CHAPTER I

PROBLEM AND ITS BACKGROUND

This chapter presents the introduction of samples of different studies about the
topic. It also presents the background of the study and some study of some people who
study about our topic. It presents the date that the researchers started their research and
where did the researcher will conduct their research. It also contain the question that the
researcher are going to answer. It also contains the significance/good effects of their
study.

INTRODUCTION
According to DepEd (2016), reading comprehension is the act of understanding
what you are reading. While the definition can be simply statue the act is not simple to
teach, learn or practice. Reading comprehension is an intentional, active, interactive
process that occurs before, during and after a person reads a particular piece of writing.
Reading comprehension is one of the pillars of the act of reading. When a person
reads a text he engages I a complex array cognitive processes. He is simultaneously
using his awareness and understanding of phonemes (individual sound “pieces” in
language), phonics (connection between letters and sounds and the relationship between
sounds, letters and words) and ability to comprehend or construct meaning from the text.
This last component of the act of reading is reading comprehension. It cannot occur
independent of the other two elements of the process. At the same time, it is the most
difficult and most important of the three.
There are two elements that make up the process of reading comprehension:
vocabulary knowledge and text comprehension. In order to understand a text the
reader must be able to comprehend the vocabulary used in the piece of writing. If the
individual words don’t make the sense then the overall story will not either. Children can
draw on their prior knowledge of vocabulary, but they also need to continually be taught
new words. The best vocabulary instruction occurs at the point of need. Parents and

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teachers should pre-teach new words that a child will encounter in a text or aid her in
understanding unfamiliar words as she comes upon them on writing. In addition to being
able to understand each distinct word in a text, the child also has able to put them together
to develop an overall conception of what it is trying to say. This is text comprehension.
Text comprehension is much more complex and varied that vocabulary knowledge.
Readers use many different text comprehension strategies to develop reading
comprehension. These include monitoring for understanding, answering and generating
questions, summarizing and being aware of and using a text’s structure to aid
comprehension.
Reading comprehension strategies be taught over an extended period of time by
parents and teachers who have knowledge and experience using them. It might seem
that once a child learns to read in the elementary grades he is able to tackle any future
text that comes his way. This is not true. Reading comprehension strategies must refined,
practiced and reinforced continually throughout life. Even in the middle grades and high
school, parents and teachers need to continue to help their children develop reading
comprehension strategies. As their reading materials become more diverse and
challenging, children need to learn new tools for comprehending this texts. Content area
materials such as textbooks and newspaper, magazine and journal articles pose different
reading comprehension strategies, the development of reading comprehension is a
lifelong process that changes based on the depth and breadth of texts the person is
reading.
Without comprehension, reading is nothing more than tracking symbols on a page
with your eyes and sounding them out. Imagine being handed a story written in Egyptian
hieroglyphics with no understanding of their meaning. You may appreciate the words
aesthetically and even be able to draw some small bits of meaning from the page, but
you are not truly reading the story. The words on the page have no meaning. They are
simple symbols. People read for many reasons but understanding is always a part of their
purpose. Reading comprehension is important because without it reading doesn’t provide
the reader with any information.

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 Beyond this, reading comprehension is essential to life. Much has been written
about the importance of functional literacy. In order to survive and thrive in today’s world
individuals must be able to comprehend basic texts such as bills, housing agreements
(leases, purchase, and contracts), and directions on packaging and transportation
documents (bus and train schedules, maps, travel directions). Reading comprehension is
a critical component of functional literacy. Think of the potentially dire effects of not being
able to comprehend dosage directions on a bottle of medicine or warnings on a container
of dangerous chemicals. With the ability to comprehend what they read, people are able
not only to live safety and productively, but also to continue to develop socially,
emotionally and intellectually.

BACKGROUND OF THE STUDY

According to NZTecAdmin, (2012), comprehension is the ultimate goal of reading.
We define reading comprehension as the process of simultaneously extracting and
constructing meaning through interaction and involvement with written language. We use
the words extracting and constructing to emphasize both the importance and the
insufficiency of the text as a determinant of reading comprehension.
WP Smith (2008-2016) states that, comprehension is the understanding and
interpretation of what is read. One big part of comprehension is having s sufficient
vocabulary, or knowing the meanings of enough words. Readers who have strong
comprehension are able to draw conclusions about what they read – what is important,
what is a fact, what caused an event to happen, which characters are funny. Thus
comprehension involves combining reading with thinking and reasoning.
Reading comprehension is the process of constructing meaning from text. The
goal of all reading instruction is ultimately targeted at helping a reader comprehend text.
Reading comprehension involves at least two people: the reader and the writer. The
process of comprehending involves decoding the writer’s words and then using
background to construct an approximate understanding of the writer’s message.
Reading comprehension is also affected by the quality of the reading material.
Some writers are better writers than others, and some writers produce more complex

