TEACHING STYLE IN ENGLISH READING OF GIMANGPANG

INTEGRATED SCHOOL

An Undergraduate Research

Presented to

the Faculty of the Department of Education

Initao College

In Partial Fulfillment of the

Requirements for the Degree

Bachelor of Elementary Education

Antioco D. Alentijo

2021
 APPROVAL SHEET

This undergraduate research entitled “TEACHING STYLE IN ENGLISH

READING OF GIMANGPANG INTEGRATED SCHOOL”, prepared and submitted by Mr.

Antioco D. Alentijo in partial fulfillment of the requirements for the degree of

Bachelor of Elementary Education, is hereby recommended for approval and

acceptance.

KEVIN CLIENT B. MATUTES

Research Adviser

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

of Elementary Education.

JURIELLE Q. GALAROZA ANNE PAULINE C. PANORIL

Member Member

KEVIN CLIENT B. MATUTES ROSHIN MARIELLE N. BRITOS, M.Sc.

Vice President for Research and Extension Chairman

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

Elementary Education.

ii
 ACKNOWLEDGEMENT

The research would like to extend their deepest gratitude to the following

persons who helped him realize this research study:

I am deeply grateful to Mr. Kevin Client B. Matutes, research adviser, for the

guidance and encouragement in making this research and unselfishly shared his

expertise for the completion of this research;

Ms. Ann Pauline C. Panoril and Ms. Jurielle Q. Galaroza, who willingly shared

their time in helping the researcher in many ways;

Mr. Jade Albert P. Acera, who assisted the researcher in data collection; To

my supportive family, friends, and relatives, thank you for your unending support,

unconditional love, and encouragement;

I would like to extend a heartfelt thank you. Thank you for all the blessings

and prayers.

ANTIOCO D. ALENTIJO

iii
 TABLE OF CONTENTS

Page
LIST OF TABLES ………………………………………………………………………………………………vi
LIST OF FIGURES …………………………………………………………………………………………….vii
Chapter 1
THE PROBLEM
1.1 The Problem and Its Background………………………………………………………..1
1.2 Statement of the Problem ………………………………………………………………….3
1.3 Theoretical Framework …………………………………………………………….………4
1.4 Conceptual Framework ………………….…………………………………….……………5
1.5 Hypotheses ………………………………………….……………………………………………5
1.6 Significance of the Study ……………………………………………………………………6
1.7 Scope and Limitation of the Study..……………………………………………………..6
1.8 Definition of Terms ……………………………………………………………………………7

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES ………………..…………………………..8
2.1 Foreign Literature …………………..…………………………………………………………9

Chapter 3
RESEARCH METHODOLOGY ……………………………………………………………………..……….14
3.1 Research Design …………………………………………………..……………………………14
3.2 Research Locale ……………………………………….………….….…………………………14
3.3 Participants of the Study …………………………….…………….………………………..15
3.4 Research Instrument …………………………….………………….………………………..15
3.5 Data Collection Procedure …………………………….…………………….……………..15

iv
 3.6 Data Processing Methods …………………………………………………….…………….16
3.7 Statistical Analysis ……………………………………………………………………………………….17
3.8 Flowchart of Methodology ……………………………………………………………………………18

v
 LIST OF TABLES

Page
Table 1. Teaching Styles in Reading…………………………………………………………………….17

vi
 LIST OF FIGURES

Page
Figure 1. Conceptual Framework………………………………………………………………………..5
Figure 2. Location of Gimangpang Integrated School………………………………………….14
Figure 3. Flowchart Methodology………………………………………………………………………18

vii
 LIST OF APPENDICES

Page
Appendix 1. Request Letter to Principal…………………………………………………………….24

viii
 THE PROBLEM

1.1 The Problem and Its Background

Reading is the process of looking at a series of written symbols and getting

meaning from them. When we read, we use our eyes to receive written symbols

(letters, punctuation marks and spaces) and we use our brain to convert them into

words, sentences and paragraphs that communicate something to us. Reading is part

of our daily lives; reading is important for our daily survival. If we can’t read, our

lives will be more difficult than we think. Many reasons why reading is important,

reading can inspire you when you are feeling bored. Reading helps get the creative

side of your brain. Reading takes us out of that “multi-tasking” mindset that are

