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VOCABULARY AND READING COMPREHENSION SKILLS


OF THE URS LABORATORY HIGH SCHOOL
STUDENTS

A Master’s Degree Thesis Presented to

the Faculty of the Graduate School

University of Rizal System

Morong, Rizal

In Partial Fulfillment of the

Requirements for the Degree

Master of Arts in Teaching

Major in English

CAROLINE BREIS QUINTANA

February 21, 2011


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APPROVAL SHEET

This thesis entitled, VOCABULARY AND READING COMPREHENSION

SKILLS OF THE URS LABORATORY HIGH SCHOOL STUDENTS, prepared

and submitted by Caroline B. Quintana, in partial fulfillment of the requirements

for the degree Master of Arts in Teaching major in English is hereby

recommended for approval.

February 21, 2011 ISABELITA S. BACUD, PhD


Adviser

Approved in partial fulfillment of the requirements for the degree Master of

Arts in Teaching major in English by the Oral Examination Panel with a rating of

______.

AMOR V. HERNANDEZ, PhD GLEN IZON, PhD


__________________________ _________________________
Member Member

ARACELI M. BOBADILLA, PhD


____________________________
Chairman

Accepted in partial fulfillment of the requirements for the degree Master of

Arts in Teaching major in English.

__________
Date
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ACKNOWLEDGMENT

The researcher wishes to express her heartfelt gratitude to the following

who contributed enormously in the realization of this study.

DR. ARACELI M. BOBADILLA, URS Vice-President for Academic Affairs

and Dean of Graduate School, for her invaluable comments and suggestions

during the course of this study;

DR. ISABELITA S. BACUD, thesis adviser whose kindness,

consideration, and wealth of advises made this study a lot better;

PROF. JOCELYN S. SAN JUAN, Academic Coordinator of URS

Laboratory High School Morong campus, for her patience and assistance to the

researcher in conducting the study;

PROF. ROWENA C. SUDELA, Academic Coordinator of URS Laboratory

High School Tanay Campus, for providing the researcher some of the necessary

data for this study;

DR. RICARDO P. ARISTON, for his invaluable patience, consideration,

and assistance;

DR. MA. HEIDEE P. MARQUEZ, for her extended assistance in the

construction and validation of the research instrument;

DR. AMELIA R. NOVIO, for her inspiration, moral support and for giving

small talks of encouragement;

PROF. IRMA BAGARINO, for her priceless support and assistance during

the conduct of the study at Tanay Campus;


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THE DIRECTOR AND STAFF OF URS STATISTICS CENTER, for their

extra hard work in hastening the processing of data used in this study;

THE SELECTED ENGLISH PROFESSORS AND INSTRUCTORS OF

URS LABORATORY HIGH SCHOOL, for their patience, time, and effort in

validating the research instrument and for giving way to the administering of the

test during their classes;

THE STUDENTS OF URS LABORATORY HIGH SCHOOL, for their

cooperation and willingness to serve as respondents.

The researcher is especially grateful to her husband ROMANITO C.

QUINTANA for his technical support and encouragement, for his consolation in

times of difficulty and for patiently putting up with her often exasperating behavior

through the course of this study.

C.B.Q
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DEDICATION

This study is affectionately dedicated

to my husband Romanito C. Quintana

whose presence in my life makes me feel

that I have everything.

--Chaos
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ABSTRACT

This study sought to investigate the vocabulary and reading

comprehension skills of the URS Laboratory High School Students enrolled this

School Year 2010-2011.

This study specifically determined the respondents’ level of performance

in the English Diagnostic Test, their level of performance and mastery level in

vocabulary and reading comprehension skills, and how their vocabulary skills

relate to their reading comprehension skills in terms of the different

competencies.

Ten percent of the total population per year level or a total of sixty-four

students in the Laboratory High School were selected using stratified random

sampling whose vocabulary and reading comprehension skills were determined

using the descriptive- evaluative method of research and utilizing frequency and

percentage distribution, weighted mean, number on/above the mean, and

Pearson-r correlation.

The findings revealed that the level of performance in the diagnostic test

of the URS Laboratory High School students enrolled this School Year 2010-

2011 is average.

In terms of vocabulary skills, the first year students’ level of performance is

average while the second year, third year, and fourth year students showed a

high level of performance. In general, the respondents’ level of performance in

the vocabulary skills is high.


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In terms of reading comprehension skills, the level of performance of the

first year students is average. On the other hand, the second year, third year,

and fourth year students obtained a high level of performance. In general, the

respondents’ level of performance in the reading comprehension skills is high.

As to the significance of the relationship between the mastery level of the

respondents with respect to their vocabulary and reading comprehension skills, it

was revealed that the two variables showed high significance. It further showed

that the students have mastered the specific skills measured in this study.

In terms of how the respondents’ vocabulary skills relate to their reading

comprehension skills according to different competencies, it was found out that

the students’ level of performance in sentence completion using context clues,

synonyms and antonyms have significant effect on their reading comprehension

skills generally in terms of recognizing details, identifying the main idea,

paragraph organization, interpreting figurative language, inferring sequence,

judgment of validity and adequacy, and reading and interpreting non-prose

forms. On the other hand, their level of performance in word analogy have

significant effect on their performance in reading comprehension skills except in

interpreting figurative language and judgment of fantasy and reality.

From the above findings, it was concluded that the students of the URS

Laboratory High School have mastered the specific vocabulary and reading

comprehension skills measured and evaluated in this study. However, the

respondents generally showed weakness in word analogy and antonyms

specifically the first year students who were also found to be in need of further
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improvement in terms of interpreting figurative language and in identifying the

main idea.

In the light of the said findings and conclusions, the following

recommendations were drawn. Students must be provided with more activities in

vocabulary and reading based on the necessary skills that need further

improvement. Reading materials that contain high frequency words must be used

as instructional materials for reading activities to familiarize the students with the

meaning and use of such vocabulary words. The proposed instructional materials

for vocabulary and reading should be utilized by the English teachers in the

Laboratory High School. The competency-based test must be administered in the

beginning of the school year to determine the vocabulary and reading

comprehension skills of the students. Future researchers who will conduct similar

studies may adapt and modify the competency-based test and instructional

materials for vocabulary and reading according to the needed improvement on

the performance of the students.


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TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGMENT iii

DEDICATION v

ABSTRACT vi

TABLE OF CONTENTS ix

LIST OF TABLES xi

LIST OF FIGURES xii

Chapter

1 INTRODUCTION

Background of the Study 3


Scope of Limitation of the Study 7
Statement of the Problem 8
Hypothesis 9

2 EVALUATION DESIGN AND FRAMEWORK

Discussion of Expected Output and Justification 10


Theoretical Framework 12
Conceptual Framework 13
The Variables, Their Definitions, and Importance to the Study15
Definition of Terms 19

3 RESEARCH METHODOLOGY

Research Design 21
Setting of the Study 22
Subjects of the Study 26
Sources of Data 28
Procedure of the Study 29
Statistical Treatment 30
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4 RESULTS AND DISCUSSIONS

Statistical Findings 32
Analysis and Interpretation of Findings 32

5 SUMMARY OF FINDINGS, CONCLUSIONS AND


RECOMMENDATIONS

Summary of Findings 54
Conclusions 56
Recommendations 57

6 THE OUTPUT

Determined Mastery Level of the Students


Competency-Based Test
Enhancement Instructional Materials in Vocabulary and Reading60

BIBLIOGRAPHY 102

APPENDIX

A Letter of Request to Administer a Vocabulary and Reading


Comprehension Skills 105
B Table of Specification 108
C Certification of Validation
D Questionnaire 111
E Key to Correction 165

CURRICULUM VITAE 177


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LIST OF TABLES

Table 1 Frequency and Percentage Distribution of the Respondents from


Morong and Tanay Campuses 27
Table 2 Frequency and Percentage Distribution of the Respondents 33

Table 3 Respondents’ Level of Performance as Revealed by their


Diagnostic Test Scores in English 34

Table 4 Level of Performance of the Respondents in Vocabulary Skills 36

Table 5 Composite Table Showing the Summary of the Respondents’ Level


of Performance in Terms of Vocabulary Skills 41

Table 6 Level of Performance of the Respondents in Reading


Comprehension Skills 39

Table 7 Composite Table Showing the Summary of the Respondents’ Level


of Performance in Terms of Vocabulary Skills 45

Table 8 Significant Relationship on the Mastery Level of the Respondents


with Respect to Vocabulary and Reading Comprehension Skills 47

Table 9 Vocabulary Skills of the Respondents as it Relate to their Reading


Comprehension Skills in Terms of Sentence Completion 49

Table 10 Vocabulary Skills of the Respondents as it Relate to their Reading


Comprehension Skills in Terms of Sentence Completion 51

Table 11 Vocabulary Skills of the Respondents as it Relate to their Reading


Comprehension Skills in Terms of Word Analogy 53

Table 12 Vocabulary Skills of the Respondents as it Relate to their Reading


Comprehension Skills in Terms of Antonyms 55
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LIST OF FIGURES

Figure 1 Conceptual Paradigm 14

Figure 2 Map of URS Tanay Campus 25

Figure 3 Map of URS Morong Campus 26


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CHAPTER 1

INTRODUCTION

Language is a tool for communication. In general, the most popular

language is English mainly because at least a few people in each locality around

the world know and use it to communicate. Either for the sake of business or

even as tourist, English is the language that helps people deal with most

situations. Moreover, correspondences between offices in different countries and

also between political leaders of various countries are in English. So to say, it

has become like a universal language that everybody needs to be fluent

especially in this computer age, when English is a language that most people can

understand. This is true even in the Philippines wherein most of the academic

subjects are taught using English as the medium of instruction. Because of this,

teaching English has become a factor that plays a vital role in honing students to

become globally competent. In fact, the Article XIV, Section 7 of the 1987

Philippine Constitution states that:

“For the purpose of communication and instruction, the


official language of the Philippines is Filipino and; until otherwise
provided by law, English.” (Nolledo, 2002).

Article XIV suggests that aside from having a good command of the first

language, Filipinos should acquire fluency of the English language. Thus,

teachers of English are beset with the task of doing their best to be able to
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produce individuals who must be English language users, not just learners so

that by the time they finish school, these individuals are aptly geared with skills

necessary in global competence. As Section 16 of the Education Act of 1982

amply put it:

“All teachers shall perform their duties in accordance


to the philosophy, goals and objectives of the school, be
accountable for the efficient attainment of specified learning
objectives, render regular report and performance of each
student, and maintain and sustain his professionalism in his
behavior at all times.”

Furthermore, teachers of English are translators of knowledge and skills

whose central role is harnessing the total personality and training the will of an

individual. Of these, they specifically have a vast undertaking of training the

students to get to learn the English language, gain fluency, and acquire a high

level of competency on both micro and macro skills.(CMO, No 11, Article II, s.

2000).

Of the macro skills, one that requires emphasis is reading, a complex

cognitive process of decoding symbols for the intention of deriving meaning

(reading comprehension) and/or constructing meaning. It is the mastery of basic

cognitive processes to the point of automaticity. Furthermore, it is a means of

language acquisition, of communication, and of sharing information and ideas.

Like all languages, it is a complex interaction between the text and the reader

which is shaped by the reader’s vocabulary, prior knowledge, multitude of skills

and experiences, attitude, and language community which is culturally and


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socially situated (Pearson, 2004). It simply implies that reading is not simply a

process where one identifies the vocal representation of graphic symbol.

Reading entails more than this; it is basically getting meaning through vocabulary

knowledge from a printed page. Correct understanding and correct interpretation

of the messages and the intention of the writer brings about getting meaning.

In the current Philippine public school curricula for elementary and high

school, Reading (Pagbasa), however, is just part of three other subjects —

Listening (Pakikinig), Speaking (Pagsasalita) and Writing (Pagsusulat) — under

English and Filipino.

Moreover, the two subjects have to fit in all four learning components into

one class session. With the progressive reduction of class minutes, along with

the fact that Reading and Pagbasa are combined with other subjects in one

session, students will certainly have less time to devote to improving reading

comprehension. This seems to go contrary to the notion that more practice

(hence, time) is needed to achieve mastery. Any expert or specialist will surely

have logged in extensive hours to reach their coveted level. The same should be

the case for something as important as reading comprehension.

In the last decade, considerable emphasis has been placed on improving

instruction and educational outcomes for struggling readers. Several reports

have synthesized existing research findings in the area of early literacy and

provided guidelines for researchers and practitioners with regard to essential


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elements of effective programs for comprehensive literacy skill development

(National Institute of Child Health and Human Development, 2000). However,

very little discussion in these reports has addressed how to use effective

practices for enhancing two of the critical components of reading instruction:

vocabulary and comprehension. Furthermore, practices associated with

improving reading outcomes for English-language learners have not been

addressed within these reports.

With regard to these information and after having observed the

performance of the freshmen Laboratory High School in URS Tanay campus in

reading comprehension skills the during her in-campus practice teaching, found it

significant to conduct a study to assess the vocabulary and reading

comprehension skills of the URS Laboratory High School students from Morong

and Tanay campuses and to come up with enhancement instructional materials

or vocabulary and reading that could further enhance their skills in terms of the

different competencies in vocabulary and reading.

Background of the Study

Most teachers today complain that their students either do not read or do

not understand what they have read.

Given that reading is the primary means of getting information in and out

of the school, these problems are too serious to ignore. Two reading problems

stand out in Philippine education: the first one is "seeing the trees but missing the
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forest" and the second, "imagining the trees and inventing the forest." They are

different but inter-related, the bottom line of which is the inability to distinguish

the literal from the figurative and "over focusing" on some details, to the

exclusion of the rest of the text, thereby arriving at a wrong picture of the

situation (Miciano, 2007).

According to the study conducted by Laurel (2008), Filipino students are

generally good at reading for details (this is seeing the trees) but, unless the

article explicitly labels it, they often miss the main idea (this is missing the forest).

The researcher personally observed during her student teaching that the

students can confidently recall and recite details at will when asked to repeat

them in an exam or in class discussion, but when given the task to make a

general statement based on the pool of details, they begin to fall apart and

gradually lose their voices in a series of "ah..., uhm…, I mean..., basically…, you

see….", and so on. It follows therefore, that in writing, they do not fare any better.

In a process that can largely be described as hit or miss, they begin to explore

around the topic and the tendency is to end where they begin--in the fringe or

shallowest part. This is further supported by the researcher’s research study in

2004 where she found out that majority of the first year high school students in

the Laboratory High School performed high in the literal level of reading

comprehension but low in the interpretive and critical levels of reading

comprehension. (Breis, 2008)


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The second reading problem is more serious than the first. Here the

students altogether misunderstand the details (equivalent to imagining the trees)

and of course get the wrong overall picture (inventing the forest).

However, the Filipino students recently showed some improvements in

their reading skills though not altogether satisfactory. The National Achievement

Tests (NAT) administered to public schools shed some light on the issue of how

the Filipino students fare in reading. The Department of Education (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 pointed to a

steady improvement in the primary education of the country’s public school

system.

This progress says about the reading skills of the country’s students. It

certainly speaks of a forward movement. However, a 66.33 Mean Percentage

Score (from 54.66 in 2006) is still a rather low score, which, in fact, is only at the

“near mastery level”—where mastery is defined as obtaining a score of 75

percent or higher in English. What’s more alarming is mastery which is only at

14.4 percent among grade 6 students and 31.1 percent with 4th year high school

students, which means below mastery scores are a staggering 85.6 percent

among the former and 68.1 percent among the latter. The reason for such “below

mastery levels”, according to a 2007 interview with Dr. Yolanda Quijano, head of
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the DepEd’s Bureau of Elementary Education, is attributed to “reading problems

as the main culprit for the poor performance of some students in the NAT.”

With the statements, situations, and problems cited above, the researcher

believes that there is a need to provide information to professional education

mentors regarding the vocabulary and reading comprehension skills of their

students. With this, the teachers would know exactly where their students stand

in terms of competency and to exhaust every available resource to ensure the

learners go out of their classes prepared for an even higher form of reading.

Following that standpoint, and given that students and teachers often cite

vocabulary as the biggest hurdle in reading comprehension, the researcher

deemed it necessary to conduct this study . Being an alumnus of the University

of Rizal System and as a former in-campus student teacher in English at the

URS Laboratory High School, the researcher can safely say that this study is in

line with the aim of the University to produce competent and value-laden

graduates because the results of this research will give specific insights on

vocabulary and reading comprehension skills and to provide research-based

recommendations that would support the University’s enhancement programs,

hence, evaluation of the performance of the URS Laboratory High School

students regarding this, is needed.


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Scope and Limitations of the Study

This study determined the vocabulary and reading comprehension skills of

the Laboratory High School students in URS Morong and URS Tanay who are

enrolled in the School Year 2010-2011.

The focal point of this inquiry is the vocabulary skills and reading

comprehension skills of the freshmen, sophomore, junior, and senior high school

students from both campuses. The researcher employed both the descriptive-

evaluative method and correlational analysis to determine the performance of the

respondents in vocabulary and reading comprehension in the diagnostics test

conducted at the beginning of the school year. The respondents were chosen

using stratified random sampling.

The vocabulary and reading comprehension skills of the students was

assessed through a researcher-made instrument which underwent face-

validation of five experts and item analysis. The questionnaire consisted of three

major components. The first component includes the respondents’ profile and

their performance in the diagnostic test given to them at the beginning of the

school year. The second component refers to the first part of the test that

measured the vocabulary skills of the respondents. On the other hand, the third

component refers to the reading comprehension test. The test of vocabulary

comprised of forty (40) items: ten (10) items each for measuring the respondents’

skills in sentence completion, synonyms, word analogy, and antonyms. The

reading comprehension test consists of sixty (60) questions: five (5) items for
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recognizing details, five (5) items for identifying the main idea, five (5) items for

paragraph organization, five (5) items for interpreting figurative language, five (5)

items for inferring sequence, five (5) items for interpreting through pictorial

representation, five (5) items for judgment of reality and fantasy, five (5) items for

judgment of fact or opinion, five (5) items for judgment of validity and adequacy,

and fifteen (15) items for reading and interpreting non-prose forms. The

researcher-made instrument has a total of one hundred (100) items.

The result of the vocabulary and reading comprehension test will serve

as a basis for the formulation of an enhancement instructional materials for

reading.

Statement of the Problem

This study sought to determine the vocabulary and reading

comprehension skills of the URS Laboratory High School students of Morong and

Tanay campuses who are enrolled this School Year 2010-2011.

Specifically, this study attempted to answer the following questions:

1. What is the level of performance of the students as revealed by their

diagnostic scores in English?

2. What is the level of performance of the respondents in terms of the

vocabulary and reading comprehension skills?


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3. Is there a significant relationship on the mastery level of the

respondents with respect to vocabulary and reading comprehension

skills?

4. How do the vocabulary skills of the respondents relate to their reading

comprehension skills in terms of different competencies?

Null Hypotheses

Based on the stated problems, the following hypotheses were

formulated:

1. There is no significant relationship on the mastery level of the

respondents with respect to their vocabulary and reading

comprehension skills.

2. There is no significant relationship between the respondents’

vocabulary skills and their reading comprehension skills in terms of

different competencies.
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Chapter 2

EVALUATION, DESIGN AND FRAMEWORK

This chapter presents the expected output of the study, theoretical

framework, conceptual framework, the variables and its related literature and

studies.

Discussion of Expected Output and Justification

The determined profile in terms of level of mastery in vocabulary and

reading comprehension skills of the URS Laboratory High School students is one

of the outputs of this study. It is an important output of this study because it will

point out the strength of the students in the English language as well their

specific vocabulary and reading comprehension skills that still need

reinforcement. This output was realized through the use of a researcher-made

instrument covering vocabulary and reading comprehension skills. The

vocabulary skills focused on sentence completion, synonyms, word analogy, and

antonyms while the reading comprehension test focused on recognizing details,

identifying the main idea, paragraph organization, interpreting figurative

language, inferring sequence, interpreting through pictorial representation,

judgment of reality and fantasy, judgment of fact or opinion, judgment of validity

and adequacy, and reading and interpreting non-prose forms. These skills, when
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attained by the students at a certain level of mastery, will help them fare better

not only in English but in other subjects as well.

Another output of this study is a competency-based test which is so

designed specifically to measure the different vocabulary and reading

comprehension skills of the students for every year level. Measuring the

students’ skills from time to time through tests is an integral part of evaluating

whether the students are able to internalize the lessons taught and apply it in

their everyday life. Moreover, the competency-based test will also guide the

English teachers in adapting varied teaching methods and approaches to suit the

needs of the students to further enhance their vocabulary and reading

comprehension skills.

The third output of this research will be enhancement instructional

materials in vocabulary and reading for the secondary teachers of English with

which they can utilize for practicing and refining the vocabulary and reading

comprehension skills of the students. The enhancement instructional materials in

reading is indispensable because as the term enhancement connotes, it will

strengthen and further develop the maximum potential of both the teachers and

the students not only to become effective English language users but also to be

active factors in achieving the University’s vision of becoming an institution that is

committed to producing competent individuals.


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Theoretical Framework

This study is based on the Metacognitive Theory which asserts that an

appreciation of what one already knows, together with correct apprehension of

the learning task and what knowledge and skills it requires, combined with the

agility to make correct inferences about how to apply one’s strategic knowledge

to a particular situation, and to do so efficiently and reliably, has a critical role in

successful learning. According to this theory, students who demonstrate a wide

range of metacognitive skills perform better on exams and complete work more

efficiently. They are self-regulated learners who utilize the “right tool for the job”

and modify learning strategies and skills based on their awareness of

effectiveness. Individuals with a high level of metacognitive knowledge and skill

identify blocks to learning as early as possible and change “tools” or strategies to

ensure goal attainment.

In relation to this, the study emphasized that readers with metacognition

are aware of their own strengths and weaknesses, the nature of the reading task

at hand, and available “tools” or skills to perceive reading as a subtle and

complex process which involves sensation, perception, comprehension,

application, and integration. In this aspect of metacognition, this study affirmed

that students who are aware of their cognitive processes and able to self-regulate

such skill were able to succeed in the reading process through thinking,

evaluating, imagining, reasoning, and problem solving.


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Conceptual Framework

The researcher utilized the Coomb’s System of Analysis (Zwaenepoel,

2005) that includes three phases, namely: Input, Process, and Output.

