Thesis Paper Ramirez Macali David Tan Sembrano

READING COMPREHENSION STRATEGIES AND WRITING
STRATEGIES TO THE ENGLISH PROFICIENCY

OF THE HUMANITIES AND SOCIAL SCIENCES
STUDENTS OF CAVITE NATIONAL
HIGH SCHOOL-SENIOR
HIGH SCHOOL
UNDERGRADUATE THESIS
CAVITE STATE UNIVERSITY

Cavite City Campus
Cavite City
Department of Teacher Education and Languages
VEN ALLEN A. DAVID

QUEENY VENISH MACALI
JANICA MAE F. RAMIREZ
WELLA YVONNE SEMBRANO
RAYN WAUKEE TAN
June 2022
READING COMPREHENSION STRATEGIES AND WRITING STRATEGIES
TO THE ENGLISH PROFICIENCY OF HUMANITIES AND SOCIAL
SCIENCES STUDENTS OF CAVITE NATIONAL HIGH
SCHOOL-SENIOR HIGH SCHOOL
2
Undergraduate Thesis
Submitted to the Faculty of the
Department of Teacher Education and Languages
Cavite State University
Cavite City Campus
In partial fulfilment
of the requirements for the subject
BSEE31: Language and Education Research
VEN ALLEN A. DAVID

RAYN WAUKEE TAN
June 2022
Republic of the Philippines

Cavite City Campus
Barangay 8, Pulo II, Dalahican, Cavite City
3
DEPARTMENT OF TEACHER EDUCATION AND LANGUAGES

Teacher Education Program
Authors: VEN ALLEN A. DAVID

RAYN WAUKEE TAN
Title: READING COMPREHENSION STRATEGIES AND WRITING

STRATEGIES TO THE ENGLISH PROFICIENCY
OF HUMANITIES AND SOCIAL SCIENCES
STUDENTS OF CAVITE NATIONAL
HIGH SCHOOL-SENIOR
HIGH SCHOOL
A P P R O V E D:
JEREMIAH L. JANGAD
ERLINDA CAERLANG
Adviser Technical Critic
Date: _____________ Date: _____________
MARIA CRISTINA J. BAESA, MA Ed GELUCILE BACONES

Department Chair Campus Coordinator, RDE
Date: _____________ Date: _____________
MARIA CRISTINA J. BAESA, MA Ed

Campus Administrator
Date: _____________
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BIOGRAPHICAL DATA
Mr. Ven Allen A. David was born on December 27, 2000 in Cavite City and
the eldest child of Mrs. Roseby A. David and Mr. Ricky T. David. He resides in San
Antonio. Cavite City together with his family.
He completed elementary at Julian Felipe Elementary School (JFES), San
Antonio, Cavite City in 2013 and junior high school in one of the oldest schools in the
Philippines, Cavite National High School (CNHS), Caridad, Cavite City in 2017. In the
same school, he graduated senior high school in 2019 with honors. His
achievements include award in Spoken Poetry which talks about love, teachers, and
family. He has once become a student leader and a treasurer of the Humanities and
Social Sciences (HUMSS) organization, Humanitarian Association of Notable and
Devout Students (HANDS). He was also an active member of Glee Club, a choir
group of senior high school students.
The author is currently enrolled at Cavite State University-Cavite City Campus
with the degree of Bachelor of Secondary Education Major in English. He was a
consistent Dean's lister from first year to second year and President's lister in his
third year. Furthermore, he was an active student-leader who served as Public
Information Officer of Societas Educare, the organization of Education students. He
also served Vice President – Internal of Gender Issues Busters, president of Central
Student Government (CSG), and chairman of Federation of the Central Student
Government-Committee on Student Organizations and External Affairs (CSOEXA).
With these achievements, the author then, hopes to obtain his degree in June 2023.
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BIOGRAPHICAL DATA
Ms. Queeny Venish Macali was born on July 31, 2001 in Cavite City and the
only child of Mrs. Melissa P. Macali and Mr. Ronald A. Lubo. She lives in Pasinaya
Northeast, Naic, Cavite together with her family.
She completed grade school at Ovidio S. Dela Rosa Elementary School
(ORES), Cavite City in 2013. She was a consistent honor student from Kindergarten
to Grade 6. She ended up First Honorable Mention with special awards in Reading
and Writing. Also, she completed junior high school at Cavite National High School in
2016graduated in the same institution in 2019. She was still a consistent honor
student since her 7th grade, up until her graduation in senior high school with
honorary award.
The author is currently in her third year at Cavite State University – Cavite
City Campus (CvSU taking up the degree of Bachelor in Secondary Education Major
in English. She was a consistent Dean’s Lister, who has the goal to graduate with
honors.
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BIOGRAPHICAL DATA
Ms. Janica Mae F. Ramirez, born on August 21, 2001 in Cavite City and the
eldest daughter of Jay Ramirez and Maria Luz Ramirez. She resides at Sangley
Point, Cavite City.
She studied elementary at Sangley Elementary School, Cavite City and
completed it in 2013 with academic distinction. He enrolled junior high school at
Sangley Point National High School, Sangley Point Naval Airbase, Cavite City and
completed it in 2016. For senior high school, she enrolled at Cavite National High
School, Caridad, Cavite City under the strand, Humanities and Social Sciences and
graduated in2019. In the commencement exercises, she received an academic
distinction and honorary award.
The author enrolled her college education at Cavite State University-Cavite
City Campus taking the degree of Bachelor of Secondary Education Major in English.
For the past 3 years, she was able to earn the Dean’s list and she is still on that
pursuit. For her extracurricular activities, she is secretary of the Central Student
Government (CSG), the mother student organization in the university this academic
year 2020-2021.
She hopes to obtain her degree in June 2023.