constantly in. It allows us to really focus on one single thing that we are doing, and

be fully present in it. This focus can allow us to be successful in other parts of our

lives, such as on the job. Those who are capable of focusing for longer periods of

time can get more work done and be more efficient, which can mean working less

overall hours or being seen as a more valuable worker. Another one of the reasons

why reasons why reading is important is that it allows for a greater perspective on

the world and on others. Reading can take us outside of our closed-off bubble,

allowing us to see a different view on the world, one outside of our own. Reading is a

chance to live through the lives of others without stepping outside of our comfort

zone or even traveling anywhere else. It’s a chance to live another life without even
leaving your home. It will transport our imagination to places we’ve never been

before, and perhaps never even knew existed.

Many of us have a lot of things stressing us out in our busy and hectic lives,

and we are always looking for new, concrete ways to deal with these anxieties. Well,

believe it or not, reading can actually help you destress. Sometimes, there’s no need

to spend lots of money on professionals and programs to achieve a sense of calm,

and a simple book can solve everything. Reading is the ideal way to relax and calm

those anxious nerves that are constantly at work. In fact, a recent study found that a

mere six minutes of reading was shown to reduce muscle tension, and slowed down

the heart rates of readers as well. Overall, it reduced stress levels by an impressive

68 percent. Reading can really provide a sense of belonging, giving us a sense of

hope during tough times, reminding us that we are not alone. Reading about others

who also went through a hard time and managed to face their challenges can serve

as a real inspiration. If they can get through it, then so can you! Sometimes, a good

book is exactly what we need to keep on going. Not only is reading good for the soul

and the mind, but another one of the many reasons why reading is important is that

it makes for a great conversation starter. Reading provides you with a great deal of

new information, and can connect people from all over the world.

Not every student acquires reading skills at the same rate. Reading begins

with mastering pre-literacy skills, including learning the alphabet and enhancing

phonemic awareness. This is followed closely by phonics instruction that teaches

children how to map sounds to letters and sound out words. As more terms become

familiar to a beginner reader, the process speeds up via whole word recognition or

2
sight-reading. This can be encouraged through direct instruction in high frequency

vocabulary. When students move into middle school, they will be asked to achieve

greater feats of comprehension, which include understanding complex texts and

processing more information in shorter amounts of time. Being a fast and efficient

reader is important for classroom-based lessons, but also for satisfying homework

requirements and performing well on standardized exams. Learn more about

teaching children to read. Prior to the above importance and background of reading,

teaching style in reading also matter in student’s reading development. To help

activate students’ prior knowledge, try asking them a few questions: “What do you

know about this topic?” and “How can you relate this to your own life?” These types

of questions help students personally connect to the text. When children care about

something, they become more connected to it, which in turn helps them excel

academically.

1.2 Statement of the Problem

Teaching style is important especially in reading. A teacher must use an

effective teacher style to get the full attention of the listeners. The study aimed to

know the teaching style in English reading of Gimangpang Integrated School;

specifically, the researcher sought to find out the answers to the following questions;

1. What is the demographic profile of the respondents in terms of:

1.1 Age

1.2 Sex

1.3 Civil status

1.4 Year of teaching

3
2. What are the suggested teaching styles to enhance the reading skills of the

students?

1.3 Theoretical Framework

Reading theories have had their shifts and transitions. Starting from the

traditional view which focused on the printed form of a text and moving to the

cognitive view that enhanced the role of background knowledge in addition to what

appeared on the printed page, they ultimately culminated in the metacognitive view

which is now in vogue. It is based on the control and manipulation that a reader can

have on the act of comprehending a text. According to Dole et al. (1991), in the

traditional view of reading, novice readers acquire a set of hierarchically ordered

sub-skills that sequentially build toward comprehension ability. Having mastered

these skills, readers are viewed as experts who comprehend what they read.

4
1.4 Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Teacher’s Profile

 Age
 Sex TEACHING STYLES IN
 Civil Status ENGLISH READING
 Year of Service

The suggested
teaching styles to
enhance the reading
skills of the students.

Figure 1. Conceptual Paradigm

This study focused on the teaching style in English reading of Gimangpang

Integrated School. A conceptual framework is used in order for the researcher to

clarify some concepts regarding on the teaching styles in teaching reading.

