QUEEN ANNE SCHOOL OF DASMARIÑAS

Dasmariñas City, Cavite

READING COMPREHENSION OF THE SENIOR HIGH SCHOOL

STUDENTS OF QUEEN ANNE SCHOOL OF
STA. ROSA, SCHOOL YEAR 2017-2018

A Research Study Submitted to the Faculty of the

Queen Anne School of Dasmariñas Dasmariñas, Cavite

In Partial FulfilmenT
of the Subject Practical Research II

DELA CRUZ, CHARMAINE L.

BALLONADO, ALYZZA MAE B.
DURAN, AIRA KHATLENE P.
BRUTAS, FREDMIN T. MENDOZA, JASON V.

July 2017

QUEEN ANNE SCHOOL OF DASMARIÑAS

Dasmariñas City, Cavite
 SENIOR HIGH SCHOOL DEPARTMENT

Authors: DELA CRUZ, CHARMAINE L.

BALLONADO, ALYZZA MAE B.
BRUTAS, FREDMIN T.
DURAN, AIRA KHATLENE P.
MENDOZA, JASON V.

Title: READING COMPREHENSION OF THE SENIOR HIGH SCHOOL

STUDENTS OF QUEEN ANNE SCHOOL OF STA. ROSA,
SCHOOL YEAR 2017-2018

APPROVED:

CATHERINE MAE V. ESLOFOR __________

Adviser Date

DICKSHYLL M. KALLOS __________

Adviser Date

ASTER B. ATUTUBO _______ CESAR A. ATUTUBO _______

School Directress/CEO Date QASD President/CEO Date

BIOGRAPHICAL DATA
 Dela Cruz, Charmaine. was born on April 01, 1999 at Quezon City, Manila. She’s one

of the loyal students in Queen Anne School of Dasmariñas. A diligent person when it comes

to study. She is one of the achievers since NKP up to Senior high school and inspiration

student in Queen Anne School of Dasmariñas. She want to become doctor someday and tking

up an entrance exam at UP Diliman for her college education.

Ballonado, Alyzza Mae was born on April 17, 2000. A loyal students of Beatitudes

Technological & theological College in every part of Cavite who transferred in Queen Anne

School of Dasmariñas due to Senior high school. One of her dreams is to build her own
business and to become successful woman in the world. She want to start her life

independently after graduating senior highschool. She will taking accountancy course in

Polytechnic University of the Philippines or PUP.

Duran, Aira Khatlene was born on May 13, 2000 and is currently studying at Queen

Anne School of Dasmariñas. One of the oldest child of Mr. and Mrs. Duran who lived in
manila while Khatlene staying at her grandmother house in Dasmariñas City, Cavite. A

hardworking and passionate person when it comes to volleyball and dancing. She is one of

the greatest assets in Queen Ann School of Dasmariñas.

Mendoza, Jason V. was born on March 01, 1999. He’s one of the loyal students in

Queen Anne School of Damariñas. A captain ball of basketball varsity which one of the

greatest achievers in his school. He is taking up General Academics Strand (GAS) in Queen
Anne School of Dasmariñas. He will take Engineering in Technology University of the

Philippines in Cavite Branch.

Brutas, Fredmin Tomugdan, was born on February 15, 2000 at Municipality at Silang,

Cavite. He lives at mabuhay Homes 2000 Dasmarinas, Cavite. Where he earned his

elementaryeducation in Jesus the Heart of God and Secondary education in Queen Anne

School of Dasmarinas. Presently, he is continued his study at Queen Anne School of

Dasmarinas, where he is now Grade 12 student taking General Academic Strand. Only
student in their level that dreaming to become a lawyer someday. He is now preparing for the

entrance exam on October 22, 2017 in UP Diliman.

ACKNOWLEDGEMENT

The Authors want to share this success and express their deepest appreciation and

gratitude by recognizing the people who generously and patiently helped and guide them in

completing this study:

 Mr. Dickshyll M. Kallos, research adviser, for his guidance, support, understanding,

motivation and giving invaluable suggestions for the improvement of research paper;

Mr. Rolly San Gabriel, first consultant who give additional knowledge about doing a

research and help to make the first part of the chapter.

