Introduction
English is the national language of numerous sovereign states and a second language or a foreign language in other countries which is of common knowledge that improving the teaching of English in our schools is a universal effort.
The concept of reading comprehension is that comprehension is directly related to the surface of our language process. Reading Comprehension is the ability to read text, process it and understand its meaning. An individual’s ability to comprehend text is influenced by their traits and skills, one of which is the ability to make inferences. If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read.
Thus, The Acquisition of Reading Comprehension Skills in English among 7th grade students of Saint Francis of Assisi College – Bacoor Campus for S.Y 2014-2015 is of great importance. The researcher decided to conduct a study that would lead to the further development and improvement of Reading Comprehension.
BACKGROUND OF THE STUDY
The researcher decided to choose this topic about “The Acquisition of Reading Comprehension Skills in English among 7th grade students of Saint Francis of Assisi College-Bacoor Campus for S.Y 2014-2015 because she believes that the teacher known about the process on how the students improve their Comprehension Skills in English.The researcher maintain her best choice ever. This study is prepared not only for the researchers guarantee. This is made for the benefits of all the parents, teachers and especially of all students In this study the researcher will define the meaning of Reading Comrehension and how the teacher teach. We will also know the importance of Reading Comprehension.
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STATEMENT OF THE PROBLEM:
The purpose of this study is to determine the level of proficiency in Reading Comprehension of 7th grade students of Saint Francis of Assisi College – Bacoor Campus , S.Y 2014-2015.
Specifically, it seeks to answer the following questions: 1. What is the profile of the 7th grade students in Saint Francis of Assisi College Bayanan Campus Bacoor Cavite in terms of: 1 Gender?
2 Age
2. Does the students of Saint Francis of Assisi College – Bacoor Campus in 7th grade have necessary skills in terms of comprehending selection? 3. How do students of Saint Francis Of Assisi College in 7th grade acquire skill at comprehending what they read?
Assumptions
The researcher ,in hopeful view of the study’s progress and effects, developed the ff. assumptions: 1.) Most of grade 7 students will be facilitated in absorbing the techniques and concepts pertaining to Reading Comprehension. 2.) Teaching approach and style of instruction in English will be modified and improved after this study.
SIGNIFICANCE OF THE STUDY
Reading Comprehensive problems met by the students in Grade school motivated the researcher to conduct this study.
To Teachers
This study will help them to become aware what difficulties of his students when it comes to comprehend a selection.
To Parents
They can make sure that their children is in the better education
To Students
This study may provide them the development in learning. It will be easier to them to understand what the teacher teach them.
To Researcher
They can make this study as their reference for future research study.
SCOPE AND LIMITATIONS
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SCOPE
This study was held at Saint Francis of Assisi College during the School Year 2014-2015. The respondents of this study were the 7th grade students of Saint Francis of Assisi College – Bacoor Campus.
It covers only () sections of 7th grade of Saint Francis of Assisi College – Bacoor Campus S.Y 2014-2015 There are () respondents taken from the said level.
LIMITATIONS
This study was conducted inside the campus of Saint Francis of Assisi College-Bayanan Campus, Bacoor City to gather primary information and data essential for the study. Other supporting data for this study were collected inside or outside the campus as needed.
DEFINITION OF TERMS
1. Acquire – to get as one’s own: to come into possession or control of often by unspecified means: to come to have as a new or added characteristic,trait or ability. 2. Acquisition – the act of acquiring; something or someone acquired or gained, obtainment. 3. Assessment – tests or similar exercises that are used to evaluate student performance. 4. Assumption – the taking up of a person :a fact or statement (as a proposition, axiom,postulate or notion) taken for granted. 5. Correlation – a realtion existing between mathematical or statistical variables which tend to vary,be associated or occur together in a way not expected on the basis of chance alone.
6. Curriculum – the course of study offered by a school or district. 7. Methodologies – the system of methods and procedures used in teaching. 8. Modal – containing provisions as to the mode of procedure or the manner of taking effect; constituting a grammatical form or category characteristically indicating predication of an action or state in some mannerother than as a simple fact. 9. Proficiency – mastery or ability at a certain category or area at a school level. 10. Strategies – the process or manner by which an instruction module, a lesson plan , or an entire course is delivered.
General Organization and Coverage of the study
This study attempts to assess the Reading Comprehension Skills among 7th grade students of Saint Francis of Assisi College –Bacoor Campus for S.Y 2014-2015., Thus, the organization and coverage of this research are as follows:
Chapter I of this study dealt with the problem and its background
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Chapter II
REVIEW OF RELATED LITERATURE
LOCAL LITERATURE
MANILA, Philippines – It is conventional wisdom to think that our competency in English gives us a clear-cut advantage in the BPO (business process outsourcing) industry. After all, English is practically our second language, so doing business with Westerners should not pose a problem at all. This kind of readiness has made us a worthy competitor in the global business arena. However, recent National Achievement Tests (NAT) administered to public schools paint a picture that may threaten that competitiveness. The DepEd reports that there has been a 21.36 percent increase in NAT results from 2006 to 2009. The 2009 NAT revealed a rise in Mean Percentage Score (MPS) of only 66.33 percent from 54.66 percent in 2006, which equates to an improvement of 11.67 percent. The percentage gains were in all subject areas and point to a steady improvement in the primary education of the country’s public school system. So this kind of progress is supposed to be a good thing, right? Maybe. Maybe not. Because a 66.33 MPS (from 54.66 in 2006) is still a rather low score. In fact, it’s at the “near mastery level.”
