Action Research Developing Reading Comprehension

Republic of the Philippines Department of Education Region IV – IV  – A  A CALABARZON Division of Laguna District of Santa Cruz SANTISIMA CRUZ ELEMENTARY SCHOOL Santa Cruz ACTION RESEARCH PROPOSAL

 Action Research Research of of :

ROSALINDA A. TIU Teacher III

For School Year :

2012  – 2013

Title :

Enhancing Vocabulary through Contextual Clues of Grade V- Saturn Pupills of Santisima Cruz Elementary School

Noted:

MELINDA O. LANSANGAN Principal III

 Approved  Approved :

GODOFREDO C. MERCADO

________2012

 Area Supervisor Supervisor

 Approved  Approved :

RODERICA R. CAMACHO EPS – EPS – 1  1 Research

______ 2012

I. SITUATION Reading can be one of the most rewarding pre-occupations of man expanding his horizon and making it possible for him to partake of his accumulated experiences and achievements through the ages ( Villamin , 1995 ) For a child – child  – learner  learner , reading is the basic tool for learning in all subjects; a skill that helps him to understand not only the literal and visual presentation of the teacher’s daily lesson but also the words and ideas conveyed in any reading materials. With the child’s enriched vocabulary in his schema, he is able to correlate them to the newly  – acquired knowledge from worthwhile reading materials; remarkably, he learns and performs well in the academics. On the contrary, his deficient or limited vocabulary since early school years may deprive himself of the good opportunity to comprehend completely and interpret the daily lessons in all subjects, unable to grasp the message of the texts and of other reading materials. Consequently, he may not grow mentally nor even relate to his daily lessons. Because of these ,he may receive poor academic performance or fail in the academics. Likewise, he or she may lose the enthusiasm to study. Prominently, the intermediates could hardly relate in English subject or in other subjects that require English as the medium of communication .They don’t engage more time in reading activities neither on needed research and the like. When given text book reading ,they can recognize commonly-used words and symbols but unable to explain the message or ideas embodied embodied therein. In June 2012 enrolment ,that was upon submission of the report cards, cards, the

researcher found that 65% of the Grade V-Saturn pupils got low final grades in English ,Math and Science. When interviewed, their previous teachers confirmed of their poor reading comprehension, lack of participation and poor study habit. They showed rare involvement in oral discussions and activities . They were unable to express ideas even in simple sentences . The 2011 -2012 Phil IRI post test results showed that out of 4i pupils ,five of them were independent readers , 26 instructional and 20 frustration frustrat ion ones in the oral test. . When analyzed , it means that 63% need reading assistance while 49% show very minimal reading comprehension at all . This reading deficiency can be traced back to lack of understanding the details of the texts contents, lack the ability to interpret their embodied message hence they were were unable to answer the comprehension check  – up provided thereafter .  Another cause cause is poor poor study habit habit resulting resulting to lack lack of vocabulary vocabulary , Since Since their parents were occupied to working hard for their family’s living, those pupils ,  had missed reading practices that their parents should have had provided to them .

II. PROBLEM How can the teacher-researcher enhance the vocabulary skill of the Grade VSaturn pupils through contextual clues? Sub-Problems 1. Inadequate or limited vocabulary 2. Unable to define words in the reading materials that were not common to them.

3. Unable to explain ex plain and interpret ideas in the teacher’s daily lessons and in reading materials. Causes 1. Lack of reading practices and participation in classroom oral activities. 2. Lack of knowledge on using guide books, reference books, or texts that give definition of words . 3. Lack of of effective way of interpreting the relationship of words to phrases in order to comprehend or explain the entire ideas in the reading materials or in the teacher’s daily lessons in English III. GENERATION OF ALTERNATIVE SOLUTION 1. Inadequate or limited vocabulary can be sufficed by : a. providing word for the day to be defined and used in a sentence. b. unlocking of difficulties difficulti es in reading selections. c. using antonyms and synonyms in oral and written communication d. active participation in dialogue , skits, dramatization, discussions and other oral performing activities. e. undertaking oral and silent reading, individually or by group during English class or in free time. 2. Knowledge on using guide books, references, encyclopedia, dictionary, thesaurus and the like may enable them to acquire plentiful vocabularies that may later become common to them as they encounter them in the teacher’s daily lessons and from reading materials 3. With adequate vocabularies attained from varied activities (number 1) the target pupils would profoundly be familiar to those words more when they use references or guide books such as dictionary or thesaurus (number 2) in