Mrs. Ma. Theresa P. Gabe, technical critic and consultant, for all her effort and

constructive criticisms that greatly improved the content of this study and also giving

additional knowledge and suggestions for the betterment of this research;

Mr. Dickshyll M. Kallos, school principal, for giving his support and encouragement

to finish the research and giving his effort to compute the grades of the researchers;

Mrs. Aster B. Atutubo, school directress, Queen Anne School of Dasmarinas,

Dasmarinas City, for signing the letters and giving additional knowledge for the improvement

of the research;

Mr. Cesar A. Atutubo, president, Queen Anne School of Dasmarinas, Dasmarinas

City, for signing the letters and giving additional knowledge for the improvement of the

research;

QASD Students, for giving their time and effort to answer the questionnaires and

sharing their demographic profile.

Family and Relatives, who never leave them through ups and downs, for their care,

trust, love, financial and moral support, who also serve as their strength and inspiration.

Above all, the researchers would like to give their sincerest and warmest gratitude to

their strength, the ALMIGHTY GOD, who is the source of all things and the one who made

all things possible, for unconditional love and never ending guidance.

THE AUTHORS
 vii

ABSTRACT

It was hypothesized that the students who use reading comprehension strategies while
reading retain more information and comprehend the text better. It was also hypothesized that
students who have good reading comprehension skills perform better on reading
comprehension test.
 v

TABLE OF CONTENT

Page

BIOGRAPHICAL DATA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

LIST OF APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Statement of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Objectivity of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Time and Place of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Scope and Limitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

REVIEW OF RELATED LITERATURE

Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reading Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Levels of Reading Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Date to be Gathered Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sampling Technique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Research Intrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Survey Questionaire Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

RESULT AND DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Age of the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

 Gender og the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

SUMMARY, CONCLUSION, AND RECOMMENDATIONS . . . . . . . . . . . . . . . .

Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Purpose of the study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Research Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

LIST OF FIGURES

Page

Figure

1 The Study of Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Age of the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Gender of the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Result . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

READING COMPREHENSION OF THE SENIOR HIGH SCHOOL

STUDENTS OF QUEEN ANNE SCHOOL OF
STA. ROSA, SCHOOL YEAR 2017-2018

DELA CRUZ, CHARMAINE L.

BALLONADO, ALYZZA MAE B.
BRUTAS, FREDMIN T.
DURAN, AIRA KHATLENE P.
MENDOZA, JASON V.
_____________________________________________________________________

A research study submitted to the faculty of Queen Anne School of Dasmarinas Campus,
Dasmarinas Cavite in partial fulfillment of the requirements of Practical Research 2. prepared
under the supervision of Mr. Dickshyll Kallos.
___________________________________________________________________________

INTRODUCTION

Do students fully understand what they are reading? Do they understanding the

meaning of individual words and sentences? Are they able to express verbally or in written

communication what they have read? Professional teachers need to guide students to become

more efficient and independent in our fast growing society.

Comprehension is the essence of reading and active process of constructing meaning

from text (Durkin, 1993). Reading comprehension is the ability of an individual to analyze

and understand text. It is a skill that is critical in the educational success of all individuals.

Without adequate reading comprehension, students can struggle in many subject areas.

Reading comprehension is a complex interaction among automatic and strategic cognitive

processes that enables reader create a mental representation of the text (van den Broek &

Espin, 2012). Comprehension depends not only on characteristics of the readers, such as prior

knowledge and working memory, but also on language processes such as basic reading skills,

decoding, vocabulary, sensitivity to the text structure, inference and motivation.

Comprehension also requires effective use of strategic processes, such as metacognition and

comprehension monitoring. As readers mature in their comprehension skills, they are able to

progress efficiently from the stage of learning to the ultimate goal of reading to learn

(Yovanoff, Duesbery, Alonzo, and Tindal, 2005).

STATEMENT OF THE PROBLEM

Specifically, the study tries to answer the following:

1. What are the demographic profile of the participants according to:

a. Age;
b. Gender;

1. Male
2. Female

2. What are the characteristics of an efficient and effective reader?

3. What are the skills that should be improved among Grade 11 students in Queen Anne

School of Sta. Rosa?

OBJECTIVE OF THE STUDY

This study determined the reading comprehension of Senior High School in Queen Anne

School of Dasmariñas.

1. Demographic Profile of the Participants according to:

a. Age

b. Gender,
1. Male

2. Female

3. What are the levels of reading comprehension utilize for their study in terms of:

A. Reading
B. Understanding of the Text
C. Causes of Difficulty of Understanding the Text
D. Descriptive Text
E. Previous Studies
Conceptual Framework of the Study

The diagram illustrates the relationship of the Input, the process and the Output of this

study. Included in the input is the demographic profile of the respondents. It is shown the

processing of the data through the distribution of survey questionaire to the respondent

resulted to them reading comprehension of the students.