Based on the conceptual paradigm, the independent variable has relation in

the teaching styles in teaching reading.

1.5 Hypotheses

H0: There is no significant relationship between teaching styles in teaching reading

in each of the following variables: age, sex, father’s occupation, mothers’ occupation,

fathers’ educational attainment, and mothers’ educational attainment.

H1: There is a significant effects of teaching styles in teaching reading.

5
1.6 Significance of the Study

The study will help the teachers have an insight about teaching styles in

teaching English reading.

To the Teachers. This study is very important to the teachers, it will give

them information about the different teaching styles in teaching English reading.

To the Parents. This study will help the parents to have ideas and knowledge

on how to teach their children in reading more effectively.

To the Researcher. This study may serve as a basis for future research.

1.7 Scope and Limitation of the Study

The study is focus about teaching styles in English reading of Gimangpang

Integrated School. The study is limited to the teachers in Gimangpang Integrated

School. The investigation is concerned on the teaching styles in English reading of

Gimangpang Integrated School.

1.8 Definition of Terms

Comprehension is the action or capability of understanding something.

Reading is the process of looking at a series of written symbols and getting meaning

from them. When we read, we use our eyes to receive written symbols (letters,

punctuation marks and spaces) and we use our brain to convert them into words,

sentences and paragraphs that communicate something to us.

6
Style is a particular manner or technique by which something is done, created, or

performed.

Teacher is a person or thing that teaches something especially: a person whose job

is to teach students about certain subjects. Teaching is the profession of those who

give instruction, especially in an elementary or secondary school or in a university.

Vocabulary a list of difficult or unfamiliar words with an explanation of their

meanings, accompanying a piece of specialist or foreign-language text.

7
 REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes ideas, opinions, research findings, generalizations,

published or unpublished theories and discussions on related literature and studies

both foreign and local, which provides relevant facts about the teaching styles in

English reading.

2.1 Foreign Literature

Reading skills are essential in education. Reading in English skills today has

become decisive for professionals in practically all spheres, as all recognized

research is published in English. Teacher should employ an innovative teaching style

and vary their teaching styles more often, especially if the students begin to feel

bored because of the boring activities or because of the teachers’ teaching styles

which are always similar for time to time (Indriyaswari, 2011). To Allen, M. H., et al.

(2013), effective teachers must adjust their instruction to support student learning

and to navigate unpredictable instructional situations to explore the innovative

nature of literacy instruction, teachers should be able to distinguish the differences

of students. Whenever teachers are faced with the problem of students who do not

have adequate comprehension skills, they need to be able to train those students to

use metacognitive strategies; otherwise, these students will continue to read texts

emphasizing only words and not meaning (Ahdami & Gilakjani, 2012). Reading plays

a dominant role among the four skills in foreign language acquisition for college
8
students (Zhao & Zhu, 2012). Interventions for improving oral language and reading

abilities with struggling readers who are ELLs taught in either Spanish or English

are described as a means to assist school districts and teachers in defining and

implementing effective interventions for ELLs at risk for reading difficulties (Vaughn,

et al., 2005). Appropriate bridging strategies are recommended to native English-

speaker teachers who are engaged in teaching Chinese ESL learners in their home

institutions (Xiao, 2006).

Assigning group reading task also help boost the student’s motivation and

collaborative responsibility to learn (Syahabuddin, et al., 2019). Poor language

proficiency was a problem for many, to the extent that they fell below the linguistic

threshold level (Hallekjaer, 2009). When reading comprehension was the outcome

measure, vocabulary breadth significantly predicted a multiple-choice reading

comprehension measure, which requires general understanding of the text, while

vocabulary depth contributed to summary writing, a measure of deeper text

processing (Li & Kirby, 2015). Extensive Reading Programs (ERPs) have reached

positive conclusions, namely, that an ERP for language learners is effective in

improving their linguistic abilities related to reading and promoting their

motivation and attitudes toward reading (Lin, 2014). Statistically significant

differences in favor of cooperative learning instruction on English reading

comprehension, particularly among medium- and low-proficiency students (Pan &

Wu, 2013). A significant and positive intervention effect in favor of the treatment

students as reflected in higher performance in district-wide curriculum-based tests

