Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Caraga Administrative Region
Bislig City

NORTH EASTERN MINDANAO STATE UNIVERSITY-BISLIG CAMPUS

Maharlika, Bislig City

SIGNIFICANCE OF RAP STRATEGY ON THE READING COMPREHENSION

SKILLS OF THE GRADE 11 SMAW STUDENTS IN STAND ALONE
SENIOR HIGH SCHOOL

An Action Research Paper Presented to the Faculty and Staff of

North Eastern Mindanao State University-Bislig Campus,
Maharlika, Bislig City, Surigao del Sur, Philippines

A Subject Requirement in Technical Writing: CLASSROOM ACTION RESEARCH

Researchers:

AGULAY, NEREZA DIVINE G.

CEBRERO, CRISTINE G.
ENATE, GIRLIE B.
OLARTE, FRANCO MIGUEL F.
SAN JUAN, NOVE G.

June 2022
 TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION

1.1 Rationale--------------------------------------------------------------------------------------1 - 3

1.2 Statement of the Problem (SOP)-------------------------------------------------------------- 4

1.3 Objectives of the Study--------------------------------------------------------------------- 4 - 5

1.4 Hypothesis---------------------------------------------------------------------------------------- 5

1.5 Significance of the Study------------------------------------------------------------------- 5 - 6

1.6 Scope and Delimitation of the Study --------------------------------------------------------- 6

References-------------------------------------------------------------------------------------------- 7
 CHAPTER I

INTRODUCTION

I. Rationale

Reading comprehension is essential for human existence. Its value is

recognized since it provides individuals with new information by extracting

ideas, thoughts, and insights from a text that the writer provided and use that

to expand one's experiences and develop one's intellectual abilities. Reading

comprehension in specific, is the process of generating meaning through the

coordination of several complex procedures such as word reading, phrase and

world knowledge, as well as fluency (Harris and Graham, 2007). When

readers can communicate with a text, they comprehend it. To put it another

way, reading comprehension is a type of interaction between readers and texts

that uses textual symbols to help them understand what they're reading.

Ruefully, it appears that there is still a very strong need to teach students how

to increase their reading comprehension, and it is found out that students who

are engaged in a certain strategy, commonly known as Read, Ask, and Put

(RAP) strategy showed that readers were more likely to remember literature

and comprehend important details if they first read, then ask, and put together

concepts gathered (Best, Rowe, Ozuru, & McNamara, 2005).

Furthermore, to increase their comprehension of the text, students must engage

in reading activities such as questioning and paraphrasing. The paraphrasing

technique is a part of the RAP strategy that has proved to greatly improve

students' reading comprehension. This technique also serves as a reminder to

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students who use it to continue "rapping", or "talking" to themselves, to

improve their reading comprehension. Students process information for a

better grasp of what they read through asking and paraphrasing. (Schumaker et

al., 1984)

Reading comprehension is indeed so important that the government has

decided to adopt a policy in the educational system that reading, as one of the

four language skills, must be taught to students in the classroom. Students are

expected to be able to comprehend the reading passages they read well after

learning and teaching reading, particularly in senior high school students since

reading comprehension becomes increasingly crucial in many courses as

pupils advance through school. In fact, there is strong evidence that reading

comprehension is a significant issue, particularly among pupils in middle

school and later grades (Underwood & Pearson, 2004). Going back, this policy

aligns with the goal of senior high school reading education, which is to

improve students' reading skills so that they can read and comprehend English

texts effectively and efficiently.

Similarly, Belen et al. (2003) argued that reading comprehension should be a

primary concern for all readers. Readers should be able to integrate words as

part of the paragraph and paragraphs as part of the selection to be able to apply

multiple mental processes. They went on to say that because reading is such a

complex activity, it cannot be taught in isolation. Developing reading skills

necessitates mastery of a broad variety of reading skills.

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Unfortunately, in the United States, reading ability has become a source of

concern. According to the National Center for Education Statistics (NCES) in

2004, only approximately a third of all fourth graders read fluently at grade

level. Based from that, only about half of all youngsters in the United States

have not yet mastered fundamental reading skills. There's also evidence that

the gap between students who struggle with reading and those who succeed

has widened. Again, questioning and paraphrasing abilities are critical for

good reading, therefore the emphasis on foundational skills is understandable

(National Reading Panel, 2000).

Even though reading comprehension is crucial, most people can read out loud

some texts with proper pronunciation but have no idea what they are reading

about. It's because they don't read in their native language the same way they

read in the foreign language they're learning. They just spent their time

learning the meaning of each word, consulting unknown vocabularies, and

then continuing with the meaning of each sentence. Thus, there is an urgent

need to demonstrate strategies such as the RAP strategy to help significantly

increase the reading comprehension of the students. Specifically, the purpose

of this study is to show that the application of the RAP strategy helps one’s

reading comprehension to improve.

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 Statement of the Problem (SOP)

This study aimed to identify the strategies to improve the reading

comprehension of the Grade 11 Shielded Metal Arc Welding (SMAW)

students in Stand Alone Senior High School. More specifically, this study

sought to answer the following questions:

1. What is the level of the reading comprehension skills of the Grade 11

SMAW students before the application of the RAP study in their reading?