The first frame, Input, shows the vocabulary and reading comprehension

skills. The vocabulary skills consist of knowledge on sentence completion,

synonyms, word analogy, and antonyms while the reading comprehension skills

comprise of knowledge on recognizing details, identifying the main idea,

paragraph organization, interpreting figurative language, inferring sequence,

interpreting through pictorial representation, judgment of reality and fantasy,

judgment of fact or opinion, judgment of validity and adequacy, and reading and

interpreting non-prose forms.

The second frame, Process, includes the methods and means of how the

researcher conducts her study. It involves the construction, validation, and

administration of questionnaire, and gathering and interpreting of data.

The third frame, Output, includes the determined level of mastery of the

students in terms of their vocabulary and reading comprehension skills;

competency-based test; and enhancement instructional materials in vocabulary

and reading.

The arrows connecting the Input, Process, and Output signify the

continuity of the process and the relationship between and among the three

phases.
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The Input, Process, and Output interacted in such a way that the

vocabulary and reading comprehension skills of the respondents are measured

and evaluated using the researcher-made test which underwent face-validation

and item analysis before it was administered to the respondents. The result of

test in turn became the basis of the outputs of the study which were the

determined mastery level of the respondents, competency-based test and the

enhancement instructional materials for vocabulary and reading.

To make it easier to understand, the researcher presented Figure 1 on the

next page, the conceptual paradigm of the study.


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Conceptual Paradigm

INPUT PROCESS OUTPUT

Vocabulary skills
 Sentence Completion
 Synonyms  Results of
 Word Analogy Diagnostic Test  Determined Level
 Antonyms of Mastery in
 Construction of Vocabulary and
Reading Comprehension Questionnaire Reading
Skills Comprehension
 Recognizing Details  Diagnostic Test Skills
 Identifying the Main Result
Idea  Competency-
 Paragraph  Face-Validation of Based
Organization Questionnaire Test
 Interpreting Figurative
Language  Enhancement
 Item Analysis Instructional
 Inferring Sequence
 Interpreting Through Materials in
 Administration of Vocabulary and
Visual Representation
Questionnaire Reading
 Judgment of Reality
and Fantasy
 Data Gathering
 Judgment of Fact or
Opinion
 Interpretation of
 Judgment of Validity
Data
and Adequacy
 Reading and
Interpreting Non-Prose
Forms

FEEDBACK

Figure 1

Conceptual Model in Determining the Vocabulary and Reading


Comprehension Skills of the URS Laboratory
High School Students
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The Variables, Their Definitions and Importance to the Study

The following are the variables used in this research. Discussions include,

but not limited to, the ideas and facts from related literature and other studies

relevant to the research.

Vocabulary Skills

A person's vocabulary is the set of words individuals are familiar

with in a language. A vocabulary usually grows and evolves with age, and serves

as a useful and fundamental tool for communication and acquiring knowledge.

Vocabulary skills refer to the person’s skills on the use of words which generally

include knowledge on context clues, synonyms, antonyms, and word

associations (Baumann, Kame‘enui, & Ash, 2003)

In the study of Davis, ( 2002) he found out that words have to be met 5-7

times before they are admitted to long-term memory. This is how, through

reading, students learn the words of the language. He also found out that words

are also easily learned if a child is active - drawing a picture of the word, writing

his own definition of it in English or the mother tongue, thinking of an example

sentence to use it in. according to him, this is better than simply writing the word

and its native language equivalent.

In the study of Durell (2001), he found out that the students were deficient

in vocabulary building that can be developed through constant reading. The

findings prompted him to recommend the following: 1. Discourage the common


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practice of developing vocabulary meaning derived from the dictionary. 2. The

students must be thought to recognize the different clues that would help him

reduce meanings of the vocabulary items like giving exercises that would

develop skills in recognizing the difference contextual clues and association

clues.

Gairns and Redman, (2006) state that synonyms, antonyms and

homonyms are useful ways of having students define and understand word

meanings. Antonyms in particular can demonstrate whether children really

comprehend the meaning of new words. However, words with multiple meanings

tend to confuse students especially when they read and encounter uncommon

meaning of a word used in a passage.

Christen and Murphy (2001) contend that research clearly emphasizes

that for learning to occur, new information must be integrated with what the

learner already knows. They feel that teaching vocabulary as a pre-reading step

is an instructional intervention that should be considered when readers lack the

prior or background knowledge to read in a content area. Kueker (2000) also

argues that pre-reading activities help enormously in reading comprehension.

Another technique to help students see a word in a broader context is to have

them answer the following questions: (1) what is it?; (2) what is it like?; (3) what

are some examples? Schwartz and Raphael (2005) believe that this list of 3

questions helps students see relationships between familiar and less familiar
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terms and also brings the meaning of an unknown term into focus by requiring

analogies and examples.

Reading Comprehension Skills

These skills refer to the respondents’ abilities to understand, summarize,

outline and organize concepts. It also involves a full grasp of the author’s style

and purpose of writing. It includes the literal, interpretative and critical skills of the

students. Literal skill refers to the ability in finding the factual data given in the

text. Interpretative skill refers to the ability of the reader to relate insights into

ideas no directly sated in the text and these are implied. Critical Skill is the ability

to relate personally to what has been read and then uses this idea, expand it and

develop new insights.

Mallari (2004) mentioned in her study,

There is a need for a variety of reading skills and


ability to adjust their reading to the demands of materials.
They need to get the main idea in passage to understand the
principles and follow the sequence of events. They should
be able to note the main idea, to recognize the relationship
of ideas and to draw conclusions from the facts of
experience and to assess the worth of conflicting viewpoints.

In the same manner, Yuson (2001) and Guinto (2003) employed a similar

classification of skills when both separately studied the comprehension level of

the high school students in Sangay, Mandaue and the University of Baguio,

respectively.

To emphasize the relevance of looking into the levels of the

comprehension skills of the students, Gicaraya (1989) in her study, states that,
33

Developing literal comprehension skills is an integral


part of the total reading process. Students must deal with
these basic low level comprehension skills developing their
proficiency in their use in order to progress to more difficult
interpretative and critical skills. The hierarchical nature of
comprehension requires an understanding of the lower level
skills.

In the study of Ranaput (2000) the reading ability of UNP college

freshmen are based on the following reading skills; getting the main idea, noting

details sequence of events and drawing conclusions.

Researchers agreed that reading comprehension skills are enhanced if

the students develop a wider vocabulary and alertness as to the constant

semantic changes that accompany an ever-changing world. As Medo & Ryder

(2003) puts it, they must not forget either that new vocabulary is always added to

new breakthroughs, in science and technology. These words are always part of

the current reading materials and informative programs from the mass media.

Diagnostic Test in English

Diagnostic reading tests measure specific skills. In particular, they

measure proficiency in the five fundamental elements of reading. These are

phonics, phonemic awareness, fluency, comprehension and vocabulary.

Diagnostic tests help teachers target students who need additional assistance

through academic intervention or tutoring.

According to Berthoff (2007), Diagnostic tests should not be long. They

are usually timed and may last from one to five minutes. For example, a test that

measures letter-naming fluency consists of one page of upper and lower case
34

letters printed in random order. Reading fluency tests contain short passages.

Some tests require students to choose answers from pictures or symbols or

complete a sentence.

A National Diagnostic Test (NDT) was given in June 2002 and the National

Achievement Test (NAT) administered in March 2003. Both tests were given to

determine the extent of improvement among grade four pupils and first year high

school students in math, science and reading comprehension in English. The bad

news is that results of the NDT and the NAT are abysmally low compared to the

desired 75 percent cut-off score. In other words, grade four pupils did not reach

mastery level of 75 percent in reading comprehension, science and math.

Worse, most of the NDT and NAT questions were those that would require the

competencies of one grade lower, that is, grade three.

A study was conducted by the DepEd assessed the performance of

incoming first year students in the NDT and NAT given in 2002 and 2003, as well

as the High School Readiness Test (HSRT) administered in May and June 2004.

The not-so-good news is that in general, the national mean for the NDT

increased from 28 percent in SY 2002-2003 to 33 percent in SY 2003-2004, but

this slightly dropped to 32 percent in the HSRT in SY 2004-2005.

Again, the bad news is that grade six examinees did not master the

competencies in English, Science and Math, necessary for their transition into, or

“readiness” to enter, secondary education.

This means, out of about 1.2 million grade six pupils who took the test in

2004, only 8,043 pupils nationwide got a score of 75-100 percent correct score.
35

This also means, only about 8,000 pupils mastered the competencies in English,

Science, and Math and are therefore ready for high school education.

Competency-Based Test

In a traditional educational system, the unit of progression is time and it is

teacher-centered. In a competency-based training system, the unit of progression

is mastery of specific knowledge and skills and is learner- or participant-centered.

There appears to be substantial support for competency-based training. Norton

(2000) believes that competency-based tests should be used as opposed to the

“medieval concept of time-based learning.”

Foyster (2002) argues that using the traditional “school” model for training

is inefficient. After in-depth examinations of three competency-based programs,

Anthony Watson (2005) concluded that competency-based instruction has

tremendous potential for training in industry. Moreover, in a 2000 study of basic

skills education programs in business and industry, Paul Delker found that

successful training programs were competency-based.

Norton (2000) describes five essential elements of a CBT system:

Competencies to be achieved are carefully identified, verified and made public in

advance; criteria to be used in assessing achievement and the conditions under

which achievement will be assessed are explicitly stated and made public in

advance; the instructional program provides for the individual development and
36

evaluation of each of the competencies specified; assessment of competency

takes the participant’s knowledge and attitudes into account but requires actual

performance of the competency as the primary source of evidence; participants

progress through the instructional program at their own rate by demonstrating the

attainment of the specified competencies.

Applegate (2004) believes that participants in a competency-based

training course should learn in an environment that duplicates or simulates the

work place. Richards (2005) in writing about performance testing indicates that

assessment of skills requires tests using simulations (e.g., models and role

plays) or work samples (i.e., performing actual tasks under controlled conditions

in either a laboratory or a job setting). Finally, Delker (2006) in a study of

business and industry found that the best approach for training involved learner-

centered instruction using print, instructional technology and simulations.

Definition of Terms

To make this study easier to understand, the researcher theoretically and

operationally defined the following terms:

Comprehension. This is the act of grasping the meaning, nature, or

importance of; understanding. Comprehension is defined as “intentional thinking

during which meaning is constructed through interactions between text and

reader”.
37

Enhancement Instructional Materials. In this study, this consists of

instructional materials which can be used by teachers to significantly increase or

improve the vocabulary and reading comprehension skills of the students.

Reading. This is a complex cognitive process of decoding symbols for

the intention of deriving meaning (reading comprehension) and/or constructing

meaning.

Reading Comprehension Skills. These skills refer to the respondents’

abilities to understand, summarize, outline and organize concepts. It also

involves a full grasp of the author’s style and purpose of writing.

Skill. This refers to acquired or natural capacity, competence, dexterity,

proficiency, talent, etc., that enables an individual to perform a particular act, job,

or task successfully at any time. This term is also synonymous to competence.

Vocabulary. This is the sum of words used by, understood by, or at the

command of a particular person or group.

Vocabulary skills. This is the person’s skills on the use of words which

generally include knowledge on context clues, synonyms, antonyms, and word

associations (Baumann, Kame‘enui, & Ash, 2003)


38

Chapter 3

Research Methodology

This chapter deals with the research design, setting of the study,

subject of the study, procedure of study, sources of data, and statistical

treatment.

Research Designs

Since the study aimed at determining the vocabulary and reading

comprehension skills, descriptive-evaluative design of investigation and

correlational analysis are employed.

The descriptive-evaluative method provides researchers an effective

mean to gather, analyze, classify, and tabulate data about prevailing conditions

and make adequate and accurate interpretation of data with the aid of statistical

method. The descriptive-evaluative method was used by the researcher since

this study presupposed essential knowledge about the nature of the respondents

that plays a large role in the development of instruments for measure of many

things, instruments that are employed in all types of quantitative research as data

gathering instruments like tests.

On the other hand, correlational analysis attempts to determine how

related two or more variables are. It is founded on the assumption that reality is
39

best described as a network of interacting and mutually-causal relationships.

Everything affects--and is affected by--everything else.

Following this, scores of each respondent in the vocabulary test were

obtained, interpreted, and then correlated with their corresponding scores in the

reading comprehension test. That way, the relationship between the two

variables was determined, may it be significant or not. Respondents’ mean

scores in vocabulary and reading comprehension test were also compared so as

to identify the relationship between their different competencies.

Setting of the Study

This study is conducted at the URS Laboratory High School found in both

campuses of University of Rizal System in Morong, Rizal and in Tanay, Rizal.

The two campuses of URS Laboratory High School are both supervised

by each respective Academic Coordinator, with a total of twelve faculty members

who handle English classes in the four secondary year levels. In Tanay campus,

there are a total of 343 students while in Morong campus there are 356 which

totaled to six hundred ninety-nine (699) students. Table 1 shows the population

distribution from the two URS Laboratory High School campuses.


40

Table 1
Frequency and Percentage Distribution of the Respondents from
Morong and Tanay Campuses

URS First Second Third Fourth Frequency Percentage


LHS Year year Year Year
Campus (100%)

Morong 89 84 92 91 356 50.2

Tanay 98 87 76 82 343 49.8

TOTAL 187 171 168 173 699 100

As shown in Table 1, there are 187 students enrolled in first year, 171 in

second year, 168 in third year, and 173 in fourth year. This implies that the

population of Laboratory High School from Morong campus is greater by .2

percent than in Tanay campus.

Figures 2 and 3 on the next pages show the maps of the two URS

campuses where the Laboratory High School is located.


41

Figure 2

Map Showing the University of Rizal System-Main Campus at Sampaloc


Tanay, Rizal Where the URS Laboratory High School is Located
42

Subject of the Study

The subjects of this study are the URS Laboratory High School students

in Morong and Tanay campuses that are enrolled this School Year 2010-2011.

The study involves thirty-two (32) respondents from the URS LHS Morong

Campus in Morong, Rizal and thirty-two (32) respondents from the URS Tanay

Campus at Sampaloc Tanay, Rizal which totaled to sixty-four (64) respondents or

10 percent of the total population of the secondary students of the URS

Laboratory High School. Since the respondents belonged to either of the four

categories or year level, the researcher utilized the stratified random sampling to

determine the distribution of the respondents needed per year level. To come up

with the 64 respondents, the researcher asked for the class records of each

section per year level and picked every tenth student until there was a valid 10

percent sample from the population.

To show clearly the distribution of the respondents in this study in which

10 percent of the total population is used in each campus, the researcher

included the table below.


43

Table 2
Frequency and Percentage Distribution of the Respondents

URS First Second Third Fourth Frequency Percentage


LHS Year year Year Year
Campus (100%)

Morong 8 8 8 8 32 50

Tanay 9 8 7 8 32 50

TOTAL 17 19 15 16 64 100

As shown in the table, a total of sixty-four (64) students served as the

respondents of this study. Since this study seeks to determine the vocabulary

and reading comprehension skills of the URS Laboratory High School students,

all students belonging to each year level from both campuses of URS LHS in

Morong and Tanay campuses are the respondents.

As revealed in the table above, from first year high school there are

seventeen respondents, eight of whom came from the Morong campus while

nine come from the Tanay Campus. Nineteen respondents were from the second

year level where eight students came from Morong campus while eight were from

Tanay campus. From third year, there were fifteen participants, eight of whom

were from Morong campus and seven from Tanay Campus. From fourth year

there were sixteen respondents, eight were from Morong campus while eight

were from Tanay campus. All in all, there were thirty-two students or 10 percent

of the population who were from URS LHS Morong, Rizal, while a total of 32 or
44

10 percent of the population were from URS LHS Tanay, Rizal. The students

were heterogeneous and whose age is approximately 13 to 17 years old.

The participants were chosen purposively as samples primarily because of

accessibility for the school is within the university where the researcher is

studying and because it is a laboratory school where the future teachers studying

at the University of Rizal System first become exposed to the nature of the

teaching profession.
45

Sources of Data

The primary source of data in this study are the responses of the students

in the pre-test validated questionnaire administered by the researcher. The test

questionnaire is constructed by the researcher according to each year level to

ensure that the difficulty of the wordings and test items suits the level of the

respondents.

Specifically, the researcher-made instrument measures the respondents’

vocabulary skills in terms of sentence completion, synonyms, word analogy, and

antonyms and their reading comprehension skills in terms of recognizing details,

identifying the main idea, paragraph organization, interpreting figurative

language, inferring sequence, interpreting through pictorial representation,

judgment of reality and fantasy, judgment of fact or opinion, judgment of validity

and adequacy, and reading and interpreting non-prose forms.

The questionnaire consists of three major components. The first

component contains the respondents’ name, sex, year level and scores in the

diagnostic test. The second component consists of the vocabulary test which

contains a range of vocabulary items belonging to the list of words found in the

curriculum according to each year level. The said vocabulary words are also

considered as high-frequency words that the students may encounter in different

reading materials, review materials, and standardized tests. On the other hand,

the reading materials are utilized on the basis of it being included in their

respective curriculum and having a universal topic, meaning the respondents can
46

relate to it because the situations and content of the reading texts occurs in real

life situations. In addition, the selections are long enough for the researcher to

construct a specific number of questions with the Table of Specification (see

Appendix B, p74) a guide in constructing each test item. To determine the validity

of the test, the researcher followed the steps in test construction which include

face validation of at least five experts and item analysis. To interpret the difficulty

index of each item in the test, the following table of equivalent is used.

Difficulty Index Interpretation Remarks

0.00-0.20 difficult *(rejected)

0.21-0.80 Average **(retained)

0.81-1.00 Easy ***(revised)

For the index of discrimination, the following range of equivalent was used

for interpretation.

Index of Discrimination Interpretation

0.40-up Perfectly reliable

0.30-0.39 Reasonably good item but


possible subject for improvement

0.20-0.29 Marginal item, usually needing


improvement

0.19 and below Poor item, to be rejected, improved or


revised
47

However, in deciding whether to discard or retain an item, two ranges

were considered. Item with difficulty indices 0.20-0.80 and the discrimination

indices 0.30-0.80 were retained.

Procedure of the Study

The researcher presented a research proposal to a panel of experts,

entitled: Vocabulary and Reading Comprehension Skills of the URS Laboratory

High School Students. After the experts approved the title, the researcher

proceeded on constructing Chapters 1 to 3 of the research. The first three

chapters were then submitted to and checked by a panel of experts, and were

returned to the researcher for further improvements.

Since the researcher had chosen the participants for the study, the

instrument to be used to gather data was prepared. The formulation of the

objectives of the test was done using the Table of Specification (TOS) as guide,

likewise, the construction of the reading text for each year level, followed by

constructing and editing of test questions. Two trying out of the test are

implemented. Subsequently, the face-validation and item analysis of the

developed test take place and presented for experts’ analysis.

When the developed questionnaire is deemed reliable and valid, a

permission to conduct the study was obtained from the office of the Graduate

School and from the offices of the Academic Coordinators from the two
48

campuses of the URS Laboratory High School. Administering of the test is then

implemented. Before distributing the test questionnaire, the researcher

addressed the respondents and asked for their honesty and sincerity in

answering the test so as to ensure the reliability and validity of its results.

Afterwards, the participants were asked to accomplish the 100-item test. Their

answers were written on the answer sheet provided, collected and corrected by

the researcher and were then submitted to the Statistics Center for data

processing.

The scores of the respondents were tabulated, processed, and interpreted

using appropriate statistical treatments in the Statistics Center. The result and

interpretation of the test were the basis of summary of findings, conclusions,

recommendations, and hence, the determined mastery level of the respondents

in vocabulary and reading comprehension skills, competency-based tests, and

enhancement instructional materials in vocabulary and reading.

Statistical Treatment

To determine the vocabulary and reading comprehension skills of the

respondents, specifically in answering the statement of the problem, the following

statistical treatment are utilized by the researcher:

U-L Method of Stocklein was applied in conducting the item analysis.

Percentage Rank was used to determine the profile of the respondents.


49

Weighted Mean was applied to determine the following: the respondents’

profile sex and year level and grade in the diagnostic test; the respondents’

vocabulary skills in terms of sentence completion, synonyms, word analogy, and

antonyms; the respondents’ reading comprehension skills in terms of recognizing

details, identifying the main idea, paragraph organization, interpreting figurative

language, inferring sequence, interpreting through pictorial representation,

judgment of reality and fantasy, judgment of fact or opinion, judgment of validity

and adequacy, and reading and interpreting non-prose forms.

t-Test was utilized to determine if there is a significant difference in the

vocabulary and reading comprehension skills of the respondents.

Number On/Above the Mean (NOAM) was used to determine the

mastery level of the respondents in vocabulary and reading comprehension.

Pearson-r Correlation was applied to determine how the respondents’

vocabulary skills relate to their reading comprehension skills.


50

Chapter 4

RESULTS AND DISCUSSION

This chapter deals with the discussion of statistical findings, analysis and

interpretation of findings and general discussions.

Respondents’ Level of Performance in the English Diagnostic Test


Table 2 presents the level of performance of the respondents in terms of

the diagnostic test in English.

Table 3

Respondents’ Level of Performance as Revealed by their Diagnostic Test


Scores in English

Diagnostic Test Mean Std. Deviation VI


First Year 19.53 2.34 Low
Second Year 26.00 4.92 Average
Third Year 33.47 5.34 Average
Fourth Year 36.50 6.56 Average
Total 29.25 4.29 Average

As reflected in Table 3, the computed mean of the respondents’ scores in

the diagnostic test is 29.25 with a standard deviation of 4.29. This means that the

high school students performed averagely in the English diagnostic test. It is

worth noting that the level of performance of the students from first year is low,

the second year and third year students’ level of performance is average while

the fourth year students’ level of performance is high. This implies that at the

beginning of the school year when diagnostic test were given, the first year

students have not yet mastered their English skills. This relates to the result of

the study of Felix (2008) which states that among grade 6 students of Sampaloc
51

Elementary School, only 27.7.% have mastery in English. Therefore, when they

advanced to secondary education, the level of performance they attained in

English during elementary reflects in their diagnostic test which is indeed low.

This result may be attributed to the reduction of class minutes in English and

other subjects due to the continuous increase in enrollees; hence, less time is

devoted to achieve mastery. On the other hand, the result that the second year

and third year students obtain an average level of performance and the fourth

year students achieve a high level of performance in their respective diagnostic

tests means that they have achieved certain degrees of mastery although there

is still a need for further improvements. This parallels with the principle of

education that the students’ comprehension, communication, and acquiring

knowledge should grow and evolve as they mature. Moreover, it also affirms the

research conducted by Castillo (2001) and later by Yuson (2004) regarding the

significance of giving diagnostic tests in different areas of study as means of

pointing out the various academics strengths and weaknesses of the students.

