READING STRATEGIES OF INDIGENOUS STUDENTS OF SENIOR HIGHSCHOOL IN CONNECTION TO THEIR READING FLUENCY
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READING STRATEGIES OF INDIGENOUS STUDENTS OF SENIOR HIGHSCHOOL IN CONNECTION TO THEIR READING FLUENCY
A research
Paper Presented to
The Faculty of Senior High School Department
SANTA CRUZ NATIONAL HIGH SCHOOL
Santa Cruz, Occidental Mindoro
In Partial Fullfilment
Of the Requirements for the Subject
PRACTICAL RESEARCH 2
Jazper Raguindin
Sean Andrew Mendez
Kaiser Pidenes
Rafael Delavirgin
John Paul Bernabe
Jessa Pacheco
Jamaica Sotelo
November 2022
Acknowledgement
TABLE OF CONTENTS
TITLE PAGE I
ACKNOWLEDGEMENT II
TABLE OF CONTENTS III
CHAPTER I THE PROBLEM AND ITS BACKGROUND
Introduction 1
Statement of the problem 4
Definition of terms 4
Significant of the study 5
Scope and Limitation of the study 5
Conceptual framework 6
CHAPTER II REVIEW OF RELATED LITERATURE
CHAPTER III METHODOLOGY
Research design 14
Research Population and Sample 14
Sampling Procedure 15
Research Instrument 15
Validity and Reliability of Instrument 15
Data Collection Procedure 16
Data Analysis 16
CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Results and Discussion 17
CHAPTER V CONCLUSION AND RECOMMENDATION
Summary of findings
Conclusion
Recommendation
Republic of the Philippines
Department of Education
Region IV- MIMAROPA
Division of Occidental Mindoro
SANTA CRUZ NATIONAL HIGH SCHOOL
Sta. Cruz, Occidental Mindoro
CHAPTER 1
THE PROBLEM
Introduction
Reading is strongly supports fluent reading in necessary for adequate reading achievement across the K-12 continuum. A fluent reader is more likely to benefit from both the vocabularly acquisition that occurs through reading and the growth in global knowledge that is one of the foundation of reading comprehension. In this article I have made a case that fluent reading is an outcome of the efficient reading processes that lead so fast acquisition of thousands of word are recognized instantly on sight.
Reading is a complex development challenge that we know to be intertwined with many other development accomplishments. Fluency is the ability to read a text with accuracy, automaticity, and prosody sufficient to enable comprehension. Fluency is a key to becoming a strong reader because it provides a bridge between word recognition and comprehension.
Fluency is defined as the ability to read with speed, accuracy, and proper expression. In order to understand what they read, children must be able to read fluency whether they are reading aloud or silently.
Reading strategies of the indigenous senior high school students that read fluently, in this research the researcher wants to study their strategies or techniques to read a loud, fast, and fluently in reading.
Reading Fluency is wants to defines the researcher the ability to read with speed, accuracy, and proper expression. In order understand what they read, students must be able to read fluently in a secondary level whether they are reading a loud or silently. When reading fluently, a loud a students it is a chance or possible to know what they read and to understand what they read whether what text give them.