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reading material than others. Text that is well organized and clear is called “considerate
text,” and text that is poorly organized and difficult to understand can be called
“inconsiderate text.” The more inconsiderate the text, the more work will be required of a
reader to comprehend the text. Readers who do not have the background, abilities, or
motivation to overcome the barriers presented in inconsiderate text will have more
difficulty comprehending these types of texts.
Learners who had trouble learning to decode and recognize words often will have
difficulty with reading comprehension. Learners who struggle with decoding rarely have
a chance to interact with more difficult text and often learn to dislike reading. As a result,
these students do not have sufficient opportunities to develop the language skills and
strategies necessary for becoming proficient readers.
Readers with poorly developed language skills and strategies will not have the
tools to take advantage of the obvious structures and comprehension cues that are part
of considerate text nor will they have the extra tools needed to overcome the barriers of
inconsiderate text.
The type of instruction that a student receives will also affect reading
comprehension. Strategies for improving reading comprehension must be taught directly
by teachers. Simply providing opportunities or requiring for children to read will not teach
many students the comprehension strategies they need to be proficient readers. These
need to be taught directly as learners learn to read simple sentences and this direct
instruction needs to continue in different forms throughout a learner’s elementary and
secondary school experience.
Without comprehension, reading is simply following words on a page from left to
right while sounding them out. The words on the page have no meaning. And while people
read for many different reasons, the chief goal is to derive some understanding of what
the writer is trying to convey and make use of that information – whether for fact gathering,
learning a new skill, or for pleasure. That is why reading comprehension skills are so
important. Without them the reader cannot gather any information and use it to efficiently
function and enjoy the richness of life.

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 Sanoria (2017) states that the learners of this days is truly the modern learners,
because they live in a world that is full of technologies and modern types of education.
They will also learn with that help of different gadgets that gave them a new and modern
knowledge about things, about our world and about life. One of the examples of this
learners in modern times are the Grade 7 students in Jarmmeth Academy. They learn
with a new curriculum that is called K-12 Curriculum that is made by the department of
education in the world to have a new knowledge that made them to prepare in the future
life by having strong and stable work and be globally competitive. They full their high
school life with two more years in senior high school that is teaches some vocational
courses that will give them a chance to work after they finished this K-12 curriculum.
But before they finish this kind of education they need to be able to learn things
and they will got it when they are good and fluent in reading with comprehension because
every things are made when you well comprehend such things, so that we conduct this
research that with a title of “THE LEVELS OF READING COMPREHENSION OF THE
21st CENTURY LEARNERS” to give students some knowledge about reading
comprehension and to give importance to it.

STATEMENT OF THE PROBLEM

1. What level of reading comprehension that the Grade 7 learners have?

SCOPE AND LIMITATION

 The researchers are having a research about reading comprehension in all Grade
7 learners to know what level of reading comprehension that this student are
having.
 The researchers are also asking permission to the adviser or to the teacher of the
learners that have the time when this research is being conducted by signing the
permission letter.
 This research is being conducted in November 2016 to March 2017.

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SIGNIFICANCE OF THE STUDY

School. This research helps to know all the facts about reading comprehension and helps
them to manage very well especially in teaching reading with comprehension.
Teachers. This research helps the teachers to know the proper teaching in reading
comprehension and to teach it to the students to have a high level of reading
comprehension.
Parents. This research helps the parents of a child to have a knowledge about reading
with comprehension and to teach it already to their children while in their houses.
Learners. This research helps the learner especially 21st century learners to have a
knowledge about reading comprehension and to improve the level of their comprehension
in reading, to give importance of it and to be globally competitive.
Future Researchers. This research helps the future researchers to have a knowledge
about reading comprehension and to be easier to do their future research about reading
comprehension.

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 CHAPTER II
CONCEPTUAL FRAMEWORK

This chapter presents the review of literature consist of some articles about the
topic. It also includes the research paradigm of levels of reading comprehension and the
definition of terms.

REVIEW OF RELATED LITERATURE

LOCAL STUDIES
How does reading comprehension develop?
According to DepEd (2016), reading comprehension is incredibly complex and
multifaceted. Because of this, readers do not develop the ability to comprehend text
quickly, easily or independently. Reading comprehension strategies must be taught over
an extended period of time by parents and teachers who have knowledge and experience
using them. It might seem that once a child learns to read in elementary grades he is able
to tackle any future text that comes his way. This is not true. Reading comprehension
strategies must be refined, practiced and reinforced continually throughout life. Even in
the middle grades and high school, parents and teachers need to continue to help their
children develop reading comprehension strategies. As their reading materials become
more diverse and challenging, children need to learn new tools for comprehending these
texts. Content area materials such as textbooks and newspaper, magazine and journal
articles pose different reading comprehension challenges for young people and thus
require different comprehension strategies. The development of reading comprehension
is lifelong process that changes based on the depth and breadth of text the person is
reading.

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 Bro. Armin A. Luistro (2012) stated that, questioning technique can also be
supported through the use of higher order thinking skills (HOTS) to increase reading
comprehension among students. It is important to assess the reading capability of
students because reading is the foundation of all academic learning. He added that if a
pupil fails to master basic reading skills at the outset, it will be a constant struggle for them
to get through other disciplines successfully, thus depriving them of the chance to become
literate and productive individuals.

