Sweetheart A. Cera Joy S. Ferrer Lopez Final

Republic of the Philippines
Department of Education
Region 02 (Cagayan Valley)
SCHOOLS DIVISION OFFICE OF ISABELA
Alibagu, City of Ilagan, Isabela 3300
SIMPROVISATION AND LITERARY TEXT COMPREHENSION SKILL OF GRADE

11 HOME ECONOMICS STUDENTS
SWEETHEART AQUINO-CERA
Teacher-II
Barucboc National High School
Quezon District, SDO Isabela
JOY S. FERRER-LOPEZ
Master Teacher-II
Barucboc National High School
Quezon District, SDO Isabela
(078) 323-0281 Sdo Isabela Document Code: FM-SGOD-RES-003

(078) 323-2015 https://deped-isabela.com.ph Rev.: 00
isabela@deped.gov.ph As of: 07-02-2018
1
I. CONTEXT AND RATIONALE
Understanding literature requires engagement of students in appreciating its
various dimensions such as forms, structures, genres, elements and context. In
the K-12 curriculum, literature is spirally presented allowing learners to be
gradually immersed in the content and its application.
The theory on constructivism highlights that readers become active when
literature presented to them are relevant to their experiences. Their schema
serves as a springboard for them to create active, meaningful, responsible and
autonomous learning. Vis-à-vis with these is exploring reading strategies that may
aid their comprehension.
The study of Hove (2011) revealed that students find difficult to understand
literary text particularly when confronted with questions requiring high order
thinking skills like inferring, integrating, critiquing and evaluating. These sub-skills
in reading pose challenge especially when confronted with different literary texts
where readers need to gradually unfold their level of understanding.
In addition, M. Estremera & G. Estremera (2018) attributed this
comprehension problem to lack of cognitive, metacognitive and strategic skills
which the readers can employ during reading activity. As iterated under the
domains of language literacy of the K-12 framework, language learners must be
equipped with techniques and strategies that may help them understand any text.
In the Senior High School curriculum, 21st Century Literature from the
Philippines and the World, which is a core subject, offers varied genres of
2
literature to students like poetry, short story, drama, novel etc. However, it is
observed by the proponent that learners hardly understand these texts especially
when confronted with comprehending literary text. This is affirmed by the result of
post-test of the previous two years where it recorded a 41.50 mean percentage
score whereby among the competencies, the least mastered was understanding
meanings of literary texts in context.
On the other hand, the school’s NAT (National Achievement Test) mean
percentage score in English for the past five years was 60.13 percent where
reading comprehension needed extra attention. Similarly, the English NAT result
in Schools Division of Isabela for the S.Y. 2016-2017 had an MPS of 41.35 where
students fall short on problem solving, information literacy and critical thinking
skills.
Implicitly, the above-mentioned constructs are the higher levels of
comprehension which further affirms that there is a need to address problems
concerning reading comprehension both in informational and literary texts.
Although there had been lots of recommendations, suggestions made by various
authors to address such issue, this remains a perennial problem in academic
setting at any level.
In relation, this study aims to improve the literary comprehension skills of
students particularly grade 11 Technology Vocational and Livelihood Home
Economics students at Barucboc National High School. The proposed intervention
shall address the needs of these Senior High School learners for them to develop
critical reading strategies and an active engagement in understanding literature
manifesting the different levels of comprehension.

3
The results of the study will clarify what literary texts may suit the reading
abilities of the learners and highlight pedagogical approaches/ means to help
students acquire these complex skills. The findings will inform the development of
innovative reading materials/ modules appropriate to learners’ reading abilities and
needs.
II. ACTION RESEARCH QUESTIONS
This research proposal shall aim to determine the effects of
SIMPROVISATION to the reading comprehension of Grade 11 TVL-HE
students of Barucboc National High School.
Specifically, it aims to answer the following questions:
1. What are the mean scores of the respondents before and after the
implementation of the simprovisation?
2. Is there a significant difference in the scores of the respondents
before and after the implementation of simprovisation?
3. What is the effect size of simprovisation on the respondents’
reading comprehension skills?
III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY
Constructivism is based on the belief that reading occurs as
learners are actively involved in a process of meaning and knowledge
construction rather than passively receiving information. Learners are the
makers of meaning and knowledge. It fosters critical thinking and creates
motivated and independent learners.