7
BIOGRAPHICAL DATA
Ms. Wella Yvonne L. Sembrano, lives in Purok 4, Lapinig, Kapatagan,
Lanao del Norte. She was born on September 27, 2000 in Lanao del Norte and the
eldest daughter of Mrs. Johanna Sembrano Lingolingo and Mr. Richard B.
Lingolingo.
She completed elementary at Sixto Maghanoy Sr. Central School,
Kapatagan, Lanao del Norte in 2013 and junior high school at Placida Mequiabas
National High School in 2016. In senior high school, she spent a month in Christ
the King College de Maranding, Lala, Lanao del Norte. However, after a month, she
went back to Placida Mequiabas National High School and graduated there in 2019.
The author enrolled her college at Cavite State University-Cavite City Campus
taking the degree of Bachelor of Secondary Education major in English. She was a
student-athlete during her freshmen year.
The author hopes to obtain her degree in June 2023.
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BIOGRAPHICAL DATA
Ms. Rayn Waukee M. Tan was born on June 24, 2021 and she lives in
Dalahican, Cavite City. She is eldest among the three children of Mrs. Maricel M. Tan
and Mr. Raphael R. Tan.
She completed elementary at Ladislao Diwa Elementary School (LDES),
Caridad, Cavite City in 2013 with honors and junior high school at Cavite National
High School in 2017. She continued senior high school at the same institution where
she graduated in 2019. With regards to extracurricular activities, author and her
group won in dance contests representing her alma mater.
The author continued her college education at Cavite State University- Cavite
City Campus with the degree of Bachelor of Secondary Education major in English.
Her achievements include a President’s list and Dean’s list. She hopes then that she
would earn her degree in June 2023.
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ACKNOWLEDGMENT
There searchers would like to express their deepest gratitude to the following
persons for their great contributions that made this study possible:
Mr. Jeremiah Jangad, their research adviser, for his guidance and shared
knowledge;
Ms. Erlinda Caerlang, their research instructor, for her unending support and
presence throughout the process of the study;
Ms. Dianne Agana, psychometrician, for validating the research instrument;
Mr. Lambert Diokno, statistician, for imparting his expertise, specifically in
data analysis and statistical treatment of data;
Prof. Maria Cristina J. Baesa, campus administrator, who is always supportive
with the student researchers;
Researchers’ families, for providing endless care, love, moral support and
financial assistance;
Friends, who served as greatest emotional support during the researchers’ lowest
times.
Above all, Almighty God, for granting wisdom and strength for the sake of the
furtherance of this study.
THE AUTHORS
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ABSTRACT
DAVID, VEN ALLEN A., MACALI, QUEENY VENISH., RAMIREZ, JANICA MAE F.,
SEMBRANO, WELLA YVONNE., TAN, RAYN WAUKEE. Reading
Comprehension Strategies and Writing Strategies to the English Proficiency of
Humanities and Social Sciences Students of Cavite National High School-
Senior High School. Undergraduate Thesis. Bachelor of Science in Secondary
Education Major in English. Cavite State University-Cavite City Campus. June 2022.
Adviser: Mr. Jeremiah L. Jangad.
Numerous studies have examined the reading and writing strategies
employed by students and the effect of strategy instruction on skill development.
However, no study has ever investigated whether there is a correlation between the
frequency of use of reading and writing strategies and English proficiency.
The primary objective of this study is to determine if there is a significant
relationship between reading comprehension strategies and writing strategies and
the English proficiency of Humanities and Social Sciences students at Cavite
National High School-Senior High School. The researchers implemented the
following reading comprehension and writing strategies to improve (a student's)
English proficiency based on the findings of the study. This study has a sample of 40
participants, with voluntary response sampling for the sampling technique. With the
use of reading comprehension strategies and writing strategies checklist together
with the standardized English proficiency test, the researchers were able to conclude
that there is no significant correlation between reading comprehension strategies and
writing strategies and the English proficiency of Humanities and Social Sciences
students of Cavite National High School-Senior High School.
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TABLE OF CONTENTS
Page
BIOGRAPHICAL DATA …………………………………………………………. iv
ACKNOWLEDGMENT…………………………………………………………… ix
ABSTRACT………………………………………………………………………. x
LIST OF TABLES………………………………………………………………... xiii
LIST OF FIGURES………………………………………………………………. xv
LIST OF APPENDICES…………………………………………………………. xvi
INTRODUCTION…………………………………………………………………. 17
Statement of the Problem ………………………………………………… 19
Objectives of the Study …………….……………………………………. 20
Hypothesis………………………………………………………………… 20
Significance of the Study ………………………………………….......... 20
Theoretical Framework…………………………………………………….. 21
Conceptual Framework …………………………………………….......... 22
Time and Place of the Study …………………...................................... 23
Scope and Limitation of the Study…………………………………….... 23
Definition of Terms …...………………………………………................ 23
REVIEW OF RELATED LITERATURE………………………………………... 25
METHODOLOGY…………………………………………………………………. 33
J Research Design……………………………………...…………………... 33
Sources of Data…………………………………………………………….. 33
Research Instrument ……………………………………………………. 34
Data Gathering Procedure...……………………………………………... 34
Data Analysis……………….... 35
x
12
…………………………………………….
Statistical Treatment of 35
Data……………………………………………...
RESULTS AND 37
DISCUSSION……………………………………………………
SUMMARY, CONCLUSION, AND RECOMMENDATIONS……….………. 60
Summary…………………………………….……………………………... 60
Conclusion…………………………………….…………………………… 61
Recommendations…………………………………….............................. 62
REFERENCES……………………………………………………………………. 63
APPENDICES……………………………………………………………………... 64
13
LIST OF TABLES
Table Page
1 Cronbach’s alpha scale…………………………………………... 37
2 Reading comprehension strategies reliability statistics…….. 38
3 Prior to reading reliability statistics……………………………. 38
4 During reading reliability statistics……………………………. 39
5 After reading reliability statistics………………………………. 39
6 Writing strategies reliability statistics………………………….. 40
7 Prior to writing reliability statistics…………………………….. 40
8 During writing reliability statistics……………………………… 40
9 After writing reliability statistics…………………………………. 41
10 Distribution of participants by section…………………………. 41
11 Distribution of participants according to sex…………………… 42
12 Descriptive statistics regarding the strategies