According to Maciano (2011), Reading for details is a lower skill because details
are explicit in the text and it is not a challenge in the reader’s imagination and cognition,
the student’s weakness in identifying the main idea suggest they do not have enough
knowledge in abstraction or in expressing them.

Lucas et.al. (2011) states that, reading is a very important macro skills in English
but it is also neglected skill by our students among macro skills. But a lot of Filipino
students are still interested in reading. Social networks such as Facebook, Twitter,
multiply, and Myspace can stimulate their desire to read and can be a helpful tool that
might motivate the students to read and use English as communicative 7876y language.

Foreign Studies
The Brain Injury Association of New York State (2006) states that, reading
Comprehension includes all of the processes related to deriving meaning from written
language (including books and other forms of written language) and constructing meaning
written language. “Deriving meaning” indicates that there is meaning in texts and that
meaning needs to understand. “Constructing meaning” indicates that often readers go
beyond the meaning explicitly contained in the text and add to that meaning based on
their own experience and their ability to infer additional or deeper meaning. Thus reading
comprehension is much more than the ability to read individual words and know what
those words mean. To comprehend what one reads is to understand the meaningful
message sent by the author.

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 According to Scott G. Paris; Steven A Stahl, reading is remarkable. For some
children, learning to read seems effortless and rapid, whereas for others, it can be an
arduous and frustrating chore. Reading may not be rocket science, as some pundits
note, but understanding how children how to read, how to help struggling leaders have
been remarkably stubborn puzzles. Researchers, educator and policy makers have
devoted an enormous amount of energy and resources at the turn of this millennium to
provide proven practices and evidence-base policies that will promote literacy for all
children got to school without speaking English fluently without adequate nutrition and
safety, without adult tuition at home, without preschool literacy experiences that prepare
them too read. The cognitive mysteries surrounding teachings to learning to read may
be solved long before the social and economic obstacles that thwart literacy removed,
but it will require concerted efforts and scientific innovations from professionals in many
disciplines. Indeed the children who are most at risk so low literacy will remarkable
resources: personal tutoring, motivating materials, daily instruction and genuine
opportunities to learn.

Kaplan, 2002; Dubin & Bycina 1991: Grabe (1991) states that it is easy to see why
the ability to read in a second or foreign language can be consider as one of the most
important skills for people in an international setting. Subsequently, there has been a
growing focus of the reading in recent years.

According to Bachman (2000), reading probably the most extensively researched

language skill.

According to Kaplan, 2002; Grabe & Stoller, 2001 and Grabe, 1991, we read for
different purposes; sometimes to get the main idea at times to locate specific information,
frequently we read text to learn something and every now and then we need to synthesize
information to take a critical position. Perhaps most often we read for general
comprehension in order to understand main ideas and the relevant supporting
information.

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 According to Fernandez-Toledo (2009), reading comprehension is the ability to
process information that we have read and to understand its meaning. This is a complex
process where skills are built upon one another like the blocks used to make Billy's tower.

Reading processes comprise a variety of actions and routines which, as part of

human mental activities, are complex and difficult to describe. But all educators agree
about the centrality of reading and the importance of literacy regarding education, access
to culture and information, and even inclusivity, i.e. real integration of individuals into the
educational system whatever their situation, background or abilities. The nature of
reading ability and the fact that it is such a core necessity for coping with everyday life
demands in modern societies has made it necessary to approach it from different angles
that complement and enrich its depiction. Thus, Psycholinguistic theories gave way to
Information Processing, Cognitive or Pragmatic theories, reading being connected both
to the mental and to the social sides of human activity. But when dealing with the Teaching
of Foreign Language Reading, the landscape gets even more complex because we must
add the contrastive aspect to the already existing group of theories and evidence
regarding the mother tongue. Moreover, the digital revolution has reached the reading
field, which cannot be considered any longer as the ability to get information from printed
sources. In a digital environment, both the information layout and the processes
themselves are changing, so that it becomes necessary to revisit the ways information is
conveyed –and especially through hypertext– as well as the ways people approach it. In
other words, in order to study foreign language reading nowadays, we must take into
account text and discourse changes as well as individual and social aspects –mainly in
formal learning settings–, and the variations in the different mental processes that take
place during the reading process.

Rayner, Foorman, Perfitti, Pesetsky & Seidenberg (2001) states that the main
purpose for reading is comprehension. Students who reach high school level are
expected to have developed their reading comprehension skills. High school students are
asked to comprehend, analyze, synthesize and evaluate large amounts of information.

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 Most of the teachers of English observe in their classes that whenever the lesson
is on reading, some of the students could hardly answer simple questions such as noting
details which concern on the literal questions that can be found in the text and are directly
stated. Most of them could not even make inferences about things not directly stated in
the text. Others have difficulty recalling previous knowledge which they can make use to
increase their reading comprehension.

