillful through internet because it's continues to be

more common although the lowercase form is rapidly gaining more widespread use

around the word. Students use internet and applications almost every day. Figure 5

shows the advantages of application and internet in analyzing text. It presents that 35%

of the students gain knowledge and get deeper understanding from reading by the use

of applications and internet. While, 30% of the students said that internet can help on

their projects and 20% of the students make their task easier using applications in

internet.

As one of the students said,

"Mas madalikongnagagawa ang mgadapatkonggawin".

("It makes my task easier to do".)

48
 On the other hand, 15% of the students said that those materials help them in

translating words into English and Filipino to English.

In addition, 12 students (60%) said that the reason of their internet usage is their

projects and assignments. In today's time, the projects of the students were high tech

and the students need to provide project while using internet. Then the 40% of the

students said that they use internet for entertainment or it serve as their hobby. To

conclude, Grade 10 students were using internet due to their projects that were given to

them by their teachers. Applications and internet help students for educational purposes

in order to improve their knowledge especially ti have deeper understanding in

analyzing text.

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Reviewer Required

Figure 6. Reasons in writing lectures

Students write lectures about their topic. Based on the Figure 6, 90% of the

students write lectures because it serve as their reviewer while 10% of the students

write lecture because it is required to do as a requirement in their subjects.

49
 As Interviewee no. 9 said

"I take down notes in order to remember the lesson that we are currently

discussing".

In contrast, Interviewee no. 15 said

"I write lectures because it is required to do, we need to write lecture as a

requirement for our completion form".

Thus, most of the students want to write lectures in able to read it again or to

remember the topic and be prepared for their exam but some students write lectures

because they need to. By writing, students can read the information and gain more

knowledge about it. Reading is the foundation of all learning but people can't read if they

can't write. Therefore, most students can learn their lessons by writing their lectures in

order to remember the topic. Practice in writing helps students building their reading

skills since students easily remember their lesson if they write it on their notebooks.

70%

60%

50%

40%

30%

20%

10%

0%
Dictionary Search Asking

Figure 7. Techniques of students when encountered reading difficulties

50
 Figure 7 shows the techniques of students when they encountered reading

difficulties. In order to analyze the text, 60% of students ask their teachers and

classmates to determine the meaning of the word, while both 20% of the students use

dictionary and search on internet in able to understand the concept of a text.

Coming from the given data, most students ask for help in analyzing text if they

encounter reading difficulties. In this way, they can easily understand how to overcome

those reading problems. This means most students prefer to work with others and ask

other people's opinion about the things they are curious about. On the other hand, some

students prefer to work with themselves to solve their own problem.

51
 CHAPTER V

SUMMARY OF THE FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusion and

recommendations based on data analyzed in the previous chapter. The conclusion were

based on the purpose, research questions and results of the study. The implications of

these findings and the resultant recommendations will also be explained.

Summary of the Findings

This research study was done to determine the reading competencies of the

Grade 10 students of Bucal National High School. From the study, the researchers were

able to determine the reading ability and reading difficulties of the students regarding in

analyzing different texts.

Based on the reading test result of the students, researchers were able to prove

that most students can read with understanding and can analyze the text in a Filipino

passage rather than in English passage. 55% of the students got the Instructional level

which is the highest proportion and 20% got the Frustration level in Filipino reading test.

So, students also experience difficulties in Filipino reading text.

Coming from the answers in interview, 85% of students said that they love to

read stories while 15% said that they are not fond of reading. Based on the observation

in students while taking reading test, some of them read the text again and again to

analyze the concept of the passage.

52
 On the other hand, students use dictionary in order to help them in their studies.

50% of the students said that they're looking for unfamiliar words, 45% look for deep

meaning and 5% look for the translation. It means dictionary helps them to enhance

their vocabulary skills.