prior to reading…………………………….……………… 43
13 Descriptive statistics regarding the strategies

during reading…………………………….………………… 45
14 Descriptive statistics regarding the strategies after reading 48
15 Descriptive statistics regarding the strategies prior to writing 50
16 Descriptive statistics regarding the strategies during writing 52
17 Descriptive statistics regarding the strategies after writing 53
18 Grammar (Part 1) Percentage of HUMSS students of

CNHS-SHS…………………………….…………… 54
19 Grammar (Part 2) Percentage of HUMSS

students of CNHS-SHS…………………………….……… 55
20 Vocabulary Percentage of HUMSS Students of CNHS-SHS…… 56
xiii
21 Reading comprehension percentage of the HUMSS
14
students of CNHS-SHS…………………………….………… 57
22 The relationship between reading comprehension strategies

and English proficiency……………….………………… 58
23 The relationship between writing strategies and

English proficiency……………….…………………………… 59
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LIST OF FIGURES
Figure Page
1 Conceptual framework of the study on reading comprehension
Strategies and writing strategies to the English proficiency of
Humanities and Social Sciences Students of Cavite
National High School-Senior High School…………………………. 22
.
2 Results of PISA 2018……………….………………………………… 26
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LIST OF APPENDICES
Appendix Page
1 Research Instrument ………………….…………………………. 62
2 Letter of Request ………………………………………………. 67
3 Timetable of activities………………….………………………… 70
4 Routing Slip………………….…………………………………… 71
5 RD Forms…………………………………………………………. 78
6 English Critic Certification………………………………………. 87

17
READING COMPREHENSION STRATEGIES AND WRITING STRATEGIES TO

THE ENGLISH PROFICIENCY OF HUMANITIES AND SOCIAL
SCIENCES STUDENTS OF CAVITE NATIONAL HIGH
SCHOOL-SENIOR HIGH SCHOOL
Ven Allen A. David

Queeny Venish Macali
Janica Mae F. Ramirez
Wella Yvonne Sembrano
Rayn Waukee Tan
An undergraduate thesis manuscript submitted to the faculty of Department of

