The Use of Read Encode Annotate Ponder Method REAP To Enhance The Reading Comprehension of Grade 9 Students

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The Use of Read, Encode, Annotate, Ponder Method (REAP) to Enhance the
Reading Comprehension of Grade 9 Students
Thesis · February 2020
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Liceo de Cagayan University Junior High School Department Page 1
Chapter 1
THE PROBLEM AND ITS SCOPE
Introduction
Reading is absorbing information through the act of comprehending words or

making sense of them. It involves different parts such as recognizing words,
understanding, using them easily and level of motivation or incentive. Reading
involves many factors such as the reader’s purpose for reading, previous knowledge
and experiences with writing language and their social and cultural environment. It is
an interactive, problem-solving method of body of texts making significance. The
reading abilities of a student are essential to their achievement as they will enable to
success the curriculum scope and enhance their communication and language
abilities. Moreover, reading can be fun and imaginative time for students, opening
doors for them to all sorts of new worlds.
According to One World Literacy Foundation (2013), reading is how we find

fresh stuff and create a favorable image of oneself. The capacity to read is an
essential capacity to operate in society today. Reading is essential because it helps
the mind grow and the imaginative grows. A student who can read, can learn in any
field of life he or she fit. Students who do not read or are bad readers frequently lack
self-awareness and capacity. Most of them feel isolated and issues with their
behavior occur. As we live in an era of data, the only way to be informed is by
reading. It has four effects which are really important, helpful and useful to the
students, these are reading improves comprehension, discipline and memory, self-
esteem and vocabulary. The more students read, the more educated students
become. According to Nord Anglia International School Al Khor (2019), reading is

the main growth area and included in the strategic growth plan of the school.
Many of the student’s reading issues relate to the five reading elements such
as phonological and phonemical awareness, word decoding and phonics, fluency
vocabulary and understanding of the problem target. The Philippines is ranked 84th
out of 197 countries in the latest literacy and learning research prepared by James
Burton (2018). It indicates the poor reading comprehension of some Filipino students.
In our country, which is the Philippines, there are 2 major problems that Filipino
students encountered which are disinterested in reading and structural promotes
inadequate such as reading. These issues have been said to contribute factors. On
the basis of article “A nation of non-readers by Juan Luz” (2017), the culture of the
Filipinos was transmitted mainly by word of mouth and not written documents.
Philippine high school education has two major problems: poor reading
comprehension skills and poor performance in Math and Science (Imam, 2015). The
Filipino population in rural and urban regions showed low levels of literacy that could
be over-exaggerated because of restricted ways to gain data and therefore has bad
reading and then bad teaching. Thus, government and non-government industries
began to improve Filipinos’ skills, which can assist people and the country become
global skilled, in the face of these difficulties.
According to Madge Kho, in the paper “Philippine Education System Status

(2004), the high school learners were subject to low readiness tests and owing to
contribute variables like the domestic budget, a lack of structural assistance and
malnutrition.
English texts are still difficult to understand at a non-sectarian private

university located in Cagayan de Oro City. According to one of the English teachers
working at Liceo de Cagayan University, some of the junior high school students
from years 1 to 4 have poor reading comprehension skills in the English subject,
which is a bit alarming in general. That is why we researchers have decided to find a
way to tackle this issue that only affects third-year or 9th grade students.
The Read, Encode, Annotate and Ponder (REAP) strategy (Eanet & Manzo,
1976) is based on the assumption that readers have the greatest understanding
when requested to convey thoughts from a text that they have read. REAP was
created to improve reading, writing and thinking of learners and was intended to
teach students different methods of reacting to text. REAP can also be used to
observe the growth of students’ thoughts. Developing the ability to write brief notes
is the basis of REAP method. Teachers who want to use the REAP method may
want to be able to teach students abilities to extract the primary concept before
continuing. For that purpose, Dishner and Readence (1977) provide systematic
processes for teaching learners to define the primary thoughts in a passage.
The study was designed to find out that REAP method were effective in
enhancing students’ reading and understanding skills in the 7th Grade of High School
in SMP Islam Sudirman Ambarawa (2010-2011). Research findings showed that
REAP method can enhance students' reading comprehension. REAP were all this
activity. Some media were also used to promote these operations like the image.
The school proposed that REAP method should be introduced by teachers in the
lecture class as a consequence of the studies. A teacher should also change the
operations to prevent bored, frightened and less motivated learners who participate
in the teaching process. It is also suggested that educators should use REAP as an
alternative way to study English, in particular understanding and reading (Fakultas
Bahasa dan Seni, 2012).
The objective of the REAP method is to enhance reading, understanding and

writing in a way that allow readers to synthesize the thinking of the author with their
own words, enabling them to learn and remember.
Theoretical Framework
The researcher supposed that the student’s reading comprehension would be

enhanced with the use of the reading strategy which is Read, Encode, Annotate and
Ponder (REAP) method. Lev Vygotsky’s theory supports this method which is
“Vygotsky’s scaffolding” (1976). “Vygotsky’s scaffolding” is a technique of teaching
that enables learners to learn more by working with a teacher to attain their
objectives. The theory behind “Vygotsky’s scaffolding” is that learners can learn
more when working with others, who have a broader variety of abilities and
knowledge than the student does today when compared to independent teaching.
These teachers or colleagues are the “scaffolding”, which helps students to broaden
their limits to learn more than they can on their own. Research has shown that this
strategy can often help students learn more than the traditional strategies of learning.
REAP method, a reading strategy, is a type of scaffolding strategy because the
teacher explains and guides the learners in their teaching process to evolve and
eventually enhanced their reading comprehension.
It is essential to have great understanding and reading abilities because it

improves reading pleasure and efficiency and contributes to the person’s private
lives not only academically but also professionally. It is essential to the fluency of the
language and also essential for the achievement of the student. There are endless
advantages resulting from well-developed understanding abilities. Reading is vital
because you can know anything about everything and everything about anything if
you can read (Tomie dePaola, 2000).
Discussion of Concepts and variables
Colorin Colorado (2015) is a domestic multimedia project offering a wealth of

bilingual, research-based data, events and guidance to English-language learners
(ELLs) educators and families. It is an online organization that highlights
summarizing, sequencing, inferencing, comparing and contrasting, drawing
conclusions, self-questioning, problem-solving, relating background knowledge,
distinguishing fact and opinion and finding main idea, important facts and supporting
details as an outstanding piece of teaching English language learners (ELLs)
understanding abilities. These competences are much more helpful when reading or
reading exhibitions.
Sequencing of Events relates to the identification and capacity to retell the

occurrences in the order of the event within a specified text and to the identification
of the parts of a tale like the start, middle and end are one of several abilities that
help learners understand what they read (Reading Rockets, 2014). It applies to the
recognition of the components of the narrative as start, middle and end and the
capacity to remember the incidents in the order they happened with a given text
(Maffei, 2014). Making Inferences involves making a guess about what you don't
know or reading between the lines by using what you understand. Readers who
create references use their own experiences and the indices of the text to assist
them understand what is not said straight away, making the text personal and
memorable (Teacher Vision, 2002). It is important because it can determine when
and why the text does not clearly understand and may use a range of methods to
address understanding issues or deepen your knowledge of a text (Duffy et al. 2001).
Comparing and Contrasting are methods to explore similarities and differences
between two things and are often used as a strategy for development. When
comparing differences, learners compare similarities (Study.com, 2003).
Distinguishing between Fact and Opinion are often expressed in the same breath;
in their meanings, the terms have an enormous distinction. It relies on the validity of
the declaration of whether a declaration is a fact or an opinion. While a fact relates to
the true or actual thing that is supported by proof, paperwork, etc. Opinion, on the
other side, is what somebody believes or thinks about (Surbhi S., 2017). Students
must be able to differentiate correctly between fact and opinion because it is crucial
(Elizondo, 2018). The capacity to differentiate between fact and opinion enables
learners develop their critical and analytical abilities in both reading and listening
(Literacy Ideas, 2015). Finding the Main Idea, Important Facts and Supporting
Details. You're prepared to discover the main idea once you can discover the
subject. The main idea is the paragraph's point. It's the theme's most significant idea
(Vener, 2002). An advanced reading’s job is to understand the subject, the gist, or
the bigger conceptual framework of a textbook section, an article, a paragraph, a
phrase, or a passage. It is essential for the general understanding of college
reading to be able to draw conclusions, assess and critically interpret papers or
chapters. Chapters of textbooks, articles, paragraphs, phrases, or passages all
have themes and primary thoughts. The subject is the overall theme or message
that is wide. It's what some people call the topic. The main idea is to express the
"key concept." Major and minor details support the primary concept by saying how,
when, where, why, how much, or how many. Locating the subject, main idea, and
detail support enables you know the point(s) that the writer is trying to convey.
Identifying these relationships will enhance your understanding (Cuesta College,
2019).
Hamed (2018), postulated that the reading strategies are important in the
development of reading skills. He believes that reading is one of the most significant
language learning abilities. Students can apply the strategies if their teacher
provides them properly, so the learners are driven by using these strategies. The
results of this research showed that learners think that: the student's reading
standard is influenced by reading strategies. Implementing reading policies also