Students use reading materials as their source of information that are essential in

their studies. 55% of the students use book, 30% for Wattpad, 10% for magazine and

5% for newspaper as the reading materials they usually use. Thus, most students are

capable to read with understanding and analyze the concept of text by using different

reading materials such as book, magazine, and other applications in internet. Since,

students use internet and apps almost every day, they are able to use it as reading

materials. 35% of the students said that they gain knowledge and get deeper

understanding from reading, 30% said that internet can help them in making their

projects and assignments, 20% said that they make their task easier and 15% said that

those materials help them in translating words. So, most of the students use application

and internet as reading materials to comply their projects and assignments.

Moreover, students write lectures about their topic. 90% of the students write

lectures because it serve as their reviewer while 10% said that it is required to do as a

requirement in their subjects. Thus, most of the students want to write lectures in able to

read it again for preparation on their exam but some students write lectures because

they need to.

Despite of reading difficulties encountered by the students, they have techniques

in order to cope up these problems. In order to analyze the text, 60% of the students

53
ask their teachers and classmates to determine the meaning of the word, while both

20% of the students use dictionary and search on internet in able to understand the

concept of a text.

Conclusions

Based on the results of the data analysis and discussion in the previous chapter,

the researchers draw the following conclusions:

1. Most students attained Instructional level and Frustration level in reading test. Thus,

students can easily analyze Filipino passage but they also experience sme reading

problems on Filipino text.

Students who are capable to read and have interest in reading can easily

analyze the text while the students whosenot fond of reading are having difficulties in

comprehending text.

Most of the students can read with understanding in Filipino text since it is their

Mother tongue but also most of the students are having difficulties in comprehending

Filipino text.

2. Too long text or passage can made students bored, that's why they're having

difficulties in analyzing concept of text. It is also the reason why they read it again and

again.

It is not easy for the students to find certain word meaning from the text. Most of

the problems faced by students are the lack of vocabulary that makes them not familiar

with the words available in the text.

54
 Language can also affects student's reading difficulties since the comparison of

two reading test results written in English and Filipino have a large differences.

3. Dictionary has a big role in helping students in analyzing text. It helps students in

understanding unfamiliar words in order to fully comprehend the concept of a text.

Most students prefer to use book as an effective reading material since it

contains the information and reading passage that can improve their learning and

reading skills.

Applications and internet help students for educational purposes in order to

improve their knowledge especially to have deeper understanding in analyzing text.

4. Reading is the foundation of all learning but people can't read if they can't write.

Therefore, most students can easily learn their lessons in writing their lectures in order

to remember the topic and it also serves as reviewer for their exam.

Writing plays an important role for students who are in the process of learning

whereas they simply analyze the text.

5. Most students prefer to work with others and ask other people about the things they

are curious about, but some students prefer to work with themselves to solve their own

problem.

The student's efforts to solve the reading difficulties were by checking the words

in dictionary, asking someone and searching on internet.

55
Recommendations

After having summary of the findings and conclusion of the results, the

researchers would like to propose some recommendations as follow:

1. The school should implement a reading program every month to enhance the

reading skills of the students.

2. The teachers should teach students at least one vocabulary word everyday to help

students in improving their vocabulary skills.

3. The students should read educational books to gain more knowledge and for them

to easily comprehend the concept of a text.

4. The further researchers should investigate other problems and factors affecting

students' reading difficulties to help them in making their reading strategies to cope

up those problems.

56
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60
APPENDIX 1

61
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Cavite
BUCAL NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
Bucal 2, Maragondon, Cavite

READING COMPETENCIES OF GRADE 10 STUDENTS OF BUCAL NATIONAL

HIGHSCHOOL

Legacy of Love

Source: Testing Reading Power IV

No one remembers Linda ever seeming unhappy. Huddled around her are her
ten children and husband, Ernesto. There was not much in the house, at least in
material things, but love was everywhere.

