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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the statistical analysis of the collected data based on the four

research questions stated in Chapter 1. Analysis of the findings and interpretations align

with the researcher questions was presented.

1. READING COMPREHENSION LEVEL OF THE RESPONDENTS BEFORE

2018 prepared the Grade 7 English teachers which serve as the pre-assessment of the

evaluation. This data will use to establish the existing reading comprehension level of the

students under frustration level. To address the first problem, the students were given a

pretest. This test was conducted to the students before the treatment in order to determine

the respondents’ reading comprehension level.

45
40
35
30
25
scores male
20
female
15
10
5
0
frustration instructional

Figure 2
Reading Comprehension Level of the Respondents Before the Program
N=56
Date administered: November 15, 2019
 46

Figure 2 shows the number of respondents under the “Frustration Level’ who

were chosen through purposive sampling. It was apparent that 41 or 73% of the

respondents were males while 15 or 27 % of them were males with a total population of

56. It can be inferred that there were respondents who were struggling with their reading

comprehension. Male respondents in particular have the largest percentage than female

respondents. This could only mean that when it comes to reading, male respondents were

the ones who most of the time experienced difficulties in their reading comprehension.

2. CAUSES OF READING DIFFICULTIES OF THE RESPONDENTS

Despite the fact that reading comprehension is very important, there are so many

people who have been dealing with this problem. Concerning the second problem stated

in Chapter 1, the researchers conducted an informal unstructured- interview before,

during and after the conduct of the program. This would determine the causes of reading

comprehension difficulties of the respondents. Furthermore, with the use of the said

interview it allows the researchers to maximize the limited time given to them and it

would also allow them to be more personal with the respondents when it comes to

answering the question/s.

The result of the interview indicates that in a personal level, the respondents were

experiencing difficulties in their reading comprehension. The root of the problem was

determined because the respondents were able to answer the researchers’ question/s with

ease and they can communicate well because they were allowed to answer in their native

language.
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Almost the same question was asked among to the respondents: “What are the

causes of your reading comprehension difficulties?” (Ano-ano ang mga dahilan kung

bakit nahihirapan kayo sa pag-unawa ng inyong binabasa?) Constant translation was

needed because some of them have difficulties in expressing their answers.

One of the respondents said, “Kasi po English eh.” (Because it was in English)

This can be deduced that they don’t have enough exposure of the English language. It

was as if English Subject for them is a foreign one. Most of them answered that they

hardly recognize the words or they are not familiar with the words and they can only

understand a little bit of English.

Another student mentioned in the informal interview, “Mas interesado po kami sa

cellphone dahil mas nakakalibang.” (We are more interested in our cellphone because we

enjoyed using it.) This response indicated the respondents’ interests were beyond their

reading abilities. Some even agreed that they totally neglect and despise reading because

they were more interested in technology like games and gadgets. They are spending most

of their time in using those gadgets whether it is for internet or non-internet activities.

They were more active in using it most especially for social media. They prefer doing

those things than reading.

On a personal note, when the researchers’ asked, “What about the support that

you have at home? Do your parents’ support you or help you with your reading?” (Paano

naman yung suporta sa bahay ninyo? Tinutulungan din ba kayo ng mga magulang ninyo

sa pag-babasa?) Almost in unison, the respondents replied. “Hindi po.” (No) This can be

a source of concern and in the respondents’ experiences they have little support coming
 48

from their parents. Based on their classmates, sometimes it was also the reason why they

were absent in their classes. They were asked to stay at home to take care of their

siblings. They needed to do extra work. They don’t have money for fare and so on. The

attendance during the conduct of the Reading Activities was also affected because during

the afternoon session, some of the respondents were absent in class.

These events can lead to poor reading comprehension. Furthermore, some

answers that no one was teaching them in their homes because their parents also didn't

finish studying and probably they are not good enough to teach them well. And because

of their social status, they also have to make sure that they can eat enough meal that's

why they are also working hard for their children. Since they are not educated they don't

have a decent job.