In 2015, member States of United Nations agreed to provide seventeen Sustainable Development Goals that includes the improvement of education by promoting inclusivity of societies especially for the Indigenous community. In order to attain this goal, reading comprehension development is the foundation of quality education that will provide equal chance for the indigenous students to become globally competent. This advocacy has been a challenging endeavor for educational sectors as IP communities were greatly affected by the CoVid19 Pandemic where schools in many countries adopted the New Normal Education. However, according to the International Labour Organization, the strategies and mechanisms implemented by different schools do not meet the needs of the communities because students have no capacity to use gadgets and to access internet or electricity. In the Philippines, the Department of Education implemented the Department Number 18, 2020 or the Most Essential Learning Competencies and Flexible Learning Options to ensure continuous learning opportunities for Filipino students. Far flung schools especially for indigenous students are provided with printed modules as a learning mechanism that comprises their lessons for a specific term. Due to the face-to-face restriction, students have to be independent in reading. Unfortunately, not all IP students have high level of reading comprehension which result to lesser understanding of reading materials. In fact, the Programme for International Student Assessment revealed that Junior High School students evidently show low reading comprehension rate in the Philippines specifically in Region 6, where Junior High School students obtained a literal level of competency in reading from short passages and they can only understand relationships of sentence-meaning within the limited part of the texts. On the other hand, there were no available studies that reveal reading comprehension of IP students in the New Normal which could be useful as a basis for institutions in developing reading comprehension skills of learners especially that the K-12 Curriculum of Junior High School in English subject is literature based. In each grade level, literature is emphasized with its scope. Moreover, according to Armstrong and Newman (2011) as cited by Navarette, Joderic (2019), “schemata” is one’s background knowledge. The message conveyed by the text has a meaning in which readers are the ones who decode its context and underlying explanation of thoughts. Thus, schemata are an important aspect in reading comprehension as it helps elaborate the text-meaning. Alghonaim, Ali (2020) as cited by Jingblad & Jahansson (2017) also suggests that intrinsic motivation help students to enhance autonomous and engaging reading habits. Thus, reading with pleasure will help develops reading comprehension. Furthermore, students who were identified as members of the indigenous community are studying in one of the schools located on the northern part of Negros Occidental. One of the teachers in that school mentioned that Reading Proficiency Test was conducted in 2018 before the onset of the pandemic and no updated national reading tests were administered yet due to some restrictions during this new normal education. Thus, the researcher conducted this study to determine the level of reading comprehension of the Indigenous students amidst the “New Normal” Education and their reading experiences as basis for an enhancement program to be proposed as a sustainable solution in the continual quest for effective learning in times of a pandemic.
Statement of the problem
This study will focus on how they apply the reading strategies of indigenous senior high school students that read fluency.
Specifically study aims to answer the following questions;
1. What is the assessment of indigenous senior high school students?
2. What is the reading strategies of indigenous senior high school students?
3. What is the relationship between reading strategies and reading fluency of indigenous senior high school students?
Definition of terms
Reading strategies is the broad term used to describe the planned and actions that help readers translate print to meaning. Strategies that improve decoding and reading comprehension skills benefit every student, but are essential for beginning readers, struggling readers, and English language learners.
Reading strategies are specific procedures that help students look at words and interpret their meaning. Learners improve their comprehension, understand what they read and advance their reading skills into high school and beyond
Significant of the study
This research study is to identify the strategies of indigenous student in reading fluency.
The result of the study will benefit the following:
The student of senior high school will benefit in this study. The strategies of indigenous student can be apply in any students of senior high school students.
Indigenous students, some indigenous students cannot be read fluently that is why in this study we can teach other indigenous students the strategies. Future researcher, the result of this study can be used by other as a references substantiate future related studies and also to explore further.
Scope and delimitation
The coverage of the study is how the indigenous students of senior high school to their reading strategies that read a loud, fast, and fluently other than normal senior high school students. The researcher will conduct this to know how the indigenous senior high school students handle their learning to read and keep up with the researcher in reading fluently, and quickly. Are respondents here is the indigenous senior high school students of santa cruz national high school in santa cruz occidental Mindoro on November to January 2023
Conceptual framework
Reading strategies is one of the techniques on how you read fluently while reading. Reading strategies is a part in school that you read fluently. The researcher wants to know the reading strategies of indigenous students of senior high school that read fluently.
INPUT PROCESS OUTPUT
Republic of the Philippines
Department of Education
Region IV- MIMAROPA
Division of Occidental Mindoro
SANTA CRUZ NATIONAL HIGH SCHOOL
Sta. Cruz, Occidental Mindoro
CHAPTER 2
REVIEW OF RELATED LITERATURE
The review of related literature for this study focuses on the reading strategies of indigenous students of senior high school connection to their reading fluency. The literature discuses of what is the reading strategies and how their read fluency of indigenous students if senior high school. Indigenous students deserve a future they choose for themselves.