The family’s happiness was deeply rooted in Linda’s optimism and commitment
to seeing her children prosper. She had huddled her children that day, but it was a sad
moment after the doctor broke the news that she would die in two months of cancer
which has ravaged her body. Their youngest child was barely a year old; the eldest
twelve and there were eight others. Dilemma faced the couple, especially Linda who
always thought of how to ensure the best future of their children.

There were two options like taking them to relatives, placing them in foster
homes and orphanages to help them find new homes and new identities, and stopping
their schooling. But all of these ideas were discarded because of complicated
circumstances. Linda was more determined to leave her children a more secure future
than that.

Finally, the couple made affirm and bold decision. They would find loving and
secure homes for their children. However, certain standards would have to be met: the
prospective parents must promise due to educate the child, provide religious training,
and help keep the children in touch with one another.

Prospective parents came in groups when an announcement for adoption of

children appeared in the newspaper. There was a lawyer, an engineer, a businessman,
an architect, etc.

Linda told her children that she was dying and that she and their father who
was also ailing with severe arthritis couldn’t take care of them and that they would get
new parents to look after them. It was the hardest decision one ever made, especially
by parents.

62
 The baby was the first to go, followed by nine others. It was with mixed feelings
that the couple watched their children apart.

This time, Linda’s cancer caused many complications. But no one ever heard
her complain. She had faith that everything would turn out for the best.

As death was nearing, she made a last request to see her children living near
their home. Against the doctor’s advice he made her journey, but it was too much for
her and the trips took their toll. Her legs were paralyzed, but she told her husband, “I
feel at peace now.” After a week, she died with all the family pictures cradled in her
arms.

Linda’s faith that she had done her best was well founded. Everyone of the
children prospered. The children spoke of a common feeling of gratitude and joy as they
recollected their early days and the courageous act of their parents. They believe that a
decision other than the one made would have sharply decreased their chance of having
happy, steady lives

The eldest child said, “There is nothing more important to a child than growing
up in a loving family.” Because of Linda’s love and wisdom, her children have grown up
to be happy, independent, and resourceful. They have become successful in their
chosen fields of endeavor.

Direction: Fill in the blank of each sentence with the letter of the correct answer.

____1. Linda’s home was wanting in material things but was beaming all over with

a. Discussions c. music
b. Love d. worries

_____2. The main problem that be set her family was

a. The sickness of one of her children

b. The impending death of the youngest child
c. The impending death of her husband
d. Her own impending death
_____3. Linda has never been seen

a. Happy c. sick
b. Unhappy d. worried

_____4. She was stricken with

a. Cancer b. Pleurisy
b. Hepatitis d. pancreatitis

63
_____5. She had always thought of how

a. To make the children grow big

b. To ensure the best future of their children
c. To send her children to school
d. To get over with her ailment

_____6. The couple’s decision to find secure homes for their children would materialize
on

a. 3 conditions
b. 2 conditions
c. 4 conditions
d. 5 conditions

_____7. The announcement on the papers for possible adoption for the children

a. Attracted very poor perspective parents

b. Attracted parents who were professionals
c. Did not attract anyone
d. Did not push thru

_____8. When the mother’s sickness turned to worse, she

a. Became restless and tense

b. Did not complain a bit
c. Kept crying day and night
d. Sought the best doctor

_____9. As death was nearing, her last request was

a. To travel once more

b. To see her children
c. To be operated on
d. To see all their family pictures

_____10. The children have grown up to be happy, independent and resourceful

because of their mother’s

a. Love and care

b. Love and wisdom
c. Love and patience
d. Love and devotion

64
 BATAAN

Source: PagsuboksaPagbasa

Taong 1941, ika-8 ng Disyembre

Ang ikalawangDigmaangPandaigdig ay lumaganapsaPilipinassapagkat ang

Amerika na nakasakopsaatin ay napasangkot na rin sadigmaan. Ang Japan na
siyangkatunggali ng Pilipinas. Magkatulong ang mgaAmerikano atmga Pilipino
sapakikihimoksamgaHapones.