Both studies reveal that diagnostic tests have direct relationship on the

performance of the students. It reiterated that the findings based on diagnostic

tests helped the teachers in formulating activities that suit and address the

specific skills of the students which needed enhancements. Thus, the result is a

series of improvements among the students whose weak skills have been

specified and strengthened.

The table above further translates the respondents’ overall performance in

the English diagnostic tests as neither dismal nor impressive but nevertheless
52

progressive in pace which means that the significance of measuring the

knowledge retained by the students every beginning of school year and

addressing the specific needs for improvements have manifested in the

respondents’ level of performance.

Level of Performance of the Respondents in Vocabulary Skills

Table 4 presents the respondents’ level of performance in sentence

completion through context clues, synonyms, word analogy, and antonyms.

Table 4
Level of Performance of the Respondents in Vocabulary Skills

Vocabulary Mean Std. Deviation VI


First Year Context Clues 8.24 .66 High
Synonyms 8.59 .71 High
Analogies 6.71 .47 Low
Antonyms 7.76 .55 Average
Overall 31.29 1.17 Average

Second Year Context Clues 7.75 .54 Average


Synonyms 8.44 .81 High
Analogies 6.81 .54 Average
Antonyms 8.25 .68 High
Overall 32.25 1.57 High

Third Year Context Clues 8.73 .70 High


Synonyms 7.33 .617 High
Analogies 7.07 .54 Average
Antonyms 7.03 .66 Average
Overall 32.07 1.58 High

Fourth Year Context Clues 8.63 .81 High


Synonyms 8.25 .68 High
Analogies 7.50 .89 Average
Antonyms 8.44 .51 High
Overall 32.81 1.91 High

The findings shown in Table 4 indicate that the first year students obtained

a mean score of 31.29 with a standard deviation of 1.16 which implies that their
53

level of performance in vocabulary skills is average. It means that in general,

they have already obtained mastery in the skills being tested in the test, however

not altogether on a high level. It also is observable from the table above that the

strength of the freshmen lies in sentence completion by using context clues and

synonyms. This result affirms the conclusions of Taza (2000) and Frias (2007) in

their respective studies about the vocabulary skills of the students which state

that students usually perform better in synonyms and in identifying meanings

through context clues because they gradually develop these skills through

unlocking difficulties when reading and other pre-reading activities. Also, it also

parallels the study of Berdan (2004) who pointed out that among the vocabulary

skills, synonyms and getting meanings through contextual clues are the ones the

teachers often give attention in their lessons. As he puts it, knowledge of word

meanings comes handy for all the learning areas in every subject of the students,

not only in English.

However, their skills in word analogy seemed undeveloped as revealed by

their mean score of 6.71 with a standard deviation of .47. the low performance

mean they have not yet mastered the skill in determining various word

relationships or associations. On the other hand, their level of performance in

antonyms is average with a mean score of 7.76 and a standard deviation of .55.

This result points out that the freshmen students have yet to improve their skill in

determining the opposite meanings of words especially those that they are

unfamiliar with.
54

It is worth noting that the second year, third year, and fourth year students

obtain similar levels of performances in each vocabulary skills where their mean

scores range from 8.63-8.75 and with standard deviations that range from .70-

.81. All three levels have high level of performance except in word analogy where

they perform averagely with mean scores that range from 6.81-7.07 and standard

deviations that range from .54-.89. This implies that the students attained a

certain degree of mastery of vocabulary skills, specifically, are in need for

improvement in word analogy just like the first year students. The result on the

matter of analogy is attributed to the facts drawn by Dubin and Bycina (2002)

through their findings that most studies and classroom activities about word

relationships focus more on synonyms, antonyms and cause-and-effect

relationships and less discussions on strategies like defining characteristics,

class/group and member, antonym and synonym variants, degree of intensity,

part to whole, function, manner, action and its significance, worker and article

created, worker and tool, worker and action, worker and workplace, tool and its

action, sex, age, time sequence, spatial sequence, and symbol and quality it

represents.

Table 5

Composite Table Showing the Summary of the Respondents’ Level of


Performance in Terms of Vocabulary Skills

Vocabulary Skills Mean Std. Deviation VI

Context Clues 7.58 .75 High


Synonyms 8.41 .71 High
Analogies 7.02 .81 Average
Antonyms 8.09 .73 High
Overall 32.09 1.76 High
55

Table 5 reveals that the respondents obtain an overall mean score of

32.09 with a standard deviation of 1.76. This means that the students of URS

Laboratory High School has a high level of performance in context clues,

synonyms, and antonyms except in word analogy where their mean score is 7.02

with a standard deviation of .81 which reveals that their level of performance is

average. These results can also be attributed to the students’ constant exposure

to different class activities involving vocabulary and reading and also to the fact

that there are a limited number of students per section which gives way to

improved concentration and participation in the class during classroom activities.

This further supports the studies of Peterson (2001) and De Vera (2000) that the

classroom setting and number of students per class have significant effect on

their levels of academic performance.

Level of Performance of the Respondents in Reading Comprehension Skills

Table 6 presents the respondents’ level of performance in recognizing

details, identifying the main idea, paragraph reorganization, inferring sequence,

interpreting through pictorial representation, judgment of reality or fantasy,

judgment of fact or opinion, judgment of validity and adequacy, and reading and

interpreting non-prose forms.


56

Table 5

Level of Performance of the Respondents in Reading Comprehension Skills

Std.
Reading Comprehension Mean VI
Deviation
First Year
Recognizing Details 4.94 .24 High
Identifying The Main Idea 3.52 .51 Average
Paragraph Reorganization 4.94 .24 High
Interpreting Figurative Language 4.65 .70 Average
Inferring Sequence 4.29 .59 High
Interpreting Through Pictorial Representation 4.02 .67 High
Judgment Of Fantasy Or Reality 3.94 .24 Average
Judgment Of Fact or Opinion 3.94 .66 Average
Judgment Of Validity and Adequacy 3.76 .56 Average
Reading And Interpreting Non-Prose Forms 2.76 .07 Low
Overall Performance 43.76 2.17 Average

Second Year
Recognizing Details 4.60 .43 High
Identifying The Main Idea 3.25 .58 Average
Paragraph Reorganization 4.75 .77 High
Interpreting Figurative Language 3.38 .72 Average
Inferring Sequence 4.88 .34 High
Interpreting Through Pictorial Representation 4.94 .25 High
Judgment Of Fantasy Or Reality 4.50 .52 High
Judgment Of Fact or Opinion 4.31 .48 High
Judgment Of Validity and Adequacy 3.50 .52 Average
Reading And Interpreting Non-Prose Forms 6.94 .49 Average
Overall Performance 46.44 2.46 High

Third Year
Recognizing Details 4.53 .52 High
Identifying The Main Idea 3.93 .26 Average
Paragraph Reorganization 4.80 .56 High
Interpreting Figurative Language 3.13 .64 Average
Inferring Sequence 4.87 .35 High
Interpreting Through Pictorial Representation 4.31 .26 High
Judgment Of Fantasy Or Reality 4.40 1.06 High
Judgment Of Fact or Opinion 3.20 .77 Average
Judgment Of Validity and Adequacy 3.33 .72 Average
Reading And Interpreting Non-Prose Forms 8.13 1.19 High
Overall Performance 46.72 2.74 High

Fourth Year
Recognizing Details 4.81 .40 High
Identifying The Main Idea 4.03 .49S Average
Paragraph Reorganization 4.09 .66 High
Interpreting Figurative Language 3.50 .52 Average
Inferring Sequence 4.44 .51 High
Interpreting Through Pictorial Representation 4.20 .77 High
Judgment Of Fantasy Or Reality 4.63 .50 High
Judgment Of Fact or Opinion 4.44 .51 High
Judgment Of Validity and Adequacy 3.50 .52 Average
Reading And Interpreting Non-Prose Forms 11.13 1.45 High
Overall Performance 49.63 2.56 High
57

Of the four year levels, it is important to take note that it is the freshmen

who need more practice in reading. As the table above reflects, they perform

rather low in reading and interpreting non-prose forms with only a mean score of

43.76 and standard deviation of 2.17. This implies that they may not have

developed all the necessary skills to comprehend different forms of reading

materials. As Flandes (2001) stated in his study, reading and interpreting non-

prose forms often require basic mathematics and logical abilities and familiarity

with the basic technical terms used in economics and the business language--

skills that often should have been mastered in between the ages of 14 to 17

years old except those of the out-of-school youths.

It is also interesting to note that second year, third year, and fourth year

students have obtained mean scores that range from 46.44-49.63 with standard

deviations that range from 2.46-2.74. These findings imply that the level of

performance in reading comprehension skills of these three year levels is high

and that the students attained a certain degree of competency in reading as

would various studies of the same respondents would have revealed. Most

importantly, this reveals that the students improved as they move up to higher

level. The result coincide with the statement of Wilson (2000) that students

should have developed higher competency in language and reading as they grow

older and mature and as they associate new learning to old knowledge because

as he clearly put it in his article, no education proceeds backward—it is a forward

movement, an advancement of the human intellect.


58

Table 7

Composite Table Showing the Summary of the Respondents’ Level of


Performance in Terms of Vocabulary Skills

Reading
Comprehension Mean Std. deviation VI
Skills

Recognizing Details 4.83 .38 High

Identifying The Main


4.34 .37 Average
Idea

Paragraph
4.88 .49 High
Reorganization

Interpreting
3.33 .42 Average
Figurative Language

Inferring Sequence 4.94 .24 High

Interpreting Through
Pictorial 4.95 .21 High
Representation

Judgment Of
4.55 .71 High
Fantasy Or Reality

Judgment Of Fact or
3.42 .63 Average
Opinion

Judgment Of Validity
3.27 .55 Average
and Adequacy

Reading And
Interpreting Non- 7.98 1.89 Average
Prose Forms

Table 6 reveals that the respondents obtain a mean score of 46.63 with a

standard deviation of 2.55. This means that the students have high level of

performance in reading comprehension skills. Specifically, the respondents are

generally good in recognizing details where they have a mean score of 4.83 with

a standard deviation of .38. This result is quite expected and agrees with the

study of Mc Mullen (2003) which states that students are basically good in simple
59

recalling of details that are explicitly stated in reading texts. Likewise, the

respondents in general have high levels of performance in identifying the main

idea, paragraph reorganization, inferring sequence, interpreting through pictorial

representation and judgment of fantasy or reality where their mean scores range

from 4.34-4.95 with standard deviations that range from .21-.71. This implies that

the teachers’ habit of activating the students’ schema and unlocking difficulties

prior to reading activities had helped the respondents in dealing with

comprehension questions and obtaining mastery level on the specific reading

comprehension skills that were tested in this study. This parallels with the

research of Lockhart (2006) which asserts that good reading habits develop the

maximum reading skills of children at a pace far greater than those who lacks

training and practice.

On the other hand, the level of performance of the respondents in

interpreting figurative language, judgment of fact or opinion, judgment of validity

and adequacy, and reading and interpreting non-prose forms is average with

mean scores that range from 3.27-7.98 and standard deviations that range from

.42-1.89. The result is similar to the findings of Secretario (2008) and Mallari

(2009) that the students have difficulty interpreting figurative language due to the

fact that figurative language is not a usual part of daily conversation and are

found only mostly in literature. On the other hand, judgment of fact or opinion and

judgment of validity and adequacy are skills under critical reading where most

studies in reading and comprehension always reveal that students perform either

poorly or mere average because as the National Reading Panel (2002)


60

explained, critical reading skills presuppose readers’ ability to incorporate new

ideas gained from the reading materials and their schema or prior knowledge that

is why it is important that the latter contributory factor should be activated first

before any reading activities transpire.

Significant Relationship on the Mastery Level of the Respondents with


Respect to Vocabulary and Reading Comprehension Skills

Table 6 presents the relationship on the mastery level of the respondents

with respect to their vocabulary and reading comprehension skills.

Table 8

Significant Relationship on the Mastery Level of the Respondents with


Respect to Vocabulary and Reading Comprehension Skills

r-
Aspects value HO VI
& p-
value
Vocabulary Pearson
Skills Correlation .640
Reject Significant
Reading Sig. (2- .000
Comprehension tailed)
Skills N 64

As shown in Table 8, the computed r-value and p-value of the scores of

the 64 respondents in the test reveals that the null hypothesis is rejected. This

implies that there is a significant relationship on the mastery level of the

respondents with respect to vocabulary and reading comprehension skills. It

further means that the students’ level of performance in vocabulary skills is an

effective means to predict their level of performance in reading comprehension


61

skills. This is parallel with the studies conducted by Minero et. al (2002) of the

two groups of respondents where it is revealed that the respondents who were

exposed to regular vocabulary-building activities excel far better than those

whose vocabulary size is below average. The reason behind this significant

relationship also lies to the fact that reading materials are composed of printed

texts that require recognition and mastery to get the meanings and ideas behind

it.

Furthermore, it affirms the research findings in reading of Anderson &

Freebody (2006) which asserts that of the many compelling reasons for providing

students with instruction to build vocabulary, none is more important than the

contribution of vocabulary knowledge to reading comprehension. According to

them, one of the most enduring is the extent to which students’ vocabulary

knowledge relates to their reading comprehension.

Vocabulary Skills of the Respondents as it Relate to their Reading


Comprehension Skills in Terms of Different Competencies

Table 9 up to Table 12 present the vocabulary skills of the respondents as

it relate to their reading comprehension in terms of different competencies.


62

Table 9
Vocabulary Skills of the Respondents as it Relate to their Reading
Comprehension Skills in Terms of Sentence Completion

Sentence r-value & p-


HO VI
Completion value
Recognizing Details Pearson
.320
Correlation
Sig. (2-tailed) .006 Reject Significant
N 64
Identifying the Main Idea Pearson
.210
Correlation
Sig. (2-tailed) .005 Reject Significant
N 64
Paragraph Organization Pearson
.316
Correlation
Sig. (2-tailed) .019 Reject Significant
N 64
Interpreting Figurative Language Pearson
.234
Correlation
Sig. (2-tailed) .063 Reject Significant
N 64
Inferring Sequence Pearson
-.146
Correlation
Sig. (2-tailed) Accept Not
.250
Significant
N 64
Interpreting through Pictorial Pearson
.125
Representation Correlation
Sig. (2-tailed) Accept Not
.323
Significant
N 64
Judgment of Fantasy or Reality Pearson
.141
Correlation
Sig. (2-tailed) Accept Not
.265
Significant
N 64
Judgment of Fact or Opinion Pearson
.299
Correlation
Sig. (2-tailed) .005 Reject Significant
N 64

Judgment of Validity and Adequacy Pearson


.364
Correlation
Sig. (2-tailed) .016 Reject Significant
N 64
Reading and Interpreting Non- Pearson
.275
Prose Forms Correlation
Sig. (2-tailed) .005 Reject Significant
N 64
63

As reflected in Table 9, the vocabulary skills of the respondents in terms of

sentence completion have significant relationship on their reading

comprehension skills except in inferring sequence, interpreting through pictorial

representation and judgment of fantasy and reality. This means that the students’

ability to complete sentences through analysis of the contextual clues found

within each sentence affect their reading comprehension skills that basically

require knowledge and analysis.

This result is related to the study of Barnett (2003) where he asserted that

the students who focus on the relationship of the words in a sentence tend to

arrive at the particular meaning even if it does not include general knowledge.

This implies that the students who perform well in sentence completion and other

similar types of test perform better in reading that involves closer examination of

the text.

The fact that the students’ vocabulary skills in terms of sentence

completion do not have significant relationship on their reading comprehension

skills like inferring sequence, interpreting through pictorial representation, and

judgment of fantasy and reality means that the said reading skills require more of

perception and reaction rather than knowledge and recognition. Furthermore, the

results suggest that for the students to excel in reading comprehension, they

must attain a high degree of competency in analyzing the relationships among

words and be able to recognize semantic cues. This observation affirms the

result of the study of Lourdes regarding the different factors underlying


64

comprehension that singles out the ability to recognize the existing relationship

between words and ideas as the primary skill to carry on successful reading.

Table 10

Vocabulary Skills of the Respondents as it Relate to their Reading


Comprehension Skills in Terms of Sentence Completion

r-value & p-value HO VI


Synonyms
Recognizing Details Pearson Correlation .028
Sig. (2-tailed) .828 Reject Significant
N 64
Identifying the Main Idea Pearson Correlation .160
Sig. (2-tailed) .206 Reject Significant
N 64
Paragraph Organization Pearson Correlation .150
Sig. (2-tailed) .238 Reject Significant
N 64
Interpreting Figurative Language Pearson Correlation .126
Sig. (2-tailed) .321 Reject Significant
N 64
Inferring Sequence Pearson Correlation .150
Sig. (2-tailed) .238 Reject Significant
N 64
Interpreting through Pictorial Representation Pearson Correlation .023
Sig. (2-tailed) .856 Reject Significant
N 64
Judgment of Fantasy or Reality Pearson Correlation .056
Sig. (2-tailed) .659 Reject Significant
N 64
Judgment of Fact or Opinion Pearson Correlation .154
Sig. (2-tailed) .224 Reject Significant
N 64

Judgment of Validity and Adequacy Pearson Correlation .038


Sig. (2-tailed) .766 Reject Significant
N 64

Reading and Interpreting Non-Prose Forms Pearson Correlation .350(**)


Sig. (2-tailed) .005 Reject Significant
N 64
65

As shown in Table 10, the vocabulary skills of the respondents in terms of

synonyms have a significant relationship in all of the tested reading

comprehension skills. This implies that the students’ level of performance in

reading is generally affected by their ability to define, understand and categorize

the diversity of word meanings.

This result is similar to the study conducted by Teologo (2004) which

revealed that students’ knowledge of word definitions helped them in

comprehending the meaning of a reading text although the results also stressed

that reading requires a multiplicity of skills other than understanding word

definitions. Reading materials come in a variety of forms but are in general

comprised of printed texts which presuppose word recognition to be able to

derive its meanings. Therefore, if the students develop a higher degree of

competency in synonyms as the study of Canilang (2007) also revealed, it is

given that they already possessed important scaffolding that will help them obtain

higher levels of reading comprehension in the areas. As Feliciano (2005) puts it

in his study of the reading skills of the indigenous people in Mindoro, recognizing

the meaning of words and understanding its significance in a reading text is half

the battle won in reading comprehension.


66

Table 11

Vocabulary Skills of the Respondents as it Relate to their Reading


Comprehension Skills in Terms of Word Analogy

r-value & p-
HO VI
Word Analogy value
Recognizing Details Pearson
-.198
Correlation
Sig. (2-tailed) .117 Reject Significant
N 64
Identifying the Main Idea Pearson
.334(**)
Correlation
Sig. (2-tailed) .007 Reject Significant
N 64
Paragraph Organization Pearson
-.076
Correlation
Sig. (2-tailed) .553 Reject Significant
N 64
Interpreting Figurative Language Pearson
.212
Correlation
Sig. (2-tailed) .092 Reject Significant
N 64
Inferring Sequence Pearson
-.156
Correlation
Sig. (2-tailed) .217 Reject Significant
N 64
Interpreting through Pictorial Pearson
.189
Representation Correlation
Sig. (2-tailed) .135 Reject Significant
N 64
Judgment of Fantasy or Reality Pearson
-.043
Correlation
Sig. (2-tailed) Accept Not
.737
Significant
N 64
Judgment of Fact or Opinion Pearson
.369(**)
Correlation
Sig. (2-tailed) .003 Reject Significant
N 64

Pearson
Judgment of Validity and Adequacy Correlation .265(*)
Sig. (2-tailed) .034 Reject Significant
N 64
Reading and Interpreting Non-Prose Pearson
.219
Forms Correlation
Sig. (2-tailed) .082 Reject Significant
N 64
67

As implied in Table 11, the vocabulary skills of the respondents in terms of

word analogy have a significant relationship on their reading comprehension

skills except in judgment of fantasy and reality. This implies that the students’

ability to recognize the association and relationships among words and ideas in a

given reading text affect their ability to understand the meanings behind what

they are reading. In the case of judgment of fantasy and reality, it is

understandable that the students’ ability in word analogy has very little or no

significance at all due to the circumstance that evaluating whether a reading

material is realistic or not depends more on the readers’ experience rather that

recognizing word relationships alone. (Roces, 2003)

Although the research findings of Barron (2001) state that word analogy is

the most difficult question in the test because it compels the students to think

critically the relationship among words or ideas, it does not mean that it is

impossible for the students to achieve mastery in that aspect. In fact, in his study

he found out that those students who fairly excel in this type of test were found to

fare better in other similar types of test that require analytical thinking.

Consequently, the respondents who only nearly mastered that specific

vocabulary skill could only excel in the literal level of comprehension and have

usually low level of reading performance in more complicated reading forms.


68

Table 12
Vocabulary Skills of the Respondents as it Relate to their Reading
Comprehension Skills in Terms of Antonyms

r-value & p-
HO VI
Antonyms value
Recognizing Details Pearson
.059
Correlation
Sig. (2-tailed) Accept Not
.643
Significant
N 64
Identifying the Main Idea Pearson
.036
Correlation
Sig. (2-tailed) .778 Reject Significant
N 64
Paragraph Organization Pearson
.123
Correlation
Sig. (2-tailed) .334 Reject Significant
N 64
Interpreting Figurative Language Pearson
.248(*)
Correlation
Sig. (2-tailed) Accept Not
.049
Significant
N 64
Inferring Sequence Pearson
.212
Correlation
Sig. (2-tailed) Accept Not
.092
Significant
N 64
Interpreting through Pictorial Pearson
-.074
Representation Correlation
Sig. (2-tailed) .564 Reject Significant
N 64
Judgment of Fantasy or Reality Pearson
.175
Correlation
Sig. (2-tailed) .166 Reject Significant
N 64
Judgment of Fact or Opinion Pearson
.543(**)
Correlation
Sig. (2-tailed) .000 Reject Significant
N 64
Judgment of Validity and Adequacy Pearson
.417(**)
Correlation
Sig. (2-tailed) .001 Reject Significant
N 64
Reading and Interpreting Non-Prose Pearson
.266(*)
Forms Correlation
Sig. (2-tailed) .033 Reject Significant
N 64
69

As reflected in Table 12, the vocabulary skills of the respondents in terms

of antonyms have a significant relationship on their reading comprehension skills

except in recognizing details and inferring sequence. This result implies that the

students’ ability to differentiate the shades of meanings of a given word and

choose the one that best describes as the opposite in meaning affect their

comprehension except those where details are either explicitly stated and they

only have to recall it or by means of general knowledge. More specifically, the

students’ knowledge of antonyms reveals non-significance to their ability to

interpret figurative language and it is attributed to the fact that figurative language

requires more of analyzing the association of words and ideas rather than

knowing the literal opposite meanings of the words.