Teacher Education and Languages, Cavite State University–Cavite City Campus.
In partial fulfillment of the subject requirements of the subject, BSEE31: Language
and Education Research with Contribution No. ___________. Prepared under the
supervision of Mr. Jeremiah L. Jangad.
INTRODUCTION
English has long been established as the world’s first language or lingua
franca. Its prominence remains the same, especially in the 21st century when it has
been the primary language for academic writings, communication, business, and
politics. Having said this, the demands for English competency continue to increase,
as employers require such, making it their top priority when it comes to their hiring
preferences. Having the sensibility about the growing relevance of acquiring the
mastery of the English language and its marketability, more people invest in its
training and education.
Persons with high level of English proficiency are more likely to be globally
competitive, it is like a ticket to the world. However, the process of acquiring English
proficiency is not an easy road. One must enroll in proper training and education, not
to mention, the difficulty a person would inevitably experience with the course of
learning, the anxiety, the stress, the pressure, and so on.

xvi
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The Philippines is recognized globally as one of the largest English-speaking
nations with the majority of its population having at least some degree of fluency in
the language (Cabigon, 2015). English has always been one of the official languages
of the Philippines and is spoken by more than 14 million Filipinos (Cabigon, 2015).
However, despite this title, stakeholders agree that the country needs to step up its
efforts in improving the teaching and learning of English, developing it as a vital skill
of the workforce (Cabigon, 2015). This leads to the issue of the poor reading
comprehension of Filipino students. In a study conducted by Program for
International Student Assessment (PISA), it is perceived that the Philippines shared a
significant rate of low performers among all PISA-participating countries and
economies. They added that 80 percent of the Filipino students did not reach the
minimum level of proficiency in reading. Their poor scores in English, Mathematics,
and Science are attributed to the students’ lack of ability in basic reading and
comprehension (Tomas, M.J., et al., 2021). Clearly, this problem taints the Filipinos’
reputation of being English language proficient individuals.
Reading comprehension and writing skills are both necessary for academic
achievement. It is a requirement for practically all graduate programs; however, most
students suffer from deficiencies in reading. This issue is most likely concerned with
student’s motivation and point of interest. When a student lacks interest in reading,
they are more susceptible to have bad remarks in assessments or examinations.
Students cut themselves off from the point of comprehension since they lack the
interest and motivation. This kind of attitude will most likely lead to poor sentence
construction, meaning it affects the student’s writing skills. This study aims to
construct reading comprehension strategies to improve English writing skills of the
HUMSS students of Cavite National High School.
Reading comprehension is the ability to objectively interpret written words and
draw conclusions about their meaning by integrating contemporary and past

19
information. Understanding the meaning of the text is far more important than simply
being able to precisely read printed words.
Students' inability to effectively connect with the material is frequently the
leading cause of reading comprehension difficulties. Decoding the words and
drawing inferences are two ways that may prove difficult for them. Consequently,
students struggle to comprehend what they are reading.
As mentioned above, 80 percent of the Filipino students did not reach the
lowest level of proficiency in reading. Their poor scores in some of the school
subjects are credited to the students’ need for capacity in essential reading and
comprehension. (Tomas, M.J., et al., 2021)
One article from Philippine Star (2010) states: “The undeniable fact remains
that the majority of Filipino students do not possess the ability and motivation to read.
Due to the fast-evolving world and changing technology, it cannot be denied that
sometimes reading is taken for granted.” That being said, there should be a solution
to fix this problem with regard to the poor reading comprehension of Filipino students.
Statement of the Problem
This study focused on reading comprehension strategies and writing
strategies to the English proficiency of Humanities and Social Science students of
Cavite National High School - Senior High School. Specifically, it sought answers to
the following questions:
1. What are the reading comprehension strategies of HUMSS students prior,
during, and after reading?
2. What are the writing strategies of HUMSS students prior, during, and after
writing?
3. What is level of English proficiency of HUMSS students?
4. Is there a significant relationship between reading comprehension and
writing strategy in English proficiency of the HUMSS students?