of science and reading and standardized tests of oral reading fluency (Tong, et al.,
9
2012). Baker & Good (2019), indicated that CBM reading in English was as reliable

and valid for bilingual students as for English-only students, and was sensitive to the

reading progress of bilingual students. Xu (2011), stated that critical thinking

includes not only critical thinking skills (containing both a process of thinking and

thinking ability), involving analysis, interpretation, inference, explanation,

evaluation and self-regulation but also critical thinking dispositions including clarity,

accuracy, precision, consistency, relevance, sound evidence, good reasons, depth,

breadth, fairness. Social interaction was facilitated in blended learning, as students

had more opportunities to discuss their reading difficulties during group

discussions and obtain individual feedback from different peers (Yang, 2012).

Multiple-group structural equation modelling indicated that morphological

awareness made a significant direct contribution to reading comprehension,

controlling for reading vocabulary and word reading fluency. Morphological

awareness also made a significant indirect contribution to reading comprehension

via reading vocabulary, but not via word reading fluency (Kieffer & Lesaux, 2012).

The advances of information technology have significantly changed ways of teaching

and learning in education, compared to Computer Aided Instruction (CAI),

Computer Aided Learning (CAL) is student-centered and has become one of the

popular ways in learning in different fields (Lin, et al., 2000). Adult read aloud book

activities, including literature selections, have significant impact on children’s

language learning opportunities (Zeece, 2007). English reading has shown that

explicit teaching of various aspects of text structure can facilitate first language

reading (Carrell, 2021). Learner-centered instruction is most suitable for the more

10
autonomous, and more self-directed learners who not only participate in what, how,

and when to learn, but also construct their own learning experiences. The learner-

centered approach reflects and is rooted in constructivist philosophy of teaching

(Ahmed, 2013).

Today, a growing body of empirical research attests to the role of schemata in

EFL/ESL reading comprehension (Alyousef, 2006). The impact of the reading

intervention on children’s vocabulary, emotion knowledge, and social competence

(Radliff, 2015). Data on the toddlers' receptive and expressive language, vocabulary,

reading behavior, and book handling were collected and compared by their teachers'

interaction type before and after teachers' 8-week reading of picture books. Results

showed that teachers using the non-immediate interaction type had the most positive

effects on toddlers' language development (Gue & Jee-Hyun, 2009). Mismatches often

occur between the learning styles of students in a language class and the teaching

style of the instructor, with unfortunate effects on the quality of the students'

learning and on their attitudes toward the class and the subject (Felder & Henrique,

1995). Selecting appropriate reading texts to be used in Critical Reading course

practice for developing the students’ critical reading skills will be beneficial for both

of FI and FD students (Par, 2018). Three of the most popular ones are visual,

auditory, and kinaesthetic in which students take in information. Some students are

visual learners, while others are auditory or kinesthetic learners (Gilakjani, 2012).

When maximizing learning is considered, it is crucially important to consider both

the beliefs of language teachers on learning a language and their teaching styles

(Doğruer, et al., 2010). Magfirah, T. (2018), said that learning style is not the only
11
one factor affecting students’ reading and listening comprehension scores. The

language practitioners can take it into account in teaching reading, especially in ESP

context, to help improve students' comprehension in the reading (Eny & Utami,

2017). Teaching reading in English to undergraduate students can be considerably

more efficient and motivating if students are allowed to make their choice of the

topic, text, activities and assessment formats (Kanar, 2013). Strategies are also

defined as specific behaviours or techniques learners employ towards leaning in

order to achieve their learning goals (Ajideh, et al., 2018). Not all types of reading

strategies are equally effective in facilitating different types of learning objectives

(Hsieh & Dwyer, 2009). Learners may adjust their learning styles in order to meet

academic requirements, while teachers may adjust their teaching styles so as to

provide students with an affective learning environment. When learners and

teachers have more interaction with each other, their styles may become similar to

each other (Heidi Wong, 2015). One of the best reading strategies that you can

choose for your students is the ability for them to have a choice in what they read.