This result coincides with the study of Lebauer (2006) who conducted a

study in determining the effect of vocabulary size to comprehending different

forms of reading materials. She found out that the respondents whose

vocabulary skill in terms of antonyms is between average and high tend to

perform nearly as good in comprehension as those who have high vocabulary

skills in terms of synonyms. Her study also revealed that obtaining a high

vocabulary size that includes the ability to contrast and compare ideas through

antonyms and synonyms enables the respondents to achieve high mastery level

in more difficult forms of reading such as reading, interpreting, and differentiating

non-linear forms to show hierarchy, relationship, and process. This further

suggest that for the students to perform better in reading comprehension, they

must not only recognize and understand the meaning of words or know its
70

definitions by heart but also be familiar with its gradation or shaded of opposite

meanings.
71

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, the conclusions drawn,

and the recommendations formulated based on the results of the study.

Summary of Findings

From the problems stated in Chapter 1, the following findings are

observed:

1. The level of performance in the diagnostic test of the first year students of

URS Laboratory High School who are enrolled this School Year 2010-

2011 is low with a mean score of 19.53. However, the second year and

third year students’ level of performance is average with mean scores of

26.00, and 33.47 respectively. On the other hand, the level of performance

in the diagnostic test of the fourth year students is high with a mean score

of 36.50. In general, the URS Laboratory High school students have an

average level of performance in the diagnostic test justified by their mean

score of 29.25.

2. In terms vocabulary skills, the first year students’ level of performance is

average with a mean score of 31.29. On the other hand, the second year,

third year, and fourth year students obtained means scores of 32.25,

32.07, and 32.81 respectively which are verbally interpreted as having a

high level of performance in vocabulary skills. In general, the respondents’


72

level of performance in the vocabulary skills is high with a mean score of

32.09.

3. In terms of reading comprehension skills, the level of performance of the

first year students is average with a mean score of 43.76. On the other

hand, the second year, third year, and fourth year students obtained

means scores of 46.44, 46.72, and 49.63 respectively which are verbally

interpreted as having a high level of performance. In general, the

respondents’ level of performance in the reading comprehension skills is

high with a mean score of 46.63.

4. The vocabulary skills of the respondents have a significant relationship on

their reading comprehension skills as revealed by the computed r-value

and p-value of .640 of the two variables. Specifically, their level of mastery

in vocabulary skills is 76.56 percent which means that they have mastered

the vocabulary skills in terms of sentence completion using context clues,

synonyms, word analogy, and antonyms. In terms of reading

comprehension skills, their mastery level is 79.68 percent which reveals

that they have mastered the specific reading comprehension skills tested

in this study.

5. The vocabulary skills of the respondents in terms of sentence completion

have a significant relationship on their reading comprehension skills

except in inferring sequence, interpreting through pictorial representation,

and judgment of fact and opinion. On the other hand, the students’

vocabulary skills in terms of synonyms have a significant relationship in all


73

of their reading comprehension skills. Their skills in word analogy likewise

have significant relationship to their reading comprehension skills except

in the judgment of fantasy and reality, while their skills in antonyms also

have significant relationship with their reading comprehension skills except

in interpreting figurative language and inferring sequence.

Conclusions

Based on the findings of the study, the following conclusions are made:

1. There is a significant relationship on the mastery level of the respondents

with respect to their vocabulary and reading comprehension skills.

2. There is a significant relationship between the respondents’ vocabulary

skills and their reading comprehension skills in terms of different

competencies.

Recommendations

In the light of the said findings and conclusions, the following

recommendations are drawn:

1. Students must be provided with more activities in vocabulary and reading,

specifically exercises in word analogy, antonyms, identifying the main idea

and interpreting figurative language because these are the skills that need

improvement as revealed by this study.


74

2. The proposed instructional materials for vocabulary and reading should be

utilized by the English teachers in the Laboratory High School.

3. The competency-based test must be administered in the beginning of the

school year to determine the vocabulary and reading comprehension skills

of the students.

4. Future researchers who will conduct similar studies may adapt and modify

the competency-based test and instructional materials for vocabulary and

reading according to the needed improvement on the performance of the

students.
75

Chapter 6

The Output

Output A

The first output of this study is the determined level of mastery of

the respondents in terms of vocabulary and reading comprehension skills. At

present, our students have mastered the specific vocabulary and reading

comprehension skills that were tested in this study. However, the teachers must

not stop from the good vocabulary and reading habits that they instilled in their

students because it will pave the way for further development. Enhancement

instructional materials for vocabulary and reading would definitely help the

students achieve a higher level of mastery not only in reading but also in their

overall performance in English.

Based on the results of the study that the respondents’ mastery level in

vocabulary has a significant relationship on their performance in reading

comprehension and that majority of the respondents’ weakness lies in word

analogy and antonyms, particularly the first year high school students who also

have weaknesses in reading comprehension skills in terms of identifying the

main idea and similar activities that require analysis of the passage, the

researcher develops enhancement instructional materials in vocabulary and

reading to further develop the students’ maximum potential depending on the

specific skills that still need enhancement. This may be viewed in relation also to
76

the statement of (Pearson, 2004) that the reading process requires continuous

practices, development, and refinement.

Output B

The second output of this study is the competency-based test made by the

researcher for the purpose of measuring and evaluating the vocabulary and

reading comprehension skills of the respondents. This competency-based test

underwent face-validation by five experts in the field and the result reveals that

the constructed tests have fully met the criteria of validity. The constructed test,

originally one hundred thirty items, also went item analysis until there were only

one hundred and eight items left that were considered reliable. To even out the

distribution of the number of items, the researcher chose to include one hundred

items only.

The said competency-based test takes the participant’s knowledge into

account but requires actual performance of the competency as the primary

source of evidence. With regard to this, the researcher constructed the tests

according to the level of the students’ knowledge and with reference to their

academic curriculum. The tests may be given to each respective year level as a

means of diagnosing their weaknesses in the subject and to point out their

respective levels of performances in terms of the different competencies.


77

Output C

Vocabulary is essential for communication both oral and written. It is a tool

wherein the students express their ideas. It is also described as a composite of

four vocabularies; hearing, speaking, reading, and writing and the fifth which

might be thought of as “understanding” vocabulary that represents the words that

a person fully understood from what he hears, reads, speaks, or writes.

The enhancement instructional materials in vocabulary include activities

that would particularly improve the students’ performance in word analogy and

antonyms. The exercises contain high frequency words that can be encountered

by the students in everyday language and in formal communications and more

importantly, appears in most standardized tests in a form of identifying

relationship and association of words and ideas and determining the opposite

meaning of words. The vocabulary items are arranged according to difficulty so

that the teachers may subdivide, adopt, and modify it according to the year level

of the students that they are teaching. However, it is important to note that

teachers must not contain or limit their teachings to a specific level only. The

students must be exposed to these high frequency words regardless of their year

level because these words can be found in the different reading materials that

they may encounter everyday.

Exercise A and B are activities designed to improve the vocabulary skills

of the respondents in terms of word analogy and antonyms. The exercises are

subdivided into four levels which proceed from easy to more difficult word

relationships. However, this does not mean that the teachers should limit their
78

teachings according to the year level of their students. It should be emphasized

that the students should be exposed to all four levels of word analogy and

antonyms regardless of their age or year level because the words contained in

these exercises are high frequency words that they are likely to encounter during

reading activities not only in their English classes but in their other subjects as

well.

When giving the word analogy exercise, the teacher should clearly discuss

the strategies in answering word analogy questions like defining characteristics,

class/group and member, antonym and synonym variants, degree of intensity,

part to whole, function, manner, action and its significance, worker and article

created, worker and tool, worker and action, worker and workplace, tool and its

action, sex, age, time sequence, spatial sequence, and symbol and quality it

represents.

On the other hand, it is fortunate that majority of the URS Laboratory High

School students who served as respondents of this study already mastered the

basic reading comprehension skills except for the first year high school that seem

to be in need of further improvements in terms of getting the main idea and

interpreting figurative language. With regard to this, the researcher comes up

with enhancement instructional materials for reading.

Exercises C and D include reading materials for improving the students’

skills in getting the main idea and other similar comprehension questions that call

for critical thinking. The reading selections are taken from several review

materials for standardized tests and admission tests in college which can also be
79

utilized by the teachers in any year level because of its universality. The

researcher subdivided it into four levels according to difficulty so that the

teachers can give it starting from less to more complex paragraphs. The

researcher included some guide questions which may be modified by the English

teachers according to the specific skills indicated in this study that calls for further

practice and enhancement.


80

BIBLIOGRAPHY

A. Books

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Filipino Students, Volume 2, 3rd Ed. 2004. P14-16.

Alexander J. E and Heathington, B. S. Assessing and Correcting


Classroom Reading Problems (London Little Brown College Division. 2008)

Allyn and Bacon. Whole Language (Columbia, Smiou, and Schuster Co.
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Best, John W. and Kahr, James V. Research in Education. (Singapore:


Simon and Schuster, 1998), p. 114

Canales, J. A Compendium of Readings in Bibligual Education: Issues


and Practices (Austin, Tx. Texas, 2004), P. 60

Downie, N. N et al. Basic Statistical Methods (New Harper and Row


Publishers, 2004), p.13, pp. 258-259

Durell, Donal d. Improvement of Basic Reading Abilities (New York: World


Book Inc., 1985), p. 34

Fernado, Habana and Cinco. New Perspective in English One (Sta. Cruz,
Manila, 2009), p. 63

Gairns, Ruth and Redman, Stuart. Working with Words, A Guide to


Teaching and Learning Vocabulary (Great Britain. 2006), p. 174

Minero, Crecensia SJ. Reading Techniques for Better Comprehension.


Phoenix Publishing House, Q.C., Manila 2001. p35

Nolledo, Jose N. The Constitution of the Republic of the Philippines


(National Bookstore, Mandaluyong City, 2007), p. 51

Taza, Norminda L. Vocabulary Size and Reading Competencies. College


of Education, Davao University, Philipines. 2000. pp67-72

Villamin, Araceli M., et al. Innovative Strategies in Communication Arts


(Phoenix Publishing House Inc; Quezon City, 2004)
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Wepner, S. B et al. The Administration and Supervision of Reading


Programs, 2nd Edition (New York: Teachers College Press. 2005)

Zwaenepoel, Rev. Paul P. System Analysis in Education (Manila; UST


Printing Office, 2005), pp. 66-74
82

B. Periodicals

Boiser, A. C and Boicer J. C. College Preparatory Self-Assessment and


Review (Philippine Copyright, 2003)

Butcher, Ian, “Course Design Tailoring Lessons to Students “English


Teaching Forum (January 2002).

Educator’s Journal “Applying the Curriculum Guidelines”, Vol. 21 No.7


December 21, 2001 Issue, Sibs Publishing House Quezon City

Flojo Ofelio O. Regional English Proficiency Test for Teachers,


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Hegasi, Aldo M. Adapting Krashen’s Second Language Acquisition


English Teaching Forum (October 2008)

Joves, Paul and Patry, John R. “Attitudes of Adult Basic Education


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2004)

Reading Today, “New OECD Report Offers Insights Into Adolescents


Reading Performance”, “Parents and Reading”. Vol. 20, Number 4 (February –
March 2003), pp. 17 & 33

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83

APPENDICES
84

Appendix A
Letters of Request to Administer a Vocabulary and Reading
Comprehension Test

Republic of the Philippines


UNIVERSITY OF RIZAL SYSTEM
Graduate School
Morong, Rizal

December 4, 2010

Prof. Jocelyn S. San Juan


Coordinator, URS LS
Morong, Rizal

Madam:

I have the honor to request permission from your good office to administer
a vocabulary and reading comprehension test to high school students enrolled
this School Year 2010-2011. This is in connection with my approved Master’s
Degree thesis proposal entitled, “VOCABULARY AND READING
COMPREHENSION SKILLS OF THE URS LABORATORY HIGH SCHOOL
STUDENTS”.

Any favorable action extended to me regarding this matter will be highly


appreciated.
Very truly yours,

CAROLINE B. QUINTANA (SGD)


Researcher
Noted:

DR. ISABELITA S. BACUD (SGD)


Thesis Adviser

Approved:

DR. ARACELI M. BOBADILLA (SGD)


VP Academic Affairs/Graduate School Dean
85

Republic of the Philippines


UNIVERSITY OF RIZAL SYSTEM
Graduate School
Morong, Rizal

December 4, 2010

Prof. Rowena C. Sudela


Academic Coordinator, URS LS
Tanay, Rizal

Madam:

I have the honor to request permission from your good office to administer
a vocabulary and reading comprehension test to high school students enrolled
this School Year 2010-2011. This is in connection with my approved Master’s
Degree thesis proposal entitled, “VOCABULARY AND READING
COMPREHENSION SKILLS OF THE URS LABORATORY HIGH SCHOOL
STUDENTS”.

Any favorable action extended to me regarding this matter will be highly


appreciated.

Very truly yours,

CAROLINE B. QUINTANA (SGD)


Researcher
Noted:

DR. ISABELITA S. BACUD (SGD)


Thesis Adviser

Approved:

DR. ARACELI M. BOBADILLA (SGD)


VP Academic Affairs/Graduate School Dean
86

Appendix B
Table of Specification (TOS) for Vocabulary and Reading Comprehension
Skills in High School

Content Item Knowledge Item Application Item Analysis/ Total % Place-


No. No. No. Synthesis ment

Vocabulary
Skills
Sentence 1,2,3,4,5 10 10
Completion , 10 1-10
6,7,8,9,1
0
Synonyms 11,12,13,14 10 10 10 11-20
,
15,16,17,18
19,20
Word Analogy 21,22, 10 10 10 21-30
23,24,
25,26,
27,28,
28,30
Antonyms 31,32,33, 10 10 10 31-40
34,35,36
37,38,39 40
Reading
Comprehension
Skills
Recognizing 41,42,43 5 5 5 41-45
Details 44,45
Identifying the 46,47,48 5 5 5 46-50
Main Idea 49,50
Paragraph 51,52, 5 5 5 51-55
Organization 53,54,
55
Interpreting 56,57, 5 5 5 56-60
Figurative 58,59,
Language 60
Inferring 61,62,63 5 5 5 60-65
Sequence ,64,65
Interpreting 66,67,68 5 5 5 66-70
Through Pictorial ,69,,70
Representation
Judgment of 71,72, 5 5 5 71-75
Reality or Fantasy 73,74,
75
Judgment of Fact 76,77, 5 5 5 76-80
or Opinion 78,79,
80
Judgment of 71,72, 5 5 5 81-85
Validity and 73,74,
Adequacy 75
Reading and 76,77, 15 15 15 86-100
Interpreting Non- 78,79,
Prose Forms 80,81,
82,83,
84,85,
86,87,
88,89,
90
87

Appendix B
Result of Pre-Survey Assessment

CRITERIA 5 4 3 2 1

1. The instructional objectives reflected in the test are well-defined, specific, and 4 1
clear.

2. The test items contain adequate sampling of cognition questions. 4 1

3. Questions in the test are well-defined, clear, and specific. 5

4. Test questions can easily be scored. 5

5. Words used in the test fit to the age and ability levels of the students. 4 1

6. The test measures the vocabulary and reading comprehension skills of the 4 1
students.

7. The test is printed in readable font type and size. 5

8. The test is arranged accordingly to the level of difficulty. 3 2

9. The test has provided separate answer sheet. 5

10. The test is useful tool in predicting the vocabulary and reading comprehension 5
skills of the students.

Legend:
5- The constructed test has fully met the criteria of validity
4- The constructed test has highly met the criteria
3- The constructed test has averagely met the criteria
2- The constructed test has poorly met the criteria
1-The constructed test has not met the criteria

* The constructed test has fully met the criteria of validity


88

Appendix C

C E R T I F I C A T I ON

This is to certify that the undersigned helped the researcher Ms. Caroline
B. Quintana in the validation of the researcher-made instrument for the study,
“VOCABULARY AND READING COMPREHENSION SKILLS OF THE URS
LABORATORY HIGH SCHOOL STUDENTS”.

PROF. YONIE SD. TIMOG (SGD)


_____________________________
(Signature Over Printed Name)

PROF. LOURDES C. OLIVAS (SGD)


___________________________
(Signature Over Printed Name)

PROF. IRMA S. BAGARINO (SGD)


_____________________________
(Signature Over Printed Name)

PROF. JANET DG. FIGUEROA (SGD)


_______________________________
(Signature Over Printed Name)

DR. MA. HEIDEE P. MARQUEZ (SGD)


_______________________________
(Signature Over Printed Name)
89

Appendix D
Questionnaires

QUESTIONNAIRE
First Year

Name: _____________________________ Sex: _________

Section: _____________ URSLHS:___________

Part I
TEST OF VOCABULARY
A. CONTEXT CLUES
A.1 Sentence Completion

Directions: Each sentence below has a blank, indicating that something has been omitted.
Choose the word that best fits the meaning of the sentence as a whole. Write your answer on the
answer sheet provided.

1. The ______she bought cost more than the dress.


a. finales c. colors
b. concepts d. accessories

2. The unruly class became even more _________when he tried to quiet them.
a. boisterous c. inconsistent
b. appreciative d. oblige

3. Brutus and Cassius joined in the ________to murder Julius Caesar.


a. companionship c. bloodletting
b. league d. conspiracy

4. Your chances of passing the subject will be _______if you take some more time studying.
a. abandoned c. enhanced
b. approved d. impractical

5. The boy gave a _______look at his classmate’s test paper.


a. furtive c. offensive
b. positive d. extended

6. We hope you shall ______our advice and get a goodnight’s sleep before the test.
a. memorize c. mystify
b. disregard d. heed

7. The loss of their ancestral farm left the family ___________and without hope.
a. starving c. influential
b. impoverished d. immune

8. Death is__________.
a. intimidating c. inevitable
b. insignificant d. fascinating
90

9. Her explanation was _______and to the point.


a. coherent c. worthless
b. trivial d. hazy

10. Even after I read the poem four times, its meaning was still_______.
a. equivalent c. forged
b. vague d. elaborate

A.2 Synonyms

Directions: Each of the questions below consists of a word printed in italics, followed by four
lettered words. Choose the lettered word which is most nearly similar in meaning to the word in
italics and write the letter of your choice on the answer sheet provided.

1. ominous
a. grave c. threatening
b. pitiful d. visible
2. pacify
a. calm c. capture
b. supply d. prevent

3. redundant
a. misleading c. inconsistent
b. unnecessary d. extraordinary

4. wary
a. anxious c. cruel
b. weary d. cautious

5. wither
a. cultivate c. blossom
b. wilt d. solidify

6. impeccable
a. faultless c. flawed
b. crude d. natural

7. discernible
a. heard c. docked
b. visible d. stirring

8. collaborated
a. quarreled c. rejoiced
b. got tired d. cooperated

9. alleviate
a. worsen c. inflict
b. lessen d. prevent

10. ruse
a. trick c. certainty
b. mock d. confirmation
91

A.3 Word Analogy

Directions: Each of the questions below consists of a related pair of words or phrases, followed
by four lettered pairs of words. Select the lettered pair that best expresses a relationship similar to
that expressed in the original pair. Write the letter of your answer on the answer sheet provided.

1. YAWN: BOREDOM
a. dream: sleep c. smile: amusement
b. anger: madness d. face: expression

2. GIBE: SCORN
a. confess: punishment c. twitch: fury
b. chortle: exultation d. smile: awe

3. ISLAND: ARCHIPELAGO
a. star: galaxy c. river: delta
b. earth: hemisphere d. bay: peninsula

4. PERFUNCTORY: ENTHUSIASM
a. hostile: animosity c. honorary: admiration
b. submissive: defiance d. flagrant: criticism

5. CONSTELLATION: STARS
a. prison: bars c. troupe: actors
b. assembly: speaker d. flock: shepherds

6. ELEVATOR: SHAFT
a. soda: bottle c. water: conduit
b. bridge: tunnel d. magnet: electricity

7. SUCCCESS: ASSIDUITY
a. irritation: perseverance c. stupidity: failure
b. incompetence: diligence d. proficiency: practice

8. PUCKER: LIPS
a. lift: chin c. squint: eye
b. pierce: ear d. flair: nostril

9. CUB: LION
a. kit: fox c. pack: wolf
b. dam: beaver d. tigress: tiger

10. DIET: WEIGHT


a. alter: shape c. measure: length
b. bleach: color d. copy: pattern

A.4 Antonyms

Directions: Each of the questions below consists of a word in capital letters, followed by four
lettered words. Choose the word which is most nearly opposite in meaning to the word in capital.
Since some of the questions require you to distinguish fine shades of meaning, consider all the
choices before deciding which is best. Write the letter of your answer on the answer sheet
provided.
92

1. GOOD
a. sour c. bad
b. ugly d. hot

2. CANDOR
a. hypocrisy c. pleasure
b. inability d. velocity

3. CHASTISE
a. reward c. abuse
b. pursue d. stop

4. REBUKE
a. assign c. falsify
b. mature d. commend

5. DEARTH
a. brightness c. abundance
b. birth d. brevity

6. MAUDLIN
a. outrageous c. unemotional
b. unimaginative d. exaggerated

7. WANE
a. enlarge c. enforce
b. endorse d. darken

8. HOMOGENOUS
a. female c. stirred
b. motley d. triangular

9. INFINITE
a. wise c. limited
b. enduring d. gracious

10. DEMISE
a. birth c. residence
b. repetition d. arrival

Part II
TEST OF READING COMPREHENSION

A. LITERAL LEVEL

A.1 Recognizing Details

Direction: The selection below is followed by questions based on its content. Answer all
questions following the passage on the basis of what is stated in that passage. Write the letter of
your answer on the answer sheet provided.
93

At a rickety antique table in the dimly lighted dining room sat a frail old lady pouring tea
into fragile cups. Her hand under its flimsy covering of lace was shaky and she seemed even
older than the tottering servant who hovered nearby. Only when the ritual had been completed
did she raise her head to indicate that she had heard my timid knock.