terms of of descriptions, descriptions , classifications classificati ons and definition. Their efforts would reward them the ability to interpret the relationship relationshi p of word or to phrases or even grasp the entire idea of the given sentences through thr ough contextual clues. Consequently, a reader can get or guess the meaning of a familiar or unfamiliar words with the help of several clues. These clues may be a word word or group of words in the sentence or in the surrounding sentences . Contextual clues consist of 2 types: a. Definition clue gives a statement explaining or describing. Ex The castle was surrounded by a moat, which is a water canal to keep enemies away. b. Appositive clue is a word or phrase that indentifies or explains further the word it follows. Commas and sometimes dashes set off the appositive. Ex:A moat, a water canal to keep enemies away, was was built around a castle. c. Another way of using contextual clues is though the presence of synonyms and antonyms in a sentence. Synonyms: After seeing the starving children in the slum area we all felt compassion or pity for their sufferings. .  Antonyms: I was reluctant reluctant to go mountain climbing, but but my brother brother was eager.

IV. PLAN OF ACTION A. OBJECTIVES * Enrich the target pupils’ vocabulary *  Comprehend the teacher’s daily lessons and the message of texts and necessary reading materials.

*

Improve the target pupil’s academic performance in English subject.

B. TIME FRAME This study will cover the first and second semester of the school year 2012-2013 from June 2013 to March 2013 or until such a time within the given period that this research study is fully completed for submission . C. TARGET SUBJECT The researcher will focus on the 39 Grade V-Saturn pupils of Santisima Cruz Elementary School as her target subject. D. ACTIVITIES TO BE UNDERTAKEN TARGET SUBJECTS

Grade VSaturn

Grade IV Teachers in English, Math and Science

Grade VSaturn

PERSONS iNVOLVED

Researcher

Researcher

Researcher

 ACTIVITIES  ACTIVITIES

1. Compare the final grades in the 2011-2012 report cards in English, Math and Science.

2.Interview their previous teachers in English, Math and Science.

3. Identify the Independent, Instructional and Frustration in the 20112012 Phil IRI (oral) Post Test.

EXPECTED EXPECTED OUTCOMES English: 62.5% Math: 65% Science: 55%

Grade IV teachers confirmed that most of them had poor reading compre- hension. 4 Independent 32 Instructional 3 Frustration Readers

6 Fast Grade VSaturn

Grade VSaturn

Grade VSaturn’s Parents

Grade VSaturn

Grade VSaturn

Researcher

Researcher

Researcher

Researcher

Researcher

4. Distinguish the Fast,  Average and and Slow readers in the 2011-2012 Phil IRI (silent) Post Test

5. Administer the 20122013 Phil IRI (oral and silent) Pre Test, in English V.

6. Solicit the support and cooperation of parents regarding their children’s attendance, assignments and reading practices.

7. Provide a word each day for them to be defined and used in a sentence.

8. Require the use of a dictionary or thesaurus. Familiarize them about proper use of these guide texts.

29 Average 4 Slow readers

(Oral) Pre-Test 6 Independent 0 Instructional 41 Frustration (Silent) Pre- Test 0 Fast 6 Average 35 Slow 100% Parents complied favorably by monitoring their children’s assignments and reading exercises at home. 100%attended the Homeroom PTA and signed the report cards. 75% Pupils try to use the given word a day in their own sentence: 25%asked the help of parents and guardians. 80% of the class afforded a dictionary. 20% only borrowed from relatives and peers.