This is the most effective strategy to get your students to want to read. When you

give students a voice and a choice, then they will choose something that is of interest

to them (Cox, 2017). Motivations related to self-efficacy, curiosity, involvement,

recreation, and social-peer attitudes were significantly higher for L1 as compared to

EFL reading (Lin, et al., 2012). Orthographic or writing-system knowledge and other

components of linguistic proficiency as factors in the development of several aspects

of reading skill, including comprehension, speed, and the ability to learn new

vocabulary words from context (Margot & Carr, 2000). The use of cognates, teaching

12
the meaning of basic words, and review and reinforcement are important steps in

developing the vocabulary of ELLs (Wallace, 2007). The use of local culture texts is

one of the effective ways to stimulate students’ motivation in reading class. Using

local culture text means that the texts learned by the students are the part of

students’ life (Royani, 2013). Aadequate L2 decoding ability, L2 vocabulary

knowledge is crucial for improved English reading comprehension outcomes for

Spanish-speaking ELLs (Proctor, et al., 2005). Learners depending on the type of

their personality resort to different learning styles or preferences which--in turn--

affect their learning performance (Sadeghi, et al., 2012). The teacher helps pupils to

establish reading goals and expectations appropriate for their respective capacities,

and help them reach their goals (Ruddell et al., 1997; Schunk et al, 1997).

International Reading Association, (1999) To improve reading instruction teachers,

need to be better educated in the area of reading. Improvement in instruction in the

form of materials does not replace teacher knowledge in helping struggling readers

become independent readers

Generally, there are stages in reading development and teachers should be

aware of what is required at each stage. This awareness helps the teachers to

understand when, and how, to introduce various techniques into the program at the

various levels of growth and development of pupils. Carter, (2000) classifies stage of

development is the pre-reading stage. The responsibility of the teacher is to

encourage reading interest with enjoyable experiences and activities, with an

emphasis on oral expression. The principal goal at this stage is to ensure that the

learner is socially, mentally, emotionally and physically ready to learn to read.

13
Spatial development is important at this stage. Second, beginning reading the

learner must acquire an ability to develop and recognize the letters of the alphabet,

but not to memorize them. This is accomplished by varying the types of techniques

used to teach the alphabet. The modern approach is that children learn the alphabet

in a literature context. A card with a picture of an apple on it and the letter of the

alphabets helps to give meaning to the sounds N’Namdi, K. A., (2005). Irwin, (1967),

developing reading fluency, at this stage of development, the pupil is prepared to

identify words that he or she cannot pronounce and the pronunciation

independently, read simple stories and feel comfortable learning new concepts.

Pupils begin to use context clues, using information in the story to guess the

meaning of certain unknown words or ideas and materials need to be very diverse.

When it comes to increased reading ability and the development of reading interest

of the pupils, teachers must assist their pupils to start reading for pleasure. The

ability to combine different sounds in order to create new and use combinations

with unfamiliar words and able to contract, recognize compound words and smaller

words within larger words (Wigfield, A., 1997). In enhancing and refining reading

skills, pupils learn how to (a) identify the main ideas in a text and (b) how to analyze

and apply the information that they have learned from a text. They are able to

develop arguments and support those arguments based on information in the text,

other sources of information or previous knowledge (Ruddell, R. B. et al., 1997).

14
2.2 Locale Literature

Reading as defined by Alvermann et al., (2003) is the process of deriving

meaning from written or printed text which includes many components. There are

five major areas of reading and these are phonemic awareness, phonics, vocabulary,

fluency, and comprehension (Armbruster, B.B, et al., 2001). Teaching styles in

English reading teachers are forerunners in elevating the reading achievement of

students in schools. Research proved that teaching styles can make or break the

learning process. Hence, performance of learners must be geared towards a learning

environment that is engaging, enjoyable and fruitful. Teaching styles greatly

contribute to the success of the teaching and learning process. A mismatch of

teaching style to the learning style of students handled would hinder the acquisition

of language skills specifically in listening, reading and writing skills, hence, there is a

need for teachers to equipped themselves with relevant teaching styles and vary its

application according to the needs of language learners in a modern language

classroom Mercedita B. T. et al (2018). In the Philippines, there has been a continual

enrichment of the reading skills of struggling readers through the initiatives of

remedial reading teachers. The practice of remedial reading has been in the

limelight for a long time in the Philippine education sector. In fact, the study of