Napasok ng mgaHapones ang ibatibangpanig ng Pilipinasmalibansa Bataan at

Corregidor.

Lahat halos ng paraan ay ginawa ng mgaHaponesupangmapasuko ng

mgaPiipinosa Bataan – lusob ng mgaeruplano at tangke,hulog ng mgabomba at
pulyetongnagsasaad na patatawarin ang mgasusukongsundalong Pilipino.
Ipinagsigawan din ng mgaHaponessamikropono na abot-dinig ngmga Pilipino ang:
“Mgasundalong Pilipino, hindi kayo ang amingkalaban. Ang mgasundalongAmerikano
ang kalabannamin. Sumuko na kayo bago mahuli ang lahat.”

Bagaanmaraminangmaysakit at nangagugutom, hindi rin sumuko ang mga

Pilipino ngunithindigagaanongbuhay, kasangkapan, at panahon ang nagging puhunan
ng mgaHapones .dahil dito, paghihiganti ang tumimosakanilangisipan – ang
pamumuksasa isang libong Pilipino.

Tatlongpangkat na mgabihag ang dinala ng mgaHaponessa isang pook na

kung tawaginngayo’y “makalansay” . sahulingpangkat, hinatak ng
mgaHaponessinaTinyente Rafael Chan, Tinyente Manuel Panlileo, at ilan pa at
ginawangkargador nila kaya’tnakaligtas ang mgaitosakamatayan. Sa pamamagitan
naman ng iilangsalitangHapones na naisauloniKomandante Ricardo Papa,
nagingkaibigan niya siTinyente Moriyama, na isang hapones kaya makaligtas din siya.
Si Kapitan Pedro Felix naman ay nagtamo ng apat na sugat, ngunitnabuhaypa rin.

AyonsapagsasalaysayniKapitan Pedro Felix, tinalian ng kawad ng telepono

ang kanilangmga kamay sakanilanglikuran at pinalakd sila patungongIlogPantigan.
Pinahinto sila sa isang pook na palanassa may baybay ng ilog, at pinapakinigsa isang
interpretengHapones na mahusaymanagalog.

“Mgakaibigan, pasensiya na kayo. “ simula ng interprete. “ Kung kayo lang ay

sumukoagad, hindi naming kayo pagpapapatayin.ngunitmaramingnapinsalasaamin.
Kaya pasensiya na lang kayo. Kung mayroon kayong gustonghingin bago naming kayo
patayin, magsabilang kayo.”

65
 Noon lamangnalaman ng mgabihag ang gagawin sakanila.
Karamihannama’ytumalaga na sakanilangkapalaran. Maraminghumiling ng sigarilyo.
Ang iba’yhumingi ng inuminngunit walang naibigaysakanila.

Ganap na ikatatlo ng hapon ang pila-pila silangpinalakad ng sampunghakbang

at pinaupo. Ang mgapapatay na mgaKoreano na may mahahaba’tmatatalas na espada
ay lumagaysagawingkanan ng mganakapila. Sa gawingkaliwa naman ay
mgasundalongKoreano rin na may gabayoneta.

NasaksihannangmalapitanniTinyente Felix ang ginawangpagpugotsaulo ng

kanyangmgakababayan. Pigil ang paghingahabangumuusal ng
dalanginnangkanyangnarinig angkalansing ng espada
sapagtamasakanyangbutosabalikat. Wala siyang nadamangsakit.

Ang sumunod ay isang tarak s kanyanglikuran na bumaon, ngunit walang

natamaangbuto. Hindi itoikinawala ng kanyangmalay, at wala ring gaanongsakit.

Isa pang saksak ang nadama niya sakanyanggulugod. Sa pang-apat na

saksak, nadama na niTinyenteFelix angkirot ng lahat, ngunithindi pa rin
sapatupangganap siyang mapatahimik.