Grade VSaturn

Researcher

Grade VSaturn

Researcher

Researcher Grade VSaturn

Grade Saturn

Grade VSaturn

V-

Researcher

Researcher

9. Assign a reading selection a week with 5 vocabs to be unlocked using adictionary or other guide\reference material.

100% read the given selection, defined the vocabs ,answered the comprehension check – check –up up and summarized the selection in their own words.

0. Facilitate a 50 Items (Diagnostic) Pre Test on Vocabs.

37% passed the Pre-Test on Vocabs.

11. Introduce the contextual clues as a way of defining or describing a word. Stress the difference between definition clues and appositive clues.

12. Give more synonyms and antonyms to master with and practice exercises on contextual clues.

13. Initiate individual reading to Slow readers. Use the Independent readers to undertake “shared reading” toFrustration toFrustration ones.

100% welcomed and understood the contextual clues method and applied it in defining and comprehending the teacher’s  teacher’s  lesson and text.

Significantly, their abilities to distinguish meaning and define words prospered with the use of the antonyms and synonyms. Slow readers are helped to read orally and comprehend the given selections whereas the Frustration readers are raised to Instructional readers.

Grade VSaturn

Grade VSaturn

Grade VSaturn

Grade VSaturn Researcher

Grade VSaturn

Grade VSaturn

Grade VSaturn

Researcher

Researcher

Researcher

Principal

Researcher

Researcher

Researcher

14. Challenge the pupils to communicate orally by way of dialogs, skits dramatization, discussions and the like.

76% of the class had exposed their talents in oral communication. The 24% were still inhibited and lacked courage to do so.

15. Encourage all to read journals, worthwhile magazines and make necessary research in English vocabularies.

With the teacher’s’supervision and parents’ followfollow up the pupls have developed enthusiasm to read and research.

16. Conduct the 20122013 Phil IRI (oral/silent (oral/s ilent ) Post Test.

17. Principal’s observation and evaluation assessment. 18. Ascertain their vocabulary skills and the effectiveness of contextual clues through Post Test. 19. Evaluate their English academic performance through the Fourth Periodical Test. 20. Impose a writing activity.

Post Test (oral) 6 Independent 26 Instructional 7 Frustration Post Test (silent) 7 Fast 26 Average 6 Slow 3 Observation made; September 22, 2012 January 26, 2013 February 28, 2013. 75% obtained the mastery level on vocabulary using contextual clues. Mean: 40.06 MPS : 80.12 SD : 6.33 ML : 78.95 100% of the class have applied the acquired vocabularies.

 Area Supervisor Supervisor Researcher

Rsearcher

EPS-I Research

Monitoring and Evaluation of Action Research

 Area Supervisor Supervisor EPS-I Research

Preparation and Completion of Action Research Terminal Report

Principal EPS-I Research

Submission of the Terminal Report

 Amenable to feedback and willfull to changes as compliant to the concerned authority for the improvement of this researchstudies. The research study is quite a success and the researcher’s activities are fulfilled. Completed and finalized the terminal report

E. EVALUATION CRITERIA: CRITERIA: *Post Test on Vocabulary using Contextual Clues to determine the pupils’ mastery and usage of the given vocabularies. In a way, it will tell the effectiveness and success 0f this research study. *Phil IRI (oral) Post Test shall attest to the pupils’ ability to read accurately and comprehend the message of the given reading materials. . *Phil IRI (silent) Post Test shall render itself the pupils’ speed and comprehension in the given reading materials. *Fourth Periodical Test in English  shall expose expose the pupils’ academic achievement in the year. *Final Grade in English shall be tantamount to their academic performance in the .

given subject.

The result of this action research shall be submitted after 75% or

more of the pupils have passed the Post Test in the vocabulary using contextual clues or have enriched their vocabulary skill thus ,improving their academic performance in English.