1. The dining room was ___________.


a. dark c. small
b. bright d. spacious

2. The old lady was ___________.


a. weak c. ghostly
b. weird d. rickety

3. She pours tea into ___________.


a. plastic cups c. spill-proof cups
b. breakable cups d. silver cups

4. Her hands are ___________.


a. covered with lacy cloth c. shaking with fright
b. hidden under the dining table d. stiff and callous

5. The ritual of the old lady pertains to ___________.


a. sitting in the dark c. shaking hands with the servant
b. pouring tea into cups d. pretending to be deaf

A.2 Identifying the Main Idea

Directions: Read carefully each selection below. Choose the letter which corresponds to the
main idea on the basis of what is stated or implied in that passage. Write the letter of your answer
on the answer sheet provided.

Last summer Marie and I earned money in a novel way. We opened a business called
“The Running Errand Company”. For short errands we charged ten pesos, but when the distance
is great we increased the price to twenty pesos. At first the people of our neighborhood thought
our rates were too high. When we gave them quick service and made no mistakes, however, they
were satisfied. By the end of the summer, we had laid aside enough money for our school
expense.

1.
a. It’s exciting to put up a business during summer.
b. Running errands for people is a novel way of earning money.
c. Charging people with high fees is a just thing.
d. Spending summer running errands is cool.
e. None of the above
94

Spot, our little Dalmatian puppy, is languidly running down the path. Suddenly his ears
become all perked up and the hair on his back all stood up. What did he see? He saw Queenie,
our Maltese cat stretched under a tree. I could tell she was pretending to sleep. When Queenie
saw the dog coming up, she hissed hatefully at it and ran up a tree as fast as she could. She was
a wise old cat. In the tree she could laugh as Spot barked at her.

2.
a. Dogs and cats never seem to reconcile.
b. A playful dog can hurt a wise cat.
c. Once a wise cat always a wise cat.
d. Cats can fool dogs.
e. None of the above

One evening I stood at a busy street corner waiting to cross. The people around me
stared impatiently at the red traffic light. The green light came on and I started to walk. Then I saw
an old man. He was a little dazed by the crowd and the glaring lights of the cars. I ambled
towards him and took his arm. I led him over the dangerous street into the safety of the foot
bridge. The man was so thankful that I helped him. He said he hoped God would reward me for
my kindness. I breathed the night air, feeling light at having helped the old man.

3.
a. Crossing a dangerous street is easy.
b. Traffic lights confuse old people.
c. It always feels good to do a kind act.
d. We must expect a reward for each kindness that we do.
e. None of the above

My dog Max and I are pals. Once, Max and I were playing in the woods when he began
to sniff around and whimper. When I turned to look at what he is whimpering about, I saw a
rattlesnake. It was to slithering towards me. I jumped away just in time. Max had loyally warned
me of the danger. I immediately turned and with the dog at my heels ran home. Max and I will
never play in that part of the woods again, and I would never forget that once, my best pal though
a dog, had saved me from harm.

4.
a. Playing in the woods with only a dog is dangerous.
b. Jumping away just in time always saves you.
c. Rattlesnakes slither stealthily towards its prey.
d. Dogs are loyal pals who can save their masters from harm.
e. None of the above

As I walked along the beach one evening at sunset, I found a small white seashell. Light
colors of blue, green, yellow, and pink colored the inside. Putting the shell to my ear, I listened to
the distant noise of the waves. Carefully I wrapped the pretty shell in my handkerchief. What a
prize this was for my collection!

5.
a. Walking leisurely along the beach gives you shell.
b. A beautiful seashell can be a prized collection.
c. One can listen to the waves through a seashell.
d. Handkerchiefs are the best thing to wrap a shell.
e. None of the above
95

A.3 Paragraph Organization

Direction: Read carefully the selection below. Write the letters of the sentences on the box at the
end of the item according to the order of events as it happened in the selection. Write your
answer on the answer sheet provided.

Jersey, my three year-old niece, always manages, without a word, to acquaint the family with
the fact that she is wearing new shoes! Skipping blithely into the living room she performs several
nimble antics, all calculated to draw our attention to her shining footwear. This ruse failing, she
seats herself in a prominent position and swings her feet rapidly, stopping now and then to gaze
fixedly at her toe or to brush an imaginary speck from the glossy surface. If this trick brings no
response, she goes to a far end of the room where there is no carpet. Back and forth she walks,
her slippers tapping on the hard wood floor. At last someone relents and asks casually, “New
shoes, Jersey?” she flashes us a grateful smile and sallies forth to exercise her wiles on the
unsuspecting neighbors.

a. She performs lively tricks to get attention.


b. She intentionally taps her slippers on the hardwood floor.
c. Someone would finally notice her new shoes.
d. Jersey would do anything just to get anyone to see her new shoes.
e. She swings her feet rapidly and occasionally stare at her toe.

B. INTERPRETIVE LEVEL

B.1 Interpreting Figurative Language

Directions: The selection below is followed by questions based on its content. Answer all
questions following the passage on the basis of what is implied in the passage. Write the letter of
your answer on the answer sheet provided.

I never felt so humiliated in my whole life. Why had I never heeded those endless
advertisements with their guarantees of ten, only ten, easy lessons? I seemed to have as many
legs as an octopus; my number concepts about one, two, three failed me, and the music blared at
me from every direction. Why I didn’t trip Rose will be added to my long list of unsolved
mysteries. Finally, the torture was over, the orchestra stopped, and I found myself escorting my
brave young sister to her place. Was she only being her usual good-natured self when she
assured me that I had the making of a real dancer?

1. What does the author mean when he said, “I seemed to have as many legs as an octopus...”?
a. His legs are too long and thin.
b. He sprouted exactly eight tentacles.
c. It’s difficult for him to learn how to dance.
d. He’s got talent to do complicated dance moves.
e. None of the above

2. What made the author say, “Finally, the torture was over…”?
a. The dance number is finished.
96

b. His sister left him shamefully on the stage.


c. His sister stopped tripping on his foot.
d. His legs stopped aching.
e. All of the above

3. What does the author mean when he said that the music blared at him from every direction?
a. He’s gone deaf.
b. He can’t follow the music beat.
c. He got lost in the dance floor.
d. He hears different kinds of music.
e. All of the above

4. What would be the nearest meaning of the author’s statement that why he didn’t trip Rose
would be added to his long list of unsolved mysteries?
a. It’s a proof that he danced like a dead tree stump.
b. It means he’s not that terrible dancer at all as he claims to be.
c. It means Rose is a graceful dancer because he failed to step on her foot.
d. It means he should start a detective career instead of dancing.
e. None of the above

5. What could Rose mean when she said that his bother has the makings of a real dancer?
a. He has superior talent in dancing.
b. He can dance better with practice.
c. His talent lies nowhere but dancing.
d. He performed well even without taking formal dancing lessons.
e. All of the above.

B.2 Inferring Sequence

Directions: Read carefully the situation below. Imagine yourself to be on that situation. Write the
letters of the sentences in the correct order in each box. Write your answer on the answer sheet
provided.

A friend asks you to teach him how to purchase a movie ticket from a ticket booth in the
mall.

a. Fall in line on the ticket booth.


b. Pay the tickets.
c. Check the time and cinema number of the movie in your ticket.
d. Choose which movie you’d like to see.
e. Inform the teller which movie you’d like to watch.

B.3 Interpreting Through Pictorial Representation

Directions: Look at the drawing below and do what the sentences tell to complete the picture. It
doesn’t matter if you cannot draw very well as long as your interpretation is correct. DRAW your
answer on the answer sheet provided.
97

1. Mrs. Curly is sitting on a chair opposite Mr. Curly. PUT HER IN.
2. The door is behind Mr. Curly’s back. PUT IT IN.
3. Mr. Curly can see Mrs. Curly but he can’t see Junior because Junior is standing behind him.
PUT HIM IN.
4. Their small pet cat was asleep under the table halfway between them—a little nearer Mr.
Curly than Mrs. Curly. PUT IT IN.
5. At the center of the table is a gift box with a ribbon on top of it. PUT IT IN.

C. CRITICAL LEVEL

C.1 Judgment of Reality or Fantasy

Directions: The selection below is followed by fifteen (15) questions based on its content.
Answer all questions following the passage on the basis of what is stated or implied in the
passage. Write the letter of your answer on the answer sheet provided.

The happiest moments of my camping trip were almost forgotten in the warmth of the family
welcome when I arrived home. As the train stopped and I jumped to the platform, I was
immediately surrounded by the excited members of our household. Questions, exclamations,
comments were hurled at me from all sides. Father proudly slapped me on the back,
congratulating me upon winning the swimming contest. My older sister Mary deluged me with
queries concerning the weather, the scenery, and the unimportant things only girls bother to
discuss. The four year-old twins pulled at my sweater, asking, “What presents did you bring?” All
this time Mother was anxiously examining me for broken bones. Standing there, the center of
attraction, I decided that the best part of any vacation is coming home.

1. Based on your experience could the situations in the selection really happen?
a. Yes, same situations can be observed at airports, terminals and piers.
b. Yes, it happens in the markets and shopping malls, even at the church.
c. No, the situations are just too good to be true.
d. No, it’s not possible to have such ruckus just because someone has arrived.
e. None of the above

2. Is it probable that one could decide that the best part of any vacation is really coming home?
98

a. Yes, people might conclude that especially if they have nowhere to go.
b. Yes, people may say the same thing especially if they love their family and missed them so
much.
c. No, because where ever one may go, he/she is expected to return.
d. No, because it is normal for someone to go and then return, it’s not a big deal.
e. None of the above
3. Is the persona of the sister “who asks questions concerning the weather, the scenery, and
the unimportant things only girls bother to discuss” exist for real?
a. Yes, girls really ask question about things no one else bother to discuss.
b. Yes, girls discuss about unimportant things rather than care about the newly arrived
person.
c. No, the author is merely exaggerating in describing the reaction of his sister.
d. No, no such character of cold, unfeeling sister exists.
e. None of the above

4. Is the character of the mother “who was anxiously examining him for broken bones” appear in
the character of mothers nowadays?
a. Yes, it’s like mothers who worry so much about the safety and soundness of their children.
b. Yes, it’s like mothers who are over acting when their children got separated from them.
c. No, there’s no mother like that who expect his son to have broken bones.
d. No, there’s no mother like that who always suspects someone might have hurt his son.
e. None of the above

5. Are there siblings, younger or older, who care more about presents than welcoming a newly
arrived member of the family?
a. Yes, in a materialistic family, there are siblings like that.
b. Yes, in fact I am one of them.
c. No, no sibling could be that cold hearted who would prefer presents than his/her sibling.
d. No, there are times they would ask for presents but that doesn’t mean they don’t miss or
welcome a newly arrived member of the family.
e. None of the above

C.2 Judgment of Fact or Opinion

6. Does the author provide adequate details for his narration?


a. Yes
b. No
c. Barely
d. Too much
e. None of the above

7. Is the author attempting to sway your thinking?


a. Yes, the author is persuasive.
b. Yes, the author is trying to influence.
c. No, the author merely shares his experience.
d. No, the author has no purpose in writing it.
e. None of the above

8. Was the character right or wrong on his conclusion?


a. Yes, it’s right that the best part of any vacation is coming home.
b. Yes, it’s right that the happiest moments can be forgotten.
c. No, it’s not always coming home that is the best part if any vacation.
d. No, it’s not right that the happiest moments can be forgotten.
e. None of the above
99

9. Was the reception of his family good or bad?


a. It’s good; it means the family members love each other so much.
b. It’s good, because they are making a big deal out of nothing important.
c. It’s bad; the family is causing a commotion that disturbs other people in the place.
d. It’s bad, because the family should go home first of all.
e. None of the above
10. Do you think the author deserves to be the center of attraction of his family in that situation?
a. Yes, because he’s been gone for a while and is missed by his family.
b. Yes, because he’s conceited and would do everything to get noticed.
c. No; it should be the young twins that should be the center of attraction.
d. No; because he wasn’t even away for ten years.
e. None of the above

C.3 Judgment of Validity and Adequacy

11. Are the ideas presented on the selection in keeping with what you have read on the subject
in other sources?
a. Yes, there are stories of happy family reunions that tell of the same situations.
b. Yes, there are reading materials that tells of the happiest moments being forgotten.
c. No, because the ideas presented in the selection are not common.
d. No, the ideas in the selection are inconsistent compared to others I’ve read.
e. None of the above

2. What part of the story best describes the character of the author?
a. The part where he almost forgot the happiest moment of his trips because of the warmth of
his family’s welcome; it shows he was well-loved, and that means he’s a good son.
b. The part where his father proudly slapped him on the back for winning the contest; it shows
he was a good leader.
c. The part where his sister deluged him with questions; it shows he is good at noting details.
d. The part where his mother examines him for broken bones; it shows he is a quarrelsome
character.
e. None of the above

13. Does the author adequately provide clear details to describe the kind of family he has?
a. Yes, the details clearly described the closeness of the family.
b. Yes, the details clearly described how weird the family reception was.
c. No, the author failed to provide details of the camping trips.
d. No, the author inadequately described how each family members look like.
e. None of the above

14. Does the characters of the family members complete the ideal situation that the author wants
to portray about coming home?
a. Yes
b. No
c. I’m not sure
d. It’s not important
e. None of the above

15. Do you find all the characters of the family members in the selection agreeable?
a. Yes
b. No
c. I’m not sure
100

d. It’s not important


e. None of the above

D. READING AND INTERPRETING NON-PROSE FORMS

D.1
Directions: Study the figure below. Complete the textual explanations that follow it by writing the
correct data or information on the blanks. Write your answer on the answer sheet provided.
Figure 1
Total Number of Freshmen Enrolees
(in hundreds)

8
7
6
5
4 male
3 female
2
1
0
2008 2009 2010

Figure 1 shows the (1) ______ of freshmen enrollees from (2) ______up to (3) ______. In
2008, the total number of enrollees is (4) ______, where female enrollees dominate male
enrollees by (5) _______. In 2009, there is a fall in the number of enrollees which register only (6)
________. This made a difference of (7) ________compared to 2008. However, in 2010 there is
a surge of freshmen enrollees which totaled to (8) _______. The male enrollees here are (9)
________lesser than female enrollees. All in all, the total number of freshmen enrollees from
2008 up to 2010 is (10) ________.

D.2

Directions: Study carefully the table below. Answer the questions following it on the basis of
what is stated in the table. Write your answers on the answer sheet provided to you.
Table 1
Total Number of Scholars

Type Number

Academic scholars 521

Entrance scholars 124

Special grantees 397

TOTAL 1042
101

1. What type of scholarship is enjoyed by most?

2. Do special grantees scholars have the least number?

3. What percentage of the total number of scholars is academic?

4. According to the table, how many students benefited from the scholarships?

5. Do academic scholars equal the number of entrance scholars and special grantees
combined?
102

Second Year

Name: _____________________________ Sex: _________

Section: _____________
URSLHS:____________

Part I
TEST OF VOCABULARY

B. CONTEXT CLUES

A.1 Sentence Completion


Directions: Each sentence below has a blank, indicating that something has been omitted.
Choose the word that best fits the meaning of the sentence as a whole. Write your answer on the
answer sheet provided.

3. The police will _________the culprit and convict him before long.
c. vanish c. slay
d. apprehend d. annoy

4. There was a __________look in his face as he examined his beautiful paintings.


a. complacent c. concerned
b. unappreciative d. disagreeing

3. Use your ________in this sensitive matter.


a. discretion c. connections
b. compassion d. wealth

4. We must remember that none of us is _________.


a. mistaken c. infallible
b. reliable d. true

5. Ten years after World War II, some of the _______left by enemy bombings could still be seen.
a. rubble c. insults
b. traces d. monuments

6. She is _______to colds and fever.


a. susceptible c. resistant
b. muscular d. insecure

7. At times he seemed purposely to ______his meaning, preferring mystery to clarity.


a. unlock c. obscure
b. grasp d. defend

8. We may not enjoy being ______, but we cannot forget that we still belong to the same family.
a. siblings c. surrogates
b. foster parents d. landlords

9. The _____of the town was shattered by a tremendous explosion.


a. partition c. tardiness
b. railing d. serenity
103

10. In this difficult days, we must live with_________.


a. dignity c. extravagance
b. frugality d. comfort

A.2 Synonyms

Directions: Each of the questions below consists of a word printed in italics, followed by four
lettered words. Choose the lettered word which is most nearly similar in meaning to the word in
italics. Write your answer on the answer sheet provided.

1. obstinate
a. unbelievable c. stubborn
b. offensive d. forgetful
2. remorse
a. repentance c. remedy
b. use d. pain

3. wreak
a. harvest c. point
b. inflict d. sharpen

4. impediment
a. problem c. class
b. hindrance d. instructor

5. cite
a. read c. quote
b. translate d. write

6. disgruntled.
a. discontented c. dislocated
b. unexcited d. dismembered

7. extricate
a. free c. lock
b. tie d. run

8. garnish
a. break c. decorate
b. taste d. spice

9. obsolete
a. outnumbered c. outstanding
b. outmoded d. outspoken

10. nurture
a. take care of c. remodel
b. set free d. observe

A.3 Word Analogy


104

Directions: Each of the questions below consists of a related pair of words or phrases, followed
by four lettered pairs of words. Select the lettered pair that best expresses a relationship similar to
that expressed in the original pair. Write your answer on the answer sheet provided.
1. SIGNATURE: ILLUSTRATION
a. byline: column c. credit: purchase
b. alias: charge d. note: scale

2. CHAINS: CLANK
a. glasses: shatter c. birds: flutter
b. bells: chime d. flowers: sway

3. ENROLL: STUDENT
a. interview: applicant c. evaluate: counselor
b. dismiss: employee d. enlist: soldier

4. MASTHEAD: NEWSPAPER
a. footnote: essay c. credits: film
b. spine: book d. advertisement: magazine

5. RELAX: WEARY
a. clothing: meek c. nourishment: hungry
b. refreshment: spirited d. shelter: thirsty

6. PARCHED: MOISTURE
a. listless: energy c. frail: delicacy
b. feverish: warmth d. unruffled: poise

7. FRAYED: FABRIC
a. thawed: ice c. frazzled: nerves
b. cultivated: manner d. watered: lawn

8. INDOLENT: WORK
a. taciturn: speak c. naive: cheat
b. perceptive: observe d. decisive: act

9. SURPRISE: EXCLAMATION
a. happiness: grimace c. insolence: bow
b. dismay: groan d. contentment: mutter

10. PERFORATE: HOLES


a. evaporate: perfume c. decorate: rooms
b. speckle: spot d. repent: sins

A.4 Antonyms

Directions: Each of the questions below consists of a word in capital letters, followed by four
lettered words. Choose the word which is most nearly opposite in meaning to the word in capital.
Since some of the questions require you to distinguish fine shades of meaning, consider all the
choices before deciding which is best. Write your answer on the answer sheet provided.

1. FRUGALITY
a. extravagance c. timeliness
105

b. ripening d. anxiety

2. GARRULOUS
a. laconic c. quiet
b. frozen d. tiny
3. ILLICIT
a. literate c. private
b. lawful d. angry

4. DESTITUTION
a. nativity c. wealth
b. tolerance d. gossip

5. PERIPHERAL
a. central c. lasting
b. glorious d. picturesque

6. LOQUACIOUS
a. gregarious c. tactical
b. silent d. situated

7. DETACHED
a. wise c. unkempt
b. foolish d. continuous

8. PERFUNCTORY
a. thorough c. anxious
b. individual d. sinister

9. COHERENT
a. docile c. major
b. illogical d. illiterate

10. PRETENTIOUS
a. real c. unpardonable
b. modest d. typical

Part II
TEST OF READING COMPREHENSION

E. LITERAL LEVEL

A.1 Recognizing Details


Directions: The selection below is followed by questions based on its content. Answer all
questions following the passage on the basis of what is stated in that passage. Write your answer
on the answer sheet provided.
106

Each member of our household has a different method of saying “No” to me.
“Positively no!” growls my father in a fiercely determined voice. In other words this
means, “I’ll think it over.”
“No, dear,” says Mother quietly, and she means it.
“Not now”, decides Grandmother after serious consideration. This is ambiguous,
signifying either “Later” or “Never.”
“Oh, no,” protests my sister weakly, but she is really saying, “You’ll have your own way
anyhow.”
“No!” explodes the junior member of our household. His eyes add, “And don’t try to coax
me either.”
To be denied a request is often discouraging, but my disappointment is usually lightened
by the novelty of being refused in so many different ways.

1. The members of the family have different ways of ___________.


a. accepting c. bonding
b. refusing d. praying
.
2. When saying “No”, the father’s voice is _____________.
a. soft and reassuring c. stern and firm
b. loud and hoarse d. shrill and fearsome

3. The ambiguity of the grandmother’s rejection of a request could mean _________.


a. Later c. perhaps
b. Never d. both a and b

4. The sister says “No”, but she knows __________.


a. he gets what he wants even if she refuse him. c. he will disagree.

b. it is futile. d. the mother will relent.

5. To be denied a request is often __________.


a. discouraging c. dispiriting
b. disappointing d. all of the above

A.2 Identifying the Main Idea

Directions: Read carefully each selection below. Encircle the letter which corresponds to the
main idea on the basis of what is stated in that passage. Write your answer on the answer sheet
provided.

Jean can be recognized immediately by her healthy, beaming countenance. Two bright
eyes sparkle merrily from under her well-shaped brows. Her nose, though long and thin, is usually
wrinkled with laughter. Clean, shining teeth, which can be seen between her half-parted lips,
indicate careful and regular brushing. Sincere, earnest and cheerful, Jean’s entire expression
radiates happiness.

1.
a. Our eyes reflect our health.
b. Radiation is not good for the body.
c. Regular brushing whitens the teeth.
d. A positive countenance radiates happiness.
e. None of the above
107

General cleaning in our home certainly upsets everything and everybody. The sofas and
chairs look like ghosts in their big white sheets. Floors and walls are robbed of their decorations,
and windows are opened wide. Stored-up treasures find their way to the wastebaskets, and
closets reveal their secrets. Lunch is served buffet style in the kitchen annd dinner is usually late.
However, the clean fresh ambiance of the house afterwards relieve everybody of the exhaustion
especially when our growling stomachs find a welcome refuge in the kitchen.
2.
a. Closets are the best place to store treasures.
b. General cleaning of the house can be upsetting.
c. General cleaning is exhausting but rewarding.
d. Sofas and chairs should be covered while cleaning the house.
e. None of the above
Our school, which is located in the heart of a busy town, presents an attractive
appearance to the students who daily approach its entrance. This comfortable two-story building
is constructed of red bricks with white stone trimmings. The wide, square-paned windows assure
an abundance of sunshine and fresh air for the classrooms within. The brass knocker on the
paneled oak door seems to give promise of a kindly reception. A large arch stands symbolically at
the entrance of this dignified edifice. What a beautiful picture the exterior of our school presents!

