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Chapter I
Reading is not just being able to read the words, but also understanding what you
are reading. Reading without comprehending is not reading at all. Pupils, who can hardly
understand simple text and word recognition, definitely could hardly comprehend. Thus,
K12 Publishing, LLC, 2015: Reading comprehension is the ability to read texts,
process it, and understand its meaning. Although this definition may seem simple, it is not
influenced by their traits and skills, one of which is the ability to make influences. If word
recognition is difficult, students use too much of their processing capacity to read individual
For past years, the teacher in English of every batch of grade VI pupils of Kalines
Elementary School, Olutanga District finds it hard teaching English because most of the
pupils can just read but could hardly comprehend what they have read. They lack the ability
to understand even simple texts and their vocabulary is poor. The teacher must translate
English words to Filipino or Mother Tongue for them to interact to every discussion. As
observed it really affects the pupils’ performance academically. The Mean Percentage Score
of every assessment and evaluation done by the teacher is low and really cannot reach the
strategies to help the pupils improve their potentialities especially in reading and reading
comprehension. Reading comprehension skill is very important to pupils to learn for them to
communicate others using the second language. And so, the researcher conducted this
study to help her solve the present situation in the class, or in school.
N. Anderson stressed that reading skill plays an important role in teaching English as
a second language. For those who study English as a second language, ability in English
comprehension is a must.
N. Anderson, Research shows that instruction, even in early grades, can help
students become better at monitoring their comprehension. Students who are good at
monitoring their comprehension knows when they understand what they read and when they
do not.
continually increase their knowledge. According to MR. SMOEURN Pong in his Action
conscious plans – sets of steps that good readers make sense of texts.
According to the NRP – National Reading Panel (US Department of Education, 2000)
– found that direct instruction of vocabulary improved reading comprehension. All classroom
teachers who expect students to learn the context of specific subjects need to be teaching
reading.
responsibility, wherein teachers initially explain, model strategy, and use instructional aide.
Over time, they give students more and more responsibility for using the strategies until they
can use them independently. This technique is generally associated with the idea of self-
regulation and reflects Social Cognitive Theory, originally conceptualized by Albert Bandura.
Responding to the call for more studies that explore the reading strategies readers
apply while engaged in online and print reading tasks, Bolaños (2009) aimed at identifying
the specific comprehension strategies good L2 readers use when they process texts in linear
and nonlinear contexts. His study is a deliberate attempt to problematize the usual way good
readers are described active, skilled, and proficient, among others which can be said to be
vague.
interacting with texts (Ruddell, 2002), the comprehension processing in Bolaños (2009) was
accounted for
by some theories and models that served as framework of the study and these are 1) self-
regulated learning by Azevedo (2005, as cited in Scheiter & Gerjets, 2007) which states that
for better processing of any textual information, awareness and monitoring of the reading
activity being performed are necessary; 2) cognitive flexibility theory by Spiro, Feltovich,
Jacobson, and
Coulson (1991, as cited in Bolaños, 2009, p. 70) which argues that for successful hypertext
Leu, Kinzer, Coiro, and Cammack (2004) which succinctly asserts that as new technologies
emerge, new ways of reading also emerge; and 4) cognitive load theory by Sweller,
Chandler, Tierney, and Cooper (1990) which explains that to reduce the mental effort
readers must exert in comprehending a text, readers must be presented with organized,
readable material.
Instructional aides are not self-supporting; they are supplementary training devices.
The key factor is that instructional aides support, supplement, or reinforce. Instructional
materials are the tools used in educational lesson, which involves active learning and
assessment.
Basically, any resource a teacher uses to help him teach his students is an
Instructional resources are key resources used by teachers every day to help
students acquire knowledge and understanding. From textbooks to library books to web
sites, a wide variety of resources are available to help teachers meet the need and pique the
interests of their students especially in reading. Each teacher requires a range of tool to
draw upon in order to assist and support student learning. Teaching materials can support
students learning, process information and understand its meaning, and increase students’
Materials, there are types of instructional materials and these are the Traditional Resources,
Traditional Resources
Traditional resources include any textbooks and workbooks used in the classroom. For
example, language arts classrooms almost always have literature textbooks, writing
textbooks, and even vocabulary and spelling workbooks. In addition to these, traditional
resources also include any supplemental reading material, like novels or poems outside of
the textbook.