4
One of the off-shoots of constructivism is the use of gradual
psychological unfolding where it highlights the taxonomies of reading
comprehension. It divulges in the principles that low inquiry questions
tend to reinforce “correct” answers, whereas, high inquiry questions
stimulate a much broader range of responses, and tend to stimulate high
levels range of responses.
In this regard, the proponent developed a “strategic intervention
module” dubbed as “SIMPROVISATION” for comprehending literacy text
in context. This is a competency- based learning module in which the
readers are guided in understanding meaning of different literary text
through sets of questions from literal to appreciation questions (Baretts
Taxonomy of Comprehension Skills). As they do, they shall employ critical
reading strategies to grasp correct meanings and answers.
The “SIMPROVISATION” is comprised of five literary texts which
are selected poems carefully chosen to suit the level of students and are
presented in ascending level of difficulty. Each poem has questions which
highlight Baretts’ Taxonomy of Comprehension Skills”: literal,
reorganization, inferential, evaluation and appreciation.
The sample below illustrates a sample of the module and its parts:
1. Pre-reading
a. Motivation Question (The module shall give an overview
question/s which assesses students’ prior knowledge)

5
e.g. “Way back from your elementary years, did you notice
some changes now in your hometown? What are they? If there’s
none, why do you think so?
b. Motive Questions (The module presents the motive questions
to guide the students in understanding the poem.)
e.g. (Based on the poem, “Letter to Pedro called ‘Pete’”
Identifying Facts
1. Who made the letter?
2. What are the changes he mentioned in their
hometown?
3. What was the P.S. of Tasyo to Pedro?
Interpreting meanings
1. What do the following lines from the poem imply?
a. The farmers come down every Sunday to sell
their agony and their sweat for a few pesos...
b. Tasyo, the old goat,had split the skin of our
young lizard...
c. Now there’s a barbed wire fence about them;
the birds have gone away...
d. We still go for Konga’s store for rice, and
sardines and sugar and nails for coffin.
e. Now the hometown has seven whores.
f. The priest is sad.

6
g. : Letter to Pedro, U.S. Citizen, Also Called Pete
2. With the expression, “You lucky bastard.”, what’s
the intent of the writer? Is it a compliment or a
sarcasm?
3. Does the poem imply political anomalies and social
problems? Support your answer through citing
some lines.
Applying Meanings
1. The writer notes abuses in the poem, do you think
his overall outlook is optimistic or pessimistic?
Explain.
2. If you will be writing a letter to a friend of yours,
what would be the social or political issue you
would liketo tell him about your country or
hometown.
Evaluating Meanings
1. If you are given a voice to create a change, what
will be your advocacy?
c. Unlocking of Difficulties (The module shall let students unlock
the unfamiliar words found in the poem through contextual
clues.)
e.g.

7
1. To sell their agony and their sweat
2. The congressman’s wife now spans the gray river
3. Your cousin has just become a whore.
4. Be carried home in a wheelbarrow
5. Islaw, your cock-eyed uncle
2. During Reading
The module shall guide the students to analyze the poem
through the motive questions.
3. Post Reading
The comprehension questions shall be answered by the
students (The questions presented as motive questions). The
teacher shall clarify process and provide feedback as the
students go on the different levels of the module.
IV. ACTION RESEARCH METHODS
a. Participants And/Or Other Sources Of Data And Information
Population in this study is the Grade 11 of Barucboc National High School where
the respondents will be the TVL-Home Economics students. The researcher will be
using purposive sampling design, a universal technique where all the students are
taken as respondents.
Table 1: Frequency and Percentage Distribution of Respondents
Sex Frequency Percentage
Male 5 20.83

8
Female 19 79.17
Total 24 100
Based on the table, the respondents will be comprised of 5 males and
19 females who will be chosen as respondents since based on the previous
years, the TVL-HE curriculum performs least in literature subject in
comparison with the other two classes, grade 11 GAS and TVL-ICT.
4. DATA GATHERING METHODS
The researcher will employ a pre-experimental design which is one-group
pretest-posttest design where the respondents are observed at two time
points- a pre-test will be administered before the implementation of
SIMPROVISATION and post-test after implementing the said intervention.
The formulation of pre-test and post-test is aligned on the K-12 curriculum
guide of the 21st century Literature from the Philippines and the World. Initial
content validation shall be done through consulting at least three English
Master Teachers in the field. It shall also be further validated and scrutinized
by the School Research Committee, District Research Committee and
Schools Division Research Committee.
The following steps will be used by the researcher in constructing the
Strategic Intervention Module:
1. The researcher shall assess the students’ level of literary text
comprehension based on their academic achievement, teacher
observation and pre-test result.

