Republic of the Philippines

Department of Education
Region XII
Division of City Schools
Koronadal South District II
MANGGA ELEMENTARY SCHOOL
Brgy Sarabia (Bo. 8), City of Koronadal

ACTION RESEARCH PROPOSAL

Research Title

Reading Proficiency Level of Grade Five – Kamagong Pupils Based on

Phil –IRI Results: A Basis for Intervention

Brief Introduction

The teaching of English as a foreign language occupies an important

place in the Philippine education system. Although it is not the sole medium of
instruction in elementary and secondary stages, accessing key information at
higher education in a great variety of fields is often dependent on having
reading ability in English. Reading is, therefore, the most important skill for
foreign language learners, because they have little exposure to the target
language outside the classroom and most of the information in English comes
through reading (Boss, 2002).
In the study of Al-Tamimi (2006), he stated that reading is a source of
difficulty for second language learners. The problems that they encounter are
due to a number of factors including lack of appropriate reading strategies,
lack of background knowledge related to the topic of the target language or lack
of attitudes toward reading, to name a few. Nevertheless, given enough time,
learners can overcome their difficulties when they receive the appropriate
training.
In the first quarter of this school year, the researcher has observed that
the pupils of Grade Five – Kamagong have difficulty in understanding their
lessons in English. They also have difficulty in formulating sentences as well
as in paragraph writing. Further, the researcher has observed that a number
of them can recognize words in printed materials but have difficulties in
answering when asked about the printed material read. And, at the end of the
first quarter of this school year, this problem on reading was evidently mirrored
in the poor results of their exams in subjects where English is the medium of
instruction.
This is definitely a cause for alarm because if these pupils cannot read
properly, then there is also a big chance they will have difficulty writing and
speaking well.
To address this concern at its very core, the researcher come up with this
research so these pupils can be trained at the earliest time possible to read
very well. Through identifying the pupil’s problem in reading, the researcher
will be able to come up with an intervention to best enhance the pupil’s
comprehension level.
The result of this action research will be the basis for formulation of an
appropriate reading intervention for the pupils of Grade Five – Kamagong. By
being able to come up with an effective reading remediation program for this
class, the researcher can prepare them for upcoming challenges and likewise
improve their competitive edge.
Statement of the Problem

Specifically this action research aims to answer the following questions:

1. What is the profile of Grade Five – Kamagong pupils?

2. What is the reading proficiency level of Grade Five – Kamagong pupils

using Phil – IRI materials?

3. What intervention program should be designed to enhance the reading

comprehension ability of Grade Five – Kamagong pupils?

Conceptual Framework

Reading Intervention Program For Grade Five – Kamagong Pupils

Input Process Output

* Profile of Grade Five – A. Quantitative Data Reading Intervention
Kamagong Pupils Data Analysis Program
* Percentage
* Frequency
*Reading Proficiency Level of
Grade Five – Kamagong Pupils B. Formulation of
Reading Intervention
*88
*Word Recognition Level Program

*Comprehension Level

Figure 1. Conceptual Framework

The researcher followed the IPO model of conceptual framework wherein

the profile of the respondents are first identified as well as their reading
proficiency level through the use of the Phil-IRI pretest materials. The data
gathered will then be analyzed and become the basis of formulating the
appropriate reading intervention program that will best enhance their reading
proficiency level.
Methodology

Reading Proficiency Level of Grade Five – Kamagong

Pupils

Profile of Grade Five – Kamagong Locale of the Study

Pupils
* Gender
* Economic Status
Mangga ES , Brgy. Saravia

Respondents

Grade Five – Kamagong Pupils

Reading Comprehension Level of Data Gathering Instruments

Grade Five – Kamagong Pupils Based
on Phil-IRI
* Frustration
* Instructional Phil – IRI Pretest Materials
* Independent

Data Analysis

* Percentage
* Frequency

Reading Intervention Program

Figure 2. Research Design

Locale of the Study

This research is conducted in Mangga Elementary School, Barangay

Saravia, City of Koronadal.

Respondents

The respondents of this research are the Grade Five – Kamagong class of
Mangga Elementary School. The class is consists of 21 boys and 19 girls.

Data Gathering Instruments

This research used the Phil – IRI Pretest material for grade five in
assessing the reading comprehension level of the respondents. The mechanics
in administering the Phil –IRI are followed in order to come up with an accurate
baseline data. The materials are designed to measure the reading
comprehension level of the respondents as independent, instructional and
frustration.
 The pretest material is consists of a graded reading passage followed by 7
comprehension questions. The questions are categorized into three dimensions
namely literal, interpretive and applied. The critical questions are subsumed in
the applied dimension.
The passage is a narrative text. They are carefully written to ensure that
the characters, setting and plot appeal to the children. They are culture-
neutral, gender-free and without biases against religion, ethnicity/race and
socio-economic status. They are also laden with values and real-life lessons.

Data Analysis

The Phil-IRI-Oral Test uses predetermined set of criteria in identifying

the reading levels of the respondents. These criteria include the percentage of
word recognition accuracy and the percentage of correct answers to
comprehension questions. It has adapted the set of criteria for the reading
levels proposed by Johnson, Kress and Pikulski (1987). Table 1 shows the Phil-
IRI- Oral Test criteria.

Table 1. Phil-IRI Oral Test Criteria

Level Word Recognition (WR) Comprehension

Independent 97-100% and 80% - 100%

Instructional 90 - 96% and 59% - 79%
Frustration 89% below or 58% - below

To compute the level of the respondents in word recognition, the

following formula is used:

Word Recognition (WR): No. of major miscue (M) x 100 = % of M

No. of words in the passage (N)

% correct = 100% - % of M

To compute the respondent’s comprehension level, the following formula

is used:

Comprehension (C): No. of correct answers x 100 = % of CR

No. of questions

References:

Barrentine, Shelby J ed. 1999. Reading Assessment: Principles and Practices

for Elementary Teachers. USA: International Reading Association.

Philippine Informal reading Inventory Manual of Administration.

Department of Education

Shanahan, T. 2005. The National Reading Panel Report: Practical Advice for
Teachers. Learning Point Associates.

Swearigen, Rebecca and Allen, Diane. 2000. Classroom Assessment of

Reading Process 2nd ed. USA: Houghton Mufflin Company.
 Prepared by:

JHOANNE V. CUNANAN
T-I, Researcher

Noted by:

EMELINE S. DORUELO
HT-II/School Head

Recommending Approval:

BERNARDITA M. VILLANO
Principal In-Charge

APPROVED:

LEONARDO M. BALALA
Assistant Schools Division Superintendent
Officer In-Charge