Gener (1976) presents how elementary schools and high schools in the country

devised their own remedial reading programs to assist struggling readers. To

Torgesen, (2014) to be a fluent reader, children must be able to: (1) recognize most

of the words in a passage by sight; (2) correctly pronounce words 5 -10 times before

they become - sight words; and (3) make accurate first guesses when they encounter
15
new words, or growth of their sight word vocabular is delayed—they never become

fluent reader. Rio (2007) enumerates the typical duties of remedial teachers in the

Philippines: (1) work very closely with the principal, students' teacher and the rest

of the staff, (2) assess the students' levels of functioning in reading, (3) provide

remediation for students who are struggling in reading their first or second

language, (4) conduct the pre-tests and post-tests to see where the students'

strengths and weaknesses are, and (5) work one-on-one with any of the students

who are struggling in those two main areas of academia. The pedagogical

implications to the teaching of English were: the employment of various kinds of

teaching strategies was a big factor to make the teaching and learning process

harmonious. It has been found out that age, educational attainment and number of

years in teaching have something to do with the extent of use of different teaching

strategies in English (Juvy G. M., 2013). Teaching techniques are the means to

teaching and learning how to employ them in the teaching and learning process is

called strategies. Teaching strategies are vital because the tenet of teaching and

classroom instruction cannot be successfully achieved with techniques or methods

alone. Different methods are the basic factors in learning and the appropriate

teaching strategies are necessary part of effective instruction (garsan, Anacleta A.,

2000). Philippine literacy scholars have commented on the emphasis on

performance and reading aloud. Maminta (1982) discusses how reading as a subject

was relegated to the background as the curriculum emphasized speech

improvement with most of the class time being spent on pattern drills, mimicry, and

memorization. Even though Maminta’s article focuses on speech improvement as

16
being the emphasis three decades ago, it seems that it still characterizes classroom

practice in the Philippines today. The Literacy Program (LP) has the following

elements called “The Big Six”. For the learners to be effective readers, they should be

able to combine the six elements. Therefore, an integrated approach to explicit

reading instruction is important in providing relevant interconnected learning

experiences. While teachers may emphasize individual component at various

instances, they are not a set of isolated skills and needs to be integrated throughout

reading opportunities across the day. So, for instance, while the systematic teaching

of phonics is an important component, the same is insufficient in itself for learning

to read. DepEd Memorandum No. 173, s. 2019 presented some conceptual

considerations in reading program and discussed the following: (1) Oral Language,

Phonological awareness, Phonics, Vocabulary, Fluency, comprehension reading

intervention program. These strategies are often intertwined but some are more

suited to specific reading tasks than others (Mary Jane L. T., 2021).

17
 RESEARCH METHODOLOGY

3.1 Research Design

The researcher will use descriptive research design using the quantitative

method to determine the teaching styles in English reading of Gimangpang

Integrated School. The researcher will use survey questionnaire in gathering the

data.

3.2 Research Locale

This study will be conducted in Gimangpang Integrated School located in

Gimangpang, Initao, Misamis Oriental, Region X, Philippines.

Figure 2. Location of Gimangpang Integrated School

18
3.3 Participants of the Study

The target population of this study are the teachers of Gimangpang

Integrated School. Since, the study only focuses to the teaching styles in English

reading, the total of population of Gimangpang Integrated School teachers is 14.

3.4 Research Instrument

The research entitled “Teaching Styles in English Reading of Gimangpang

Integrated School” is quantitative research. The research instrument of this study is

based from the research problem. The part one is the demographic profile of the

respondents that includes, age, sex, Civil Status and year of service. The second part

is the suggested teaching styles using Likert Scale. This questionnaire will be

validated by Mr. Kevin Client B. Matutes.

3.5 Data Collection Procedure

In data collection, the researcher will provide questionnaires and distribute

to the respondents. The researcher will discuss first the contents of the

questionnaire to the respondents before answering. The researcher will find vacant

time to go house to house and follow the IATF protocols. The teachers will be given

enough time in answering the questionnaires.

19
3.6 Data Processing Method

When the data is already gathered the researcher will process the data and

arrange it accordingly so that data tabulation and tally will be easy. Arranging the

data such as segregating the gathered data according to the age and sex of the

respondents.

3.7 Statistical Analysis

In statistical analysis, the researcher will determine the frequency

distribution and percentage.

A. Frequency - pertains to the number of respondents that have same

answer in a specific question.