The reading strategies is one of the important thing in school. A reading strategies take time, Thomas (2001) studies in reading have shown that reading strategies not only can taught to students, but when learners use strategies they have learned, these help improve their performance on tests of comprehension and recall. They learned how strategies are use in their performance in school.
According to Karami (2008) reading is an integral part of academic affairs and it is equally important outside academic text. Apart from the essential linguistic requirements of the reading process (e.g vocabulary and grammar), there are some called so-called reading strategies that are attested to improve reading. This strategy was start from the students on how their read fluently.
In his introduction to Alderson (2000) on assessing reading, Lyle Bachman noted: “ Reading through which we can access worlds of ideas and feelings, as well as the knowledge of ages and vision of the future, is at once the most extensively researched and the most enigmatic of the so-called language skills”
Accroding to Hudson (2005) this article explains the elements of reading fluency and ways to assess and teach them. The reading fluency it is start teaching students in their home and school.
According to the California school psychologist, In order to increase reading fluency, a research-based tutoring method using repeated reading was implemented over a 10-week period with two second grade students. California school psychologist that reading fluency will increase when they start teaching on the students in two second grade.
Reading strategies in classroom theoretical review, Tegah Budiharso, Teaching reading has been long discussed in the context of English teaching curriculum in indonesia. The ground of English curriculum (1984, 1994 , 2004 English curriculum) lays reading as the main model of teaching English in the secondary school across classroom levels. In the secondary school level was focus to teach the students how their read fluent and how they use strategy while reading to read fluently.
According to Kim (2015) despite many previous studies on reading fluency (measured by a maze task) as a screening measure, understanding is limited about the utility of silent reading fluency in predicting later reading comprehension and contextualize influences (e.g school and districts) on reading comprehension achievement.
According to Seli (2021) language learning strategies are crucial for learning english as a foreign language. This study sought to reveal language learning strategies used by Daniela, an indigenous Pupuan student, in developing her knowledge and skill in English.
Teaching reading strategy to the student was the crucial thing in learning in school to get the students comprehend at the same time. Reading fluency of the students are accurate and fast in their ability to recognize the words. While indigenous students their use a strategy to read fluently.
According to Rose (1999) in this chapter we report on the literacy teaching approach that is enabling indigenous learners to successfully read and write text that appropriate for their school years, across the curriculum. The approach employs a sequence of strategies that provide scaffolding support for students to read complex text fluently and accurately, and then to use the features of literate language that they are learning to read in their own writing. These strategies have grown out of work with indigenous students in Central Australia during 1980, and have since been further develop in the schools and community centre.
According to Velasco (2010) United States bilingual classroom were originally created for students who had limited proficiency in English, but who came from homes where reading and writing formed an integral part of having a growing number of indigenous students Mexican students in united states bilingual classrooms who do not come from literate backgrounds and whose oral expression is not associated with ;the academic register of school.
According to Boulton (2004) conceptions of learning and strategies used by 15 indigenous students in three Australian universities were studied longitudinally over three years. Their achievements were good, but a high cost in terms of time and effort.
According to Rose (2004) this chapter emerges from long-term action research project, learning to read: reading to learn, in which indigenous students and other Australian students at primary, secondary, and tertiary levels learn to read text across their curricula, and to use what they learn from reading in their writing.
Republic of the Philippines
Department of Education
Region IV- MIMAROPA
Division of Occidental Mindoro
SANTA CRUZ NATIONAL HIGH SCHOOL
Sta. Cruz, Occidental Mindoro
CHAPTER 3
METHODOLOGY
RESEARCH DESIGN
This study will only focus on Quantitative Research Method. Quantitative is based on the measurement of quantity and amount. Quantitative is a mathematical method of measuring and describing the observation of the materials or characteristics. Therefore quantitative will be used so as to collect numerical data from respondents. The researcher will be gathered information about the study of Reading strategies of indigenous senior high school students connection to their reading fluency. The research will be specially use correlational research design that have a relation between variable.