Reading Comprehension is defined as the level of understanding of a text or

message. This understanding comes from the interaction between the words that are
written and how they trigger knowledge outside the text or message.

Reading comprehension is a skill that can be strengthened and improved through

more reading practice.

According to Pardo (2004) Increasing vocabulary, extensive reading and critical

reading are some of the practices that can be used to strengthen and refine the person’s
ability to comprehend any text. However, reading comprehension fails for a number of
reasons. One of the reasons is the lack of knowledge base. This deals on how much
knowledge a reader has about the subject he or she is reading. When the reader is more
familiar with the happenings in the text because they likely are similar in many ways to
his or her own life experiences then he or she can easily generate the necessary
inferences from the text.

According to Basaraba (2013), reading Comprehension is a complex process that

requires different building-block skills. One model of reading comprehension proposes
that understanding what we read is really the result of three levels of skills: literal
comprehension, inferential comprehension and evaluative comprehension.

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 Philippine Star (2010), stated that reading is the true backbone of most learning.
Everything starts with the written word — whether it’s math, science or even home
economics. As students go up the educational ladder, more reading is usually required
as subjects become more dense and challenging.

According to Hendricks, et al. (1996), one of the best ways to increase reading
comprehension among students is the question-answer technique where it enables
students to prepare for reading and to understand while reading.

Alfassi (2010) states that strategic reading, requires that learners intentionally
engage in planned actions under their control, in the manner that proficient readers do
when they encounter difficulty in comprehending a text. Those strategic readers must
become cognizant of their performance limitations, intentionally weigh their options and
wilfully execute compensatory procedures. Thus, reading strategies instruction is directed
towards teaching learners a repertoire of reading strategies that will allow them to develop
a sense of conscious control of their cognitive processes.

According to Pretorius (2002) in a South African context, the need for a reading
strategy instruction should be seen against the poor reading performance of the learners
at primary, high school and tertiary level. Reading is a powerful learning tool, a means of
constructing meaning and acquiring new knowledge.

According to Scott (2010); Luckner & Handley (2008) Moreover, reading is the
cornerstone of instruction for all learners regardless of their ability level because it sets
the foundation for future progress and success in virtually all other facets of life.

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 Alexander & Jetton, (2000); Makhtari & Reichard (2002) states that the literature
has revealed that awareness and monitoring of one’s comprehension processes are
important aspects of skilled readers.

RESEARCH PARADIGM

Application

Critical

Interpretative

Literal

Figure 1. Levels of reading comprehension

This figure shows the levels of reading comprehension in a pyramid based on the
level of each. The level one is literal, level two is interpretative, level three is critical and
the level four is application

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DEFINITION OF TERMS
Acquiring. Achieve (a particular reputation) as a result of one’s behavior or activities.
Based on Latin acquirere ‘get in addition,’ from ad-‘to’ + quaerere ‘seek’.
Adequate. Satisfactory or acceptable in quality or quantity. From Latin adaequatus ‘made
equal to’.
Amended. Make minor changes in (a text) in order to make it fairer, more accurate, or
more up-to-date. To make better, or to improve. It is from Old French amender, based on
Latin emendare.
Arduous. Involving or requiring strenuous effort; difficult and tiring. In mid-16th century:
from Latin aruus ‘steep, difficult’ + -ous.
Breadth. The distance or measurement from side to side of something; width. From the
16th century obsolete brede in the same sense (related to broad) + -TH2, in the pattern of
length.
Centrality. The quality or fact of being in the middle of somewhere or something. In other
meaning, it is the quality of being essential or of the greatest importance.
Cognition. The mental action or process of acquiring knowledge and understanding
through thought, experience, and the senses. Middle English cognicion, from Anglo-
French.
Cognitive. Of, relating to, or involving conscious mental activities (such as thinking,
understanding, learning, and remembering).
Cognizant. Aware of something.
Compensatory. To provide something good as a balance against something bad or
undesirable: to make up for some defect or weakness. Or to give money or something
else of value to (someone) in return for something (such as work) or as payment for
something lost, damaged, etc. Originated from Latin compensates, past participle of
compensare, frequentative of compendere.
Complex. A group of buildings, apartments, etc., that are located near each other and
used for a particular purpose. Or an emotional problem that causes someone to think or

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worry too much about something. Or a group of things that are connected in complied
ways.
Contrastive. Forming or consisting of a contrast.
Convey. To take or carry someone or something from one place to another. To make
something known to someone.
Decode. To change secret messages, documents, or etc. from a set of letters, numbers,
symbols, etc. you cannot understand into words you can understand.
Depiction. To show someone or something in a picture, painting, photograph, and so on.
From Latin depictus, past participle of depingere. From de- +pingere to paint – more at
paint.
Deprive. Obsolete or to take something away from. Middle English depriven, from Anglo-
French depriver, from Medieval Latin deprivare, from Latin de- + privare to deprive – more
at private.
Devote. To commit by a solemn act or to give over or direct (as time, money, or effort) to
a cause, enterprise, or activity.
Discourse. The use of words to exchange thoughts and ideas. A long talk or piece of
writing about a subject.
Distinct. Differently in a way that you can see, hear, smell, feel, and etc. It is define also
as strong and definite.
Enormous. It is a very great in size or amount. Latin enormis, from e, ex out of + norma
rule.
Enrich. It is to make (someone) rich or richer. It is also to improve the quality of
something. It is also define as to improve the usefulness or quality of something by adding
something to it.
Evidence. Something which shows that something else exist or it is a fact.
Extensive. The large in size or amount. This word is also having a wide or considerable
extent.
Facets. A part or element of something. This word originated from a French word facette,
diminutive of face.