These materials can really help to introduce new concepts to your students. For example,
when learning the concept of theme, a literature textbook can provide numerous reading
materials all displaying theme in different types of literature. In the same way, workbooks
can give some useful basic practice activities for a new vocabulary words or even writing
activities that might be difficult for students. Then, when mastery is shown on a basic level, a
choose material within the resource that appropriately relates to your learning objective.
Most textbooks and workbooks have already been designed to align with certain educational
standards and are therefore very reliable in regards to addressing classroom goals. Still, it is
important to be sure to choose material within the textbooks that matches your specific
learning objective.
Graphic Organizers
A second type of instructional material is the graphic organizer, which is any type of visual
representation of information. Diagrams, charts, tables, flow charts, and graphs are all
graphs on a coordinate plane when learning about the equation of a line so that students can
actually see how a line is graphed. In language arts, Venn diagrams and plot diagrams are
clear instructional tools to use when comparing or analyzing events in a piece of literature.
All of these graphic organizers allow students to physically see relationships between ideas.
This is imperative for learning, especially for students who are more visually oriented. Seeing
In fact, having students create their own graphic organizers can be a great way to
incorporate active learning. For instance, you can have students read a short story or even
an informational article and then create their own visual representation of the information.
This pushes students to internalize and apply the information, which requires more thought
To evaluate your graphic organizers, the most important aspect is to make sure they support
learning and are not merely creative distractions. Some materials can be very fun and
interesting, but if they do not support learning, they should not be included in your lesson.
For instance, a Venn diagram on two characters in the novel, A Tale of Two Cities, can be a
nice visual, but this is a higher-level novel and needs a more in depth type of graphic
Teacher-Made Resources
include anything the teacher creates, like handouts, worksheets, tests, quizzes, and projects.
Many of these are used for assessment in the classroom, which is determining the level of
learning on any given topic. For instance, different handouts or worksheets can be used
throughout a unit to see which students are getting it and which students are struggling.
Evaluating these materials is very important. Everything a teacher creates must be a true
assessment of the learning objectives. For instance, a test on a more advanced novel needs
to show how a student can apply the concepts of theme, character development, conflict,
and other literary ideas covered in that unit. In this case, simple recall of plot events should
Instructional Media or Course Content can be the most fun and creative aspect of
Instructional materials are items such as books, journal articles and other print material,
digital video and audio, computer software, simulations, and other digital content that are
used as part of the instructional process. While the format of instructional materials has
evolved and will continue to change, the purpose remains the same: Instructional materials
and media remain the primary tool that instructors use to convey concepts, topics, and
materials—while maintaining alignment with your learning objectives and also weighing
issues of copyright, fair use, and accessibility. Since it is so easy to link to resources and
materials online, it is also easy to select content that may not actually be needed to meet the
Also, making decisions about finding or developing content can be a very time-consuming
part of any course development process, particularly with online courses. This is because it
is important to select just the right activities and assignments to align with your course
learning objectives.
In the early days of online teaching, it was initially thought that building an online course
simply involved selecting a good textbook and/or writing out the lectures and posting them
within the online class. As online learning has evolved, it has become clear that this
approach is not sufficient to engage online learners and allow them to meet the learning
objectives or competencies.
There are so many choices of content and resources available. Therefore, it may be
This study aimed to improve the reading comprehension in English of Grade VI-1
materials.
VI-1 pupils of Kalines Elementary School, Olutanga District with the utilization of
instructional materials?
Chapter III
The present situation of Grade VI-1 class of Kalines Elementary School, Olutanga
District in the English subject is a problem to the teacher. The pupils can just read but most
of them can hardly comprehend simple texts. The teacher must translate English words to
Filipino or Mother Tongue for them to interact to every discussion and class activities. As
observed this situation really affects their academic performance in the class.
To help her solve the problem, the researcher conducts this study on improving the
every class discussion and activities, a teacher should employ various types of instructional
tools that best suited their ability and capacity. Differentiated activities with the use of
instructional tools for the pupils’ level of understanding must be applied. It must be done
The teacher must utilize instructional materials from traditional types, graphic
organizers, teacher-made resources or instructional media in every class activities that best
suited according to their abilities and level of understanding. Direct instruction of these
materials must be the teacher’s great responsibility to help pupils improve their vocabulary
and word recognition and their ability and skills in reading comprehension.
Chapter IV
This part includes the sampled respondents in the school. Data Gathering and
A. Participants
Purposive sampling is use in this study in selecting the Grade VI-1 pupils of
composed of 25 pupils where 9 are boys and 16 girls as respondents of the study.
