IMPROVING THE COMPREHENSION SKILLS IN ALL PUPILS OF THE GRADE 3 CLASS OF MAPULOG ELEMENTARY SCHOOL THROUGH CONTEXT CLUES AND VOCABULARY ENHANCEMENT
An Action Research Proposal Presented to the Division Research Committee Division of Misamis Oriental
JUDITH B. SACABIN
Teacher I/ Proponent Mapulog Elementary School Naawan District
SEPTEMBER 20, 2017
ANNEX 1. Action Research Proposal Application Form and Endorsement from the Immediate Supervisor
A. RESEARCH INFORMATION RESEARCH TITLE: IMPROVING THE COMPREHENSION SKILLS IN ALL PUPILS OF THE GRADE 3 CLASS OF MAPULOG ELEMENTARY SCHOOL THROUGH CONTEXT CLUE AND VOCABULARY ENHANCEMENT SHORT DESCRIPTION OF THE RESEARCH This study will focus on the improvement of the comprehension skills in all pupils of the Grade 3 class of Mapulog Elementary School through context clues and vocabulary enhancement. RESEARCH CATEGORY RESEARCH AGENDA CATEGORY National (check only one main research theme) Region Division Teaching and Learning District Child Protection School Human Resource Development Governance
(check only one) Action Research Basic Research
(check up to one cross-cutting theme, if applicable) DRRM Gender and Development Inclusive Education Others, please specify
SOURCE OF FUNDS
AMOUNT
B. PROPONENT INFORMATION LAST NAME: SACABIN
MIDDLE NAME: BAHIAN
FIRST NAME: JUDITH
BIRTHDATE: 05/24/1969
SEX:
POSITION/ DESIGNATION TEACHER I
FEMALE
REGION/DIVISION/DITRICT/SCHOOL (whichever is applicable) MAPULOG ELEMENTARY SCHOOL CONTACT NUMBER 1 09057390839
CONTACT NUMBER 2
EMAIL ADDRESS
[email protected]
EDUCATIONAL ATTAINMENT BEED
TITLE OF THE THESIS/RELATED RESEARCH PROJECT
IMMEDIATE SUPERVISOR CONFORME
I hereby endorse the attached research proposal, I certify that the proponent has the capacity to implement a research study without compromising her office functions.
SANDRA G. CAUDOR Head Teacher III September 19, 2017
NILDA M. MEJOS, Ed. D Naawan Public Schools Distrcit Supervisor September 19, 2017
CHERRY MAE L. LIMBACO, Ph.D.,CESO V Schools Division Superintendent – Misamis Oriental Date: ____________
ANNEX 2. ACTION RESEARCH PROPOSAL REQUIREMENTS
I
CONTEXT AND RATIONALE
II
ACTION RESEARCH QUESTIONS
III
PROPOSED INNOVATIONS, INTERVENTION AND STRATEGY
IV
ACTION RESEARCH METHODS
A. Participants and/or other sources of Data and Information
B. Data Gathering Methods C. Data Analysis Plan V
ACTION RESEARCH PLAN AND TIMELINES
VI
COST ESTIMATES
VII
PLANS FOR DISSEMINATION AND UTILIZATION
VIII
REFERENCES
IX
APPENDICES
I. CONTEXT AND RATIONALE
Reading comprehension is an essential skill for learners of English. For most of learners it is the most important skill to master in order to ensure success in learning. With strengthened reading skills, learners of English tend to make greater progress in other areas of language learning. Reading should be an active, fluent process that involves the reader and the reading material in building meaning. Teaching students how to utilize the skills and knowledge they bring from their first language, develop vocabulary skills, improve reading comprehension and rate, and monitor students’ improvement are just some of the elements that teachers must consider in preparing for an English language reading class. Learning to read in a second or foreign language is a process that involves learning skills, learning new vocabulary and patterns, and cultivating the ability to transfer skills from the classroom to the real world, where English may be used. (Simpson and Rush, 2003) When a pupil reads ,he does not have to read the whole book to get the meaning of the printed materials. He must also focus on reading for understanding, not on individual words. He reads in order to understand because reading is should be paired with understanding.Authorities agree that comprehension ability is basic to all reading . they consider that the heart of reading is synonymous to comprehension. It is not enough that a reader should be able to pronounce the words correctly. The pronunciation of the words without understanding their meaning is not true reading and the development of reading comprehension therefore,is fundamental in all reading instruction.However, reading specialist believed that a reader can read and comprehend the selection if he can pick out or infer the main the main idea, note supporting details ,arrange incidents in
proper sequence, see cause and effect relationships, predict outcomes and draw conclusions in given events. Context clues can significantly increase reading comprehension (Eileen Bailey,2017) . When you encounter a word you don't know as you are reading, you can choose to look It up in a dictionary, ignore it or use the surrounding words to help you determine what the word means. Using the words around it is using contextual clues. Even if you can't figure out the exact definition, phrases and words should be able to help you make a guess about the word's meaning. The researcher is motivated to undertake this action research to test the respondent’s reading ability and further discover the reason why they find it hard to read with comprehension. However, when these clues are present, equipping students with the tools to use them productively positions them well to further their reading comprehension.
II. ACTION RESEARCH QUESTIONS
The development of the pupils’ reading comprehension takes more time and skills to develop in achieving
the goal of improving comprehension skills through
context clues. This study there are relevant questions to be asked.The researcher hopes to answer the following questions: 1.What are the advantages of improving comprehension skills using context clues? 2. What are the disadvantages of improving comprehension skills using context clues? 3.How to improve comprehension skills using context c lues? 4.. How rich are the vocabularies of the pupils in terms of: 4.1 synonyms and 4.2 antonyms?