9
2. After reviewing all, the researcher shall look for literary texts that
are aligned to the learning competency of the curriculum guide in
21st century literature and suited on the level of the respondents.
Based on Lev Vygotsky’s Zone of Proximal Development, the
basis shall be comprehensible input +1 which means slightly or
one-step beyond their level of comprehension.
3. The researcher will improvise a strategic intervention module,
hence the name “SIMPROVISATION” which will be subjected to
pilot testing for reliability.
To address ethical considerations or aspects that will possibly surface
from this study, the researcher ensures that offensive, discriminatory and
unacceptable language will be highly avoided in the formulation and
implementation of the intervention. Privacy and anonymity of the involved
respondents are protected to avoid bullying and other possible
consequences. Likewise, full consent shall be obtained from the participants
and their parents prior to the study.
The proposal will also be critically reviewed and approved by the
School research committee, District research committee and Schools Division
Research Committee to establish content validity and reliability. In relation to
the research’ manuscript, acknowledgement and referencing are highly
observed.

10
c. DATA ANALYSIS PLAN
To answer the questions posed in this study, the following statistical
tools will be used:
1. Mean will be used to determine the pre-test and post-test scores of the
respondents.
2. Paired t-test will be employed to find out the significant difference in the
scores of the respondents before and after the implementation of
SIMPROVISATION.
3. Eta-squared will be used to determine the effect of the SIMPROVISATION
to the literary comprehension skills of the respondents. In interpreting the
eta-squared values, the guideline based on Cohen (1988) as shown
below will be used.
Cohen’s Value of Interpretation
Association
0.70 and above Large effect
0.50-0.69 Moderate effect
0.01-0.49 Small effect
Reference: DepEd Order No. 16, s. 2017. Research Management Guidelines.

11
IV. ACTION RESEARCH WORK PLAN AND TIME PLAN
Resources
Activities/ Timelin
Strategies Program Physical Financia
Task Material e
l
Implement Collaborative PREPARATION
Strategic , A. Manuscript
Intervention Multimedia Writing May 15-
Module Approach  Write/prepare  Proponent  Printing P 100.00 17, 2019
as a means the research  Sliding P 12.00
o finstruction. proposal Folder
Peer  Review the May 15-
discussion Process on  Proponent 17, 2019
how to go
about the
Strategic
Intervention
Module as a
means of
instruction
ready for
implementatio
n
 Submit the  Proponent June 5,
research  School 2019
proposal to Principal
the Principal
checking/endo
rsement.
 Submit the  DRC June 10,
research Secretariat 2019
proposal to /Members
DRC and
Secretariat/Me Chairman
mbers for
checking and
endorsement
to the DRC
Chairperson.
B. Approval
 Implement  Proponent
suggestions  School June 24-
and Principal Nov.
2019
recommendati  DRC
ons from the  Division
District Research
Research Committee
Committee.  Regional
Division Research
Research Committe
committee for
implementatio
n and
Regional
Research
Committee
C. Implementati
on
Pilot-testing of
the
questionnaire Nov to
Decemb
Prepare the  Printing P 534.00 er 2019
 Proponent
Strategic  Printin
Intervention g of
Module which modul
12
will be used e
on the  Photo
conduct of the copyi
research. ng of
modu January-
Using the SIM le. Feb
in the 21st 2020
Century Lit
class
D. Disseminatio
n
March-
 Communicate May
the result of 2020
the research
to school
administrators
and District
Office thru  Opera P
SLAC, INSET tional 1,000.00
and expen
conferences. ses
 Recommend
Strategic
Intervention
Module as a
reading
intervention.
 Communicate
the result of
the research
to Division
Office and
other SHS
implementing
schools.
 Recommend
Strategic
Intervention
Module for
utilization.
Total Estimated Expenses: P 1,646.00

13
V. COST ESTIMATE
ITEM
UNIT TOTAL
ACTIVITY DESCRIPTION/ QUANTITY UNIT
COST AMOUNT
PARTICULARS
Preparation  Printing of
of manuscript Pre and
Posttest,
Manuscript 178 pages P .00 P534.00
-Printing 1 piece P12.00 P 12.00
-Sliding Folder 50 pages P 2.00 P100.00
-Re-printing
-Operational
Expenses Not specified P 1,000.00
TOTAL
ESTIMATED
EXPENSES P1,646.00