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Genuine. An actual, real, or true and also sincere and honest. The word genuine is from
a Latin word – genuinus.
Hypertext. A software system that links topics on the screen to related information and
graphics, which are typically accessed by a point-and-click method.
Inclusivity. An intention or policy of including people who might otherwise be excluded
or marginalized, such as those who are handicapped of learning-disabled, or racial and
sexual minorities.
Inferences. It is a conclusion reached on the basis of evidence and reasoning. It is also
the process of inferring something.
Instilling. Gradually but firmly establish (an idea or attitude, especially a desirable one)
in a person’s mind or to put (a substance) into something in the form of liquid drops.
Ladder. To develop or cause to develop a run. Came from the Old English word – hlae
Lifelong. Continuing or lasting through a person’s life.
Millennium. The thousand years mentioned in Revelation 20 during which holiness is to
prevail and Christ is to
Multifaceted. It is having many facets, as a gem. It is also having many aspects or phase
in life such as problems or dilemma.
Neglect. To pay no attention or too little attention to; disregard or slight. It also can define
as to be remiss in the care or treatment of.
Phonics. A method of teaching reading and spelling based upon the phonetic
interpretation of ordinary spelling.
Pragmatic. Treating historical phenomena with special reference to their causes,
antecedent conditions, and results or it is relating to a practical point of view or practical
considerations.
Preparation. It is proceeding. Measure or provision by which one prepares for something.
Any proceeding, experience or the like considered as a mode of preparing for the future.
Privy. Participating in the knowledge of something private or secret. Some define it as
belonging or pertaining to some particular person, especially with reference to a
sovereign.

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Proposal. It is the act of offering or suggesting something for acceptance, adoption, or
performance.
Pundit. A person who makes comments or judgments, especially in an authoritative
manner; critic or commentator.
Psycholinguistic. The study of the relationship between language and the cognitive or
behavioral characteristics of those who use it.
Reinforced. It is to strengthen with some added piece, support, or material. As it was
define as a verb, it is so strengthen; make more forcible or effective.
Relevant. Bearing upon or connected with the matter in hand; pertinent.
Remarkable. Notably or conspicuously unusual; extraordinary. It is also worthy of notice
or attention.
Revisit. It is the act of an instance of visiting.
Stake. To mark an area with stakes so as to claim ownership of it.
Stimulate. To excite to activity or growth or to greater activity or to make (something)
more active: to cause or encourage (something) to happen or develop.
Subsequently. Happening or coming after something else. It can be define also as
following in time, order, or place <subsequent events> <a subsequent clause in the
treaty>.
Synthesized. The composition or combination of parts or elements so as to form a whole
or the production of a substance by the union of chemical elements, groups, or simpler
compounds or by the degradation of a complex compound.
Tertiary. Third in order, importance, or value.
Thwart. To prevent someone from doing something or to stop (something) from
happening.

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 CHAPTER III
RESEARCH METHODOLOGY

This chapter presents the history of the school or a certain place where the
research is being conducted. This also presents the procedures that the researchers used
to gather all the data and also presents the respondent’s section, population and
percentage of the sample respondents. This chapter also presents the instrument that the
researchers used in their research.

RESEARCH LOCALE
Jarmmeth Academy is ideally located along the commercial area of Francisco
Homes III in Muzon City of San Jose Del Monte, Bulacan. The school is surrounded with
a number of subdivisions namely: Sarmiento Homes, Evergreen Subdivision, Verde
Heights, Pabahay 2000, Mountain View, Florida Hills and Harmony Hills. With the
scenario, the children in these areas need greater help towards quality meaning and
purpose to human life as a man as a moral agent will certainly devote efforts to lay a
foundation towards the building of our nation’s success. The school takes the
responsibility in instilling in our youth of today the real value of a Filipino and its culture
as a basic element in the attainment of our country’s progress and unity.
During the first Board Meeting, Mrs. Melecia R. Magallanes and Mr. Roberto B.
Magallanes, the forerunners of school, together with the three members of the board
agreed to contribute their effort towards developing the children through quality education.
The proposal to establish a school was approved by the incorporation.
On January 10, 2001, the articles of incorporation of Jarmmeth Learning School
were approved by the Securities and Exchange Commission under the Company
Registration No. A200106411. Two years later, because of the tremendous response of
the parents in the community to Jarmmeth Learning School the Board of Directors
decided to change the name of school to Jarmmeth Academy by virtue of the Amended
Articles of incorporation which was approved by the SEC on May 23, 2003.