3.
a. The school is a thing of beauty.
b. Wide square-paned windows offer a good view.
c. A brass knocker is perfect for oak-paneled doors.
d. An imposing arch is symbolic of beautiful school.
e. None of the above

The old, decrepit building stood back from the path overgrown with weeds. Wild brambles
and thick underbrush surrounded it. Four glassless windows stared like vacant eyes out of the
front wall. From a sagging porch, thick with ivy, a shabby door led to the interior. The roof had
caved in and the weather beaten roofs had fallen. What a perfect backdrop this would be for a
Halloween party!

4.
a. An abandoned building is a place for ghosts to haunt.
b. A dilapidated building adds excitement to Halloween party.
c. Glassless windows are the eyes of an old building.
d. A decaying building signifies negligence on the part of the owner.
e. None of the above

From the diving board, ten feet above the water, I gazed at the cool green pool below.
Could I dive from it? My heart was in my mouth as I walked out to the edge of the springboard.
The voices of my chums urged me on as they impatiently waited their turn in line. Saying a quick
prayer, I took my first dive. I often look back to that eventful day and think of what a coward I was.

5.
a. Diving is a fearful act.
b. Being afraid of the water is cowardice.
c. It takes courage to dive.
d. Praying will save you..
e. None of the above
108

A.3 Paragraph Organization

Directions: Read carefully the selection below. Write the letters of the sentences on the box at
the end of the item according to the order of events as it happened in the selection. Two boxes
are done for you. Write your answer on the answer sheet provided.
As Jane prepared to pack her suitcase for a long-waited vacation trip, she discovered
that her key was not in its usual place. “I’ve looked everywhere but cannot find the keys to my
suitcase,” she said to her mother. “Have you seen it, Mother?” “No, dear, I haven’t,” answered
mother. “I remember that Edward used your bag not long ago. Have you asked him?” “Oh, thank
you, Mother,” said Jane. “I recall now that Edward did say that he would leave the key in my desk
drawer. Now I will not hesitate to use my suitcase.” Thus relieved, Jane rushed to her room to
begin packing for the journey.

a. She could not find the key to her suitcase.


b. She was relieved at finding the key and proceeds on packing her suitcase.
c. Her mother remembered Edward using the suitcase before.
d. Jane is going on a vacation trip.
e. Jane recalled Edward telling her the key is on her desk drawer.
f. She has looked everywhere to find the key.
g. She asked her mother if she has seen the key.

a c

F. INTERPRETIVE LEVEL

B.1 Interpreting Figurative Language

Directions: The selection below is followed by questions based on its content. Answer all
questions following the passage on the basis of what is implied in the passage. Write your answer
on the answer sheet provided.

Deep in the gloom of the forest, I and my fellow campers gather around the blazing fire,
presenting a scene of haunting beauty. Sweet-smelling pine twigs, snapping like giant
firecrackers, perfume the air with a spicy fragrance. Dancing flames dart high into space, hover
overhead, and fade quickly into the gloomy blackness. Showers of sparks leap skyward like
fireflies, leaving behind the sputter of cackling logs. Under the spell of the flickering lights our
shadows sway rhythmically as we chant away the night. Our guide--a gypsy who is also a good
fiddler--steps into our glowing circle. Flitting shadows play upon his face as the sobbing melodies
of his violin pierce the silence of the night.

1. What does the author mean when he said, “I and my fellow campers gather around the blazing
fire, presenting a scene of haunting beauty”?
a. The forest is haunted.
b. He and his fellow campers presented a beautiful act.
c. The gathering of the campers around the fire is a beautiful sight.
d. The blazing fire burns the campers surrounding it.
e. None of the above

2. “Sweet-smelling pine twigs, snapping like giant firecrackers”, means


109

a. The pine branches are wrapped in gaily colored wrappers.


b. The pine branches pops and cackle as it burns in the camp fire.
c. The trees break and cause a loud noise.
d. The animals in the forest howl and hoot together.
e. All of the above

5. “Dancing flames dart high into space”, means


a. There are flamenco dancers in the camp.
b. The dancers are using flames to throw into space.
c. The wind causes the flames to move rhythmically.
d. The flames are made everybody jump.
e. None of the above
4. . “Showers of sparks leap skyward like fireflies”, means
a. The whole forest is on fire.
b. The fireflies are flying overhead.
c. The burning twigs cause sparks to shoot up.
d. the camp fire illuminates the sky.
e. all of the above
5. “…the sobbing melodies of his violin pierce the silence of the night”, means
a. The fiddler was crying while playing the violin.
b. The violin produced a weeping sound.
c. The fiddler was crying because he was pierced by the violin.
d. The fiddler ‘s melodious playing of his violin broke the silence of the night .
e. all of the above.

B.2 Inferring Sequence

Directions: Read carefully the situation below. Imagine yourself to be on that situation. Write the
letters of the sentences in the correct order in each box. One boxes has been completed for you.
Write your answer on the answer sheet provided.

You are at the mall. After two hours of shopping, you realized you cannot anymore carry
any farther the shopping bags containing your loot. If you were to take the bus you need to walk
at least 300meters to the bus stop, which in your situation, is not advisable. Naturally, you opted
to take the taxi.

a. Tell the driver where you are going.


b. Hail a cab and wait for it to stop completely.
c. Pay and thank the taxi driver.
d. Go to the taxi bay.
e. Get in and seat on the backseat.
f. Alight from the taxi.

B.3 Interpreting Through Pictorial Representation

Directions: Look at the drawing below and do what the sentences tell to complete the picture. It
doesn’t matter if you cannot draw very well as long as your interpretation is correct.
110
111

One day Mr. and Mrs. Bean were sitting down to have a meal. DRAW a table between them.
1. Mr. Bean had his back to the DOOR. PUT IT IN.
2. Mr. and Mrs. Bean were about to eat when a stray DOG appeared on the doorway. PUT IT
IN.
3. Their small pet CAT which was asleep under the table halfway between them got up and
arched her back at seeing the dog. PUT IT IN
4. A LADY peeked on the door, looking for her dog. PUT HER IN.

C. CRITICAL LEVEL

C.1 Judgment of Reality or Fantasy

Directions: The selection below is followed by fifteen (15) questions based on its content.
Answer all questions following the passage on the basis of what is stated or implied in the
passage. Write your answer on the answer sheet provided.

Mingled emotions of fear and regret clashed within me as I settled myself in the Space
Shuttle of the Enchanted Kingdom that November afternoon. The strident shouts of the gruff
operator cut across the air as the screeching of released brakes noisily announced the initial
ascent. With palpitating heart I stiffened myself against the back of the brightly gleaming car. For
one thrilled-packed second I was conscious of being unwillingly poised on a gigantic hill, then
down, down we plunged at breath-taking speed. Before I had even a grim chance of retrieving my
composure, this mad rush was repeated with terrifying rapidity. Desperately I clung to the steel
bar of the chariot as it careened and whizzed around each terrifying ascent and descent.
Suddenly, as I shuddered and cringed in my place, the rocket car gave a wild, uncontrolled lurch,
then with an asthmatic cough wheezed to a full stop. Head reeling, I staggered out of the coach,
relieved and grateful for the feeling of solid ground. I am sure that even a trip around the world
would not be as thrilling as that five-minute ride on the roller-coaster.

6. Based on your experience could the situations in the selection really happen?
a. Yes, same situations can be observed at amusement parks.
b. Yes, it happens in the markets and shopping malls, even at the church.
c. No, the situations are just too good to be true.
d. No, it’s not possible to have such exaggerated reactions just because or a ride.
e. None of the above
7. Is it probable that one could conclude that even a trip around the world would not be as
thrilling as the five-minute ride on the roller coaster?
a. Yes, people might conclude that especially if they have never been around the world.
b. Yes, people may say the same thing especially if it’s their first time to ride the roller
coaster.
c. No, because it’s obviously exaggerated.
d. No, because the thrill you feel when riding the roller coaster is not the same as when you
travel around the world.
e. None of the above

8. Is the character of the author who is afraid and regretful in riding the roller coaster exist for
real?
a. Yes, there are people who are really afraid of riding the roller coaster or regret riding it.
b. Yes, in fact all people avoid riding it.
c. No, the author is merely exaggerating his feelings and emotions about riding it.
d. No, no such cowardly character exists.
e. None of the above
112

9. Is the character of the gruff operator appear in the characters of amusement park operators
nowadays?
a. Yes, it’s like those men who threaten children from riding the roller coaster.
b. Yes, it’s like those men who operate the horror trains.
c. No, all amusement park operators are patient and courteous to attract more people to ride.
d. No, there’s no character like that who is grumpy and ill-tempered.
e. None of the above

10. Are there people nowadays, young or old, who doesn’t feel any fear or regret in riding a roller
coaster?
a. Yes, there are.
b. Yes, in fact I am one of them.
c. No, no one in this world is afraid of riding the roller coaster.
d. No, nobody in his right mind would regret riding the roller coaster.
e. None of the above

C.2 Judgment of Fact or Opinion

6. Does the author provide adequate details for his narration?


a. Yes
b. No
c. Barely
d. Too much
e. none of the above
7. Is the author attempting to sway your thinking?
a. Yes, the author is persuasive.
b. Yes, the author is trying to influence.
c. No, the author merely shares his experience.
d. No, the author has no purpose in writing it.
e. None of the above

8. Was the character right or wrong on his conclusion?


a. Yes, it’s right that even a trip around the world would not be as thrilling as that five-minute
ride on the roller-coaster.
b. Yes, it’s right that it’s fearful and regretful to ride the roller coaster.
c. No, it’s not right that even a trip around the world would not be as thrilling as that five-
minute ride on the roller-coaster
d. No, it’s not right that it’s fearful and regretful to ride the roller coaster.
e. None of the above

11. Was the riding experience of the author good or bad?


a. It’s good; it taught him a thing or two about roller coasters.
b. It’s good, because he experienced something others wouldn’t want to try.
c. It’s bad; it frazzled his nerves.
d. It’s bad, because the operator is not supportive.
e. None of the above

12. Do you think the author‘s statements about riding the roller coaster are all facts?
a. Yes
b. No
c. I’m not sure.
d. It’s not important
113

e. None of the above

C.3 Judgment of Validity and Adequacy

11. Are the ideas presented on the selection in keeping with what you have read on the subject
in other sources?
a. Yes, there are stories that tell of people who are afraid of riding the roller coaster and other
rides similar to that.
b. Yes, there are reading materials that tells of horror trains and merry-go-rounds.
c. No, because the ideas presented in the selection are not common.
d. No, the ideas in the selection are inconsistent compared to others I’ve read.
e. None of the above

12. What part of the story best describes the character of the author?
a. The part where he was afraid and regretful in riding the roller coaster; it shows he is a
coward.
b. The part where his heart palpitates; it describes him as someone who has a nervous
breakdown.
c. The part where he shuddered and cringed; it means he has a weak heart.
d. The first and last part; it describe him as adventurous even if sometimes it scares him.
e. All of the above

16. Does the author adequately provide clear details to describe his experience in riding the roller
coaster?
a. Yes
b. No
c. I’m not sure.
d. It’s not important.
e. None of the above

17. Does the character of the gruff operator complete the ideal situation that the author wants to
portray about riding the roller coaster?
a. Yes, it completes the ideal situation.
b. No, it doesn’t even affect the whole situation.
c. I’m not sure.
d. It’s not important.
e. None of the above

18. Do you find all the ideas in the selection agreeable?


a. Yes
b. No
c. I’m not sure.
d. It’s not important.
e. None of the above

D. READING AND INTERPRETING NON-PROSE FORMS

D.1
Directions: Study the figure below. Complete the textual explanations that follow it by writing the
correct data or information on the blanks. Write your answer on the answer sheet provided.
114

Figure 1
Total Number of Students by Campus
(in hundreds)

4.5

4
3.5
3
2.5
2 URSLHS MORONG

1.5 URSLHS TANAY

1
0.5
0
First
Second Third
year Fourth
year year
year

Figure 1 shows the total number of students from (1) _________and (2) ______. The
total number of first year high school students from Morong campus is (3) ______. On the other
hand, the total number of first year in Tanay campus is (4) ______.It shows that Morong campus
has the most number of freshmen students. In contrast, the number of second year students from
URSLHS Tanay is (5) _______than the number of second year students from Morong with a
difference of almost half the total number. In both campuses, third year students has the (6)
________number of students while the second year has the greatest number. On the other hand,
the fourth year students from Morong campus is (7) ________while those from Tanay campus is
(8) _______. This made a difference of (9) ________students. All in all, the number of students
from Morong campus is always greater than those from Tanay campus except the (10) ________
students.

D.2

Directions: Study carefully the table below. Answer the questions following it on the basis of
what is stated in the table. Write your answers on the answer sheet provided to you.
115

Table 1
Survey of TV Programs for Kids

TV Program Number of Viewers

Ben Ten 94

Dexter’s Laboratory 124

Jimmy Neutron 126

Mr. Bean 94

SpongeBob Squarepants 62

TOTAL 500

1. What TV program is enjoyed by most kids?

2. Do SpongeBob have the least number of viewers?

3. What percentage of the total number of viewers is Dexter’s Laboratory and Jimmy
Neutron combined?

4. According to the table, how many kids are taken as respondents to the survey?

5. Do kids enjoy watching Ben Ten as much as Mr. Bean?


116

QUESTIONNAIRE
Third Year

Name: _____________________________ Sex: _________

Section: _____________ URSLHS:________

Part I
TEST OF VOCABULARY

E. CONTEXT CLUES

A.1 Sentence Completion


Directions: Each sentence below has a blank, indicating that something has been omitted.
Choose the word that best fits the meaning of the sentence as a whole. Write your answer on the
answer sheet provided.

6. Because his delivery was _____, the effect of his speech on the voters was nonexistent.
e. halting c. plausible
f. moving d. respectable

7. The play was not praised by the critics but it did not ____, thanks to favorable word-of-mouth
comments.
a. succeed c. continue
b. close d. function

3. We lost confidence in him because he never _____ the grandiose promises he had made.
a. forgot about c. retreated from
b. delivered on d. reneged on

4. Because the hawk is _____ bird, farmers try to keep it away from their chickens.
a. a migratory c. an ugly
b. a huge d. a predatory

5. Some students are_____ and want to take only the courses for which they see immediate
value.
a. opinionated c. illusive
b. impartial d. practical

6. Fitness experts say that jogging is ____; once you begin to jog regularly, you may be unable to
stop, because you are sure to love it more and more all the time.
a. exhausting c. confuse
b. addictive d. pay attention to

7. No real life hero of ancient or modern days can surpass James Bond with his nonchalant ___
of death.
a. contempt c. terror
b. disregard d. impatience

8. He is much too____ in his writings: he writes a page when a sentence should suffice.
a. devious c. efficient
b. verbose d. pleasant
117

9. It is remarkable that a man so in the public eye, so highly praised and imitated, can retain
his_____.
a. humility c. inadequacy
b. shallowness d. ambiguity

10. She is an interesting _____, an infinitely shy person who, in apparent contradiction,
possesses an enormously intuitive ____for understanding people.
a. aberration…disdain c. caricature…talent
b. paradox…gift d. specimen…loathing

A.2 Synonyms

Directions: Each of the questions below consists of a word printed in italics, followed by four
lettered words. Choose the lettered word which is most nearly similar in meaning to the word in
italics. Write your answer on the answer sheet provided.

1. disdain
a. respect c. concern
b. fondness d. contempt
2. urbane
a. tasteless c. sophisticated
b. perfect d. extensive

3. translucence
a. beauty c. fragility
b. fineness d. majesty

4. rigid
a. systematic c. firm
b. dutiful d. point

5. resurgence
a. revival c. transfusion
b. remission d. diagnosis

6. discern
a. relish c. ignore
b. dislike d. distinguish

7. classify
a. distinguish c. relate
b. organize d. accept

8. derivative
a. independent c. unconscious
b. imitative d. contradictory

9. scantiness
a. philosophy c. inadequacy
b. adaptability d. conservatism

10. amendment
a. ambiguity c. revision
b. assertion d. validation
118

A.3 Word Analogy

Directions: Each of the questions below consists of a related pair of words or phrases, followed
by four lettered pairs of words. Select the lettered pair that best expresses a relationship similar to
that expressed in the original pair. Write your answer on the answer sheet provided.

1. MAP: CARTOGRAPHER
a. blueprint: draftsman c. photograph: topographer
b. building: inspector d. chart: optician

2. EXCESSIVE: MODERATION
a. extensive: duration c. impulsive: reflection
b. accidental: courage d. expensive: cost

3. IRREFUTABLE: DISPROVED
a. insoluble: eradicated c. intolerable: biased
b. incomparable: celebrated d. irreparable: mended

4. DEADBEAT: PAY
a. killjoy: mourn c. daredevil: risk
b. diehard: quit d. spy: betray

5. LACHRYMOSE: TEARS
a. verbose: words c. intense: sighs
b. ironic: jests d. miserable: speeches

6. DRUDGERY: IRKSOME
a. obedience: forced c. journey: wearisome
b. ambivalence: suspicious d. load: burdensome

7. CANONIZE: SAINT
a. train: athlete c. idolize: celebrity
b. venerate: sinner d. guard: dignitary

8. TIRADE: ABUSIVE
a. monologue: lengthy c. prologue: conclusive
b. aphorism: boring d. encomium: laudatory

9. SNOW: DRIFT
a. pane: glass c. sand: dune
b. mountain: boulder d. desert: oasis

10. HEART: PUMP


a. stomach: digest c. lungs: collapse
b. intestine: twist d. teeth: ache

A.4 Antonyms

Directions: Each of the questions below consists of a word in capital letters, followed by four
lettered words. Choose the word which is most nearly opposite in meaning to the word in capital.
Since some of the questions require you to distinguish fine shades of meaning, consider all the
choices before deciding which is best. Write your answer on the answer sheet provided.
119

1. EFFUSIVE
a. vapid c. desirous
b. eroded d. reserved

2. TEMPERATE
a. choosy c. disappointed
b. excessive d. scrupulous

3. GERMANE
a. irrelevant c. puny
b. feminine d. massive

4. EGREGIOUS
a. abortive c. maturing
b. birdlike d. splendid

5. AUTONOMOUS
a. ambiguous c. magnanimous
b. dependent d. callous

6. HOSTILE
a. hungry c. conciliatory
b. masterful d. satisfied

7. ASSUAGE
a. meet c. delay
b. separate d. irritate

8. INDIGENOUS
a. alien c. pleased
b. digestible d. irate

9. RESPITE
a. reason c. exertion
b. anger d. friendship

10. DISCORD
a. noise c. scrap
b. harmony d. irritation

Part II
TEST OF READING COMPREHENSION

A. LITERAL LEVEL

A.1 Recognizing Details

Directions: The selection below is followed by questions based on its content. Answer all
questions following the passage on the basis of what is stated in that passage. Write your answer
on the answer sheet provided.
120

It seems to me that the mental agony accompanying a visit to the dentist does not begin
when I am confronted with his terrifying equipment, but in the waiting room. Fellow sufferers
occupy the chairs, bearing their aches and pains in grim silence. Hanging triumphantly on the
walls are numerous diplomas certifying the dentist’s proficiency. The magazine pile, one potential
oasis in this desert of anguish, is topped by a pamphlet setting forth the latest scientific methods
of torment. From under the office door slip ominous sounds, and the attendant nurse flits back
and forth casting sympathetic glances at the next victim. Nothing can possibly happen in that
eerie, inner room to equal the excruciating pangs of “just waiting”.

1. The author starts to feel terrified ___________.


a. on their way to the dentist. c. seeing the dental equipments.
b. while in the waiting room. d. when faced by the dentist
.
2. Fellow dental patients _____________.
a. cry out loud. c. silently bear the waiting.
b. pray in their seats d. rock the chairs.

3. Displayed in the walls are _____________.


a. the dentist’s diplomas and certification. c. posters of actors and actresses.

b. pictures of toothless children . d. stickers of various cartoon characters.

4. On top of the magazine pile ________.


a. is a tissue box. c. is a pamphlet.

b. are dental equipments. d. is a bible.

5. From under the door ____________.


a. the sounds of dental equipments are heard. c. the attendant nurse is peeking.
b. a the sound of water running is heard. d. the dentist is giving instructions.

A.2 Identifying the Main Idea

Directions: Read carefully each selection below. Encircle the letter which corresponds to the
main idea on the basis of what is stated in that passage. Write your answer on the answer sheet
provided.

Thousands of multicolored flaglets gaily wave above the waves of the eager spectators.
On either side of the gridiron are lithe cheerleaders, whose hearty shouts reverberate through the
stadium as they leap and toss, confident of victory. Down the vast field grandly march the high-
stepping majorettes, skillfully twirling their gleaming batons. They are followed by a spirited and
colorfully attired school bands. The polished instruments flash beneath the radiant sun. To me,
this brief period of pre-game activity tops even the most popular moments of the interschool
sports fest.

1.
a. The excitement of pre-game activity highlights the start of a sports fest.
b. Thousands of colorful flaglets wave above the audience.
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c. The dance moves and yells of the cheerleaders add to the noise of the crowd.
d. The majorettes and the colorful school bands are the life of pre-game activity.
e. None of the above
Down into the cool depths of tropical waters go fearless men whose dangerous
occupation is pearl diving. These tough explorers, in their search for pearls, are subjected to all
forms of exposure. In the great void of the ocean floor they encounter many horrible inhabitants of
the deep. In addition to these living dangers, there is always the fear of rapidly changing currents
and beds of quicksand. Can we not see how clever must be the men who courageously face
these perils of the sea? We should pay tribute to their spectacular deeds and recognize the risks
they take to give the world new wealth.

2.
a. The ocean is home to the most dangerous predators.
b. Pearl divers encounter loots of peril in the ocean.
c. All forms of dangerous exposure are faced by pearls divers.
d. Pearl divers risk their lives to give the world new wealth.
e. None of the above

How I wish I could be a leader! This is the longing of every boy and girl. Despite the
belief of many people that leaders are born and not made, I believe each of us can become an
influence for good in the lives of others. A study of the qualifications necessary for leadership
discloses that anyone who wishes to lead others must, have an ideal that he himself strives to
imitate. We have this perfect exemplar in Christ. Secondly, a leader must think of himself and not
be swayed by the opinions of others. Here again we will be guided by the principles of our holy
faith, our North Star on the journey through life. Another characteristic of leadership is the ability
to win the confidence of others. The secret of this is self-assurance, obtained through an
unshaken trust in God. Let us cultivate these qualities, then, so that each one of us may become
a magnet attracting others to Christ.