20
Objectives of the Study
This study primarily aimed to find out if there is a significant relationship
between reading comprehension strategies and writing strategies to the English
proficiency of Humanities and Social Sciences students of Cavite National High
School-Senior High School.
Specifically, this study aimed to:
1. determine the reading comprehension strategies of the participants prior,
during, and after reading;
2. determine the writing strategies of the participants prior, during, and after
writing;
3. identify the English proficiency level of the participants;
4. know the significant relationship between reading comprehension strategies
and English proficiency of the participants; and
5. recognize the significant relationship between writing strategies and English
proficiency of the participants.
Hypothesis
Ho. No significant relationships between reading comprehension strategies
and writing strategies to the English proficiency of the HUMSS students at CNHS-
SHS.
Based on the assumption that there is a significant relationship between the
reading comprehension strategies and writing strategies to the English proficiency of
the HUMSS students, the researchers would implement use of reading
comprehension strategies and writing strategies to improve (a student’s) English
proficiency.
Significance of the Study
This study was conducted to determine reading comprehension strategies
and writing strategies to improve the English proficiency of Grade 12 Humanities and
21
Social Sciences students at Cavite National High School – Senior High School. The
results of this study would benefit the following:
Learners. Results of this research could guide the learners to adapt and use
different reading comprehension and writing strategies to improve their English
proficiency skills.
Teachers. Some reading comprehension strategies and writing strategies
were discussed in the related literature. Teachers may them based on the learners’
learning styles; thus, would improve learners’ English proficiency skills in class.
Schools. This study may help the schools to know more about the different
reading comprehension and writing strategies that will improve learners’ English
proficiency skills that they may adapt in modifying school curriculum.
Future Researchers. This study would serve as a reference or guide to
future researchers as another study is conducted that is related to this topic.
Theoretical Framework
English being the world’s lingua franca, came the demands for English
proficient individuals; hence, it became a skill that requires mastery and competency.
The 21st century workplace demands English proficient individuals, being able to
speak English alone is not enough, especially in this 21 st century. This means that, if
a person is able to speak the English language, it does not automatically label them
as English proficient individual. With this information, the researchers of this study
had the initiative to conduct this research, which involves the improvement of
HUMSS students’ English proficiency with the reading comprehension strategies and
writing strategies.
This study puts heavy emphasis on the importance of acquiring English
proficiency. The researchers focused on senior high school students and chose
participants under a strand that will mostly require such skill (English proficiency)–
being Humanities and Social Sciences strand. The Humanities and Social Sciences
strand leads to fields of professions specifically as follows: education, law,

22
journalism, etc. With that, students under this strand are required to speak the
English language fluently which is a part of their training. Clearly, their future
professions demand such skill (English proficiency), most especially if they mean to
extend their careers overseas, which leads to the demand for English competency,
and in order to achieve such competency, one must employ several strategies. As
mentioned in the previous text, this study used reading comprehension strategies
and writing strategies. The following strategies are derived from a study entitled,
Investigation of Reading and Writing Strategies Used by Future Teachers: Do Good
Readers Write Well, by Ersoy Topuzkanamış (n.d.). The reading comprehension
strategies and writing strategies involved in this study are journaling, varied
instruction, and Socratic circles, which were measured by the authors discussed in
the data gathering procedure.
With this weight of information, it leads to the focal point of this study–to help
the Humanities and Social Sciences students of Cavite National High School-Senior
High School to improve their proficiency in the English language, but not without the
aid of the following reading comprehension and writing strategies in this study.
Conceptual Framework
Reading Writing Strategies (i.e.

Comprehension Journaling, Varied
Strategies (i.e. Instruction, and
Journaling, Varied Socratic Circles)
Instruction, and
Socratic Circles)
English Proficiency of
HUMSS Students
of CNHS-SHS
23
Figure 1. Conceptual framework of the study on reading comprehension strategies

and
writing strategies to the English proficiency of Humanities and Social
Sciences students of Cavite National High School-Senior High School
Reading comprehension strategies and writing strategies are the independent
variables (to the English Proficiency of HUMSS Students of CNHS-SHS). They are
separated into two since both are different factors that are highly critical to an
individual’s English proficiency which is the dependent variable. As mentioned earlier
in the text, the English proficiency of HUMSS students are dependent to the given
reading comprehension and writing strategy found in this study. These two factors
are both important to the development of a student’s English proficiency. The goal of
the study is to find out if there is a significant relationship between the given reading
comprehension and writing strategy to the English proficiency of HUMSS students at
Cavite National High School-Senior High School students.
Time and Place of the Study
This study was conducted from February 2022 to June 2022 at Cavite
National High School-Senior High School, Cavite City.
Scope and Limitation of the Study
This study focused on reading comprehension and writing skills of Grade 12
Humanities and Social Sciences students at Cavite National High School - Senior
High School. Also, their English proficiency was determined through their answers in
the survey questionnaire.
Definition of Terms.
The following terms are defined according to how they were used in this study:
English Proficiency is the ability of students to use the English language to
make and communicate meaning in spoken and written contexts.
Reading is the process of taking in the sense or meaning of letters, symbols,
and the like.

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Reading Comprehension is the ability to process text, understand its
meaning, and to integrate it with what the reader already knows.
Strategy is a general plan to achieve one or more long-term or overall goals
under conditions of uncertainty.
Writing Skills are the abilities used to clearly communicate ideas through
writing in various forms.