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 Year after year, the academy strives to improve the standard of education to live
up to its motto, “Academic Excellence, Our Commitment.” Academic Teaching staff are
thoroughly screened and trained to their fullest potential to realize the School’s Mission,
“to provide become upright, peace-loving, and self-reliant and service oriented citizen.”
Furthermore, to actualize the School’s Vision, “to the training and education of the whole
person as a significantly unique gift to the world high motivated to attained academic
quality to make a difference in the lives of others.”
It is the wish of the incorporators that with God’s help one day, they can look back
and say that this school has produces professionals, who by then, are the leaders of our
country.

DATA GATHERING PROCEDURE

1. The researchers as permission to the teachers and advisers of the learners to be
conduct their research and they also ask them to sign their permission letter.
2. The researchers ask permission to the learners to administer their research to
them and they introduced themselves.
3. The researchers gave them a paper that consist the story entitled “The Bone in
Throat”
4. The researchers gave them instructions about the story and to the questionnaires.
They also entertain some questions about the story.
5. The researchers collected the papers and they gave them the questionnaires
consist of ten questions.
6. The researchers collect the questionnaires and they thank the learners who
cooperate with them.
7. The researchers collect all the data from the questionnaires that they give to the
respondents and they used some operations and solutions to know the percentage
and the average of their scores.

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RESPONDENTS OF THE STUDY

Section Population Percent %

Samaria 20 55.56%
Horeb 20 55.56%
Total 40 55.56%
Table 1. Respondents in the Study
This table shows the population of the respondents if this study. The respondents
are from the Grade 7 sections of Samaria and Horeb and have both 20 selected
respondents with the percentage of 78.79%.

RESEARCH INSTRUMENT

The research instrument that the researchers used in their research especially
when they conduct and administer it to the selected respondents are:
 Internet. Is the one of the researchers’ instrument to conduct their research, they
search some articles and studies about their research, find a story that is needed
in their research and also find some instructions on how to conduct a research.
 Survey. Is the one of the researchers’ instrument to conduct their research, they
conduct a survey to the selected Grade 7 learners.
 Story. Is the one of the researchers instruments to conduct their research, they
find a story to the internet that is entitled “The Bone in Throat”
 Questionnaires. Is the one of the researchers’ instruments to conduct their
research. The researchers give a questionnaires to their respondents (Grade 7
learners) that is composed of 10 questions.

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STATISTICAL TREATMENT

This study will use the following statistical treatment to interpret and analyze data
for presentation:

1. Percentage. This will be used to compute the number of respondents from

population. The formula is as follows:

% = N / Rate
Where:
% = the number of respondent/samples
N = population
Rate = percentage rate of respondents that will be considered

2. Mean. This will be used to compute the mean scores of the respondents from
each group. The formula for this is as follows:

Mean = ∑X / N
Where:
Mean = the mean score of the group
∑X = the total sum of the scores
N = the number of respondents.

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 CHAPTER IV
DATA ANALYSIS AND INTERPRETATION

This chapter presents the summary of data gathered through the experiment
conducted by the researchers. These data will be analyzed and interpreted to answer
the given problem orderly.

1. What is the level of reading comprehension of the Grade 7 learners?

Table 1. Presents the level of reading comprehension of Grade - 7 Samaria after

they were given the questionnaires by the researchers. It can be seen in this table the
scores, percentage, and the remarks or equivalent their scores which is 1-4 are
interpreted as below average, scores 5-7 as average and scores 8-10 as above average.

Equivalents and Percentage of the scores of the Respondents in Grade – 7

Samaria

Score Percentage Remarks

1-4 5% Below Average
5-7 60% Average
8-10 35% Above Average
Table 1.

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 GRADE - 7 SAMARIA
Below Average Average Above Average

5%

35%

60%

Table 1. Presents the level of reading comprehension of Grade - 7 Horeb after they
were given the questionnaires by the researchers. It can be seen in this table the scores,
percentage, and the remarks or equivalent their scores which is 1-4 are interpreted as
below average, scores 5-7 as average and scores 8-10 as above average.

Equivalents and Percentage of the scores of the Respondents in Grade – 7 Horeb

Scores Percentage Remarks

1-4 30% Below Average
5-7 65% Average
8-10 5% Above Average
Table 2.

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 GRADE - 7 HOREB
Below Average Average Above Average

5%

30%

65%

Table 3. Presents the level of reading comprehension of all Grade - 7 learners of

Jarmmeth Academy after they were given the questionnaires by the researchers. It can
be seen in this table the scores, percentage, and the remarks or equivalent their scores
which is 1-4 are interpreted as below average, scores 5-7 as average and scores 8-10 as
above average.

Equivalents and Percentage of the scores of all Grade - 7 Respondents

Scores Percentage Remarks

1-4 17.5% Below Average
5-7 62.5% Average
8-10 20% Above Average
Table 3.