The researchers also took into account one response from the respondents,

“Nahihiya po ako magbasa kasi po tatawa sila ‘pag nagkamali ako.” (I am embarrassed to

read because they will laugh at me when I commit mistakes in reading.) This answer

proved that reading also can cause anxiety and fear. He felt that people were also putting

them in shame. There was even an instant in the conduct of the Reading Activities, one of

the respondents cried when it was his turn to read.

The narrative vividly described the respondents take when it comes to the reading

comprehension difficulties. The respondents participated well in the interview and this

was done among the respondents themselves and most of them had the more or less the

same answers on the same question/s that were asked of them. Apparently, the
 49

respondents experience difficulties in their reading comprehension skills and their

reading abilities in general.

3. READING COMPREHENSION LEVEL OF THE RESPONDENTS AFTER

In addressing the third problem the respondents were given Post-test after the

program imposed by the researchers in order to diagnose their reading comprehension

level measured by Reading Comprehension Test.

40
Figure 35 3
30
25
scores
20 male
15 female
10
5
0
frustration instructional
Reading Comprehension Level after the Exposure to the Intervention
N=56
Date administered: December 17, 2019

Figure 3 shows the result of the post-test given to the 56 respondents after

exposing them to the intervention. It is apparent in the figure that there was a slight

improvement among the respondents’ reading comprehension level. The date indicated

that 8 or 14% of the respondents were already classified under the Instructional Level.

However, 48 or 86% of the respondents remained under the Frustration Level, thus

majority still has no improvement in their level of reading comprehension.

From this desirable result, it was still good indicator that the reading drills and

activities made by the researchers had helped the participants to improve their

comprehension level, but the respondents still need to exert more effort in enhancing or

improving their reading comprehension in order to cope up with their lessons and

activities in their classes.

4. RECOMMENDATIONS IN ORDER TO IMPROVE THE READING

Reading is a complex developmental challenges that known to be intertwined

with many other developmental accomplishments. In this part, there are some

recommendations in order to improve the process of conducting the program.

First, there must be a longer time and specific day in conducting the reading

activities among the students because 30 minutes is not enough to teach the students.

Moreover, it was not also enough that the conduct of the program lasted only for three

weeks. Therefore, learning was hurried and most activities were not done in accordance

to how they were conducted. Learning takes time so as the result. A hurried teaching

might also result to a hurried outcome. The outcome and the output will not coincide to

quality effect.

Second, there must be a facility in conducting the program, so that the tutor can

freely teach the students and it is not hard to facilitate or handle the students if they are in

one place and an organized area. One shortcoming in the conduct of the reading activities

was the classroom in which the program should be done. The school does have enough of

the facility like an extra classroom or a reading center that is perfectly effective to
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conduct such learning activities that will not disrupt classes, possess a learning

environment that is ideal for reading.

Third, aside from classroom programs, there should also be a “Reading Week” or

a “Literature Week” in which learners are exposed to reading not situated in the

classroom. There could also be Quiz bees, Reading Competitions or Storytelling Day,

that will make students active and participate in reading. Reading does not only involve a

reader and a book but also a reader that is knowledgeable and a leader.

Fourth, a reading corner can be situated in each classroom so that the students will

be aware of the importance of reading. The reading corner should also include reading

materials in which the students can use so they will be exposed and will become familiar

of it.

Fifth, a Symposium on Reading can be conducted by the school which involved

the parents of the students. The parents should be included in the letting them know the

situation of their child when it comes to their reading ability so that necessary support

will be built not only in the school but also in their homes.

Lastly, the enhanced reading activity is not only for Grade 7 students. The

program can also be conducted to students in the higher levels who has a low reading

comprehension level.

The program is therefore slightly successful because there were students who

improved on their reading comprehension level. But because of certain constraints in the

conduct of such program and the limitation the researchers experienced in conducting the

activities, the result indicated that majority are still in the frustration level, thus the

recommendations above were highlighted.