Purposive sampling was used in order to give the respondents the equal chances to
random sampling where all the participants or respondents of the investigation must
have equal chances to respond or answer the questions. This is a kind of design in
which the investigator had the interest to find out the actual result of the investigation
Firstly, a written consent address to the parents and school head for the
conduct of this study. After granting the request, the proponent gets the Mean
Percentage Score (MPS) result of First Grading Test in English of Grade VI-1 pupils
Grade VI-1 pupils of Kalines Elementary School, Olutanga District school year 2017-
2018.
Table 1 shows the MPS Result of First Grading Test in English of Grade VI-1
pupils of Kalines Elementary School, Olutanga District conducted last August 11,
2017.
pupils of Kalines Elementary School, Olutanga District, and school year 2017-2018. It
in English
BOYS 6 3 0
GIRLS 6 9 1
TOTAL 12 12 1
Grade VI-1 pupils of Kalines Elementary School, Olutanga District school year 2017-
Utilized Utilized
A. Traditional Resources
1. Textbooks
2. Spelling Workbooks
3. Compilation of Poems,
B. Graphic Organizers
1. Charts
2. Flow Charts
3. Tables
4. Graphs
5. Diagrams
C. Teacher-Made Resources
1. Handouts
2. Flash cards
3. Tests
4. Quizzes
5. Assignments
6. Worksheets
7. Projects
8. Cut-outs
9. Pop-ups
Content
1. Printed Materials
Grade VI-1 pupils of Kalines Elementary School, Olutanga District school year 2017-
Parents
4. Finalization of Action
Proponent 250.00
Research Proposal
Committee
6. Submission of Action Division
7. Revision on suggested
Proponent 500.00
output
8. Preparation of the
Record Form
Cost Estimates
Particulars Amount
Pens 100.00
Cartolina 1,500.00
Pilot 500.00
Printing 5,000.00
Scissors 200.00
Glue 800.00
Binding 1,500.00
TOTAL 33,100.00
Chapter VII
Upon the approval of the findings and recommendations of this study, the researcher will
produce copies of the study for dissemination. The researcher addresses a written consent to the
school head of Kalines Elementary School and to the district supervisor for the release of the study
The result of the study may useful not only to the respondent class but to other classes of the
other schools as well. The researcher may also directly explain the result of the study to other
teachers especially the other teachers of Kalines Elementary School for them to understand better of
Chapter VIII
References
Eduardo Bolanos, Department of English and Linguistics (De La Salle University) A Comparison of
the Reading Strategies Used by Good Readers in Print and Hypertext Environments: Implications
and Recommendations for the Improvement of Reading Instructions, 2009
ANNEX 1: Research Proposal Application Form and Endorsement of Immediate
Supervisor
A. RESEARCH INFORMATION
RESEARCH TITLE
Improving Reading Comprehension in English of Grade VI-1 Pupils of Kalines Elementary School,
This study is conducted to improve the reading comprehension of the Grade VI-1 class of
Kalines Elementary School, Olutanga District through utilization of instructional materials.
The researcher finds it hard to teach English subject because most of her pupils can hardly
comprehend. This situation affects the MPS result of every assessment and evaluation done by the
teacher. With regard to this, the researcher decided to conduct this study to help her solve the
present situation in her class.
BERF 30,000.00
PERSONAL 5,000.00
Declaration of Anti-Plagiarism
1. I, MARICEL V. TABON, understand that plagiarism is the act of taking and using
another’s ideas and works and passing them off as one’s own. This includes explicitly
copying the whole work of another person and/or using some parts of their work
without proper acknowledgment and referencing.
2. I hereby attest to the originality of this research proposal and cited properly all the
reference used. I further commit that all deliverables and the final research study
emanating from this proposal shall be of original content. I shall use appropriate
citations in referencing other works from various sources.
SIGNATURE: ____________________
2. I hereby declare that I do not have any personal conflict of interest that may arise from
my application and submission of my research proposal. I understand that my
research proposal may be returned to me if found out that there conflict of interest
during the initial screening as per (insert RMG provision).
3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of my research, I will duly report it to the
research committee for immediate action.
SIGNATURE: ____________________
Of
MARICEL V. TABON
Olutanga District
Of
MARICEL V. TABON
Olutanga District
School Year 2017-2018