INPUT PROCESS OUTPUT

Demographic Profile
of the respondents in
terms of: Age and Sex
Distribution of Tracing the
Reading survey questionnaire comprehension of
comprehension level to the respondents. senior high school in
according to: reading,
Queen Anne School
understanding the text,
of Dasmariñas
causes of difficulty of
understanding the text,
descriptive text, and
previous studies.

Figure. Conceptual Framework

Reading Comprehension of the Senior High School of Queen Anne School of

Sta. Rosa, School Year 2017-2018

Significance of the Study

The significance of this study is to determine the reading comprehension of the senior

high school students in Queen Anne School of Sta. Rosa.

This study is designed to observe a wide range of understanding of each student.

Students. This study will benefit and help students know or determine their strength

and weaknesses and will enable them to improve their reading comprehension. This study can

be an invaluable source/reference for their future examination.

 Researchers. This study will help them uncover specific areas that are not taught

inside the university. Thus, a new learning on both sides of the researcher and the readers

may be developed.

Time and Place of the Study

This research is all about knowing the level of capacity of reading comprehension of the

Senior High School student; it was conducted in January 2016 until September and took place

at Queen Anne School of Sta. Rosa and Dasmarinas, and at the respective houses of the

researchers.

Scope and Limitations of the Study

This study covers only 70 Senior High School students in Queen Anne School of Sta.

Rosa, Laguna. It focuses on the level of capacity of the Senior High School students in

reading comprehension.

Definition of Terms

Reading Comprehension. Is the ability of a reader to have a deep understanding and

approach to the texts.

Age. The age three years old and above are the age of people or students that should

learn on how to read but six years old and above are the age of a person know how to

comprehend the text.

Strengths. The strong points or aspects of the student are reading comprehension.

Weaknesses. The weak point or the difficulties of the student’s reading

comprehension.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

A. Reading

In acquiring English, the students have to be able to master the four basic skills of

English, which consists of speaking, listening, reading and writing. From those four basic

skills, reading is considered as the main important skill. It has received more attention than
any other aspects of education. Reading can be categorized into receptive skill, like listening.

This means it involves responding to text, rather than producing it.

1. Definition of reading

Reading has different definition based on different people. According to Sutari “reading

is a process of getting the meaning of something written of printed by interpreting its

characters or symbols”. Reading is a second language that defined as process of grasping full

linguistics meaning in the new language through the symbol used to represent it.”

2. The Importance of Reading

Reading skill becomes very important in the world of education. By reading, students

may get beneficial information that is not given by teachers in the classroom. Furthermore,

almost 50 percent of the national final examination items consist of reading skill. Therefore,

the students should be trained in order to have good reading skill. Harmer states that, reading

is useful for language acquisition, because it is needed for career, for study purposes, or

simply for pleasure Reading and understanding are the important things that we need to use

in our day life. Hudson explains that:

Only by reading, the people can acquire the speed and skill he will need for practical

purpose when he leaves the school. In our literate society, it is so hard to imagine any skilled

work that does not require the ability to read”. In other words, reading skill is very crucial to

be mastered by language learners, especially for the senior high school students because it

will be useful for them when they decide to continue their study.

B. Understanding the Reading Text

Oberholzer stated, “Understanding the reading text is far more important than

knowing the mechanical skill of reading. Without comprehension, reading would serve no
purpose.” It means that understanding the text is very important to be achieved by the

students because reading is not simply about mechanical skill. It helps the readers to

understand the world, learn about the past, and plan.

In order to understand text, Westwood argues that readers must use information they

already possess to filter, interpret, organize, and reflect upon the incoming information they

get from the text. He thinks that efficient interpretation of text involves a combination of

word recognition skills, linking of new information to prior knowledge, and application of

appropriate strategies such as locating the main idea, making connections, questioning,

inferring and predicting Therefore, understanding the text is not an easy thing, so that is why

there are many students find difficulties in understanding the text.

a. Extracting main ideas (skimming)

The main idea is a statement that tells the author’s point about the topic. The main

idea provides the message of a given paragraph or the argument that is being made about the

topic. According to Vener identifying main idea is important because it is included in the

overall idea of the paragraph. Furthermore, she argued that the author should locate the main

idea in different places within a paragraph.

b. Reading for specific information (scanning)

Brown stated, “Scanning is quickly searching for some particular piece or pieces of

information in a text”. Furthermore, Kahayanto argues that when scanning the reader lets his

or her eyes wander over the text until he or she is looking for, whether it is name of place, a

kind of food, specific word, or specific information.