B. Percentage – used to determine the ratio of respondents that have the

same answers with general number of respondents.

The following statistical components will use are as follows:

Formula:

a. P= F/N x 100 where:

P = stands for percentage (%)

F = number of respondents that answered the question

N = total number of respondents

C. Weighted Mean

WM= 5f+4f+3f+2f+f/N
20
 WV= F(N)

WM= Total weighted mean Total frequency of respondents

WV = Weighted value

The researcher will use a Likert Scale to measure the frequency and attitudes

of the respondents to the extent to which they agree or disagree with a particular

question or statement.

Likert Scale is a universal method of collecting data, which means it is easy to

understand them. Furthermore, because Likert Scale questions are use a scale,

people are not forced to express an either-or opinion, rather allowing them to be

neutral should they so choose.

Table 1. Teaching Styles in Teaching Reading

Range Verbal Description Scale

`
1.0-2.0 Strongly Disagree 1

2.1-3.0 Disagree 2

3.1-4.0 Agree 3

4.1-5.0 Strongly Agree 4

21
3.8 Flowchart Methodology

Identification of the Respondents

Identification of the total population of the respondents

Preparation of questionnaires

Requesting permission to conduct research to the parents,

adviser and principal

Distribution of questionnaires to the respondents

Collecting of questionnaires from the respondents

Computation and interpretation of the data

Result and discussion

Figure 3. Flowchart Methodology

22
 LITERATURE CITED

Ahmadi, M., & Gilakjani, A.P. (2012). Reciprocal Teaching Strategies and Their
Impacts on English Reading Comprehension. Theory and Practice in
Language Studies, 2(10), pp. 2053-2060.
Alyousef, H.S. (2006). Teaching Reading Comprehension to ESL/EFL Learners.
Journal of Language and Learning, 5(1).
https://d1wqtxts1xzle7.cloudfront.net/

Ajideh, P., & Zohrabi, M., & Pouralvar, K. (2018). Investigating the Relationship
between Learning Styles and ESP Reading Strategies in Academic Setting.
International Journal of Applied Linguistic & English Literature, 7(3).
http://dx.doi.org/10.7575/aiac.ijalel.v.7n.3p.156.
Ahmed, A.K., (2013). Teacher-Centered Versus Learner -Centered Teaching Style.
Journal of International Management, 9(1), pp. 22-34.
https://www.proquest.com/openview/cf1884e9203c3cfc877c34a0de33dc8
b/1.pdf?pq-origsite=gscholar&cbl=406316
Baker, S., & Good, R. (2019). Curriculum-Based Measurement of English Reading
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Appendix 1. Request Letter for Principal

Initao College
P-2A,Jampason,Initao,MisamisOriental
Mindanao,Philippines9022

May ,2021

Mr. Rudy Pelaez

The Principal
Gimangpang Integrated School
Gimangpang, Initao Misamis Oriental

Dear Sir,
This letter is in regards to my research study as part of my educational degree, I am Antioco D.
Alentijo Jr. and I am currently studying at Initao College. This research study is my partial fulfillment
of the requirements for my degree Bachelor of Elementary Education.
Iamrequesting yourpermission to allow me in conductingsurveyofteachers at your school. I
amwholeheartedlyhopingforyourkindconsideration. Thank you and have a nice day!
Noted by:

KEVIN CLIENT B. MATUTES

Research Adviser

Approved by:
RUDY PELAEZ
Principal

Yours truly,
ANTIOCO D, ALENTIJO
Researcher

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Part I. Demographic Profile of the Teachers
Adapted Questions by: Aronara Dalampasigan

Name (Optional):

Age:

Sex:

Civil Status:

Year of Service:

Part II.
Instructions: Please check (✓) the suggested teaching styles in English reading using the
following statements.
5-Always 4-Often 3-Sometimes 2-Rarely ` 1-Never

ITEMS 5 4 3 2 1

1. The teachers give some enjoying activities to the pupils to read.

2. Teachers encourage the pupils to read ALOUD the lesson in the class.

3. The pupils be encouraged to read books and other reading

materials.

4. Teachers encourage the pupils to participate in the reading

program.

5. The teachers provide vocabulary words in all subjects.

6. Teachers practice the pupils in their dictation lesson in some

subjects.

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