motivates learners at secondary school to read more. In addition, teachers apply
their learners reading strategies. Finally, the investigator proposes that: teachers
should provide sufficient time for their learners to exercise reading strategies.
Students should read extensively both indoors and outdoors. Teachers should
encourage learners to read the strategy of role play. Also, McNamara (2018)
propounded the importance of the strategies for reading. Successful readers
understand when and how they can use intentional approaches to repair
understanding is one source of proof. One result of this finding is that teaching
reader struggling strategies can be a key to assisting them enhance understanding.
The reading strategies used in this research were as follows.
REAP is a reading strategy developed by Eanet and Manzo (1976). The

acronym stands for Read, Encode, Annotate and Ponder. This strategy is intended
to enhance thinking, the underlying musculature for active reading and meaningful
writing. Supriyantini (2018) showed in her study that REAP method can improve
student’s reading comprehension. REAP method has been shown by her studies to
create learners better reading comprehension. Also, Tasdemir (2010) showed in his
study the effects of REAP reading comprehension technique on student’s success.
In this study, written materials such as classroom books were used in this research
to determine whether the Read, Encode, Annotate and Ponder (REAP) technique
can generate a major difference in educational achievement over conventional
teaching practices. A model of research group pre-test-posttest equivalent was used.
The sample consisted of 59 learners who registered in a teacher-training elementary
school program during the fall of 2008-2009. Qualitatively, data were acquired. The
results show that the achievement of teaching for learners in the group using REAP
methods was considerably greater in comparison with the traditional method group.
It is a method of improving reading comprehension that teaching students how to
think while reading effectively (Wabisabi, 2019).
According to Amalia, Inderawati & Erlina (2018), REAP method has a

significant difference in narrative reading comprehension achievement. There is a
significant effect of using Read, Encode, Annotate, Ponder (REAP) strategy toward
students reading comprehension on exposition text (Riandi & Triana, 2019).
Moreover, the following steps are to be followed by the writers in their REAP
reading strategy: Reading. This is the first step when students read to get the
writer’s basic message. It is the method of looking and gaining significance from a
sequence of written symbols. Indeed, read on your own. The second step is
encoding. In this step, students encode the message into own words while reading.
This is the method of writing letter / sound understanding. Instead of making sense
of the letters in writing, if a student were to compose the same phrase, it would be
essential to remember sounds and the symbols allocated to them to write the letters
together in order to form phrases. Briefly, encode the text by putting the gist of what
you read in your own words. Then the third step is annotating. It is the step where
the students annotate their analysis of the message by writing responses from
several perspectives. Annotating is any action that interacts intentionally with a text
to improve the reader's knowledge, recall, and response to the text. Sometimes
referred to as "close reading," annotation generally includes highlighting or
emphasizing important text parts and making notes at the text margins. In essence,
annotate the text by writing down the main ideas such as notes, significant words,
quotes and the author’s message. The final step is pondering, when the students
ponder what they have read and written--- first by reviewing it themselves, then
sharing it with others and lastly, reading and discussing the responses of others.
Concisely, ponder what students read by thinking and talking with others in order to
make personal connections, develop questions about the topic, and/or connect this
reading to other reading they have done.
In order to promote long-term memory, students must assimilate the data

read into their own schemes. Isolated and unconnected bits of data fade readily from
memory, but post-reading events give the glue a cohesive image of what is read.
Read-Encode-Annotate-Ponder, REAP, is one of the most fundamental ways of
making higher-order thinking easier by reading, writing and thinking (Cengage,
2019).
According to Holandyah (2012), REAP strategy develops independent

reading abilities by promoting the reader to put in his oral and written form the
primary concept of the passage. It can be used as a method for studying, thus
supporting long-term memory. It is especially useful for learning issues learners
because it includes assessment and synthesis. In addition, Cahyaningtyas (2017)
also revealed that REAP method has a beneficial and substantial impact on reading
comprehension and Zasrianita (2016) also proclaimed in her study that REAP
method can improve the student’s reading comprehension and can be used as an
option for teaching reading, in particular for teaching narrative text reading.
Using REAP strategy significantly improve students’ RCA (Reading

Comprehension Achievement) (Fadhli, Suhaimi & Musdizal, 2018). REAP strategy
can help students to enhance the participation and the reading comprehension
achievement (Juniardi, 2019). In addition, Putri (2019) stated that REAP strategy
able to improve students’ reading comprehension especially in narrative text.
Furthermore, there is a significant effect of using REAP strategy on reading
comprehension of narrative text. This suggested that REAP strategy was effective in
teaching reading narrative text (Novilismanita, Prawati & Erni, 2017).
Reading Comprehension
REAP Reading Strategy
Skills
 Read
 Encode  Sequencing of
Events
 Annotate
 Making Inferences
 Ponder
 Comparing and
Contrasting
 Distinguishing
between Fact and
Opinion
 Finding the Main
Idea, Important
Facts and
Supporting Details
Figure 1. The schematic diagram

Statement of the Problem
The study determined the effectiveness of REAP strategy in enhancing the

reading comprehension of the Grade 9 students of a private non-sectarian university
in Cagayan de Oro City.
Specifically, this study aimed to answer the following questions:
1. What is the level of student’s reading comprehension with regard to;

1.1 Sequencing of Events
1.2 Making Inferences
1.3 Comparing and Contrasting
1.4 Distinguishing between Fact and Opinion
1.5 Finding the Main Idea, Important Facts and Supporting Details
2. Is there a significant difference of the students’ reading comprehension skills

before and after the intervention?
3. Is there a significant difference of the student’s test score increment after the
intervention?
Hypotheses
These are the following hypotheses below:
HO1: Statement of the problem 1 is hypothesis free.
HO2: There is no significant difference of the students’ reading comprehension skills

before and after the intervention.
HO3: There is no significant differences of the students’ test score increment after
the intervention.
Significance of the Study
In many ways, this study is very significant. The results of this study will
provide valuable data about how the use of the REAP Method leads to enhancing
the reading comprehension of the following:
Student. With the use of “Read, Encode, Annotate, Ponder Method” in the
classrooms, the students are the first to benefit. With the use of this, it will
encourage the students to read fervently and it will improve their reading
comprehension. They will understand or remember what they are reading. This
reading strategy will help students solve comprehension challenges and counter
poor textual awareness. This reading strategy can enable students to think positively
while reading. It is the key element in developing students’ comprehension.
Teachers. Teachers are also one of the beneficiaries of this, as they are
conscious of the effects of the REAP Method on students. It is assumed that this will
help the students’ reading comprehension. It also offers them new ideas on teaching
students how to read more efficiently. With the use of the REAP Method in the
classroom, this study will help their students take active part in every lesson that
tackles about reading. It will provide English teachers with a method for reading
comprehension and will provide students useful information about the reading
strategy to help them understand the message.
Parents. Parents are one also of the beneficiaries of this. While many
students enjoyed the social aspects of reading and being read to by their parents as
a valuable time, they also felt that they were learning. Listening, for instance, was
perceived as a means of enhancing language and developing expressions. Parents
can also teach their children by applying them a specific reading strategy which can
improve the reading comprehension of their children.
Future Researchers. Future researchers may be motivated to investigate

similar researchers to identify other ways that can be used by the teachers, to
enhance the reading comprehension of the students. Also, this study would help the
future researchers to be aware and knowledgeable of the students’ reading
comprehension. It would help to be a better analyst and it can help as a future
reference for more studies in the future. This study may be one of the bases that a
new theory in learning will arise.
Scope and Delimitations of the Study
This study is focusing on determining the differences between the use of

Read, Encode, Annotate, Ponder Method, in enhancing the reading comprehension
of the Grade 9 students.
It consists of 38 respondents from the Dalton section of Grade 9, Junior High

School, Liceo de Cagayan University.
The variables that will test the study are as follows: the use of REAP Method
represents the independent variable. The Colorin Colorado, an online organization
that highlights summarizing, sequencing, inferencing, comparing and contrasting,
drawing conclusions, self-questioning, problem-solving, relating background
knowledge, distinguishing fact and opinion and finding main idea, important facts
and supporting details will serve as the independent variable.
This study is only limited to the English exam scores of the students in
English subject.
Definition of Terms
The following are operationally established for a clearer understanding of the

terminologies used in this study:
1. REAP Method.
It is a reading strategy than can improve reading comprehension of the students.
It is technique to assist students in reading and understanding a message. REAP is
an acronym for Read, Encode, Annotate, Ponder. It is conceived to increase thinking,
the musculature underlying actively reading and meaningful writing. REAP is

primarily a form of cognitive enhancement that helps students to think in greater
detail about what they are learning.
2. Reading
It is an operation of eye contact on printed material by which a reader is led and
a new practice is produced close to that of the first. It is a skills set, which the
student uses to derive importance from the printed page.
3. Encoding
It is the text reading method. For example if a child learns the words "the ball is
big," it is important to understand the letters, the sounds of each letter, and the
fusion of terms. The process of writing is the encoding of the sound or letter.
4. Annotating
It is any behavior that communicates purposefully with a message, to help the
reader learn, recall and respond to the document.
5. Pondering
It is what you read through thinking and talking to others so that you can create
personal ties, develop questions about the subject and/or compare the reading with
another reading you created.
6. Reading Comprehension
It is a method for the restoration, use of understanding of the word, cognitive
skills and reasoning skills, of syntactic, semanticizing, and rhetorological information
found in the printed version. Simply, it is the ability to process, understand and
integrate the text with what is already known by the reader.
7. One World Literacy Foundation