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 GRADE - 7 RESPONDENTS
Below Average Average Above Average

20% 17%

63%

These 3 tables shows that the Grade 7, section of Samaria has the highest
number of learners that has high level of comprehension in reading compare to the
Grade - 7 Horeb and it shows that the highest number of learners have a score of 5-7
and have an average remark.

Table 4. Presents the level of reading comprehension of the respondents in

Grade 7 section Horeb and it also shows the percentages based on their scores

Level of Reading Comprehension of Grade - 7 Horeb

Scores No. of Level of Percentage

Respondents Comprehension
1-3 2 Literal 10%
4-5 6 Interpretative 30%
6-8 11 Critical 55%
9-10 1 Application 5%
Table 4.

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 GRADE - 7 HOREB
Literal Interpretative Critical Application

5% 10%

30%

55%

Table 5. Presents the level of reading comprehension of the respondents in

Grade 7 section Samaria and it also shows the percentages based on their scores.

Level of Reading Comprehension of Grade - 7 Samaria

Scores No. of Level of Percentage

Respondents Comprehension
1-3 1 Literal 5%
4-5 5 Interpretative 25%
6-8 13 Critical 65%
9-10 1 Application 5%

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 GRADE - 7 SAMARIA
Literal Interpretative Critical Application

5% 5%

25%

65%

Table 6. Presents the level of reading comprehension of all the Grade 7

respondents and it also shows the percentages based on their scores.

Level of Reading Comprehension of all Grade 7 Respondents

Scores No. of Level of Reading Percentage

Respondents Comprehension
1-3 3 Literal 7.5%
4-5 11 Interpretative 27.5%
6-8 24 Critical 60%
9-10 2 Application 5%

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 GRADE - 7 RESPONDENTS
Literal Interpretative Critical Application

5% 7%

28%

60%

Tables 4-6. Shows that the highest percentage of scores of the all the
respondents is in the level 3 of Reading Comprehension, the Critical level and the least
percentage is in the level 4, the Application level.

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 CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of all the findings or the result, the conclusion
of the researchers about the study and also includes the recommendations for teachers,
school, parents, and learners and for the future researchers.

SUMMARY OF FINDINGS
The summary of findings of the researchers shows that highest percentage and
the highest number of their respondents (Grade - 7 Learners) have an average remark
and got a score of 5-7 and the level of their reading comprehension is in the critical
level, according to the questionnaires that is given by the researchers and after they
compute all the scores of their respondents.

CONCLUSION

The researchers conclude that the students especially the Grade - 7 learners of
Jarmmeth Academy, has an average level of Reading Comprehension and this
presents that the highest number of their learners can follow and understand what they
are reading.
We also conclude that the 21st century learners has a high level of
comprehension especially in reading, they have the level 3 in reading comprehension
the critical level.
RECOMMENDATION
 Parents. They need to reach their child and helps them to understand
what they are reading. When they in their house.
 Teachers. They use to teach their students to read with comprehension
and helps them to understand what they reading by giving them examples.

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  Learners. They need to help themselves to comprehend things and have
always focus on what they are doing specially in reading.
 Future Researchers. They need to be more intelligent and smart in
conducting their research especially about the topic of reading
comprehension, they need to be busier on doing their research and know
the instruction on the research paper.

BIBLIOGRAPHY

Meaning of Reading Comprehension

https://cehdvision2020.umn.edu/blog/reading-
comprehension?gclid=CjwKEAiA8dDEBRDf19yI97eO0UsSJAAY_yCSQB0t6C_7dxFF
WE5IXLs3uNSUmDlP4N4iqFFs4KJiIBoCzz3w_wcB

www.K12reader.com/what-is-reading-comprehension/

www.readingrockets.org/helping/target/comprehension&numbers

www.specialconnections.KU.edu/?q=instruction/reading_comprehension

www.jstor.org/stable/42778663

www.depedmuntinlupa.com/image/gallery/22.pdf

https://definitelyfilipino.com/blog/reading-comprehension-of-students/

https://dx.doi.org/10.4102/

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www.monografias.com/trabajosb8/readins-comprehension-teaching-english/readins-
comprehension-teaching-english.shtml#ixzz4WkLHW0rm

www.monografias.com/trabajosb8/readins-comprehension-teaching-english/readins-
comprehension-teaching-english.shtml#ixzz4WkL6Aexa

https://revitas.um.es/ijes/articles/view/90701/87501/

Peoples who study about Reading Comprehension

www.questia.com/library/education/curriculum-and-instructions/arts-and-humanities-
education/reading/readingcomprehension

Levels of Reading Comprehension

www.scribd.com/doc/38118993/levels-of-comprehension

www.slideshare.net/marimar27/comprehension-and-levels-of-comprehension

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 APPENDICES
Jarmmeth Academy
Blk. 39 Lot 12 Ruth St. Francisco Homes Muzon City of San Jose Del
Monte, Bulacan
January 26, 2017
Dear Ma’am and Sir,
We, the Grade 10 students from 10 – Jordan who are presently in Junior High
school of Jarmmeth Academy of San Jose del Monte Bulacan are working on our
research paper in fulfilment of the requirements in our English research with the study of
21st Macro Skills: The Level of the Reading Comprehension of 21 st Century
Learners.
In line with this, we hereby seek your approval to administer our research
instruments to the 7th graders respondents during our English and cooperative time of
January 25, 2017. That will serve as our data gathering sources.
Your favorable response regarding our request in highly appreciated.
Respectfully Yours,