F. RESEARCH DESIGN ACTIVITIES

COLLECTED DATA

STATISTICAL TREATMENT

 A.  Administrating  Administrating Pre Test

Phil IRI Pre- Test

Phil IRI Reading Test Criteria Percentage Method

B.Facilitating ( oral/silent) selection with contextual clue test

re-Test on Vocabulary

Formative Test Summative Test

Percentage Method Frequency Distribution

Phil IRI Post Test

Phil IRI (Oral/Silent ) Test Criteria Post Test Mean

C.Conducting Post Test

D. Facilitating Fourth Quarter Evaluation

Post Test( Vocabulary)

Fourth Periodical Test Researcher’s Rating Sheet Form 18-E

Post Test Mean Averaging Method

V-PRESENTATION

This action research is meant to determine the effectiveness of

contextual

clues method method to enrich the deficient vocabulary of the Grade V- Saturn pupils of Santisima Cruz, Elementary Elementary School in the school year 2012-2013. With Dep Ed’s thrust, administrative support, pupils’ cooperation  and selected supplementary

techniques and approaches, the researcher believes in its anticipated success. Statistical tools such as Phil IRI Test, Percentage Percentage Method, Frequency Frequency Distribution. Post Test Mean will will be used throughout the research research to obtain its its results. results.

VI. CONCLUSIONS and RECOMMENDATIONS RECOMMENDATIONS

After the necessary necessary assessment and analysis analysis of the results the the researcher will present

the conclusions and recommendations recommendations on the light of her own

interpretation of the gathered, tested and treated data. VII REFLECTIONS

Significantly, the researcher is blessed and grateful for the opportunity of resolving a very common common language problem in the educational system or reading comprehension owing to deficient or unlimited vocabulary.This fact fact is a tremendous hindrance hindrance to learning on the part of every concerned concerned pupil /learner. While this miserable situation situation occurs , there is so so much to worry worry on the part of the parents, teachers and educational authority because this may lead to poor academic performance performance of pupils, underachievement for educators educators and aggravating deterioration of the quality of education in the country. However, with the success of this research –study that that the researcher researcher has been anticipating to, is a big breakthrough in her career..If the educational educational objectives objectives would be attained, the researcher could prove of her te aching effectiveness and most of all this could be useful efforts and and outputs to share with fellow educators who woud be under the same circumstances. BIBLIOGRAPHY

Angeles, E.,Galapon,A.,Relente,C.,Santos, E.,Galapon,A.,Relente,C.,Santos, R.,(Revised Edition2010)English Expressways(Reading.).

Dep Ed Bureau of Elementary Education in partnership with Ateneo de Manila University(2009)Lesson Guides in Elementary Education.

Villamin,A.(.1998),Phoenix Villamin,A.(.1998),Pho enix Publishing House Incorporation, Incorporation,Skill Builders for Efficient Reading.

Villamin,

A.(1995),Phoenix

Publishing

House

Incorporation,Developmental

Reading Power.

Abadilla ,C.(1998) St. Mary’s Publishing House , Developing Reading Power.

Submitted by: ROSALINDA A. TIU Teacher III

Republic of the Philippines

Department of Education Region IV-A CALABARZON

DIVISION OF LAGUNA Santa Cruz

ACTION RESEARCH Terminal Report

 Action Research Research of

:

ROSALINDA ANGELES TIU Teacher III

Santisima Cruz Elementary School

For School Year

:

2012-1013

Title

:

Enhancing Vocabulary through Contextual Clues of Grade V-Saturn Pupils of Santisima Cruz Elementary School

Monitored by

:

Melinda O. Lansangan

 ______ 2013

Principal III

Monitored by

:

GODOFREDO C. MERCADO ____ MERCADO ____ _2013  Area Supervisor

Reviewed

:

RODERICA R. CAMACHO ______ CAMACHO _______ _ 2013 EPS – EPS –II Research

Recommending Approval

:

 Asst. Schools Schools Division Superintendent- (Elem).

 Approved:  Approved: MARITES A. IBANEZ,CESO VI Schools Division Superintendent

Asst.Schools Asst.Schools Division Superintendent(Sec) Superintendent(Sec)