It is a global non-profit organization that works through literacy to raise young
people from poverty. The World Literacy Foundation was established in Melbourne,
Australia in 2003, on the premise that literacy is a fundamental human right. It is
targeted at eradicating international analphabetism by encouraging literacy and
offering educational resources.
8. Phonological and Phonemical Awareness

Phonological awareness is an extensive know-how in which units such as
languages, syllables or onsets or rhymes of the verbal languages can be identified
and manipulated while phonemical awareness refers to the ability to concentrate on
particular sounds and to control them in spoken words.
9. Vygotsky’s Scaffolding
In the education sector, the word scaffolding implies a system in which teachers
design and illustrate how to solve a problem, accompanied by steps back and
provide assistance when needed. It is part of the education concept “zone of
proximal development” or ZPD. The ZPD is that an individual can't do a lot of skills
and information on their own, but can do so with someone else's help or guidance.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter addresses the review of the literature, lectures and studies
related to this study.
These above study concepts are related to the study being used to enhance
students’ reading comprehension of Grade 9 using Read, Encode, Annotate, Ponder
Method (REAP) by Eanet and Manzo (1976). Tierney, Readence and Dishmer (1980)
said that “REAP is alternative to the Directed Reading Activity and Guided Reading
Comprehension”. A short description of the work carried out on the problems
associated with this analysis is given.
Researchers have found that the REAP Method has a very big influence on
learners in classrooms. This was to support learners in reading the message. It has
certain advantages as students become effective writers, support students in
decrypting the meaning of the author by synthesizing in their own language and
understanding the idea of the writer as a reader.
Reading is part of our daily lives (Kaya, 2015). The most important aspects of
language skills were reading. The statement by Glynis Hannell (2008) that reading is
a life skill is supported by it. Language skills must be taken into account when
reading. Reading is an interactive process between the reader and the text that
leads to understanding. A good reading comprehension can help the student to
understand the significance of the context, whether it is actual or inferred. A good
reading will also show the reader the ability to read. Therefore, a good
comprehension of what the writer writes is necessary to understand the meaning.

Reading is fundamental in all learning fields (White, 2004).
According to Mustadi (2018), the reading process essentially has several

steps, including preparation, reading, answering, text exploration and interpretation
expansion. It ensures that students receive texts by reading text and converting
them into something that they recognize. This has been confirmed by cognitive
scientists who find facts that people experience a process of mental understanding
when reading text in these past three decades. This shows that many cognitive
elements contribute to understanding reading.
Reading is defined as a cognitive process involving symbols decoding to

reach significance. It is an active process in which words are formed. The purpose of
reading helps the reader to direct and concentrate information towards a goal. The
main purpose of reading, even if the reasons for reading vary, is to understand the
text. It is a cycle of thinking. This allows the user to use what he or she learns, often
known as previous knowledge. The reader uses techniques to interpret what they
are learning in this cycle of knowledge, uses subjects to arrange ideas and uses
textual cues for the importance of new words (Study.com, 2003).
The more you read, the more things you know. The more that you learn, the
more places you’ll go. Reading is important because it helps you to learn new things
by teaching yourself and doing your own research and thought in every field of life in
which you are interested, it helps the creative side of a person to develop mind,
imagination and it helps to improve communication both written and spoken
(vocabulary and orthography). It plays an important role in creating a good image of
oneself, in today's society, this is a function necessary (Keyser, 2017). Reading isn’t
just filling your head, it’s nourishing it (Peyser, 2019). Reading has a significant
number of benefits (Winter, 2019).
According to Inlingua Blog (2019), too often, without realizing that reading
neither of these things, people find it boring and difficult. Reading, particularly if you
try to learn English is important. You can never claim to speak English fluently, even
if you can hear and understand English words. But we know it could be easy to say
than to do. This is why today we discuss why it is necessary to learn how to read
English, how to excel as an English reader, and how to give it priority in your
everyday lives. It's important to read because it helps you develop emotionally,
mentally and psychologically. Every book gives you the chance to learn new things
and new ideas. Reading books improves your intelligence and makes you more
knowledgeable (Sharma, 2018).
If they can reach the goal of reading themselves, the students can be a good
reader. As Nunan (2003) says, comprehension is the aim of learning. Reading
comprehension refers to the ability to understand written information. Mendonce
(2012) states that the level of understanding of text is reading comprehension. This
understanding comes from the communication between the text by the readers and
how they use their information outside the text. The students are expected to be
good at reading to pass the exam. This understanding is the interaction between the
text and how readers use their knowledge outside of the text. The students should
be good at reading to pass the test. Moreover, Alyousef (2005) notes that reading
itself is deemed an engaging activity between the user and the read message. It
means that during the reading process, readers receive information through a
thorough process of reading the text. So, educators will help the students to
understand the content in question in language teaching.
According to Friedman (2019), students who are typically learning how to

read focus on their own words, lyrics, sounds, meaning and pronunciation. However,
the next step is comprehension. It means the ability to draw meaning from text. The
most general definition of the perception of reading comprehension is that it is the
ability to make sense in any message. In other words, reading comprehension
doesn't just know which words you hear, it is the ability to analyze and find out what
those words say. When students start their work as readers for the first time, they
develop a number of difficult skills. You must understand words, recognize them and
know their meaning. They need to rely on context clues to provide insights, if they
are not aware of its meaning.
Comprehension means understanding text, whether spoken, written or visual

(Victoria State Government, 2019). Comprehension is a strong predictor of university
success (Luke, Dooley and Woods, 2011). It is the mechanism by which sense is
concurrently created and derived through contact and printing (International
Encyclopedia of Education, 2010). It is the mechanism by which a person
understands the meaning of the spoken word of the narrator (Richard, 2006).
According to Mason and Hagaman (2012), reading comprehension is one of

the critical skills necessary for school and work in modern society is deemed to be
the performance. It is necessary for our society to function effectively (Kendeou and
Spanoudis, 2015). The object of reading is in nearly every case to recognize the
context or interpretation of the text in hand. This ensures that many systems are
applied and incorporated. It is an intricate subject (Snow, 2019). It occurs when
readers construct meaning while interacting with the written word by exchanging
ideas and the text message (Burns and Kidd, 2010). It defines understanding as
knowledge of the meaning or cause of something (Hornby, 2018). Comprehension
involves learning the words on the page and recognizing the writer's thoughts
(Crowell, 2000).
Reading comprehension is important (Dunn, 2018). It is basic to fluency of

language and necessary for success of the students. Skills are part and parcel of
each topic that student learns, and those skills are necessary to school success.
Students to succeed in comprehensive state testing as well as medium school, high
school and college placement screening, good comprehension is needed. Most
assessments are specifically written read sections to determine abilities in
understanding. Therefore, it is critical that students feel relaxed, secure and read-
understood, and consistently and regularly exercises these skills across all school
grades (A Grade Ahead, 2016).
Reading comprehension is the way to understand what you read orally or

silently. The definition also clearly defines how important the learner's
communication abilities are because they interpret meaningful signals and ideas
from written texts while using this skill. It is very important, in this regard, that each
student acquires the set reading skills at a certain level to use them to get
information, understand written texts and concepts, transmit messages and develop
the skills necessary for the other fields of learning (Cando, 2018).
Reading comprehension means reading something and not just learning it.
Whenever you read something, you may just search a section that you are learning.
On the opposite, sometimes the material can be tried to understand. The latter is the
true way to understand. You must remember, assimilate and reproduce anything you
read. Of example, this is your academic and professional achievement's most
important skill. People who like to read understand anything written. Since reading
comprehension is individualistic, so is the interpretation. This often reflects the fact
that various individuals view the same prose or verse in different ways. It is directly
proportional to learning and fluency that we can communicate with the message. A
person can only understand the intentions expressed in anything he reads when he
can easily decrypt the words. It is increasingly difficult for the person to combine
words and form meaningful interpretations if he spends more time to understand.
This knowledge should therefore be imparted to students early on, through story
books and animated plays. When the student quickly begins to understand things,
he establishes a sense of literary comprehension that always sticks with him
(Lifestyle Lounge, 2018).
Students with learning disabilities often have poor understanding because