Ayon ay TinyenteFelix , ang daing ng mganangamamatay ay katulad ng samga

baka kapagkinakatay ng mgamatadero. Ang iba’y kailangan pang balikan ng saksak.
Kagat ng mariin ang labiupanghindimakadaing,nagpatay-patayansiTinyente Felix
kaya’tiniwan na ng tagapatay .

Kinagabihan, nakuhangkalaginniTinyente Felix ang

pagkakagapossakanyangmga kamay. Animsilanghinidinamatay. Ang isa na may labing-
isang saksak ay namatay rin sakanilangpagtaks dahil sa dami ng nawalngdugo. Ang isa
pa, na may sugatsaulo ang namataysadaan dahil saimpeksiyon.
ApatsilangnakaratingsaPilar,bataan. Ditto sila pansamantalangnakapagtago at
nakapagpagamot hanggang makalikassaHagonoy , Bulacan.

Humigit-kumulangsa isang libongkatao ang pinagpapatay na

yaonmulasaikasiyam hanggang ika 12 ng abril. Ang malagim na pangyayaringito ay
karaniwanlamangsalarangan ng digmaan- ang digmaangibinubunga ng pagnanasa ng
ilansakapangyarihan, pagiimbotsapagaari ng iba, at pagmamaabissakapwa

66
Panuto: Isulat ang titik ng wastong sagot sabawattanong.

_____1. Sinu-sno ang magkatulongsapakikihamoksamgaHapones?

a. Kastila at Pilipino
b. Amerikano at Kastila
c. Pilipino at Amerikano
d. Tsino at Pilipino

_____2.Saanpansamantalangnakapagtago at nakapagpagamot ang mganakaligtas?

a. Pasig, Rizal c. Pilar, Bataan
b. Lucena, Quezon d. Malolos, Bulacan

_____3. Alin samgasumusunod ang naglalarawansamgataga- Hagonoy?

a. matatapang at masisipag
b. maaawain at matutulungin
c. magagalang at maalalahanin
d. matatakutin at matatahimik

_____4. Bakit tinaguriang “Makalansay” ang pook na pinagdalhansamgabihag?

a. dito ginagawa ang mgalaruangkalansay
b. dahil sakalansay ng mgapinagpapatayroon
c. hugiskalansay ang pook na iyon
d. may nagmumultongkalansayroon

_____5. Paanopinagpapatay ng mgaHapones ang may isang libongbihag?

a. pinagbabaril
b. pinagsasaksak
c. pinaglilibing ng buhay
d. pinagkakanyon

_____6. Ano kaya ang mangyayari kay Tinyente Felix kung

siya’ydumaingnangmalakas?
a. kaaawaan siya ng Koreano
b. ipapagamot siya ng Koreano
c. babayonetahin siyang muli
d. hindi siya papansin

_____7.Anongkalagayanmayroon ang mga Pilipino noon?

a. karangyaan
b. katahimikan
c. kaguluhan at pagkatakot
d. kahinaan

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_____8.Anokayangdamdamin ang madarama ng sinumangmakababasanito?
a. Galit samgaAmerikano
b. Galit samgaHapones
c. Galit samgaPilipinongsundalo
d. Galit samgagerilya

_____9.Alin dito ang pinakabuod ng babasahin?

a. Malalagim ang mgapangyayaringidinudulot ng digmaan
b.Mababait ang mgataga- Hagonoy
c. Malulupit ang mgaHapones
d. Pinabayaan ng mgaAmerikano ang mga Pilipino
noongikalawangDigmaangPandaigdig

_____10. Ano kaya ang ginawa ng ilangnakaligtassamalagi na

karanasangiyonnangmakauwi na sila sakani-kanilangpamilya?
a. Nagpamisabilangpasasalamat
b. NaghigantisamgaHapones
c. Namundok at nag-gerilya
d. Nagkwento ng kanilangkabayanihan

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APPENDIX 2

69
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Cavite
BUCAL NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
Bucal 2, Maragondon, Cavite