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REVIEW OF RELATED LITERATURE
This chapter discusses the review of literature related to this study. It also
presents various findings and ideas taken from different existing legitimate sources of
knowledge.
Reading Comprehension
Reading takes both physical and mental efforts. To recognize words and
sentences, the reader's eyes must first navigate through lines of text in a coordinated
and sequential manner. Linking the word comprehension to the word reading easily
changes the definition the whole concept of the word. Reading comprehension is
defined as the ability to process written texts. It is the ability of a person to
understand and interpret what is read.
Efficiency in Reading Comprehension in Academics
Efficiency in reading comprehension leads a person to function more
effectively, especially in academics. As mentioned by Auld (2015) in a study about
student’s reading comprehension, “students who read independently have greater
reading comprehension, verbal fluency and general knowledge than those who do
not. They become better readers, score higher on achievement tests in all subject
areas, and have greater content knowledge than their non-reading peers.” This
statement clearly suggests that efficiency in reading comprehension results to better
academic performance.
A study about the impact of pleasure reading on academic success
concluded that (Whitten, C., et. al. 2016), “educators in the core subjects agreed that
pleasure reading was beneficial, even essential, to student development and
achievement.” The study examined the reading habits of 65 high school juniors at a
rural Southeast Texas high school, ranging in age from fifteen to seventeen years.
Students who read self-selected books for pleasure were thought to have higher
average grades in English, Mathematics, Science, and History than their non-reading
26
colleagues. The authors determined that students who read for enjoyment scored
higher on average in the subject areas studied than their non-reading peers. The
researchers went on to say that educators were aware of the link between pleasure
reading and academic performance, but that state curriculums and compulsory
examinations hampered their ability to do so.
Reading encourages students to think critically and enhances their reading
comprehension skills, which is important in all subject areas. Meanwhile, the
advantages of pleasure reading do not end in the classroom. Students carry their
reading skills into adulthood and, as a result, into the workforce and society.
Reading Comprehension in the Philippines
Figure 2: Results of students’ performance in reading, mathematics,

and science (PISA 2018)
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Low Reading Comprehension of the Filipino Youth
The release of the 2018 Program for International Student Assessment
(PISA) Report in December 2019 revealed that high school students in the
Philippines scored lower in reading comprehension, mathematics, and science than
the majority of those surveyed in other countries. In fact, the national average
reading score was a meager 340 points. First-place China was awarded 555 points.
Based on the findings, more than 80 percent of fifteen-year-old Filipino students did
not meet the minimum proficiency level in reading.
Perez comments on the current state of literacy and reading comprehension
in the United States, stating, "I believe that we are in a dire situation." "Our NCAT
and NEAT results demonstrate that [our students] actually receive low scores on
standardized tests. Our students are not receiving adequate instruction in literacy
and mathematics."
This indicates the poor reading comprehension of Filipino students. The result
of the country’s overall score in reading is quite alarming. It is now a problem for the
Department of Education. It creates a huge impact on the future of the Filipino
students and also the welfare of the country’s future.
Reading Comprehension Strategies and English Writing Strategies
Reading comprehension strategies may be defined as "a complex process
involving interactions between the reader and the text, using multiple skills" (Medina,
2007, p. 4), because among the variety of known strategies, "some strategies work
for some students, and other strategies work for other students, just as some
strategies work best with certain types of reading material, other strategies work best
with other types of reading material" (Medina, 2007, p. 6). Teachers must take into
account a variety of factors when devising a strategy to help students improve their
reading comprehension, including the students' ability level, group dynamics, age
and gender demographics, and cultural context.