they fail to read systematically and to pursue their interpretation instinctively when
studying. In connection with current literature, this paper discusses the different
problems common to students with learning disabilities in reading understanding.
The students are specifically confronted by issues such as: (a) proper use of
background knowledge; (b) decoding and word-recognition; (c) knowledge of
vocabulary; (d) fluency; (e) use of strategy and metacognitive skills (Graham and
Bellert, 2009).
Here are the some causes why students have poor reading comprehension
(Silbert, 2014):
Disinterest and boredom cause students not to be informed about what they
hear. Many genius students find the story or content they learn so quickly that they
are bored. Others are disinterested in what they read, because it does not concern
or know anything (Reis, 2015).
Decoding individual words slows down or stops comprehension learning. If
too many words a child doesn't know are included in the material, it will concentrate
on decoding rather than understanding. Many will just abandon the attempt to read
what they have allocated (Alison, 2016).
Difficult text challenges several students. It's so painful for others that they
leave. A tale may be ideal for your student’s grade level but too complicated for a
single student. The meaning may not be unclear or the narrative too nuanced,
besides not understanding the language (Reis, 2011).
Limited vocabulary may cause uncertainty in reading comprehension. If
students don't know the importance of the terms they hear, the essence of the plot or
paragraph will be lost. Some won't bother to decipher unfamiliar terms, particularly if
it sees lots of words they don't recognize, with poor reading (Weiser, 2013).
There were some educational communication strategies to help students

understand a text that an educator could use. One of them is Read, Encode,
Annotate and Ponder (REAP) was a strategy to aid readers in reading and
understanding a text (Renette, 2016). It is one of the most important ways to
enhance learning through studying, writing and speaking. According to Allen (2004),
students will re-examine the text at each stage of the REAP process by means of
this strategy. Students often learn to reflect in their own language the principal
concepts and the meaning of the writer. Students do the relaxation phase after that.
Students need to link to the text through interpreting and learning synthesis. The
REAP strategy is to develop students in order to better understand writer roles in
writing and their understanding of reading, according to Eanet and Manzo (1976).
The REAP strategy will help the students to link the text to their words so that they
can communicate the text.
According to Mutia (2016), given the difficulties, many students have to

understand the text, the researcher focused on Read, Encode, Annotate and Ponder
Method (REAP) technique which can help student comprehend the text. The
researchers focused their efforts on reading and understanding the text. Descriptive
content was used in the author's reading skills. The purpose of this research is to
inspire students to learn about and be more innovative and interested in REAP
software.
Teaching narrative text using REAP strategy is effective (Arianggi, 2014). It is

a strategy for helping readers read and understand a text. Also, Arijudin (2013) said
that REAP strategy is very significant to the students. Strategy is a way of learning
and thinking that serves as a means of teaching an objective (Richard and Schmidt,
2002). It is a strategy for improving reading and writing skills (Marantika and
Fitrawati, 2013). REAP is an alternative way for English teaching learning process,
especially in reading comprehension skills (Jati, 2012)
According to Hill (2013), REAP method is for greater reading comprehension.

It is a strategy designed to improve writing, thinking and reading among students. As
a method of teaching, students are to be taught a range of ways to answer every
text (Remyndran, 2014). This strategy will support a greater understanding through
modeling and guided practice. Student learners internalize learning material when
they speak in terms of the writer and in their own language in ways of expressing the
main ideas and meaning. As students move to the Ponder stage of this practice, the
text requires to be evaluated and synthesized at a higher level. The REAP strategy
allows students through a review and analysis to explain and synthesize their
thought (County, 2008).
REAP method is essential for a student's academic progress (Santi, 2015).

The results of using REAP strategy are excellent (Suhaimi, 2018). Windarsih (2012)
has proved that REAP strategy increase the student comprehension in reading
recount text. In one of the Dawit tibebu tiruneh (2014) global education papers, the
efficacy of the REAP strategy was also shown, demonstrating that for those students
who learned by using this technique and not using any strategy, the REAP strategy
had a significant result. REAP strategy gives difference learning achievement
(Supardi, 2013). REAP strategy is effective in teaching students reading
comprehension on descriptive text (Marbun, 2013). Also, REAP strategy was
effective when used in teaching reading comprehension ability on narrative text
(Aulina, 2018).
REAP was effective to improve students’ reading skill, and there was a
significant difference between students who taught by applying REAP strategy and
those who did not. This strategy can create a positive impact on students to improve
their reading skill (Sholihah, 2017). REAP strategy show that students give positive
responses. The students are enthusiastic in recognizing main idea through REAP
strategy (Karsiwi, 2018).
As said by Martin, Marbun & Bunau (2016), REAP strategy is effective in

teaching students reading comprehension on descriptive text. REAP strategy is a
good strategy used to develop students’ better understanding in reading and thinking
through the use of writing. REAP strategy gives different learning achievement
(Rahmawati, 2015). REAP strategy can be applied by teacher to improve students’
reading comprehension especially exposition text (Khoiriyah, 2017). REAP can
improve Junior High School students critical thinking, attention, and motivation
during reading process (Arifah, 2019).
Moreover, the following steps are to be followed by the writers in their REAP
reading strategy: Reading. It is the process of producing meaning through text or
symbols. The sole purpose is to acquire information and knowledge. Problems in
identifying the main idea, misunderstanding the context, confusion about the
structure and difficulties in arranging sentences are present. In order to combat such
problems, appropriate reading strategies are essential. REAP Method is a strategy
in order to help people improve their reading comprehension. REAP is an acronym
for the four steps present in this reading strategy. The following steps are Read,
Encode, Annotate, and Ponder. Reading is defined as a process of cognition
involving the decoding of symbols to reach meaning. According to Urquant in Grabe
(2009), “reading is the process of receiving and interpreting information encoded in
language from medium of print”. Reading is an active process of building word
meanings. Mikulecky (2011) states that reading is a complex conscious and
unconscious mental process in which the reader uses a variety of strategies to
reconstruct the meaning that the author is assumed to have intended, based on data
from the text and from the reader’s prior knowledge. While the reasons for reading
may be different, the primary purpose of reading is to understand the text. Reading
is a process of thought. It enables the reader to use what he or she already knows,
also referred to as prior knowledge. According to Tarigan (2008) states that reading
is a process carried out and used by a reader to acquire message which is conveyed
by a writer through words could be seen and known by reader. Reading starts with
correct, rapid, and automated visual vocabulary identification, regardless of the
context in which it happens. Reading is intended to connect the ideas on the page
with what you already know. If you don't know anything about a topic, pouring text
words into your mind is like pouring water into your hand. According to Grellet (2004),
there are two main reasons for reading. Reading for pleasure and reading for
information in order to find out something or to do something for the information you
get. The fundamental purpose of learning is to gain knowledge, while we continue to
learn we are acquiring more and more information. You can even develop your
speaking/writing skills by reading and learn new vocabulary. Reading with a clear,
meaningful purpose helps students learn more from text. They can monitor their
reading, determine which information is most important, and be confident that their
reading has been successful. Setting a reading purpose helps to keep students
focused and engaged during reading, and provides them with a mission to enhance
understanding. Reading intentionally motivates children and helps students who
prefer to hurry, take time to read so that they do not miss key elements in the text.
Participants were randomly assigned in one study (van den Broek et al., 2001) to a
condition read for entertainment purposes or condition read for study purposes.
Participants were asked to imagine reading a magazine when they found an
interesting article that captured their attention when reading for entertainment
purposes. Participants were asked to imagine reading an article to prepare for an
analysis while reading for study purposes. Remember that these students were
reading the same exhibitory texts from a science magazine, but the only difference
was that they were required to imagine themselves reading for a specific purpose.
All of the exhibitory texts used in these investigations had both entertainment and
educational value, so they were suitable (and believable) for either state of reading
intent. When reading for entertainment purposes, the verbal protocols of readers
suggested that they formed more free associations that are associations that are
loosely based on text ideas that are triggered transiently during reading, and
provided more evaluative comments on the text's writing or interest quality (van den
Broek et al., 2001). In other words, at a rather shallow level, these readers
interpreted texts. In comparison, when asked to imagine reading for study purposes,
readers made more coherence-building inferences and paraphrased more often. Not
surprisingly, the types of processes that were performed during reading influenced
how much reminiscent of text information readers were after reading. Readers in the
condition of the study purpose remembered much more than readers in the condition
of entertainment purpose. Note that these differences were based on reading the
same expository texts by students, and therefore the changes in cognitive
processing were brought about by the intended purpose for reading. The subtle
differences in the course of the imagined intent for reading altered cognitive
processing and recalled results drastically (van den Broek et al., 2001). The intent of
a reader affects anything related to reading. Purpose decides what's important in the
text, what's remembered, and which comprehensive strategy a reader uses to