C. Causes of Difficulty in Understanding Text

 Many different factors contribute as the cause of students’ difficulties in

understanding text. Some of those factors are located within the learner’s background, some

within the teaching technique, and some within the learner’s environment.

1. Learner’s Background

The learner’s background means something, which comes from the learners

themselves. It was related with the learner attitude toward reading, such as interest and

motivation in reading and the prior knowledge that the learner have known before.

a. Interest

Interest is being one of the important factors in order to increase the students’

achievement in reading. Shalahuddin stated, “Interest is a concern that contains elements of

feeling. It can motivate the students to be active in their job or their activity.”

b. Motivation

Motivation plays an important role in understanding the text. Motivation is an

important factor that may contribute to success at school and to lifelong learning. Motivation

is some kind of internal drive, which pushes someone to do things in order to achieve

something.

c. Learners’ prior knowledge

Mellon stated, “Students usually come into the class with the prior knowledge gained

from the class or outside the class. It influences how they filter and interpret what they are

learning.”

2. Teaching Technique
 Teacher is one of school environmental factors who has important role to increase

students learning achievement. Teacher is a subject in education who has duty to transfer the

knowledge to the students. A teacher is an important person in teaching learning process,

especially for teaching reading, because the teacher also determines whether their students to

be good readers or not

3. Learner’s Environment

Someone who lives in an environment that has reading habits will be supported by

her environment indirectly. In addition, it happens not only in learning reading but also in

learning English, without practice and applied it outside school he will not understand

English perfectly.

Home and school are the two kinds of learners’ environment that can influence their

learning reading achievement.

a. Home condition

It cannot be neglected that parents play important role in the home. Every student

needs attention from her/his parents to reach her/his learning achievement.

b. School condition

The school condition also can be the cause of students’ learning difficulties. School

which lack of learning media, such as English books will influence the students’ ability in

learning reading.

D. Descriptive text

Descriptive text is one of the texts taught in junior high school besides procedure,

recount, narrative, and report text. Based on English Curriculum for Senior high School,

descriptive text is defined as a text, which describes something, someone, or place in details.
E. Previous Studies

In this part, the researcher will review some previous studies related to this

research.

1. The first research is come Albader with his research entitled “Difficulties in Second

Language Reading”. This research focused on the learners’ reading comprehension

skill in TOEFL exam. In this research, Albader mentions the difficulties that someone

faces in reading in a second or foreign language. The difficulties cover all aspects of

linguistics, such as grammar (syntax), pronunciation (phonetics), and meaning of

words (semantics). Moreover, he concludes that it is difficult for the students to read

so many technical and scientific terms in a very short time in TOEFL exam.

2. McNamara does the second research entitle “Understanding the Fourth-Grade Slump:

Comprehension Difficulties as a Function of Reader Aptitudes and Text Genre”. The

goal of this research is to develop a better understanding of young readers’ difficulties

in comprehending text, and how those difficulties vary as a function of reader

aptitudes and text genre. The results of this study highlight the importance of text

genre and reader knowledge when examining reading comprehension abilities and

difficulties.

The third research was done by Ade with her title “A Study on Students’ Difficulties in

Comprehending Recount Text; A Case Study at SMAN 1 Gangga on First Grade Academic

Year 2012/2013”.33 This research was proposed to discover the ability of students and types

of difficulties faced by students in comprehending recount text. The result of this study

showed that there are several common problems or difficulties faced by students such as:

analyzing the text content, allocating their time to study English outside the school because
they prefer doing other activities and understanding the meaning of sentences and words

caused lack of vocabularies mastery and word power.

CHAPTER 3

RESEARCH METHODOLOGY

This chapter shall discuss the methods, research design, and source of data, participants

of study, sampling technique, data gathering, and statistical treatment.

Research Design
 This study will be using quantitative research to determine the reading comprehension of

Senior High School in Queen Ann School of Sta. Rosa, Laguna.

Participants of Study

The participants are the Senior High School of Queen Ann School of Sta. Rosa,

Laguna. The numbers are 50 students in Grade 11 and 50 students in Grade 12, overall 70

students.