28
Reading and writing are interconnected. It states that written composition is a
multifaceted phenomenon, each dimension requiring a particular set of language and
cognitive abilities (Kim, Y.-S. G., & Graham, S., 2022). Higher-order cognitive abilities
such as inference, perspective taking, and monitoring, as well as reading
comprehension, all contribute to the written composition's quality. In comparison,
lexical literacy and handwriting fluency were significant predictors of writing
productivity (or composition length) and correctness in writing, but vocabulary and
grammatical understanding contributed significantly to writing accuracy. These
findings suggest that evaluation and training should carefully analyze and calibrate
the dimensions of written composition, and that systematic integration of reading and
writing promotes writing growth (Kim, Y.-S. G., & Graham, S. , 2022).
In a study conducted by Kline, Deshler, and Schumaker (1992)
demonstrated that teachers were more receptive to implementing a reading strategy
program based on educational psychology ideas after experiencing its efficacy. As a
result, it is necessary to equip teachers with knowledge about psychological studies,
such as the efficiency of reading strategies and how to teach them effectively.
This requirement is clear, as educational research on how to teach reading
in a traditional classroom setting indicates that teachers do not devote sufficient time
to teaching reading skills. Additionally, Sailors (2009) discovered that teachers
frequently lack information about how to teach reading skills and instead rely on what
they acquired in their own school experiences when it comes to interpreting texts.
While teachers frequently utilize strategies such as summarizing or asking questions
to test reading comprehension, they are rarely taught how to increase it (Hollenbeck
& Kalchman, 2013). Indeed, reading education in a traditional classroom context
frequently falls short of scientifically sound techniques (Stanovich & Stanovich,
2003).
According to Gilchrist-Ward (2019), Implementing effective, best-practice
strategies at the high school level will help ensure that students have first-rate
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reading comprehension and writing skills—not only as they matriculate through
school, but also as they enter the workforce. Teachers and students choose the most
appropriate strategies according to their needs, purposes, and type of written text,
and the choice may vary from one reader/situation/time/circumstance to another
(Ulker, 2017). To achieve this, Babbitt (2002) introduces eight reading strategies that
a teacher may use to develop a scaffold for their students according to their needs,
abilities, and the type of print they work with. The reading strategies are as follows:
comprehension monitoring, cooperative learning, graphic organizers, story structure,
question answering, question generating, summarization, and multiple strategies.
McNamara (2012) believes that the reading strategies for proficient readers are
different from others. The researcher also introduces three reading comprehension
strategies for those readers, which are: dictionary artifact strategy, contextual word
definition strategy, and character motive strategy. If there are strategies for the
proficient, the author, McNamara (2012) also suggests six reading comprehension
strategies for less successful readers, which are: comprehension monitoring,
paraphrasing, elaboration, logic or common sense, predictions, and bridging. Having
said this, the teachers can observe the students if they are less proficient readers or
proficient readers. It is a good thing that today, different strategies are now available
to assist students in developing deep reading comprehension and improving their
English writing skills, Furthermore, it is good to help students depending on their
respective learning styles.
Strategies for Reading Comprehension and Writing
Journaling
Journaling allows students to write about their reaction to the theme of a text,
react (positively or negatively) to an event in the text, express their views about
controversial ideas in the text, or explore their thoughts, feelings, and beliefs about
the text. Expressing themselves through the written word increases readers'
understanding of the text and highlights the importance of sharing their ideas with
30
others (Gilchrist-Ward, 2019). According to Lynch (2019), journaling cannot only
make students better writers, but it can also expand their higher-order and critical
thinking skills, as well as boost their reading comprehension skills.
Varied Instruction
Teachers must vary instruction to meet the needs of every student. Several
studies have been conducted on the multiple intelligences and how they can be used
to address students’ learning in any academic setting. Howard Gardner of Harvard
University identified nine different intelligences: musical, bodily-kinesthetic, logical-
mathematical, linguistic, spatial, interpersonal, intrapersonal, naturalist, and
existential. One strategy English teachers can implement to address spatial
intelligence is visual literacy. Pictures and films that relate to the content of various
assignments help students make concrete connections to abstract ideas. The visual
content appeals to their need to "see" meaning in action. For example, the student
may interpret meaning based on body language. Verbal or dramatic readings of
passages help students hear the emotions of literary characters and develop a short-
term understanding of them. This strategy addresses musical intelligence, where
students interpret the meaning of sounds. A change in voice inflection may help
students identify emotional reactions to characters, conflict, and conflict resolution.
Role-playing and problem-solving scenarios are bodily-kinesthetic activities that allow
students to move beyond the assignment to engage with the text and real-life
experiences. Exploring how the natural environment affects the psyche, provides an
opportunity for self-exploration and appreciation of different cultures, beliefs, and
experiences (Gilchrist-Ward, 2019).
Socratic Circles
Socratic circles have been used by many English teachers to help
encourage student participation during reading and group discussions. Socratic
circles give ownership of the conversation and sharing of ideas to the students to
ensure dialogue about a topic. The discussion generally focuses on open-ended