2. What action plans can be crafted to improve the reading comprehension

skills of the students?

3. What strategies can be crafted to improve the reading comprehension of the

students?

4. What is the level of the reading comprehension skills of the Grade 11

SMAW students after the application of the RAP study in their reading?

5. Is there a significant difference in the level of the reading comprehension

skills of the students before and after the application?

II. Objectives of the Study

The main purpose of this study is to improve the reading comprehension

of the Grade 11 SMAW students in Stand Alone National High School in the

academic year 2022-2023. More specifically, this study aims to achieve the

following objectives:

1. Assess the reading comprehension skills of the students before and after

the application of the RAP strategy.

2. Craft action plans to improve the reading comprehension skills of the

students.

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 3. Craft a strategy to improve the reading comprehension skills of the

students.

4. Evaluate the improvement of the reading comprehension skills of the

students with the use of RAP strategy.

5. Determine the significant difference of the reading comprehension skills of

the students before and after the application of the RAP strategy.

III. Hypothesis

1. There is no significant difference in the level of the reading

comprehension skills of the students before and after the application of the

RAP strategy.

2. There is a significant difference in the level of the reading comprehension

skills of the students before and after the application of the RAP strategy.

IV. Significance of the Study

This research study focuses on how to improve the reading

comprehension skills of the Grade 11 SMAW students of Stand Alone Senior

High School in the academic year 2022-2023.

Specifically, the following had found relevance to the present study:

Students. They are the ones who can benefit from this study. The RAP

strategy would help them comprehend written text effectively. This will

improve their reading comprehension skills, which will contribute to their

academic competence.

Teachers. This study would help the teachers in providing necessary

remediations or strategies for the students having difficulties in reading

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 comprehension. It would then be easier on their part to solve the common

issue of poor reading comprehension.

Further Researchers. They might do more research on the factors affecting

the reading comprehension skills of the students and the corresponding actions

or strategies needed to address these factors.

V. Scope and Delimitation of the Study

The study is only focused in improving the reading comprehension skills

of the students with the use of the RAP strategy. It is then to be conducted at

Stand Alone Senior High School, with the Grade 11 SMAW students for the

school year 2022-2023 as the target participants.

In the current study, the participants will be chosen through purposive

sampling. With the total population of twenty-seven (27) students in the

SMAW track, only sixteen (16) students will undergo the intervention. The

participants will be exposed to an oral assessment and will then be subject to

answer questions that will be provided. The measures of central tendency and

dispersion, namely, mean and standard deviation will be used to analyze the

data gathered.

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References

Belen, V., Biray, E., Caoile, M., Olan, E., Rabang, M. R., (2003). Effective
study and thinking skills. Bulacan: Trinitas Publishing, Inc.
Retrieved June 8, 2022 from
https://www.researchgate.net/publication/325957324_Jigsaw_Reading
_Technique_in_Improving_the_Reading_Comprehension_Skills_of_th
e_Grade_VI_Pupils_in_the_Central_Schools_of_Cabugao_District_Di
vision_of_Ilocos_Sur

Best, R. M., Rowe, M., Ozuru, Y., & McNamara, D. S. (2005). Deep-level
comprehension of science texts: The role of the reader and the text.
Topics in Language Disorders, 25, 65-83 Retrieved June 8, 2022, from
https://www.research.lancs.ac.uk/portal/en/publications/deeplevel
comprehension-of-science-texts-the-role-of-the-reader-and-the-
text(49571e12-4963-460c-8bab-1594cc443b39)/export.html

Harris, K., & Graham, S. (2014, May 27). Teaching reading comprehension to
students with learning difficulties by Karen R. Harris and Steve
Graham. Academia.edu. Retrieved June 8, 2022, from
https://www.academia.edu/5395148/
Teaching_Reading_Comprehension_to_Students_with_Learning_Diffi
culties_by_Karen_R_Harris_and_Steve_Graham

National Center for Education Statistics. (2004). Report on National

Assessment of Educational Progress. The nation 's report card:
Reading highlights 2003. Washington, DC: U.S. Department of
Education. Retrieved June 8, 2022 from
https://nces.ed.gov/nationsreportcard/pubs/main2012/2013456.aspx

National Reading Panel. (2000). Teaching children to read: An evidence-based

assessment of the scientific research literature on reading and its
implications for reading instruction. Washington, DC: National
Institute of Child Health and Human Development and U.S.
Department of Education. Retrieved June 8, 2022
https://www.nichd.nih.gov/publications/pubs/nrp/smallbook

Schumaker, J. B., Denton, P. H., & Deshler, D. D. (1984). The paraphrasing

strategy. Lawrence, KS: University of Kansas. Retrieved June 8, 2022,
from https://sim.ku.edu/paraphrasing-strategy

Underwood, T., & Pearson, P. D. (2004). Teaching struggling adolescent

readers to comprehend what they read. In T. L. Jetton & J. A. Dole
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https://journals.sagepub.com/doi/abs/10.1177/0741932507311638