3.
a. Leaders are born, not made.
b. Like Christ, a good leader is also a good follower.
c. There are qualifications necessary for leadership.
d. Cultivating leadership qualities gives us more chance of becoming a leader.
e. None of the above

As I reached the high rocky shelf, I paused and turned for a better view of the beautiful
valley through which I had come. Far below, a little creek pushed insistently passed its banks.
Wild ducks move swiftly through the clear water, their blue-green plumage gleaming with an
almost metallic brightness. Warm sunlight laid a hand in benediction upon the earth. Shining
through the trees it cast lacy patterns of light and shadow on the ground. The trees themselves
stood proud and tall, conscious of their riotous coloring, and paid to every passing breeze a
gracious tribute of drifting leaves. God had surely blessed this lovely valley, and its beauty offered
Him in return a mute prayer of thanksgiving and praise.

4.
a. A beautiful valley is a gift from God.
b. A valley is a perfect place to raise wild ducks.
c. Trees know how to pay tribute to the wind.
d. God’s creations have their ways of thanking God.
e. None of the above
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The quaint appearance and the droll manner of penguins provide much amusing enjoyment
for interested spectators. These black and white birds resemble gentlemen dressed for a formal
dinner party. Though they appear dignified, penguins look very comical as they waddle clumsily
on land. They can neither run nor fly, for their bulky bodies make their wings useless for flying. In
water, however, these sea birds use their wings as paddles to propel themselves agilely. Great
colonies of penguins live in the Antarctic region. On ice and snow they sled as skillfully as an
Olympic champion. Penguins do entertain their observers!

5.
a. Penguins are remarkable.
b. Penguins do make an interesting sight.
c. Life will never be the same without penguins.
d. Penguins are nothing without the Antarctic!
e. None of the above

A.3 Paragraph Organization

Directions: Read carefully the selection below. Write the letters of the sentences on the box at
the end of the item according to the order of events as it happened in the selection. Two boxes
are done for you. Write your answer on the answer sheet provided.

On the evening of our school play I made my theatrical debut before a record-breaking crowd
packed into the auditorium. Lacking the budding genius of my classmates, I had assumed the
lowly role of stagehand. As the curtain fell at the end of the first act, a floodlight above the center
of the stage slipped from position and dangled precariously on a single wire. Seizing a ladder, I
lumbered onto the stage, moored the offender, and informed the attendants in the wings that the
play could go on. Hearing my shout, the boy in charge of the curtains gave the ropes a mighty
jerk. The draperies swept apart, revealing to the expectant onlookers a grimy figure in overalls,
perched high in the air. Scrambling down, I bowed awkwardly, shouldered the ladder, and made a
hasty exit while the hall rocked with laughter. I had left the stage never to return.

a. The curtain boy pulled apart the curtain, exposing me to the audience.
b. I left the stage in embarrassment.
c. I was assigned as a stagehand.
d. I climbed the ladder to put the floodlight back to its rightful position.
e. A school play is staged at the auditorium.
f. The audience laughed at seeing my dirty figure perched above the stage.
g. A floodlight fell out of its place.

d f

G. INTERPRETIVE LEVEL

B.1 Interpreting Figurative Language

Directions: The selection below is followed by questions based on its content. Answer all
questions following the passage on the basis of what is implied in the passage. Write your answer
on the answer sheet provided.
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I was at Camp John Hay in Baguio City last year when one of the worst storms hit the
country. It was late in the afternoon and the air was mottled with pine tassels and bright green
plumes that went flashing past like birds pursued. My eyes roved over the piney hills and dales
and over the giant pine trees--shining foliage that rippled and stirred, undulating as the
corresponding waves of air. The gestures of these various trees made a delightful study for me as
I stared in awe at fierceness of the storm and at the graceful manner the pine trees receive even
its wildest sweeps. The young pines, light and feathery as squirrel-tails, were bowing almost to
the ground; while the grand old patriarchs, whose massive boles had been tried in a hundred
storms, waved solemnly above them, their long arching branches fluently riding the gale--every
needle thrilling and ringing and shedding off keen lances of light like diamond. It really was a
delightful sight! That afternoon, nature was holding a wild festival, and every fiber of even the
most rigid giants thrilled with inexplicable excitement.

1….pine tassels and bright green plumes went flashing past like birds pursued...means
____________.
a. The birds are pursued by hunters.
b. Falling pine tassels and leaves were drifting in the air.
c. The pine trees are running away.
d. The birds dart to and fro between trees.
e. None of the above

2.… the shining foliage that rippled and stirred, undulating as the corresponding waves of
air…refers to_____.
a. the waves of the sea.
b. the strong gusts of wind.
c. the trees that sway in the wind
d. the leaves the fell to the ground
e. None of the above

3. What association does the phrase every needle thrilling and ringing and shedding off keen
lances of light have to that of a diamond?
a. The pine trees are rich source of diamonds.
b. Diamonds were found on the pine needles.
c. The pine needles resemble the shape of a diamond.
d. The light made pine needles shine brightly like diamonds.
e. None of the above

4. ..the grand old patriarchs…refer to __________.


a. the young pine trees
b. the old pine trees
c. the care taker of the hotel
d. the old hotel
e. None of the above

5. In the phrase nature was holding a wild festival, the “wild festival” refers to________.
a. the swaying pine trees c. the hills
b. the storm d. the wind e. None of the
above
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B.2 Inferring Sequence

Directions: Read carefully the situation below. Imagine yourself to be on that situation. Write the
letters of the sentences in the correct order in each box. Three boxes have been completed for
you. Write your answer on the answer sheet provided.

One morning, your parents left to visit a sick relative. It was already thirty minutes past
eleven o’clock in the morning and they haven’t come back yet. Your younger sister is already
complaining of hunger. There was a left-over fried chicken on the table but no cooked rice left.
You proceeded to the kitchen and commenced on cooking rice.

a. Turn on the gas range.


b. Measure two cups of rice and put it in a casserole.
c. Set the temperature to LOW until the rice is cooked.
d. Pour as much water as the rice to cook.
e. Wash and drain the rice twice.
f. Put the lid on the casserole and place it on the gas range.
g. Turn off the gas range.
h. Set the temperature knob to HIGH.
i. When the water subsided, cover the lid completely.
j. Partly open the lid when the rice starts to boil.

dd h c

B.3 Interpreting Through Pictorial Representation

Directions: Look at the drawing below and do what the sentences tell to complete the picture. It
doesn’t matter if you cannot draw very well as long as your interpretation is correct. DRAW your
answer on the answer sheet provided.

1. DRAW a table and two chairs in front of the café.


2. DRAW two traffic lights on the opposite side of the road.
3. DRAW a pedestrian lane between the Oxford school and the cinema.
125

4. Although there’s only one tree at the side of the office building, there are two trees on the
opposite side of the road. DRAW THEM.
5. Some people have complained about the danger of crossing the road between the café
and the cinema. A pedestrian footbridge has now been built at this point. DRAW IT.

C. CRITICAL LEVEL

C.1 Judgment of Reality or Fantasy

Directions: The selection below is followed by fifteen (15) questions based on its content.
Answer all questions following the passage on the basis of what is stated or implied in the
passage. Write your answer on the answer sheet provided.

Have you ever watched a street come to life after a storm? Silent and deserted a few
minutes before, it is suddenly reoccupied by all who have been forced to take hurried shelter.
First come a few stray cats. Where have they been during the downpour nobody seems to know,
but they now parade disdainfully into the open, skirting puddles and sniffing the air in a suspicious
manner. An ear-splitting scream announces the arrival of a dozen children, who race out of their
homes like prisoners released from temporary confinement. They tumble into the nearest
puddles, where they splash contentedly until warning threats from various upstairs windows force
them to dry land. By this time a few housewives have ventured out on a postponed shopping tour.
They squint suspiciously at the sky and argue with themselves about taking umbrellas. Finally the
birds swoop cautiously down and drink thirstily from their private rain-water reservoirs, all the
while keeping a wary eye cocked for their feline enemies. Gradually the street assumes its usual
busy appearance, as if no storm had ever interfered with its familiar routine.

11. Based on your experience could the situations in the selection really happen?
a. Yes, same situations can be observed at different places after a storm.
b. Yes, it happens in the markets and shopping malls, even at the church when there is flood.
c. No, the situations are just too good to be true.
d. No, it’s not possible to have such exaggerated happenings after a storm.
e. None of the above

12. Is it probable that one could conclude that there is always such revival after the storm?
a. Yes, because people always take efforts in picking up the pieces after a storm.
b. Yes, people may say the same thing especially if they haven’t been through a storm.
c. No, because it’s obviously exaggerated.
d. No, because a revival after a storm is difficult to describe.
e. None of the above

13. Does the character of the children who race out of their homes like prisoners released from
temporary confinement exist for real after a storm?
a. Yes, there are children who love to play on the floodwater after a storm.
b. Yes, in fact all children are like that.
c. No, the author is merely exaggerating his descriptions of the children.
d. No, no such impertinent character exists for real.
e. None of the above
126

14. Is the character of the housewives who squint suspiciously at the sky and argue with
themselves about taking umbrellas appearing in the characters of housewives nowadays
after a storm?
a. Yes, it’s like those women who are cannot decide whether to bring an umbrella or not.
b. Yes, it’s like those women who have nothing to do but watch the sky.
c. No, all women are not thinking twice in bringing an umbrella.
d. No, there’s no character like that who is indecisive.
e. None of the above

15. Are there people nowadays, young or old, who don’t feel any excitement in watching a street
come to life after a storm?
a. Yes, there are.
b. Yes, in fact I am one of them.
c. No, no one in this world would love to watch the going-ons after a storm.
d. No, nobody in his right mind would like to watch a street
e. None of the above
C.2 Judgment of Fact or Opinion

6. Does the author provide adequate details for his narration?


a. Yes
b. No
c. Barely
d. Too much
e. none of the above

7. Is the author attempting to sway your thinking?


a. Yes, the author is persuasive.
b. Yes, the author is trying to influence.
c. No, the author merely shares his experience.
d. No, the author has no purpose in writing it.
e. none of the above

8. Was the character right or wrong on his conclusion?


a. Yes, it’s right that streets are busy after a storm as if nothing happened.
b. Yes, it’s right that cats are often the first ones to come out after a storm.
c. No, it’s not right that streets are busy after a storm as if nothing happened.
d. No, it’s not right that cats are often the first ones to come out after a storm.
e. None of the above

13. Was the perception of the author about revival after a storm accurate or not?
a. It’s accurate though a bit exaggerated.
b. It’s accurate, all of it down to the smallest detail.
c. It’s not; his observations are erroneous.
d. It’s not; there’s not even a revival after a storm
e. None of the above

14. Do you think the author‘s statements about revival after a storm are all facts?
a. Yes
b. No
c. I’m not sure.
d. It’s not important
e. None of the above
127

C.3 Judgment of Validity and Adequacy

11. Are the ideas presented on the selection in keeping with what you have read on the subject
in other sources?
a. Yes, there are stories and news articles describing such situations after a storm.
b. Yes, there are reading materials that tells of children swimming in floodwater.
c. No, because the ideas presented in the selection are unusual.
d. No, the ideas in the selection are inconsistent compared to others I’ve read.
e. None of the above

12. What part of the story best describes the revival after a storm?
a. The part where the street was silent and deserted.
b. The part where the cats come out of their hiding place.
c. The part where the street start to appear busy with the usual activities.
d. The last part where as if nothing happened at all.
e. All of the above

19. Does the author adequately provide clear details to describe his observation of the revival
after a storm?
a. Yes
b. No
c. I’m not sure.
d. It’s not important.
e. None of the above

20. Does including the birds that swoop cautiously down to drink complete the ideal situation that
the author wants to portray about the revival after a storm?
a. Yes, it completes the ideal situation.
b. No, it doesn’t even affect the whole situation.
c. I’m not sure.
d. It’s not important.
e. None of the above
21. Do you find all the ideas in the selection agreeable?
a. Yes
b. No
c. I’m not sure.
d. It’s not important.
e. None of the above

B. READING AND INTERPRETING NON-PROSE FORMS

D.1
Directions: Study the figure below. Complete the textual explanations that follow it by writing the
correct data or information on the blanks. Write your answer on the answer sheet provided.
128

Figure 1
Total Number of Entrance Tickets Sold
(in millions)

December

November
Manila Ocean Park
Enchanted Kingdom
October Zoobic Safari

April

0 1 2 3 4 5

Figure 1 shows the total number of (1) _________sold for the month of April, and
October through December. In April, (2) ______ sold the most tickets while Manila Ocean Park
has the least tickets sold. In October, the total number of tickets sold is (3) ______, almost the
same sale as in April. In November, sale of tickets dipped by almost 20%, with (4) ______ having
the least tickets sold. In contrast, there is a surge of ticket sales on the month of (5) _______. In
fact, ticket sale for Enchanted Kingdom increased by (6) ________percent. On the other hand,
the number of tickets sold for Manila Ocean Park is (7) ________, while Zoobic Safari tickets sold
as much as in the month of (8) _______. All in all, (9) ________has the most entrance tickets
sold while (10) ________ has the least.

D.2

Directions: Study carefully the table below and read the interpretations after it. Write TRUE if the
statement corresponds to the data on the table. Write FALSE if the statement does not tally with
the data on the table. Write your answers on the answer sheet provided to you.

Table 1
Yields on Income-generating Projects of the Students Council
(In pesos)

SY 2009 SY 2010
Week 4 9,895 9,532
Week 3 8,830 8,127
Week 2 5,915 4,115
Week 1 10,000 10,000
129

1. The yield in the 2nd week of SY 2009 plunged over 50%.

2. The decrease for the same period the next School Year is even lower by P1, 800 in both.

3. The yields for the 3rd week for each School Year show a sharp increase from P4, 115 to
P5, 915.

4. The surge continues to the 4th week of both SY2009 and SY2010, but the advance is
rather low.

5. The peak yields are still short by a few thousand pesos compared to the 1 st week.
130

QUESTIONNAIRE
Fourth Year

Name: _____________________________ Sex: ___________

Section: _____________ URSLHS: _______

Part I
TEST OF VOCABULARY

F. CONTEXT CLUES

A.1 Sentence Completion

Directions: Each sentence below has a blank, indicating that something has been omitted.
Choose the word that best fits the meaning of the sentence as a whole. Write your answer on the
answer sheet provided.

8. Because they did not accept his basic premise, they were _______ by his argument.
g. justified c. impressed
h. unconvinced d. confused

9. Pain is the body’s early warning system: loss of sensation leaves a person _______ injuring
himself unwittingly.
a. incapable of c. vulnerable to
b. desirous of d. habituated to

3. She was deprecatory about her accomplishments and properly unwilling to _______ them
before her friends.
a. discuss c. parade
b. conceal d. flaunt

4. The incidence of smoking among women has become the chief _______of cancer-related
deaths among them.
a. cure c. modifier
b. antidote d. cause

5. His listeners enjoyed his scathing wit but his victims often ________ at its satire.
a. winced c. smiled
b. laughed d. smarted

6. Traffic speed limits are set at a level that achieves some balance between the danger of
______ speed and the desire of most people to travel as quickly as possible.
a. marginal c. excessive
b. normal d. prudent

7. Although the economy suffers downturns, it also has strong ________and self-correcting
tendencies.
a. unstable c. unfavorable
b. self-destructive d. recuperative

8. We expected him to be jubilant over his victory, but he was _______instead.


a. morose c. glib
131

b. triumphant d. culpable

9. After a tragedy, many people claim to have had a ________of disaster.


a. taste c. presentiment
b. dislike d. verdict

10. The psychologist set up the experiment to test the rat’s ______; he wish to see how well the
rat adjusted to the changing conditions it had to face.
a. sociability c. communicability
b. adaptability d. stamina

A.2 Synonyms

Directions: Each of the questions below consists of a word printed in italics, followed by four
lettered words. Choose the lettered word which is most nearly similar in meaning to the word in
italics. Write your answer on the answer sheet provided.

1. hilarity
a. gloom c. weakness
b. heartiness d. casualty

2. repugnance
a. persistence c. loathing
b. renewal d. shame

3. quandary
a. marsh c. enemy
b. dilemma d. conclusion

4. reiterate
a. gainsay c. repeat
b. revive d. return

5. conformity
a. agreement c. confinement
b. ambition d. pride

6. incessant
a. angered c. aggrieved
b. continuous d. halting

7. sonorous
a. repetitive c. reverberating
b. sisterly d. reassuring

8. disheveled
a. recognized c. short
b. unkempt d. witty

9. pristine
132

a. untouched c. condemned
b. crude d. flawed

10. austere
a. absence c. compassionate
b. strict d. close

A.3 Word Analogy

Directions: Each of the questions below consists of a related pair of words or phrases, followed
by four lettered pairs of words. Select the lettered pair that best expresses a relationship similar to
that expressed in the original pair. Write your answer on the answer sheet provided.

1. STANZA: POEM
a. flag: anthem c. mud: rain
b. story: building d. program: recital

2. FOLLOW: STALK
a. regret: rejoice c. beckon: gesture
b. lurk: hide d. look: spy

3. SHRUG: INDIFFERENCE
a. grin: deference c. nod: assent
b. scowl: desire d. blink: scorn

4. FRIVOLOUS: SERIOUSNESS
a. meticulous: organization c. outspoken: reticence
b. lavish: money d. acute: perception
5. AMUSING: UPROARIOUS
a. quiet: noisy c. petty: narrow-minded
b. puzzling: dumbfounding d. exhausted: weary

6. OLFACTORY: NOSE
a. peripheral: eyes c. tactile: ears
b. gustatory: tongue d. perfunctory: skin

7. BACTERIUM: COLONY
a. microbe: disease c. virus: immunization
b. fish: shoal d. sovereign: kingdom

8. PEA: POD
a. orange: section c. nut: shell
b. bean: crock d. pumpkin: stem

9. THERMOMETER: HEAT
a. filament: light c. Geiger counter: radiation
b. chronometer: color d. barometer: electricity

10. SIP: GULP


a. giggle: guffaw c. fret: worry
b. eat: dine d. hunt: fish
133

A.4 Antonyms

Directions: Each of the questions below consists of a word in capital letters, followed by four
lettered words. Choose the word which is most nearly opposite in meaning to the word in capital.
Since some of the questions require you to distinguish fine shades of meaning, consider all the
choices before deciding which is best. Write your answer on the answer sheet provided.

1. ABOMINATE
a. love c. abate
b. despair d. attach

2. CURIOUS
a. impulsive c. ordinary
b. reliable d. permanent

3. COMMENCE
a. graduate c. exaggerate
b. terminate d. send away

4. SERENITY
a. ignorance c. commotion
b. formality d. simplicity

5. COMPLY
a. hint c. supply
b. disobey d. disorganize

6. PROVOKE
a. mollify c. shout
b. regret d. intensify

7. LAVISH
a. sparing c. nervous
b. unwashed d. hostile

8. PROFOUND
a. lost c. lost
b. lacking in depth d. supercilious

9. DISSUADE
a. divide equally c. extract
b. urge strongly d. antagonize

10. AMENABLE
a. inactive c. contentious
b. irreparable d. embarrassed

Part II
TEST OF READING COMPREHENSION

A. LITERAL LEVEL

A.1 Recognizing Details


134

Directions: The selection below is followed by questions based on its content. Answer all
questions following the passage on the basis of what is stated in that passage. Write your answer
on the answer sheet provided.
I am really fond of my seamstress sister Jane, although recently I had reason to wish she
were suddenly transported to some uninhabited island. On the afternoon of the high school dance
I was drafted to act as manikin for her. Of course I offered what seems to my masculine mind
very logical arguments, but all too soon I found myself enveloped in yards of blue silk. For what
innumerable daisies were sewed on me or on the dress. At last a satisfied sigh on the part of my
seamstress sister indicated that each dainty flower has assumed its rightful place. Before my
services were dispensed with, however, one final turn was demanded of me. Adopting an
anything-to-please attitude, I executed an exaggerated pirouette. Suddenly the sound of muffled
laughter reached my ears. Whirling around, I beheld five of my classmates heartily enjoying the
performance. I assure you that I immediately scrambled out of the dress. The damage was done,
however, but not to the new gown. To this day I am forced to give unwilling response to the
nickname “Daisy.”

1. The author was asked by his sister to ___________.


a. act as manikin. c. pick flowers from the garden.
b. sew a dress for her. d. wear a dress to the dance.

2. The author is a _____________.


a. male c. transvestite
b. female d. undefined.

3. Sewn on the dress were _____________.


a. countless sequins c. endless threads
b. numerous daisies d. hundreds of buttons

4. To check if the dress turns out to be alright, the sister ________.


a. tried the dress on herself. c. demanded her brother to do a final
turn.
b. sold the dress to the author’s classmates. d. invited an audience.

5. The author earned the nickname “Daisy” because____________.


a. he was seen wearing the dress with daisies on it. c. his favorite flower is daisy.
b. he was caught selling daisies d. his hair is the color of daisies.

A.2 Identifying the Main Idea

Directions: Read carefully each selection below. Choose the letter which corresponds to the
main idea on the basis of what is stated or implied in that passage. Write your answer on the
answer sheet provided.

When a kitten reaches the age of four weeks, the time is right to teach it the art of
drinking milk. Little effort will be needed to lure your kitten to the saucer, but forcing her to partake
of the white substance is a real problem. Gently press her mouth into the liquid. She will probably
resent this mistreatment and swiftly turn around, ready to dart in any direction. Firmly grasp the
retreating form and immerse her lips once more into the milk. If her mouth is tightly closed, force it
open and permit a few drops of the liquid to fall from your fingers into her mouth. The sensation
will be pleasing and before long she will be feverishly consuming the contents of the saucer. This
procedure won’t have to be repeated, for you will always be a welcome person in her domain
when you are carrying the familiar dish.

1.
135

a. It’s simple to teach a kitten the art of drinking milk.


b. Force is needed in training kittens to do some tricks.
c. Cats are easier to train when they are only four weeks old.
d. Kittens are wise animals that don’t have to be taught repeatedly.
e. None of the above
Have you ever considered how many different ways there are of performing an ordinary
action? One man gives an aggressive shove, carrying with him three or four beneficiaries who
follow in his wake. If you wish to see a particular illustration, stand some day in a large
department store and observe the hordes of shoppers that pass through the revolving door.
Ocassionally a mercenary character, bent on conserving his fast-waning strength, places himself
in the glass-bound opening and rides in on the wings of a generous assault from the rear.
Another ccontents himself with a measured thrust, precisely calculated to bring him and no one
else safely indoors. A whole army of varied personalities will pass before you in just a few
minutes spent in watching this passing parade.