READING COMPETENCIES OF GRADE 10 STUDENTS OF BUCAL NATIONAL

HIGHSCHOOL

INTERVIEW QUESTIONNAIRE

1. Do you love to read?

2. Do you use dictionary?

3. How often do you use dictionary?

4. What word do you usually look for in dictionary?

5. How does dictionary help you in analyzing text?

6. Do you use internet?

7. How often do you use internet?

8. What is the reason why you use internet

9. How does applications and internet help you in analyzing text?

10. Do you use reading materials?

11. What reading materials do you use?

12. How does reading materials help you in analyzing text?

13. Do you write lectures?

14. Why do you write lectures?

15. What do you do if you encounter some difficulties in analyzing text?

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APPENDIX 3

71
72
APPENDIX 4

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 BIOGRAPHICAL STATEMENT

James V. Aguilar

James Vergara Aguilar was born in Ternate, Cavite on January 02, 2002, He

studied elementary at Ternate Central Elementary School at Ternate Cavite in 2014. He

finished his Junior High School education at Bucal National High School in Bucal,

Maragondon Cavite in 2018. He is presently a Grade 11 Senior High School at Bucal

National High School studying a Humanities and Social Sciences.

Byron V. Pega

Byron Valdez Pega 16 years of age from LayongMabilog, Maragondon Cavite.

Byron born in TreceMartires Hospital on August 08, 2002. He finished elementary with

honors at Tulay Elementary School in MabacaoMaragondon Cavite in 2014. He

finished his Junior High School at Bucal National High School in Bucal 2, Maragondon

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Cavite and received With Honors in their class. He is presently a Grade 11 Senior

High School Student at Bucal National High School studying a Humanities and Social

Sciences.

Catherine Dimaisip

Catherine Dimaisip was born in Maragondon, Cavite on September 7, 2001. She

studied Elementary School education at Bucal National High School in Bucal2

,Maragondon Cavite in 2018. She is an consistent honor student . She is presently a

Grade 11 Senior High School students at BNHS studying a Humanities and Social

Sciences.

Ricajay T. Gloriani

RicajayTañagrasGloriani was born in Bucal 1, Maragondon, Cavite on November

23, 2002. She attended elementary at Maragondon Elementary School at Maragondon,

Cavite in 2014. She studied junior high school at Bucal National High School in Bucal 2,

Maragondon Cavite in 2018.

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 Nicole M. Hernandez

Nicole Medina Hernandez was born in Bancaan, Naic, Cavite on August 31,

2001. She took her elementary education in Bancaan Elementary School at Bancaan,

Naic, Cavite in 2014. She studied high school at Bucal National High School in Bucal 2,

Maragondon, Cavite. She is a consistent honor student and won the TagisTalino in the

Division of Talents in EdukasyonsaPagpapakatao in three consecutive years since

2015. She started to join competitions when she was Grade 8 and also she got the 14th

place in the TagisTalino 25th Annual National Convention and 4th National Seminar

Workshop on E.S.P. She is also one of the Manny Villar Excellence Awardee last 2018

in Moving up Ceremony. She is a member of Ascendens Asia International Researchers

Club and presented a research for exhibition during RACE (Research Advocacy for

Community Empowerment) that initiated by Ascendens Asia. This year, she is one of

the contributors of article in their campus journalism, The Bucalean. She is currently

Grade 11 HUMSS student at Bucal National High School and planning to take the

Psychology field for this upcoming Grade 12 since she is a big fan of science of

deduction.

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 Angela Nicole S. Pinlac

Angela Nicole de los Santos Pinlac was born in Villa Apolonia Naic Cavite on

July 29, 2002. She graduated in Pinagsanhan Elementary School in the year of 2013

and receive an award on Basic Encoding. She also participate in Journalism for Division

Level. She attended her High School in Bucal National High School with an

achievement of with honors in the year of 2018 and now she’s recently took Humanities

and Social Sciences in her Senior High School.

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