enhance meaning thus, it is important to have a purpose in reading. Reading is
important because it gives us endless knowledge and lessons to read while keeping
our minds active. It is not possible to underestimate the importance of reading books
to help us learn and understand, let alone the vocabulary and thinking skills that we
develop. Throughout the day we read magazines, newspapers, commercials,
posters, emails and text messages. We often engage in reading to gain information
in more formal settings, in educational contexts or organizational environments,
which could be quite a challenging task. Therefore, the ability to read well is
considered one of the most important language skills for many different purposes in
modern societies (Grabe, 2009). Tovani (2005) discussed the benefits of having
intent while reading: not only does it allow readers to sort information, but it also
gives the mind a task in order not to be distracted by other irrelevant material in the
texts. Every day, we read everywhere and anywhere in time, it is inevitable. For this
reason its importance is ineffable so we must keep on reading and reading, and
reading. Sesnan (2003) mentioned in Mesfin (2008) stressed the importance of
reading as one of the fundamental skills that everyone recognizes as a basic tool for
survival in today's world. Akinbola (2007) acknowledged that it is not possible to
ignore the sense of learning. Reading is critical for education, and it is an
emancipatory mechanism which liberates one from ignorance, intellectual disease,
misery and frustration. Tella and Akande (2007) convey that reading is a crucial part
of life that is not just a matter of enjoyment, but a necessity; the basic training tool.
Reading is key for each and every person in the evolving universe of technological
advances in order to manage new and developing learning. Kurtus (2002) believes
that reading habit is a basic practice that can have a positive impact on all age
groups. However, the study stressed that acquiring knowledge by reading is a good
approach, but it must be useful material, encouraging a man to work in a profession,
passing an examination, being great at decision-making, or taking on a learning
status. Learning is important for two main reasons, according to Harmer (2007). First,
it is beneficial to the personal life of the students. Reading texts can have a positive
impact on the further studies and carriers of learners, or they can simply play the
role of happy reading. Second, their language acquisition gains from reading
increases the writing, spelling, and vocabulary skills of learners. Reading influences
vocabulary development, according to Cain and Oakhill (2011), but when students
do not read fluently or regularly, their vocabulary skills are affected. In addition,
Caccamise and Snyder (2005) reported that reading comprehension and academic
performance have a positive effect on vocabulary knowledge. Anne Cunningham,
renowned cognitive psychologist at Berkeley University of California, describes that
reading is a "very interesting, nuanced and intellectual act" (2003) that provides a
tremendous opportunity to exercise our intellect in ways that we lack if we don't read.
Thousands of associated studies show that those who read most are successful
students, while those who read least read experience difficulties. Next, is the act of
encoding (or memory encoding), the process of getting into the storage and later
retrieval memory system, which is the second part in the REAP Method. Encode the
words of the author in their own words. The students have to consider what the text
means in their own terms. They should be able to do this without re-reading the
materials as they speak about it. We should become comfortable enough with the
text by translating the thoughts of the writer into their own language to explore it
easily. While reading a text, the students can encode the message into their own
words. The reader explores the idea in their words in this phase. The reader's critical
thinking is required to conceptualize the idea of the text into their own
comprehension. Each and every reader may have various ways of understanding
the text and different languages. In psychology, the first of three stages in the
memory process is considered encoding (or memory encoding). Storage and
retrieval are the second and third stages. Any information that we feel and then try to
process, store and subsequently retrieve must be brought in through one of the
senses and then transformed into some form that our bodies and minds understand.
The process of dividing the information into a form that we understand is the
encoding process (and we later "decode" the information to remember it). According
to Kathleen and Henry (2016), encoding relates to the original understanding and
processing knowledge awareness. Psychologists also test memory by having a list
for images or phrases learned by respondents. Encoding is fairly straightforward in
these cases. The encoding of "real life" is much more difficult, however. The sole
purpose of annotation is to turn the perceived object of interest into a construct that
can be processed within the brain and then remembered from short-term or long-
term memory. Encoding is a biological event that starts with sensory perception.
This is where our brain takes a number of sensory inputs and encodes them into
something that can be controlled and processed for later use. Encoding plays a big
role in memory since minds wouldn't have the ability to store and recover memories
without proper encoding, according to Bertsch, Pesta, Wiscott, & McDaniel (2007)
the generation effect — where objects produced from the clues are better
remembered than those simply read — indicates a strong role for recalling in
successful encoding. In other words, encoding is effective for recalling things thus it
is important. After encoding is the act of annotation. According to Mike (2011),
REAP is an annotation strategy which is efficient for ameliorating reading prowess
because the act of annotating can better students’ level of focus and concentration
while reading and makes reading a more active process. After figuring out the main
idea of the text, the students were requested to concentrate on locating the three
structures of the text (orientation, complication, and resolution) and write a
summarized material about the text. It could be the reason why this step could give
incentive to the students to concentrate while reading the text. It was essential
because according to Nation (2009), to expand the students’ reading development,
the students should find enjoyment reading and feel the motivation to read, reading
should be related to other language skills. Annotation is an crucial component of in-
depth reading and that readers execute annotations for a variety of purposes,
including ameliorating understanding of the source materials, marking passages to
cite in the readers' own texts or for reviewing later on, simplifying critical thinking,
construing and commenting about the text, and recording the reader's prompt and
subconscious reactions to the text. In general, these researchers have come to the
conclusion that the act of annotating can serve as a bridge between reading and
writing and is often a tangible reflection of a reader's involvement with the text.
Annotation is any action that interacts deliberately with a text to enhance the
reader's understanding, recall, and response to the text. Often referred to as "close
reading," annotation usually involves highlighting or stressing main text parts and
making notes in the text's margins. Annotation is a learning technique which allows
readers to jot down while they interpret in the margin of the message. O'Donnell
(2004) states that annotation is the act of marking texts in order to identify important
information and capture the suggestions of the readers to interpret a complicated
text. Moreover, Holschuh and Aultman (2009) describe annotation as an active
reading method including reading with pencil in hand, which involves a range of
marking strategies ranging from underlining and highlighting terms and passages to
writing notes, queries, observations, inferences, explanations and opinions in the
document margins. The function of annotating is to ensure that you understand what
is happening in a text after you've read it. As you annotate, you should note the
author's main points, shifts in the message or perspective of the text, key areas of
focus, and your own thoughts as you read. However, annotating isn't just for people
who feel challenged about reading academic texts. Even if you regularly understand
and remember what you read, annotating will help you summarize a text, highlight
important pieces of information, and ultimately prepare yourself for discussion and
writing prompts that your instructor may give you. Annotating means you are doing
the hard work while you read, allowing you to reference your previous work and
have a clear jumping-off point for future work. Annotation is important since it
enables you to see what writers are consciously putting in their work which forms
their writing into a comprehensible piece. If you are analyzing them, literary
instruments and complex words will be easier to understand. Annotation makes
development of a better understanding of texts and tales possible. You are pushed
to evaluate what a story says when you annotate, creating a clear picture.
Annotation makes reading more meaningful, and it helps you to remember important
information. Using the strategy of annotating during reading can contribute to some
advantages. The first thing is, it helps readers focus their attention. According to
Otten (2013), by the act of annotation readers can intentionally engage in with the
author in conversation and queries, and halt to take their time to argue, give
commendations, or clear up an important issue so as to keep up the subject of focus
on what they are reading. The next thing to be is it helps readers be attentive and
enables them to fathom essential points. According to Wesley (2001), annotating
makes perceiving the author’s most central points, discerning how they fit together,
and noting readers’ response becomes more efficient. Annotating makes it possible
for the readers to take note of and comprehend the insinuated definitions found in
the text. The next perk is that it assists readers in helping to diminish the load of
working memory for the reason that according to Harvey and Daniels (2009),
annotating presents a place for readers to conduct their process of thought.
Therefore, overload of working memory can be averted. And finally, the readers’
annotation can serve as evidence of their understanding and reminder. Pondering.
It is the last stage of the REAP technique, the students work by group at this stage.
By contemplating, debating, or speaking to their group member, they consider the
significance of message, and create a perfect summary of the document. The
analysis is using their own language pondering in this phase, the students are
learning about what they are reading and then thinking and talking to others in order
to make a personal connection, establish the questions and communicate their
reading with other learners. Think about what you're reading by thinking and talking
to others to make personal connections, develop questions about the topic, and/or
connect this reading to other messages you've read Allen (2012). There are three
steps in the pre-reading phase, during reading, and after learning, according to
Andrew P. Johnson (2008). In the reading process, the following reading techniques
are usually used by the learners: seeking a guide for comprehension, developing a
connection between initial training and text content, thinking about the sense of the
document, drawing conclusions about the text, utilizing prior knowledge for
interpretation, regulating reading speed, making predictions about the meanings of
unfamiliar words, according to San Francisco (2010), the context of the texts you
read should be understood. In fact, writing is an activity that involves deep thoughts
that enhance the ability of students to strengthen their understanding according to
Coeerey & G. C., Rinnert (2015).
Colorin Colorado (2015) is a regional multimedia initiative which offers

educators and families with a variety of bilingual research-based information,
activities and guidance. It is an interactive agency that synthesize summarizing,
sequencing, inferencing, comparing and contrasting, drawing conclusions, self-
questioning, problem-solving, relating background knowledge, distinguishing fact
and opinion and finding main idea, important facts and supporting details as an
outstanding teaching tools to enlighten English language learners. The knowledge in
teaching or viewing shows is much more effective.
Sequencing of Events is one of numerous aptitudes that add to

understudies' capacity to grasp what they read. Sequencing alludes to the
recognizable proof of the parts of a story — the start, center, and end — and
furthermore to the capacity to retell the occasions inside a given book in the request
where they happened. The capacity to grouping occasions in a book is a key
understanding technique, particularly for story writings. Sequencing is additionally a
significant segment of critical thinking crosswise over subjects. It helps with
appreciation, particularly for story writings. Grouping structures help understudies of
shifting capacities compose data and thoughts productively. Sequencing is likewise
a significant segment of critical thinking over the educational plan, including science
and social examinations. (Moss,2005). It alludes to the request where occasions
occurred. Sequencing is frequently made simpler by the utilization of progress words.