Sampling Technique

This study will be using simple sampling technique to choose numbers of

participants that will answer the survey that will be divided into

Simple sampling is a probability method and form of random sampling in a variable that will

help to calculate the students that will take the survey questionnaires.

Data Gathering of Procedure

The researchers presented list of titles to be approved by their research adviser. After

the approach of title, creating statement of the problem, as well as listing of procedure came

next. Choosing of research design followed. The research design chosen, they choose the

survey questionnaire since the researchers will be focus on particular participants; the

researchers prepared the instruments needed to perform the descriptive study.

Statistical Treatment

The researchers will be using statistical treatment.

Frequency and Percentage. This treatment will be using to describe the level of reading

comprehension of the students in Queen Ann School of Sta. Rosa, Laguna.

Research Instrument

This study used survey questionnaire as the instrument for research. It can help the

researchers to their subject, which is reading comprehension of the senior high school of

Queen Anne School of Sta. Rosa Laguna. The survey contains what are their grades to the

specific subject and to know the strength and weaknesses when it comes to reading

comprehension.

CHAPTER IV

RESULT AND DISCUSSION

This discussion show the total of the respondents answer whether of it is correct to the

demographic profile and other question about reading comprehension.

 Gender Respondents
14 Grade 11 (M)
19
Grade 11 (F)
Grade 12(M)
Grade 12(F)
12

25

Figure 2. 1

This figure shows that total of our respondent is 70 students in combination of all Senior

High

School of Queen Anne School of Sta. Rosa

Grade 11 Age of Respondents

1
2 15 years old
7 17 years old
16 years old
19 years old

16

Figure 2.2

This figure shows that many students has the age of 16 years old next is 17 years old and the

lowest respondents is 19 years old.

Grade 12 Age of Respondents

16 years old
2
17 yrs. Old
4 18 yrs old
9
19 yrs. Old

29

Figure 2.3
 This figures shows that 29 students of Grade 12 Senior high are totally 17 years old while 9

students are 18 years old and the rest are 16 years old and 19 years old which is few only.

16

14

12

10
Grade 11(F)
8 Grade 11(M)
Grade 12(F)
6 Grade 12(M)

0
75-79 80-84 85-89 95-99 75-79 80-84 85-89 95-99

Previous Level
Previous level
Final Grade
Lowest Grade
Figure 2.4

This figures show that Grade 11 females got 80- 84 final grade last year while male got 75-79

final score or average in their card last year. However grade 12 students, female got 85-89

average score in their previous level and males got 80-84 average score in their previous

level.

Meanwhile, in their previous level lowest grade, grade 11 female got 80-84 lowest score and

men got 75-79 lowest score. And grade 12 students; female got 80-84 lowest score and male

got 75-79.
 16

14

12

10
Grdae11(F)
8 Grade11(M)
Grade12(F)
6 Grade12(M)

0
Eng. Math Scie. Fil. AP EPP

Figure 2.5

Previous Grade Subject with lowest Grade

In this figure, it shows that female grade 11 students has a problem in terms of English and

mathematics. While male has the problem in mathematics and AP subject.

On the other side, Grade 12 students, female and male are nearly equally has a problem in

terms of mathematics. Also male have a hard time in English subject.

 16

14

12

10
Grade11(F)
8 Grade11(M)
Grade12(F)
6 Grade12(M)

0
75-79 80-84 85-89 95-99 75-79 80-84 85-89 95-99

Previous Grade
Previous level
English Subject
highest Grade
Grade

Figure 2.6

This figures shows what are the highest grade of a student in their previous level. Grade 11

Female got 80-84 highest grade and male got 75-79 highest grade in their previous level.

While grade 12 students; female has 85-89 highest grade and male 80-84 highest grade in

their previous level.

On the hand, the previous grade in their English Subject Grade 11 students, female got 80-84

while men are 75-79 and grade 12 students, female 85-89 and men are 80-84 average score of

their English Subject.

25

20

15
Grade 11(F)
grade11(M)
grade12(F)
10 Grade12(M)

0
Yes No Sometimes

Figure 2.7

Did the Respondents loves Reading?

In this figure shows that the Senior High School students of

Queen Anne School of Sta. Rosa are sometimes loves reading. Especially the Grade
12 male students.

9
8
7
6
5
4 Grade 11(F)
3 grade11(M)
Grade12(F)
2 Grade12(M)
1
0
s s s s s es s es
ook ticle ook o te
ticle zin ook
sag
b
/a
r b qu r a tb es
lin
e
er m
ic ea ag ke m
e il n m c
on
pap ad on po
ws ac
ne

Figure 2.8
 What kind of materials did the respondents usually used?