Eran Joshua Sanoria

Charles Santos
Shanen Bayog
Janna Dublas
Marjorie Lirag
Approved by:

Ms. Jennilyn De Vera

Grade 7 Samaria Adviser

Noted by:

Ms. Rey-Ann Rachelle Palasigue

Grade 10 Jordan Adviser

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 APPENDICES
Jarmmeth Academy
Blk. 39 Lot 12 Ruth St. Francisco Homes Muzon City of San Jose Del
Monte, Bulacan
January 26, 2017
Dear Ma’am and Sir,
We, the Grade 10 students from 10 – Jordan who are presently in Junior High
school of Jarmmeth Academy of San Jose del Monte Bulacan are working on our
research paper in fulfilment of the requirements in our English research with the study of
21st Macro Skills: The Level of the Reading Comprehension of 21st Century
Learners.
In line with this, we hereby seek your approval to administer our research
instruments to the 7th graders respondents during our English and cooperative time of
January 25, 2017. That will serve as our data gathering sources.
Your favorable response regarding our request in highly appreciated.
Respectfully Yours,

Eran Joshua Sanoria

Charles Santos
Shanen Bayog
Janna Dublas
Marjorie Lirag
Approved by:

Ms. Rocelle Lyn Manucom

Grade 7 Samaria Adviser

Noted by:

Ms. Rey-Ann Rachelle Palasigue

Grade 10 Jordan Adviser

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 RESEARCH INSTRUMENTS

STORY
THE BONE IN THROAT

Once upon a time, there was a lazy wolf living in a jungle. Near his house was a
pond. Many animals came to the pond to drink water. The wolf was always in search of
food.

One day, he was sitting near the pond hoping to get something to eat. When
suddenly he spotted a dead bull. “Aha! What a luck! Now I can eat all I want," he
thought and his mouth started watering.

He began to eat the bull. A thought struck him, “If another beast comes this way
he will ask for a share. I had better eat fast." ‘Grub! Grub! Grub! Grub1’ he chewed,
faster and faster.

In his haste, a piece of bone got stuck in his throat. “Ohh! Errk!" cried the wolf.
He tried to bring it out of his mouth. He tried to cough it out but in vain. Next, he tried to
swallow it down but he failed.

“Ooh, the bone in throat hurts. What shall I do now?" thought the wolf. Suddenly
he remembered that a crane lived on the nearby riverbank.

The wolf went to the crane and pleaded, “My dear Crane! I have got a bone stuck
in my throat. I will give you a present, if you pull it out of my throat with your long beak."

The crane took pity on the wolf. He asked the wolf to look up with his mouth
open. The crane then put its head into the wolf’s mouth and pulled out the bone.

“Oh! What a relief!" the wolf sighed. “Now where is my present?" asked the
crane. “What present?" the wolf replied, pretending not aware of its promise.

“You said that you would give me a present if I remove the bone from your
throat," the crane said humbly. “Hah! Is it not a present that you put your head into my
mouth and got out alive? I could have easily crushed your head while your beak was
inside my mouth!" said the ungrateful wolf and went away.

The crane felt helpless and decided not to help any ungrateful creature in the future.

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QUESTIONNAIRES

Answer the following questions.

1. What will the wolf give to the crane when it help him to remove the bone stuck in his
throat?
a. Fish c. Present
b. Fruits d. None
Answer:

2. After he cough out the bone and he was unsuccessful, what did the wolf do?
a. Bring out the bone c. Drink water
b. Find help d. Swallow
Answer:

3. What does the wolf felt after the crane pulled out the bone?
a. Relief c. Angry
b. Happy d. Comfortable
Answer:

4. Who was the one sitting near the pond?

a. Elephant c. Bull
b. Wolf d. Crane
Answer:

5. How did the crane got the bone to the throat of the wolf?
a. Uses his head c. Uses his hand
b. Uses his mouth d. Uses his beak

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Answer:

6. What does the crane felt after he couldn't get the present that the wolf promised?
a. Helpless c. Disappointed
b. Grateful d. Sad
Answer:

7. What characteristics that describes the wolf in the story?

a. Selfish c. Boastful
b. Lazy d. Greedy
Answer:

8. After hoping to get something to eat, what was the wolf spotted?
a. Candy c. Bird
b. Crane d. Dead Bull
Answer:

9. In the last part of the story, what decision does the crane made?
a. Help other creature c. Not to help any ungrateful creature
b. Not to show to other creature d. Be grateful
Answer:

10. What was the title of the story?

a. The Wolf and the Crane c. The Lazy Wolf
b. The Bone in Throat d. The Helpful Crane
Answer:

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