14
VIII. REFERENCES
Blickenstaff, Jennifer; Hallquist, Ellie; and Kopel, Kandi (2003). The Effects of
Reading Strategies in Comprehension for Elementary Age Learners.
Retrieved from
https://brage.bibsys.no/xmlui/bitstream/handle/11250/2396307/16-00400-
21%20Masteravhandling%20- .
Estremera , Michael L. and Estremera, Geraldine L. (2018) Factors Affecting the
Reading Comprehension of Grade Six Pupils in the City Division of
Sorsogon, Philippines as Basis for the Development of Instructional
Material. Retrieved from http://apjeas.apjmr.com/wp-
content/uploads/2018/11/APJEAS-2018.5.3.09.pdf
Hayes, K., & Devitt, A. (2008). Classroom discussions with student-led feedback: a
useful activity to enhance development of critical thinking skills. Journal of
Food Science Education, 7(4), 65- 68. Retrieved from
http://www.ift.org/knowledge-center/read-ift- publications/journal-of-
foodscience-education.aspx
Hove, Genal (2011). Developing Critical Thinking Skills in the High School English
Classroom. Retrieved from
http://www2.uwstout.edu/content/lib/thesis/2011/2011hoveg.pdf.
Gregory, Gayle H. and Chapman, Carolyn M. (2013). Differentiated Instructional
Strategies: One Size Doesn′t Fit All 3rdEdition.
Margaret Elizabeth Middleton (2011). B.A. Reading Motivation and Reading
Comprehension.
Mendelman, L. (2007). Critical thinking and reading. Journal of Adolescent and Adult
Literacy, 51(4), 300-304. Retrieved from
http://www.reading.org/General/Publications/Journals/jaal.aspx
Plocher, Michael D. (2016).. The Effect of Three Reading Comprehension Strategies
on Reading Comprehension when Reading Digital Informational.

15

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Republic of the Philippines

SIMPROVISATION AND LITERARY TEXT COMPREHENSION SKILL OF GRADE

(078) 323-0281 Sdo Isabela Document Code: FM-SGOD-RES-003

I. CONTEXT AND RATIONALE

Understanding literature requires engagement of students in appreciating its

various dimensions such as forms, structures, genres, elements and context. In

the K-12 curriculum, literature is spirally presented allowing learners to be

gradually immersed in the content and its application.

The theory on constructivism highlights that readers become active when

literature presented to them are relevant to their experiences. Their schema

serves as a springboard for them to create active, meaningful, responsible and

aid their comprehension.

where readers need to gradually unfold their level of understanding.

In addition, M. Estremera & G. Estremera (2018) attributed this

comprehension problem to lack of cognitive, metacognitive and strategic skills

domains of language literacy of the K-12 framework, language learners must be

meanings of literary texts in context.

Implicitly, the above-mentioned constructs are the higher levels of

comprehension which further affirms that there is a need to address problems

concerning reading comprehension both in informational and literary texts.

Although there had been lots of recommendations, suggestions made by various

authors to address such issue, this remains a perennial problem in academic

setting at any level.

In relation, this study aims to improve the literary comprehension skills of

students particularly grade 11 Technology Vocational and Livelihood Home

Economics students at Barucboc National High School. The proposed intervention

critical reading strategies and an active engagement in understanding literature

manifesting the different levels of comprehension.

abilities of the learners and highlight pedagogical approaches/ means to help

innovative reading materials/ modules appropriate to learners’ reading abilities and

II. ACTION RESEARCH QUESTIONS

This research proposal shall aim to determine the effects of

SIMPROVISATION to the reading comprehension of Grade 11 TVL-HE

students of Barucboc National High School.

Specifically, it aims to answer the following questions:

implementation of the simprovisation?

2. Is there a significant difference in the scores of the respondents

before and after the implementation of simprovisation?

3. What is the effect size of simprovisation on the respondents’

reading comprehension skills?

III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

Constructivism is based on the belief that reading occurs as

learners are actively involved in a process of meaning and knowledge

construction rather than passively receiving information. Learners are the

makers of meaning and knowledge. It fosters critical thinking and creates

motivated and independent learners.

(078) 323-0281 Sdo Isabela Document Code: FM-SGOD-RES-003

One of the off-shoots of constructivism is the use of gradual

psychological unfolding where it highlights the taxonomies of reading

comprehension. It divulges in the principles that low inquiry questions

tend to reinforce “correct” answers, whereas, high inquiry questions

stimulate a much broader range of responses, and tend to stimulate high

levels range of responses.

In this regard, the proponent developed a “strategic intervention

module” dubbed as “SIMPROVISATION” for comprehending literacy text

in context. This is a competency- based learning module in which the

readers are guided in understanding meaning of different literary text

through sets of questions from literal to appreciation questions (Baretts

Taxonomy of Comprehension Skills). As they do, they shall employ critical

reading strategies to grasp correct meanings and answers.

The “SIMPROVISATION” is comprised of five literary texts which

presented in ascending level of difficulty. Each poem has questions which