This figures shows that, Grade 11 female and Grade 12 female are the same taste on

materials that they used. It shows that they usually used to read online books next to online

articles and other materials. While the Grade 11 Male are usually used quotes next to

magazines and Grade 12 Males are using quotes in reading materials next to online books

such as wattpad, e-books etc.

18

16

14

12

10 Grade11 (F)
Grade11(M)
8 Grade12(F)
Grade12(M)
6

0
fiction Non-Fiction

Figure 2.9

Which the Respondents enjoy the most?

In this figure shows that Senior High most likely the fiction books or reading genre than

non- fiction books.

18

16

14

12

10 Grade11(F)
Grade11(M)
8 Grade12(F)
Grade12(M)
6

0
yes no

Figure 3.0

Did the Respondents find it difficult to understand what they have read?

This Figures shows that most students of Queen Anne School of Sta. Rosa did not find

any difficult problem to understand what they have read.

14

12

10

8 grade11(F)
Grade11(M)
6 Grade12(F)
Grade12(M)

0
Vocabulary capacity patience critical reading too difficult time pressure area of learning

Figure 3.1
 The Reason of the Respondents on having hard understanding the text

In this last figures represents the reason or causes of having hard time in understanding

the text. Grade 11 and Grade 12 students have the same response that Vocabulary Capacity

is their reason on having hard time on understanding the text.

CHAPTER V

Summary, Conclusions, and Recommendations

The purpose of this chapter is to summarize the study that was conducted. Included in this

summary are a review of the purpose of the study, a restatement of the research questions, the

research methodology used, and a summary of the results, conclusions and discussion.

Recommendations for further research and possible studies conclude this chapter.

Summary

In summary of the data we gathered, Grade 12 students is more than to Grade 11 students

that equally 70 students. 44 Grade 12 and 26 Grade 11. According to their academic

background, Senior high school f Queen Ann Sta. Rosa has a highest grade even some of

them has a lowest grade. Especially in English, they have a high profile in that subject.

Therefore, in Reading background analysis, we find out that, most of them loves reads

books but the genre of the book is fiction and they are not having difficult time on

understanding the text. In opposite to the result of their comprehensive test which is, the

students got a lowest score and didn’t reach the maximum passing grade. However, in this

case, we discover that Grade 11 and grade 12 has a low comprehension ability.
Purpose of the Study

The purpose of this study is to provide an overview of the research on the reading

comprehension, including the cognitive processes employed during comprehension of text,

the cognitive deficits associated with poor comprehension, and the research-based

characteristics of interventions reading comprehension.

Restatement of Research Questions

The research questions for this study were (1) Demographic profile of the respondents

in terms of age and sex. (2) What are the characteristics of an efficient and effective reader?

(3) What are the skills that should be improved among Grade 11 students in Queen Anne

School of Sta. Rosa?

Research Methodology

The researchers will use quantitative research to determine the reading comprehension

of Senior High School in Queen Ann School of Sta. Rosa, Laguna.

Conclusions

Based on the gather results, that Queen Anne School of Sta. Rosa has a maximum of students

that lack of reading comprehension in terms of vocabulary capacity and time pressure.

According to their academic background, we find out that, one of the English Subject a

belong to their lowest subject grade that should prevent. Also, in the result of their reading

comprehension test, they got lowest score. Most of them are lowest. Students are not even

reach the passing grade of the exam. However, we see that, they are more confident on

reading not in comprehending the words or text.

 The findings in this study indicate a positive perception by the Senior High School in

Queen Anne School of Sta. Rosa regarding to the demographic profile.

Knowledge that the students should prevent and enhance their ability on reading

comprehension to avoid misunderstanding or misinterpret on the word or text that we are

unfamiliar.

Recommendation

Based on the results of the study, the following recommendations were made: For the High

School student, through this study they can help them others to find some problem or

difficulties on reading comprehension. It can also help them to easily improve their

weaknesses in reading comprehension and continuous doing great their strength in reading

comprehension

For the present SHS ;student, this tracer study is useful in many reason one of the reason

why we chose this kind of research is because we want to determine the capacity of reading

comprehension of a student and how is effective to have a comprehension to their self.

For the Future Researcher, through this tracer study, we encourage the future researchers to
use this as basis for them to have additional information to be able to have them an effective
research.
 APPENDICES

A. Letter to Respondents