RESEARCH POPULATION AND SAMPLE
The population of this study are the indigenous senior high school students that the researcher wants to generalize the results of the reading strategies of indigenous senior high school students. It consists of all cases of individuals that fit a certain specification (Kenton, 2019).
The sample of this research are the indigenous senior high school students with know how to read and use the strategies while reading. Because the researcher want to know what are the reading strategies of a indigenous senior high school students and connection to their reading flurncy.
SAMPLING PROCEDURE
This research study used by the researcher is purposive sampling that also known as the selective or subjective sampling the researcher choose or select a representative to suit the researchers needs, that rely on the judgement of the researchers to hand-pick sample members. The researcher select all indigenous senior high school students know how to read and what strategies their use while reading. Teaching reading strategy to the student was the crucial thing in learning in school to get the students comprehend at the same time. Reading fluency of the students are accurate and fast in their ability to recognize the words.
RESEARCH INSTRUMENTS
The research instrument use by the researcher is likert scale to determine the reading strategies, problem solving while reading of a indigenous senior high school students.
VALIDITY AND RELIABILITY OF INSTRUMENTS
Validity according to Middleton (2019), validity refers to whether or not the test measures what it claims to measure. The validity of this research for data collection in this study was already used in previous research with similar aims, the researcher will be done by the practical research teacher.
Reliability is the degree which a test is consistent and stable in measuring whatever it is measuring. The researcher will seek permission to the authorities. The researcher will ensure that all respondents voluntarily participate in the study and the information collected will kept confidentially.
DATA COLLECTION PROCEDURE
A letter of request conduct the study was prepared. The researcher constructed a questionnaire. The researcher conducts the research in Santa Cruz National High School through survey. The researcher explains to the respondents the importance of the study. The researcher clarifies some terms to the respondents so that the respondents can answer the questionnaire with full knowledge of their responsibility as the subject of the study. The researcher requested to the respondents to answer with all honestly. After the respondents answer the questionnaire, the researcher collected the data.
DATA ANALYSIS
Data will be collected using a likert scale to the respondents whereby frequency and percentage will be use to analyze the demographic characteristics of respondents and descriptive statistics such as mean and standard deviation will be used to analyze the objectives of the study.
Republic of the Philippines
Department of Education
Region IV- MIMAROPA
Division of Occidental Mindoro
SANTA CRUZ NATIONAL HIGH SCHOOL
Sta. Cruz, Occidental Mindoro
CHAPTER 4
RESULTS AND DISCUSSION
This section has been divided into three subsections, each of which represents one of the research questions of this study. Each subsection includes a presentation of the results as well as a discussion with relevant connections to the information provided in the background section.
4.1 What is the assessment of indigenous senior high school students?
To answer the first research question What is the assessment of indigenous senior high school students?,
4.2 What is the reading strategies of indigenous senior high school students?
To answer the second research question What is the reading strategies of indigenous senior high school students?, the collected data from the first part of the survey was analysed in two steps. In the first step, all responses to the 24 questions regarding reading strategies were counted. Options 1 and 2, and 4 and 5 from the Likert scale were merged, creating one section for low use (1-2), one section for high use (4-5), and leaving one section for medium use (3). In the second step, the three strategies that had received the highest number of high use-points, as well as the three strategies that had received the highest number of low use-points were identified.
4.3. What is the relationship between reading strategies and reading fluency of indigenous senior high school students?
To answer the third research question What is the relationship between reading strategies and reading fluency of indigenous senior high school students?,
Republic of the Philippines
Department of Education
Region IV- MIMAROPA
Division of Occidental Mindoro
SANTA CRUZ NATIONAL HIGH SCHOOL
Sta. Cruz, Occidental Mindoro
CHAPTER 5
RECOMMENDATION
CONCLUSION
.
APPENDIX
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