Following are the absolute most normal words and articulations used to succession
when composing or talking (Beare, 2019).
It is the way toward putting occasions, thoughts, and items in an intelligent

request. Why is sequencing significant? We succession throughout the day—we
isolate our time into what we have to do first, second, and last; we comprehend
occasions in our lives by understanding the request in which they happen. For
certain youngsters, sequencing can be a hard idea to get a handle on, particularly
when they are attempting to recount to a story. Utilizing great catchphrases like
"first," "next," "at that point," and "at last," prompt your youngster regarding what is
coming straightaway (Spivey, 2019).
Sequencing is one of numerous aptitudes that adds to understudies' capacity to

understand what they read. Sequencing alludes to the recognizable proof of the
parts of a story, for example, the start, center, and end, and furthermore to the
capacity to retell the occasions inside a given book in the request where they
happened. The capacity to arrangement occasions in a book is a key cognizance
procedure, particularly for account writings. Discovering significance in a book relies
upon the capacity to comprehend and put the subtleties, the succession of
occasions, inside some bigger setting—the start, center, and end of a story. The
requesting of occasions in a story, alongside interfacing words, for example,
sometime in the distant past, at that point, later, a while later, and at last, are
genuine instances of printed highlights, a comprehension of which gives the student
a method for coordinating the story's individual parts into its bigger system—and in
this manner understanding the creator's motivation (Teacher Vision,2019).
It is likely so amazing in light of the fact that it expects student to think about
every one of the creators' recommendations and to assess what they add to the
general importance of a book. Student need to gauge each idea and decide how
significant it is—including taking care of how the data is composed. Condensing
catches both language abilities and substance information (Galloway & Uccelli,
2019). Realizing how to outline something you have perused, seen, or heard is an
important expertise, one you have most likely utilized in many composing
assignments. It is significant, however, to perceive when you should go past
portraying, clarifying, and rehashing writings and offer an increasingly intricate
examination. This present will assist you with recognizing rundown and examination
and stay away from improper synopsis in your scholarly composition (Barnet et al.,
2011).
Making Inferences is a "central ability" — an essential for higher-request

thinking and 21st century aptitudes (Marzano, 2010). Making inferences is only a
major word that implies an end or judgment. On the off chance that you gather that
something has occurred, you don't see, hear, feel, smell, or taste the genuine
occasion. In any case, from what you know, it bodes well to feel that it has occurred.
You make inductions regular. More often than not you do as such without pondering
it. Assume you are sitting in your vehicle halted at a red sign light. You hear
shrieking tires, at that point a boisterous accident and breaking glass. You don't see
anything, yet you induce that there has been an auto collision. We as a whole know
the hints of shrieking tires and an accident. We realize that these sounds quite often
mean a fender bender. Be that as it may, there could be some other explanation,
and accordingly another clarification, for the sounds. Maybe it was anything but a
mishap including two moving vehicles. Possibly a furious driver smashed a left
vehicle. Or on the other hand possibly somebody played the sound of an auto
collision from an account. Making deductions implies picking the undoubtedly
clarification from the current realities (Cuesta College, 2019).
Making inferences and coordinating data assume significant jobs during the
time spent building a psychological portrayal during perception. In making
deductions, student actuate information from their semantic memory that is
significant to, yet left verifiable in, the content. Reconciliation comprises of
interfacing ideas or recommendations to prior suggestions via looking through
rambling memory, and might be trailed by making an induction (Oostendorp,2001).
Derivation in perusing is the capacity to comprehend the significance of a

section of content without all the data being illuminated. From setting hints inside an
entry, the creator gives data about plot, characters, setting, timeframe and different
components of story by the things the person in question induces. Word decision
and word request give pieces of information about the story as it unfurls to the
student. Students take the pieces of information they are given and make inferences
dependent on their own perspective and individual encounters (Wishart, 2009).
Derivation is utilizing perception and foundation to arrive at an obvious end result.
You presumably practice derivation consistently. For instance, on the off chance that
you see somebody eating another nourishment and the person scowls, at that point
you surmise he doesn't care for it. Or on the other hand on the off chance that
somebody hammers an entryway, you can deduce that she is vexed about
something (www.study.com,2018).
Making inferences is a significant aptitude for student to fathom stories and

different writings. To make derivations, student join pieces of information from the
content with their very own experience information to make sense of something
about the story. It is essentially similar to a math condition. You add content pieces
of information to what a student definitely knows and those should consolidate to
enable the student to comprehend the story (Donohue,2016). Inferences is a thought
or end that is drawn from proof and thinking, it is also an informed estimate.
Inferencing is the way toward construing things dependent on what is as of now
known. At the point when you make a derivation, you're figuring out the real story or
simply taking a gander at the realities and reaching resolutions (Schulten,2015).
To effectively make a deduction, understudies should initially take a gander at

the applicable data and rundown those particular printed subtleties. When they have
aggregated those thoughts, they have to make sense of what they mean so as to
respond to the inquiry (Smekens Education Solutions Inc., 2017). Making inferences
in perusing is the way understudies conquer any hindrance in associating data over
a content (Reed, 2016).
Comparing and Contrasting. Good readers apprehend new thoughts in

texts by thinking about how matters are alike or different. They make comparisons
between texts and between prior know-how and new ideas. This understanding
deepens their comprehension. The method of comparing and contrasting is used to
become aware of how two or extra matters are alike and different. This ability
requires readers to suppose greater deeply about what they are studying in order to
determine these likenesses and differences. This skill helps teens perceive language
cues, outline ideas and clarify thinking, making data memorable by way of enticing
them in critical thoughts. (Reading Comprehension-Comparing and Contrasting
Within Between text 2013). One of the first higher-order reading comprehension
skills to be introduced is the ability to compare and contrast. And it's no wonder that
the ability to categorize and compare things according to their differences and
similarities corresponds to some of the earliest stages of cognitive development.
Some of what we find to be 'learning' will be difficult without the ability to group items
efficiently in terms of their similarities and differences. This helps all the students in
making connections between their prior knowledge, interests, and experiences
allows them to have a deeper grasp of the new information they received and also
increases their engagement and motivation (Jacobs, 2002).
Comparison and comparing capacity have its applications far beyond the
classroom. With practical applications for everything from deciding which insurance
plan to buy, to which clothes to pack for a vacation, comparing and contrasting are
criteria for many of our day-to-day decisions. However, they have much more
precise definitions as we address these words in relation to reading skills.
Comparison refers to the process of recognition of similarities and differences
between two things in relation to learning. Contrast, on the other hand, applies only
to the similarities between two items. While the distinction between these two words
may seem very subtle on the surface, it is crucial for students to be able to
distinguish between the two definitions accurately to ensure that they are able to
answer questions and prompts accurately.
Importance of Teaching Comparative Thinking Compare and Contrast Type

Issues are commonly featured in standardized tests, but students have many more
reasons to develop their comparative thinking skills than just passing tests. Some of
the most compelling reasons are: These kinds of questions serve as good
introduction for students to start developing higher-order thinking skills, Answering
comparison and contrast questions helps students to focus closely on the details in a
text while improving their understanding of the process, Knowledge gained by
comparing and contrasting helps students to understand how to organize information,
think more clearly, and express ideas more effectively in their own writing.at that we
consider to be impossible to' learn.' (Literacy Ideas.com, 2015). Comparing and
Contrasting relates ideas by differences and/or similarities; complexity can be
increased by the number and detail of issues compared. The main ideas are
organized to provide a comparison, contrast, or alternative view (Mayer & Ray,

2011).
Susan Fitzell (2011) stated that looking at material and determining whether it
is fact or opinion enables students to understand material in a non-literal manner.
When students objectively study a piece, they look away from the statement's non-
literal meaning. Rather, the reader evaluates from a higher-order level of thinking,
which in turn helps them to develop a higher-order understanding of the text. Higher
order comprehension skills are built during reading with the distinction of statements
of fact and opinion. We look beyond the literal meaning of statements and read
critically as students make this connection, thereby increasing comprehension.
Timberlane (2018) The distinction between facts and opinions is important.