What’s more alarming is that mastery is only at 14.4 percent among grade 6 students and 1.1 percent among fourth-year high school students, which means below-mastery scores are a staggering 85.6 percent among the former and 98.1 percent among the latter. What could be the reason for such “below mastery levels”? In a 2007 interview, Dr. Yolandda Quijano, head of the DepEd’s Bureau of Elementary Education, attributed “reading problems as the main culprit for the poor performance of some students in the NAT.” This is definitely a cause for alarm because if the upcoming generation cannot read properly, then there is a big chance they will have difficulty writing and speaking well — simple but vital tasks in maintaining that competitive edge in BPO work.
If a new generation of professionals is plagued with poor reading comprehension — and all of its consequential handicaps — our share of the BPO market could very well shrink. To address this concern at its very core, students have to be trained at the earliest age to read well. This means access to a wide variety of quality books at their schools and a program that encourages reading for pleasure — because the surefire way to develop good reading comprehension is by making reading a habit. Doing so will ensure that our upcoming generation and those after that will be prepared for any challenges that lie ahead. After all, you can’t go wrong with a generation of good readers to take care of business.
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FOREIGN LITERATURE
(Curtis, 1980; Sticht & James, 1984) explained “We can expect the comprehension of written language to approximate the comprehension of spoken language. When that happens, then reading comprehension has developed, for practical purposes, to its limiting or asymptotic level. (It is possible for reading comprehension skill to develop so as to exceed listening comprehension skill, but that is another matter.) All other limitations are imposed by linguistic abilities, relevant knowledge, and general intelligence. If we make things more complex than this, we push onto the concept of reading comprehension all these other important aspects of cognition, with the muddle that results from conceptual conflation.
This simple idea that the acquisition of reading comprehension is learning to understand writing as well as one understands spoken language has empirical justification. At the beginning of learning to read, the correlations between reading and spoken language comprehension are small. This is because at the beginning, children are learning to decode and identify words, so it is these word-reading processes that limit comprehension. However, as children move beyond the beginnings of learning to read, the correlations between reading comprehension and spoken language comprehension increase and then level out by high school
(Sticht & James, 1984).
As
children learn to read words, the limiting factor in reading comprehension shifts from word recognition to spoken language comprehension.
(Gernsbacher, 1990).
For adult college student samples, the correlation between scores on reading comprehension and listening comprehension tests reaches r = .90 If this were the end of the story, then the study of reading comprehension would fold completely into the study of language comprehension. However, there is probably more to the story. First are some methodological considerations. Studies that compare reading comprehension with listening comprehension avoid the confounding of materials, making a clean comparison between the same or equivalent passages with only the “modality” (speech or writing) different.
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But for most people, what they usually hear is different in content and style from what they read. These differences extend through formal, semantic, and pragmatic dimensions of language. Thus, what is necessary for experimental control is problematic for authenticity. Second, one must make a decision about the speech rate in such comparisons. What is the proper rate for a comparison with reading? The listener’s preference? The speaker’s preference? A rate equal to the reading rate? Finally, we take note of a more interesting possibility; namely that literacy may alter the way people process spoken language (Olson, 1977).
If so, this would boost the correlation of listening and reading comprehension in adulthood.
We accept, approximately and in an idealized form, the assumption that reading comprehension is the joint product of printed word identification and listening comprehension, an idea famously asserted by Gough and Tunmer (1986) as a simple view of reading. However, we also must assume that learning to read with comprehension brings enough additional complexities to justify a chapter on how that happens.
Chapter III METHODOLOGY
This chapter represents the process used in this study. The following sections are considered: research design, data gathering procedure, data gathering instrument, locale & population of the study and statistical treatment of data.
RESEARCH DESIGN
The descriptive method was used in this study. The questionnaire was the main instrument to gather the necessary information or data. The first part of the questionnaire sought the personal data of the Elementary grade teacher in terms of age, status, sex, educational attainment, and years of work experience as a teacher. The second part focused on how important is the instructional materials and how the teacher prepare their instructional materials.
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DATA GATHERING PROCEDURE
After the principal approved the questionnaire, the researcher was able to distribute the questionnaires to the elementary grade teachers. The respondents were given time to respond and the researcher collected the survey questionnaires after (2) days from the day it was given. The data for this research were collected using survey questionnaires. The survey questions was construct using suitable questions modified related from research. The survey was compromised of ten (10) copies.
DATA GATHERING INSTRUMENT
In gathering the data needed in the study, the main tool used was the questionnaire. The gathered data is based on the materials that are commonly used in teaching and how do they prepare their instructional materials for their daily activities in school.
LOCALE AND POPULATION OF THE STUDY
The study was conducted at the Saint Francis of Assisi College. The respondents of the study were the Elementary grade teachers of the school. The total number of the respondents is 10. Consist of seven (7) females and three (3) males.
STATISTICAL TREATMENT OF DATA
The researcher used tables in order for the collected data to be easily understood. The data are tallied according to the answers of the teachers in different perception and manner with the data gathered as basis, the conclusion will be drawn followed by the recommendations. The researcher in this study used the percentage distribution as statistical tool in the analysis of the data gathered.