III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY
To help pupils learn to use contextual clues to learn new vocabulary words,teach them specific strategies such as,using textbook or printed worksheets,write down several new vocabulary words on the board.If using a textbook,write down the page and paragraph where the words is.Conduct remedial classes for reading activities such as oral reading ,reading of selections/passages or poems, unlocking of difficulties and sighting motive questions before reading ,comprehension check and infusion of values and retell stories to develop understanding and comprehension. Prepared reading materials like Developing Reading Power ( DRP ) in English , conduct daily reading activities during remedial period in the morning or in the afternoon.Then a follow up questions related to what they have read ,to ensure if they fully understand. Providing word for the day to be defined and used in a sentence,unlocking of difficulties in reading selections,using antonyms and synonyms in oral and written communication , active participation in dialogue,skits, dramatization, discussions and other o ral performing activities. Undertaking oral and silent reading, individually or by group during English class or in free time. Knowledge on using audio visual ( TV) ,word drill for vocabulary enhancement, encyclopedia, dictionary, thesaurus and the like may enable them to acquire plentiful vocabularies that may later become common to them as they encounter them in the teacher’s daily lessons .It is also helpful to provide students with frequent reminders and examples of the different types of c ontext clues. Pupils can also keep examples in their reading or writing portfolios
.
IV. ACTION RESEARCH METHODS
This part discusses the research methods that will be employed to describe the participants of the study and other sources of information relevant to the focused topic. It
will also describe how the data and information will be gathered and to come up with a good data analysis plan.
A. Participants and/or Other Sources of Data and Information
The participants of this study will limit only to the Grade 3 learners of Mapulog Elementary School SY 2017-2018. Nine (9 ) boys and nine (9 ) girls , out of eighteen(18) pupils in Grade 3 class.
B. Data Gathering Methods
The tools for data and information gathering are essential for the success of this study. During the implementation of this study,the researcher conducted PHIL-IRI ,as instrument to test the reading comprehension skill of the pupils.Each pupil will be given passage/selection and asked them to answer at the end of the selection or story.To test their vocabulary skills,pupils will match items, answer the meaning of the unfamiliar words using synonyms or antonyms and examine context clues within provided sentences. C. Data Analysis Plan
After all the needed data and information will be gathered, with the use of several methods that will be employed this study, a plan will be appropriately designed to analyse all the details. The monitoring charts of the learners comprehension and vocabulary skills will be tabulated.A frequency and percentage tools will be designed to establish quantitative data. A short interview will also be done to the pupils to determine their difficulties in reading comprehension. The response of the short interviews conducted will be tabulated in narrative form to analyse the feelings and emotions of participants regarding the study.
V. ACTION RESEACH PLAN AND TIMELINES
Before the proper conduct of this action research a plan and timelines will designed as guide to smoothly implement the study. The table illustrates the action research plan and timelines.
ACTIVITIES
OBJECTIVE
PERSONS INVOLVED School Head Teacher
TIMELINE
Gathering data
Establish baseline of the study
Conceptualizing The Study
Create concept that will be the School Head roadmap of the study. Teacher
First week of August First week of August
Formulating Title
Finalize the focus problem of School Head the study Teacher
First week of August
Proposing the study
Present the study to the school School Head head for suggestions and Teacher approval.
Second week of August
Implementing the study
Improving the comprehension School Head and vocabulary skills of the Teacher pupils
Gathering of data
Analyze the result of the study
School Head Teacher
Third week of August to third week of October Fourth week of October
Establishing Conclusion and Result
Determine the performance of School Head the pupils Teacher
First week of November
Completion of the study
To establish the result and will School Head do further intervention if Teacher necessary.
Second week of November
VI. COST ESTIMATES
This study will only spend minimal expenses such as one ream of bond paper which will be taken as teacher’s allocation from MOOE. Expenses for printing will be shouldered by the researcher personally.
VII. PLANS FOR DESSIMINATION AND UTILIZATION
The dissemination and utilization of the study will be applied upon the approval of this proposal.
VIII. REFERENCES
http://www.wikihow.com/Understand-a-Word-Without-Using-a-Dictionary
https://www.edhelper.com/language/Context_Clues.htm
http://www.Idonline.org/article/61511
http:www.thoughtco.com/reading-omprehension-to-student-with-dyslexia31104336
improving vocabulary through contextual cluesThe meaning of contextual clues
A wide vocabulary is a key to good reading comprehension. There are number of techniques to widen one s vocabulary, but the best among them is the use of contextual clues. Contextual clues
are words or phrases in the text acting as clues to the meaning of a difficultterm in the selection. This vocabulary-building strategy involves the whole text plus thepersonal experiences of the reader. Kinds of contextual clues1.
S ense of the sentence
The sense of the sentence clue involves the whole sentence. The reader has toget the general sense or meaning of the sentence to get some ideas about oneunfamiliar term used in the sentence. The question plus the answer must havesome connection with the unfamiliar term.Ex.a.
You can not easily change the stand of an obdurate person.Question: What can you say about a person who does not welcome change?Answer: He is not flexibleObdurate means not flexible.b.
The strong wind will make your hair appear scraggly.Question: What becomes of hair that is not combed?Answer: It is not orderly. It is untidy, or disheveled.Scraggly means irregular, unkept, disorderly, untidy. 2 .
Use of synonym
Synonyms are words that have the same or nearly the same meaning. If the text uses aword that is synonymous to a different term in the text, that synonym can be used bythe reader as his guide in getting the meaning of the difficult word. The presence of
thesynonym in the sentence is signaled by a comma, dash, parentheses, a link or a series of synonymous terms, or a restatement of the difficult term in more familiar words in aphrase, or another sentence.There are several ways of recognizing synonyms in a sentence. These are:a.
By commas to separate the appositive from the other words in the sentence. y
The Volvo, a car, costs a million pesos