Written materials like documents, information about blogs, biographies, and
newspapers also contain both facts and opinions. It will allow you to judge the quality
of the proposals of an author to be able to tell them apart. It will also help you select
the right sources when conducting research. Varendra (2016) While an author or
speaker talks, they often use a variety of ways to express their views. The views
may be simple facts that can be corroborated, the writer's or speaker's views, or
others ' views. We must learn to separate fact from opinion in reading
comprehension in order to better understand the interaction. Dr. Darrin (2014)
Students are grappling with truth and opinions. People also accept everything that
an author shares in a book as the truth when the author expresses a lot of well-
defended opinion in fact. In evaluating the strength of an individual's argument,
recognizing facts and opinions are important.
Main idea is that the writer wants to communicate to the readers the central
point or thought (Monterey Peninsula College, 2014). While supporting details,
according to Digital Education Network (2019) are the ones that make up the body of
a paragraph. It contains details to explain and support the main idea. Finally,
important facts can be found in supporting details. It also helps explain the main idea
(Cuesta College, 2019).
According to Columbia College (2018), in finding the main idea of a text, it is

important to find for the facts, examples or reasons that serves as clues about the
main idea. Hoewever, it was been found that students failed to realize or analyze the
main idea of their textbooks, in all grade level, especially when main ideas are
hidden or not explicitly stated (Seidenberg, 2018).
Behne (2010) in the paragraph, the main concept of a passage is often

conveyed in a sentence. This makes readers understand what's being read the most
important idea. The other passage sentences contain pieces of information about
the most significant concept. These are called the supporting details. Cuesta College
(2019) The topic is the general theme or message that is broad. It's what some
people call the topic. The main idea is to express the "key concept." Major and minor
details support the main idea by telling how, when, where, why, how much, or how
many. Locating the topic, main idea, and detail support helps you understand the
point(s) that the writer is trying to express. Identifying these relationships will
enhance your understanding.
Finding the main idea is crucial to understanding what you're reading. It helps
to make the details meaningful and relevant, and provides a framework for
remembering the content. As stated by Cuesta College (2018), the topic is the
general theme or message that is broad. It's what some people call the topic. The
main idea is to express the "key concept." Major and minor details support the main
idea by telling how, when, where, why, how much, or how many. Locating the topic,
main idea, and detail support helps you understand the point(s) that the writer is
trying to express. Identifying these relationships will enhance your understanding. As
indicated by Mary Ruth Books (2016), the main idea is a sentence's primary concept
and represents what the author is trying to say. The basis of reading comprehension
is to define the main ideas and to figure out the connection between them and the
supporting information. Recognizing the main idea is an important skill that needs to
be mastered by young readers to fully understand what they are reading.
As studied by Roell (2019), finding the main idea is crucial to understanding

what you're reading. It helps to make the details meaningful and relevant, and
provides a framework for remembering the content. As mentioned by CSI Literacy
(2018), it is critical for understanding to find the main idea in a text because the
important ideas are the purpose of the text. The Sisters (2009) stated that identifying
and recognizing key ideas, together with assessing significance, is a prerequisite for
the analysis of text. Readers summarize the most important aspects of the text by
identifying the significant details and discarding those that are not while stating the
main idea in their own words, improving understanding and understanding of what is
being read. McGraw Hill (2007) indicated that it is a difficult task to try to find the
main idea of a passage— it needs the critical thinking ability to differentiate between
what is significant and what is secondary. Determining supporting details involves
finding the concepts or examples that complement or provide additional information
to the main idea. Essentially readers decide the intent of an author when in a
collection they find big ideas.
Chapter 3
METHODOLOGY
MATERIALS AND METHODS
This chapter addresses about the Research Setting, Research Design,

Participants of the Study, Respondents and Sampling Procedure, Research
Instruments, Validity and Reliability of the Instruments, Research Protocol, and Data
Gathering Procedure
Research Setting
The research study will be conducted in Liceo de Cagayan University, Junior

High School department, Rudolfo N. Pelaez Memorial Campus, Carmen in Cagayan
de Oro City.
Moreover, the researchers decided to handle this research study in Liceo de

Cagayan University, Junior High School Department in order to further investigate
the reading comprehension skills of Grade 9 students, Academic Year 2019-2020.
Research Design
The study’s research design is quantitative, because it aims to get the total
scores garnered of each chosen individuals before and after using Read, Encode,
Annotate, Ponder (REAP) Method, on which will be taken after an one (1) week
discussion with their English teacher. In getting the scores, we will be able to get the
reading comprehension levels of Grade 9 students, specifically section of Dalton, at
Liceo de Cagayan University and their development. This leads to the identification
of the number of students that belongs to a specific level based on the “Character
Grade Equivalent” of Liceo de Cagayan University.
Participants of the Study
For this academic year 2019-2020, there are actually six (6) Grade 9 sections
at Liceo de Cagayan University, namely, Aristotle, Curie, Dalton, Einstein, Galileo
and Gauss. The current total number of students is 213, but the participants that
would only take part of this research are just the students with a performance
identified as (1) Satisfactory, (2) Fairly Satisfactory, (3) Needs Improvement, and (4)
Did not meet Expectations base on their 3rd grading grade (interpretation of grade is
adopted from “Character Grade Equivalent” of Liceo de Cagayan University). But the
researchers decided to choose only one (1) section on where to pick participants, for
they can’t afford to handle select students from different sections when they don’t
have the same English teacher. Disadvantage of having different English teacher:
Teaching quality and strategy can be different. Therefore, students’ understanding of
the topic would be different.
The section that has been chosen by the researchers is the section of Dalton,
because the number of students with a performance identified as (1) Satisfactory, (2)
Fairly Satisfactory, (3) Needs Improvement, and (4) Did not meet Expectations base
on their 3rd grading grade are greater than the rest of the sections. Therefore, they
needed to be treated the most. The total number of students in this section is 38 and
N of them are the participants of this study. This section’s English teacher is Ms.
Emm Mahinay.
Table 1 Classification of Students’ Achievement

Description Character Range From
Outstanding O 96% and above
Very Satisfactory VS 90% - 95%
Satisfactory S 85% - 89%
Fairly Satisfactory FS 80% - 84%
Needs NI 75% - 79%
Improvement
Did Not Meet DNME 74% and below
Expectations
This grading system simply tells you that if a student will get a grade of 75 -
100, he/she will pass. And if a student gets a grade below 75, he/she will fail. But in
our study, the participants will be students having 89 and below grade in 3rd grading.
Respondents and Sampling Procedure
Sampling is a process on how researchers choose their participants for their

study. There are numerous kinds of sampling procedure, but the kind of sampling
procedure that is anchored in this study is the purposive procedure, because not
everyone in Dalton section belonged to (1) Satisfactory, (2) Fairly Satisfactory, (3)
Needs Improvement, and (4) Did not meet Expectations base on their third grading
grade in English. Purposive procedure is the process on which researchers don’t
choose participants for their study randomly, but instead, they rely on their own
judgement on choosing their particular participants that could benefit in their study. It
will use the purposive sampling because the researchers target was the students
who have a poor reading comprehension skills in English to use the study which is
the REAP Method. The researchers’ goal was to prove their study that the REAP
Method is effective and to help the students who have a poor reading
comprehension skills in English. The purposive sampling method, also known as
decision sampling, is a participant's deliberate choice because of the characteristics
that the participant has. It is a non-random technique that does not need a set
number of participants or underlying theories.
In other words, the researcher decides what needs to be known and seeks
people who can and are able to provide the information on the basis of knowledge or
experience. In addition to knowledge and experience, remember the value of
flexibility and willingness to participate, as well as the ability to articulately,
expressively and reflectively convey observations and opinions. Unlike the random
American Journal of Theoretical and Applied Statistics (2016) experiments
intentionally covering a broad cross-section of ages, backgrounds and cultures, the
concept behind purposive sampling is to focus on people with specific characteristics
who will be better able to assist with relevant research.( Ilker Etikan, Sulaiman
Abubakar Musa, Rukayya Sunusi Alkassim, 2016).
Research Instruments
The questionnaire to be given to the participants chosen is adopted from

Strategies to Achieve Reading Success (STARS). This test questionnaire’s standard
was meant for 7th-10th graders. Therefore, the researchers will not be accused of
having already given the owner sufficient credits. This test is “adopted”, because all
parts of the questionnaire made by STARS. This test is a multiple test form having
30 items in comprehension about different stories, entitled, “A Story from Syria”,
“Folktale from Africa”, “A Journal Entry”, “Tug of War”, and “Tasty Mistakes”. In the
following section, the rating scale used to measure their scores in both the pre-test
and the post-test can be found.
A hard copy of the test survey questionnaire for Grade 9 Dalton, both pre-test
and post-test, is inserted at the back of this research paper.
Validity and Reliability of the Instruments
The study will undergo face and content validity from the experts of the field.
Research Protocol (Rating Scales)
The researchers collected data on the test result with the test. The
performance was based on score parameters to measure the reading
comprehension of narrative text tests.
Table 2 Classification of Students’ Achievement