2.
a. Observing shoppers in a busy mall is a perfect pastime.
b. People have different ways of performing an ordinary action.
c. Some people hurt others just to propel themselves ahead.
d. Department stores should have wider entrance and exit doors.
e. None of the above

Household furnishing often occupy a prominent place in the memories of a child. Many
of the recollections of my early years are built around a comfortable old rocking chair which stood
in the corner of my mother’s room. What opportunities it offered for juvenile amusement!
Disguised by a blanket and turned on end, it becomes a smugglers’ cave inhabited by
buccaneers who were a constant menace to the pantry shelf. The covering removed, a patient
steed groaned under the weight of three sturdy riders. If other pieces of furniture could be
pressed into service, the rocking chair was transformed into a locomotive hauling a train of
startling appearance. The rocking chair in its natural position, however, holds the dearest
memories of all. Then it become a little house of comfort and love in which Mother soothed her
tired children and rocked away the cares of a weary day. Pirate’s cave to Mother’s throne—could
anything but a rocking chair have stood the strain?

3.
a. Rocking chairs can be transformed into different things.
b. A good quality rocking chair should hold all the strain.
c. A rocking chair is an indispensable household furnishing.
d. Household furnishings sometimes hold the dearest memories of a person.
e. None of the above

One time I came home with a downtrodden spirit. Instead of going to my room, I went
straight to the garden. I lie on the ground, closed my eyes and touched all the plants that my
hands could reach. I felt a quiet joy in the feel of green leaves and brown crumbly earth. I
realized: plants are good companions; they respond to care and affection. The unhurried passing
of an afternoon breeze relaxed my mind and did away with the many cares of that day. I found
myself thinking of the big little things that are usually forgotten in the hectic pace of my
competitive student life. The towering tree, the riotously colored flowers, the cool grass made me
feel close to Him who made all those things of wonder. Being close to nature, even in the limited
patch of a simple garden is, for me, an eloquent communion with God.

4.
a. Plants are good companions.
b. Lying in the garden uplifts a person’s spirit.
136

c. Small things of beauty are often overlooked.


d. Being with nature is an eloquent communion with God.
e. None of the above
Love never needs any justification. Men will very often give reasons why they love, but a
woman never gives a reason; she considers love its own justification. The offerings of love are
never wasted. Flowers are sent to the bedridden when something perhaps more useful might
have been sent but the flowers are the offerings of love and as such are accepted. The value of
the gift is not what was paid for it but the sacrifice and devotion of the giver. That is why we tear
off the price tags when we give gifts, in order to prove that there is no correspondence between
the gift of the lover and the love of the giver. And is it not true that love is more stronger when it
descends than when it ascends? Mothers love children more than children love parents. And God
loves more than we love Him.

5.
a. We can love for no reason at all.
b. Women love better than men.
c. Love is priceless and doesn’t need any justification.
d. God is the greatest love of all.
e. None of the above

A.3 Paragraph Organization

Directions: Read carefully the selection below. Write the letters of the sentences on the box at
the end of the item according to the order of events as it happened in the selection. Two boxes
have been completed for you. Write your answer on the answer sheet provided.

For many years Roald Amundsen was eager to be the first person to reach the South Pole.
On August 9, 1910, he and his crew sailed aboard the Fram. By New Year’s Day they had safely
crossed the equator, and the first iceberg had been sighted. Since it soon became impossible to
continue by ship, Amundsen landed and made camp on the mainland near the South Pole.
There, he and his men built a wooden house in which to pass the long winter night. On October
22, 1911, Amundsen started on foot for the Pole with four men, fifty-two dogs, and a four-month
supply of food. Two months later, after numerous hardships, the party planted the flag of Norway
at the South Pole. Roald Amundsen had achieved his ambition.

a. They camped on a mainland where they built a wooden house.


b. Roald Amundsen and his crew went aboard a ship.
c. The party started walking on foot.
d. They sailed and crossed the equator.
e. The icebergs made it impossible to continue the trip by ship.
f. Amundsen had fulfilled his dream.
g. They reached the South Pole after two months.

a f

B. INTERPRETIVE LEVEL

B.1 Interpreting Figurative Language


137

Directions: The selection below is followed by questions based on its content. Answer all
questions following the passage on the basis of what is implied in the passage. Write your answer
on the answer sheet provided.
Visitors to the Ibasco’s suburban home are always attracted to the charming garden
which lies to the rear of the house. This lovely spot is enclosed by an ivy-covered wall which
shields it from the gaze of the passers-by. A flagstone path stretches from the back porch of the
house to a crystal pool in the center of the garden. Here, during the summer shining goldfish dart
to and fro. Surrounding the pool is a soft, green velvet carpet bordered by a frieze of gaily colored
flowers. Jaunty sunflowers nod wisely, full of important secrets the birds have whispered into their
petal telephones. Delicate blooming orchids stand tall upon their driftwoods like lavender
butterflies poised for flight. Pink, white, and yellow roses perfume the whole garden with their
fragrance. In one corner a gnarled old mango tree serves as an apartment house for several
families of birds. It spreads out protecting arms as if to take the entire world into its spacious
embrace. Throughout the enclosure there reigns an air of tranquil peace and quiet content which
makes this garden a welcome refuge from the troublesome cares of a busy world.

1...jaunty sunflowers nod wisely...means _____________________.

f. The sunflowers are alive


g. The sunflowers are agreeable
h. The sunflowers are bright and cheerful to look at
i. The sunflowers move because of the birds and breeze
j. None of the above

2.…a soft, green velvet carpet…refers to _____________________.


f. rug spread
g. fitted green tiles
h. leather matting
i. grass
j. None of the above

3. What association do the phrase blooming orchids have to that of lavender butterflies poised for
flight?
a. The colors and shape of the flowers resemble that of butterflies.
b. The butterflies hover above the lavender flowers.
c. The butterflies are attracted to the flowers.
d. The butterflies are ready to fly as soon as the flowers bloom.
e. None of the above

4. ...a gnarled old mango tree serves as an apartment house… means


a. The house is made of mango trees
b. The house was built up on the mango tree
c. The mango tree is rented to the birds
d. The birds live in the mango tree
e. None of the above

5. …the mango tree spreads out its protecting arms… is an example of


a. simile c. personification
b. metaphor d. metonymy e. None of the
above
138

B.2 Inferring Sequence

Directions: Read carefully the situation below. Imagine yourself to be on that situation. Write the
letters of the sentences in the correct order in each box. Three boxes have been completed for
you. Write your answer on the answer sheet provided.
One hot afternoon your classmates decided to come to your house for group study. In
your most hospitable manner, you offered them refreshments of cola and fried potatoes. Colas
are bought in the store, but fried potatoes are another thing.

a. Turn on the gas range and heat oil in a pan.


b. Wash the potatoes.
c. Drop the stringed potatoes and deep-fry for two minutes.
d. Peel and cut the potatoes into strings.
e. Remove the potatoes from the pan.
f. Place the potatoes into the strainer or paper towels to drain.
g. Turn off the gas range.
h. Serve the potato with a ketchup or mayonnaise dip.

a g f

B.3 Interpreting Through Pictorial Representation

Directions: Look at the drawing below and do what the sentences tell to complete the picture. It
doesn’t matter if you cannot draw very well as long as your interpretation is correct. Draw your
answer on the answer sheet provided.

1. Draw a truck travelling in the opposite direction to the car just before the junction,
2. A policeman directing traffic is standing in the middle of the junction. Draw him.
3. Although there’s only one tree at the side of the office building, there are two trees on the
opposite side of the road. Draw them.
4. Some people have complained about the danger of crossing the road between the café
and the cinema. A pedestrian footbridge has now been built at this point. Draw it.
5. A man who has been cleaning the windows of the second floor of the office building
opposite the café has forgotten to take his ladder away. It’s still leaning against the
window on the extreme right of the front of the building. Draw it.
139

C. CRITICAL LEVEL
C.1 Judgment of Reality or Fantasy

Directions: The selection below is followed by fifteen (15) questions based on its content.
Answer all questions following the passage on the basis of what is stated or implied in the
passage. Write your answer on the answer sheet provided.
The worst punishment of my life was administered by my grandmother, a lovable but strict
guardian who believed in suiting the penalty to the crime. Because I had tracked up her shining
front stairs with my muddy shoes in spite of numerous warnings, I received the unique sentence
of spending the rest of the day on those same steps. With an armful of playthings I staggered to
my place of exile and settled down for a long stay. A full hour had not passed before I grew tired
of my toys. The kitten I had brought along deserted me shamefully, so I turned to my books. The
light on the stairs are poor, however, and reading soon become more of a burden than a
pleasure. Even the welcome diversion of a midday lunch was spoiled by Grandmother’s unsmiling
silence as she set it down. I shifted uneasily from one step to another and wisely resisted a strong
impulse to slide down the slippery rail. At last, overcome by weariness and self-pity, I laid my
head down and slept through the rest of those miserable hours. Was it really my worst
punishment? Perhaps it was my best, for since that time I have never trailed through any house
with mud on my shoes.

16. Based on your experience could the situations in the selection really happen?
a. Yes, same situations can be observed on homes when children are scolded for
naughtiness.
b. Yes, it happens in the markets and shopping malls, even at the church.
c. No, the situations are just too bad to be true.
d. No, it’s not possible to have such exaggerated punishment.
e. None of the above

17. Is it probable that one could conclude that a particular punishment of his/her might be the
worst or best punishment?
a. Yes, because punishment can be weighed according to the moral lessons gained from it.
b. Yes, because punishment can be given by either the worst or the best person.
c. No, because it’s obviously indeterminable.
d. No, because punishment is not something one should talk about and consider.
e. None of the above

18. Does the character of the author who is a disobedient child despite numerous warnings exist
for real?
a. Yes, there are children who do not follow older people’s advice.
b. Yes, in fact all children that age is disobedient.
c. No, the author is merely exaggerating his character.
d. No, no such rude and naughty character exists.
e. None of the above

19. Is the character of the grandmother appearing in the characters of guardians nowadays?
a. Yes, she’s like those parents and guardians who are strict but just in disciplining
youngsters.
b. Yes, she’s like those parents and guardians who mistreat children.
c. No, all guardians are non-violent people.
d. No, there’s no character like that who is grumpy and unreasonable.
e. None of the above

20. Are there people nowadays, young or old, who couldn’t seem to forget a certain punishment
administered to them?
140

a. Yes, there are.


b. Yes, in fact I am one of them.
c. No, no one in this world can remember being punished.
d. No, nobody in his right mind would remember a certain punishment.
e. None of the above

C.2 Judgment of Fact or Opinion

6. Does the author provide adequate details for his narration?


a. Yes
b. No
c. Barely
d. Too much
e. None of the above

7. Is the author attempting to sway your thinking?


a. Yes, the author is persuasive.
b. Yes, the author is trying to influence.
c. No, the author merely shares his experience.
d. No, the author has no purpose in writing it.
e. None of the above

8. Was the character right or wrong on his conclusion?


a. Yes, it’s right that it really is his best punishment.
b. Yes, it’s right that it’s his worst punishment.
c. No, it’s not right that it’s his grandmother.
d. No, it’s not right that it’s the kitten that left him.
e. None of the above

15. Was the punishment experienced by the author good or bad?


a. It’s good; it taught him a thing or two about walking upstairs with muddy shoes.
b. It’s good, because he realized what he did was wrong and would not do it again.
c. It’s bad; it bored him.
d. It’s bad, because the grandmother is unsmiling.
e. None of the above

16. Do you think the author‘s statements about his experience on punishment are all facts?
a. Yes
b. No
c. I’m not sure.
d. It’s not important
e. None of the above

C.3 Judgment of Validity and Adequacy

11. Are the ideas presented on the selection in keeping with what you have read on the subject
in other sources?
a. Yes, there are stories that tell of people who have been punished and learned a lot from it
b. Yes, there are reading materials that tells of mental and physical torture.
c. No, because the ideas presented in the selection are not common.
d. No, the ideas in the selection are inconsistent compared to others I’ve read.
e. None of the above

12. What part of the story best describes the character of the author?
141

a. The part where he was left by the kitten; it shows he is a boring companion.
b. The part where he trailed the stairs with muddy shoes; it describes him as a rude and
thoughtless person.
c. The part where he fell asleep on the stairs; it shows he is a sleepy-head.
d. The last part; it describes him as a learned man.
e. All of the above

22. Does the author adequately provide clear details to describe his experience off being
punished?
a. Yes
b. No
c. I’m not sure.
d. It’s not important.
e. None of the above

23. Does the character of the grandmother complete the situation that the author wants to portray
about the punishment?
a. Yes, it completes the situation.
b. No, it doesn’t even affect the whole situation.
c. I’m not sure.
d. It’s not important.
e. None of the above
24. Do you find all the ideas in the selection agreeable?
a. Yes.
b. No.
c. I’m not sure.
d. It’s not important.
e. None of the above

D. READING AND INTERPRETING NON-PROSE FORMS


D.1
Directions: Study the figure below. Complete the textual explanations that follow it by writing the
correct data or information on the blanks. Write your answer on the answer sheet provided.
142

Figure 1
Total Number of Hardwood Trees on Selected Preservation Parks
(in thousands)

Acacia

Gimelina
MIndoro PreservationPark
Bohol Preservation Park
Narra Quezon Preservation Park

Mahogany

0 1 2 3 4 5

Figure 1 shows the total number of (1) _________trees on preservation parks. In Mindoro
preservation park, (2) ______ trees have the most number while only a few thousands of (3)
______ trees survived. In Bohol preservation park, (4) ______ trees do not seem to thrive well as
there is only a total number of (5) _______ of it. However, there are (6) ________ of Narra trees
which shows that Bohol is the best place of the three parks for planting Narra. On the other hand,
Quezon Preservation park has the same number of (7) ________ and (8) _______ trees. All in
all, (9) ________has the most number of hardwood trees while (10) ________ has the least.
143

D.2

Directions: Study carefully the table below and read the interpretations after it. Write TRUE if the
statement corresponds to the data on the table. Write FALSE if the statement does not tally with
the data on the table. Write your answers on the answer sheet provided to you.

Table 1
Yields on Income-generating Projects of the Students’ Council
(In pesos)

SY 2009 SY 2010

Week 4 9,895 9,532

Week 3 8,830 8,127

Week 2 5,915 4,115

Week 1 10,000 10,000

1. The yield in the 2nd week of SY 2009 nosedived over 50%.

2. The plunge for the same period the next School Year is even lesser by P2, 800 in both.

3. The yields for the 3rd week for each School Year show a sharp uptick from P5, 915 to P4,
115.

4. The surge continues to the 4th week of both SY2009 and SY2010, so the progress is
high.

5. The peak yields are over by a few hundred pesos of the week offering.
144

KEY TO CORRECTION
First Year

Part I
TEST OF VOCABULARY

A.1 Sentence Completion

1. d 6. d
2. a 7. b
3. d 8. c
4. c 9. a
5. a 10. b

A.2 Synonyms

1. c 6. a
2. a 7. b
3. b 8. d
4. d 9. b
5. b 10. a

A.3 Analogies

1. c 6. c
2. b 7. d
3. a 8. c
4. a 9. a
5. c 10. b

A.4 Antonyms

1. c 6. c
2. a 7. a
3. a 8. b
4. d 9. c
5. c 10. a

Part II
TEST OF READING COMPREHENSION

LITERAL LEVEL

A.1 Recognizing Details

1. a
2. a
3. b
4. a
5. b
145

A.2 Identifying the Main Idea

1. b
2. a
3. c
4. d
5. b

A.3 Reorganization of Ideas or Information

d a e b c

INTERPRETIVE LEVEL
B.1 Interpreting Figurative Language

1. c
2. a
3. b
4. b
5. d

B.2 Inferring Sequence

d a e b c

B.3 Interpreting Through Pictorial Representation


146

CRITICAL LEVEL

C.1 Judgment of Reality or Fantasy

1. a
2. b
3. c
4. a
5. d

C.2 Judgment of Fact or Opinion

6. a
7. c
8. c
9. a
10. a

C.3 Judgment of Validity and Adequacy

11. a
12. a
13. a
14. a
15. b

READING AND INTERPRETING NON-PROSE FORMS


D.1

1. Total number
2. 2008
3. 2010
4. 1,050
5. 250
6. 500
7. 550
8. 1,300
9. 200
10. 3,050

D.2

1. Academic
2. No
3. 50%
4. 1,042
5. Yes
147

Key to Correction
Second Year

Part I
TEST OF VOCABULARY

A.1 Sentence Completion

1. b 6. a
2. a 7. c
3. a 8. a
4. c 9. d
5. a 10. b

A.2 Synonyms

1. c 6. a
2. a 7. a
3. b 8. c
4. b 9. b
5. c 10. a

A.3 Analogies

1. a 6. a
2. b 7. c
3. d 8. a
4. c 9. b
5. c 10. b

A.4 Antonyms

1. a 6. b
2. a 7. d
3. b 8. a
4. c 9. b
5. a 10. b

Part II
TEST OF READING COMPREHENSION

LITERAL LEVEL

A.1 Recognizing Details

1. b
2. c
3. d
4. a
148

5. a
A.2 Identifying the Main Idea
1. d
2. c
3. a
4. b
5. c

A.3 Reorganization of Ideas or Information

d a f g c e b

INTERPRETIVE LEVEL
B.1 Interpreting Figurative Language

1.
2.
3.
4.
5.

B.2 Inferring Sequence

d b a e c f

B.3 Interpreting Through Pictorial Representation


149

CRITICAL LEVEL

C.1 Judgment of Reality or Fantasy

1. a
2. d
3. a
4. c
5. a

C.2 Judgment of Fact or Opinion

6. a
7. c
8. c
9. b
10. b

C.3 Judgment of Validity and Adequacy

11. a
12. d
13. a
14. a
15. b

READING AND INTERPRETING NON-PROSE FORM

D.1

1. Morong
2. Tanay
3. 450
4. 250
5. 450
6. Greater
7. Least
8. 400
9. 250
10. Second year

D.2

1. Jimmy Neutron
2. Yes
3. 50%
4. 500
5. Yes
150

Key to Correction
Third Year

Part I
TEST OF VOCABULARY

A.1 Sentence Completion

1. a 6. b
2. b 7. b
3. b 8. b
4. d 9. a
5. d 10. b

A.2 Synonyms

1. d 6. d
2. c 7. b
3. c 8. b
4. c 9. c
5. a 10. c

A.3 Analogies

1. a 6. d
2. c 7. c
3. d 8. d
4. b 9. c
5. a 10. a

A.4 Antonyms

1. d 6. c
2. b 7. d
3. a 8. a
4. d 9. c
5. b 10. b

Part II
TEST OF READING COMPREHENSION

A. LITERAL LEVEL

A.1 Recognizing Details

1. b
2. c
3. a
4. c
151

5. a
A.2 Identifying the Main Idea
1. a
2. d
3. b
4. d
5. b

A.3 Reorganization of Ideas or Information

e c g d a f b

B. INTERPRETIVE LEVEL
B.1 Interpreting Figurative Language

1. b
2. c
3. d
4. b
5. b

B.2 Inferring Sequence

b e d f a h j i c g

B.3 Interpreting Through Pictorial Representation


152

CRITICAL LEVEL

C.1 Judgment of Reality or Fantasy

1. a
2. a
3. a
4. a
5. b

C.2 Judgment of Fact or Opinion

6. a
7. c
8. a
9. a
10. b

C.3 Judgment of Validity and Adequacy

11. a
12. c
13. a
14. a
15. a

READING AND INTERPRETING NON-PROSE FORM

D.1

1. Tickets
2. Zoobic Safari
3. 90
4. Enchanted Kingdom
5. December
6. 50%
7. 5 Million
8. April
9. Zoobic Safari
10. Enchanted Kingdom

D.2

1. T
2. F
3. T
4. T
5. F
153

Key to Correction
Fourth Year

Part I
TEST OF VOCABULARY

A.1 Sentence Completion

1. b 6. c
2. c 7. d
3. d 8. a
4. d 9. c
5. a 10. b

A.2 Synonyms

1. b 6. b
2. c 7. c
3. b 8. b
4. c 9. a
5. a 10. b

A.3 Analogies

1. b 6. b
2. d 7. b
3. c 8. c
4. c 9. c
5. b 10. a

A.4 Antonyms

1. a 6. a
2. c 7. a
3. b 8. b
4. c 9. b
5. b 10. c

Part II
TEST OF READING COMPREHENSION

LITERAL LEVEL

A.1 Recognizing Details

1. a
2. a
3. b
4. c
5. a
154

A.2 Identifying the Main Idea

1. a
2. b
3. d
4. d
5. c

A.3 Reorganization of Ideas or Information

b d e c g

INTERPRETIVE LEVEL
B.1 Interpreting Figurative Language

1. d
2. d
3. a
4. d
5. c

B.2 Inferring Sequence

b d e c e f g h

B.3 Interpreting Through Pictorial Representation


155

CRITICAL LEVEL

C.1 Judgment of Reality or Fantasy

1. a
2. a
3. a
4. a
5. a

C.2 Judgment of Fact or Opinion

6. a
7. c
8. a
9. b
10. a

C.3 Judgment of Validity and Adequacy

11. a
12. d
13. a
14. a
15. a

READING AND INTERPRETING NON-PROSE FORM

D.1

1. Hard Wood Trees


2. Acacia
3. Narra & Mahogany
4. Gimelina
5. 1,500
6. 4,500
7. Acacia
8. Mahogany
9. Quezon
10. Bohol

D.2

1. True
2. True
3. False
4. False
5. False
156

Curriculum Vitae

Name : Caroline Breis - Quintana


Date of Birth : January 10, 1982
Place of Birth : Gen. Tinio, Nueva Ecija
Spouse : Romanito C Quintana

Educational Qualification:

Elementary : Semeon R. Bendaña Sr.


Memorial Elementary School
Secondary : Tanay National High School
Tertiary : University of Rizal System
Degree : Bachelor of Secondary Education
Major in English

Eligibility : Passer: Licensure Examination


for Teachers

Positions Held:

Public Relations Officer (2004-2005) : URS-P Student Council


Contributor : URS-P School Publication
Associate Editor (2007-2008) : URS-T Hilltop Chronicle

Teaching Experiences:

2008 : Tanay National High School


: Sampaloc National High School

Seminars Attended:

Seminar on UBD (2010) : URS-M

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