Description Character Range From
Outstanding O 96% and above
Very Satisfactory VS 90% - 95%
Satisfactory S 85% - 89%
Fairly Satisfactory FS 80% - 84%
Needs NI 75% - 79%
Improvement
Did Not Meet DNME 74% and below
Expectations
The level of ability shown in the table is defined based on the criterion
referenced scales (Character Grade Equivalent) of Liceo de Cagayan University.
Data Gathering Procedures
The questionnaires shall be distributed to the selected Grade 9 Dalton

students of the academic year 2019-2020 on 14th day of February (pre-test) and 16th
day of March (post-test). On the 12th day of February, 2020 (Wednesday), 11:50 in
the morning, exactly two days before the select students will be accessed, we will be
giving them a consent form (at the back of this research paper is attached a hard
copy of the consent form made by the researchers) to permission to their parents
that their child will be going home late on February 14, 2020 (Friday) and March 16,
2020 (Monday) due to a research survey, on which their child is one of our chosen
participants, that would take an hour. During the pre-test and post-test review, the
consent form shall be brought in and clearly informed that they could not take the
test without the permission of the parent or the parent’s consent.
In addition to distributing consents, we will also disseminate information about

the exam, the things they need to bring with them and what to wear.
A black-inked ballpen, and any labels they like to use correction. Having said
this, if the participants didn’t bring anything what the researchers wanted, the
researchers have provided some of the things that will use during the assessment.
The selected Grade 9 Dalton students must wear the appropriate and
complete uniform which includes the Liceo’s blouse, skirt and necktie for the girls
and polo and slacks for the boys and with their ID. If on the day of the scheduled
review when the required uniform is not worn, they shall present an offense slip from
the PDSA before taking the pre-test and post-test questionnaire.
During the assessment of pre-test that is scheduled on February 14, 2019 at

exactly 4:30 PM sharp, are assigned to sit wherever they are comfortable. Chairs
must been already arranged in an exam type of chairs arrangement. The
participants must already been arranged in alphabetical order with respect to the first
letter of their surnames. The assessment will run for an hour, so at exactly 5:45 PM
(the survey will formally start at exactly 4:45 PM), they must have passed the
questionnaire they’ve answered to one of the researchers.
The assessment will be conducted at the 9th Grade- Dalton claassroom, 3rd
floor at Liceo de Cagayan University, RNP Campus, with the permission of the
classroom adviser, Ms. Jhesabelle Estrada, PDSA head, Mr. Krisante Dimataga,
and our research teacher, Ms. Emm Mahinay. To be officially approved, we will
issue a formal letter of request (the hard copy of the letter of request is attached at
the back of the research paper) and let the individuals listed register or to sign it.
Erika Shean Lauglaug, one of the student proctors, shall lead an opening
prayer before the question has been addressed and request researchers to give
guidance and a positive study. And also, asking for guidance and a successful
survey for the researchers and for the benefit of the students. After the prayer,
students are asked to keep their mouth zipped, before and after the one-hour test.
The proctor students, the researchers, Shanerick Paul Roxas, John Silva lantong,
Erika Shean Lauglaug, Princess Cindy Eduave, and Leanne Timario will read the
test instructions at first, say to read the passages carefully and then to answer every
question by enclosing the best answer to the questions below. They will then be told
that students only have 1 hour for a limited time to answer the 30-item test.
Nonetheless, before the experiment is carried out, students are allowed just 10
minutes in the washroom if they want to engage in their personal items or personal
amenities as a first move. But if the student wants to go to the bathroom because
the student can’t hold it in the midst of the test any longer, he/she may be required to
go. The same applies if the call is to be answered. It is no longer recommended for
students who do not take the test seriously-to speak, to laugh and to not respond, to
sleep, copying, and etc.
After the test, the students pass their papers when they are asked by the
student proctors if they have completed the test or not. We, the student proctors, will
the one to collect the test papers. The test papers shall arranged by the means of
the first letter of their surnames. Afterwards, Shanerick Paul Roxas, one of the
student proctors, will then guide to the final prayer to thank God for the successful
assessment before the students are dismissed.
After dismissal, we will immediately tally the garnered scores of the

participants using the criteria of Character Grade Equivalent in interpreting their
scores.
For those chosen Grade 9 Dalton students who just had the pre-test, their
English teacher, Ms. Emm Mahinay, would disseminate and implement the REAP
Method / Strategy to the students at their next meeting. Following 4 weeks or 1
month of thorough discussion on how to interpret stories and show them the REAP
process. On March 16, 2020, Monday (bringing, wearing and doing the same stuff
they and the researchers did on the pre-test), they will then do the post-test to see if
they had progressed or not. We would automatically calculate each participant's
accumulated scores on their post-test, and measure their performance on the
previous test, which is the pre-test whether using the REAP Method not all, fairly or
greatly affects their ability to grasp what they have read equally or substantially.
To fully understand the plan, please refer on the table after this page.
Activity Date Duration
Dissemination of Exam
February 12, 2020 11:50 AM – 12:30 PM
Information
Pre-test 4:45 PM – 5:45 PM
February 14, 2020

Tally of Scores (Pre-test) Starts at 6:00 PM
Thorough discussion + February 17, 2020 – 4 weeks or 1 months
Treatment (SQ3R Strategy) March 13, 2020
Post-test 4:45 PM – 5:45 PM
Tally of Scores (Post-test) Starts at 6:00 PM
March 16, 2020

Starts right after
Comparison of Scores (Pre-test
Tallying of Post-test
and Post-test)
scores
Table 3. Planned Schedule

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THE PROBLEM AND ITS SCOPE

Reading is absorbing information through the act of comprehending words or

According to One World Literacy Foundation (2013), reading is how we find

become. According to Nord Anglia International School Al Khor (2019), reading is

According to Madge Kho, in the paper “Philippine Education System Status

English texts are still difficult to understand at a non-sectarian private

The objective of the REAP method is to enhance reading, understanding and

The researcher supposed that the student’s reading comprehension would be

It is essential to have great understanding and reading abilities because it

Discussion of Concepts and variables

Colorin Colorado (2015) is a domestic multimedia project offering a wealth of

Sequencing of Events relates to the identification and capacity to retell the

standard is influenced by reading strategies. Implementing reading policies also

REAP is a reading strategy developed by Eanet and Manzo (1976). The

According to Amalia, Inderawati & Erlina (2018), REAP method has a

In order to promote long-term memory, students must assimilate the data

According to Holandyah (2012), REAP strategy develops independent

Using REAP strategy significantly improve students’ RCA (Reading

Figure 1. The schematic diagram

Statement of the Problem

The study determined the effectiveness of REAP strategy in enhancing the

Specifically, this study aimed to answer the following questions:

1. What is the level of student’s reading comprehension with regard to;

2. Is there a significant difference of the students’ reading comprehension skills

These are the following hypotheses below:

HO1: Statement of the problem 1 is hypothesis free.

HO2: There is no significant difference of the students’ reading comprehension skills

Significance of the Study

Future Researchers. Future researchers may be motivated to investigate

Scope and Delimitations of the Study

This study is focusing on determining the differences between the use of

It consists of 38 respondents from the Dalton section of Grade 9, Junior High

The following are operationally established for a clearer understanding of the

the musculature underlying actively reading and meaningful writing. REAP is

7. One World Literacy Foundation

8. Phonological and Phonemical Awareness

REVIEW OF RELATED LITERATURE AND STUDIES

comprehension of what the writer writes is necessary to understand the meaning.

According to Mustadi (2018), the reading process essentially has several

Reading is defined as a cognitive process involving symbols decoding to

According to Friedman (2019), students who are typically learning how to

Comprehension means understanding text, whether spoken, written or visual

According to Mason and Hagaman (2012), reading comprehension is one of

Reading comprehension is important (Dunn, 2018). It is basic to fluency of

Reading comprehension is the way to understand what you read orally or

Students with learning disabilities often have poor understanding because

There were some educational communication strategies to help students

According to Mutia (2016), given the difficulties, many students have to

Teaching narrative text using REAP strategy is effective (Arianggi, 2014). It is

According to Hill (2013), REAP method is for greater reading comprehension.

REAP method is essential for a student's academic progress (Santi, 2015).

As said by Martin, Marbun & Bunau (2016), REAP strategy is effective in

text, what's remembered, and which comprehensive strategy a reader uses to

Colorin Colorado (2015) is a regional multimedia initiative which offers

Sequencing of Events is one of numerous aptitudes that add to

occurred. Sequencing is frequently made simpler by the utilization of progress words.