31
questions that foster comprehension of the reading material (Gilchrist-Ward, 2019).
Using the Socratic circle method helps students learn how to talk with each other,
build knowledge based on previous experiences and apply it to new situations, come
up with hypotheses, and change their perceptions of themselves and others while
working with rhetoric and discourse (Copeland, 2005).
English Proficiency
According to University of Southern Queensland, English Proficiency is
defined as the student's ability to use the English language to make and
communicate meaning in spoken and written contexts while completing their program
of study.
English proficiency is essential for the success of a modern society. English is
the third most widely spoken and taught language in the world. English is a global
language, the lingua franca of the modern era, spoken as a first language by more
than 300 million people in over 100 countries and as a second language by more
than 600 million. English proficiency is required for any nation to fully benefit from
global commerce, gain access to cutting-edge science, technology, and innovation,
and exert global influence. Over twenty percent of published literature is written in
English, followed by roughly ten percent each in Mandarin and German. The United
States, in collaboration with other Anglophone nations, should do more to promote
the use of English abroad, particularly in regions where English proficiency is
currently weak and in strategic regions like the Middle East, Southeast Asia, and
Central Asia.
Benefits of English Language Education
According to Runde (n.d.) in his commentary about English Language
Proficiency, English proficiency confers a number of strategic advantages. First,
English is the language of commerce, expansion, and economic growth. Deutsche
Bank, the Asian Development Bank (ADB), and even the Beijing-based Asian
Infrastructure Investment Bank (AIIB) use English as their operational language. The
32
elite French National School of Administration expects its graduates to be able to
conduct business in both French and English. With one-fourth of the global
population proficient in English, there are also significant economic benefits. The
ability to communicate with the widest possible customer base necessitates
proficiency in English, and cross-language negotiations in a shared third language
can be more successful than using the native tongue of either company. The text
simply indicates the importance of English proficiency in the workplace, specifically in
the economical setting.
Second, education and research are conducted in English. The majority of
academic journals are published in English. In 2015 to 2016, a record number of
international students enrolled in U.S. higher education institutions, over one million
compared to approximately 300,000 American students studying abroad. English
language proficiency is required for enrollment in U.S. institutions, as well as many
prestigious schools in Europe, Australia, and the rest of the world. To put it shortly,
Runde (n.d.) expresses the prominence and high dominance of English language in
the field of academics, especially in writings.

33
METHODOLOGY
This chapter presents the methods used in the study. It also describes the
research design, sources of data, data gathering procedure, research instrument,
and data analysis of the study.
Research Design
This study adopted a descriptive- correlational design to determine the
relationship of reading comprehension strategies and writing strategies to the English
proficiency of Grade 12 Humanities and Social Sciences students of Cavite National
High School – Senior High School. In a descriptive design, a researcher is solely
interested in describing the situation or case of the study. It is a theory-based design
method that is created by gathering, analyzing, and presenting collected data. This
allows a researcher to provide insights into the why and how of research. Descriptive
design helps others better understand the need for the research. If the problem
statement is not clear, you can conduct exploratory research.
Sources of Data
The targeted population for this research study were the six sections of Grade
12 Humanities and Social Sciences (HUMSS) students of Cavite National High
School-Senior High School; hence, they were the participants who answered the
survey questionnaire to supply the needed primary data. Secondary data were taken
from reliable websites on the internet, related studies- published and unpublished,
articles in journals and other materials.
Sampling Technique
34
In this study, the researchers used voluntary response sampling. Voluntary
response sampling is defined as a sample made up of participants who have
inclination to participate voluntarily as a part of the sample group. Participants in a
voluntary response sample usually choose to respond to surveys because they have
a strong opinion on the subject of the survey.
Research Instrument
A survey questionnaire created in Google form was used by the researchers
to gather primary data which are the responses of the participants. The first part of
the questionnaire contains the demographic profile of the participants such as email,
name (optional), sex, and their grade and section. The second part consists of a total
of 54 statement strategies. There are 33 reading comprehension strategies including
prior to, during, and after. A total of 21 statement writing strategies including prior to,
during, and after. The statement strategies are expressed in Likert scale options -
Always, Frequently, Sometimes, Seldom, and Never. This part of the questionnaire
was used to determine the reading comprehension strategies and writing strategies
of the participants. The last part of the questionnaire consists of the link for the
English Proficiency test. The English Proficiency Test is a standardized test that is
divided into four parts respectively, Grammar, Vocabulary, and Reading
Comprehension. This part of the questionnaire aims to assess the English proficiency
of the participants.
Data Gathering Procedure
The researchers wrote a letter addressed to the principal of Cavite National
High School through the Assistant Principal, Mr. Rea H. Topacio, asking permission
to conduct the study among Grade 12 students. Once the request was accepted, the
researchers proceeded in the validation of questionnaires. After its validation, they
created a survey questionnaire in Google form, after which, these were disseminated
among Grade-12 Humanities and Social Science students of Cavite National High
School – Senior High School. The handling of questionnaire was done online by
35
sending the link of the Google form survey questionnaire through Facebook. This
procedure secured both the safety of the researchers and of the participants, as they
avoided to interact face-to-face; also, to prevent the leak of information gathered to
those people who are not associated with the study.
Data Analysis
The distribution of survey questionnaire to the actual participants happened
after conducting a pilot testing. The researchers collected 30 samples in order to test
the validity of the instrument. After measuring the data collected from the reading
comprehension strategies and writing strategies, the researchers distributed the
survey questionnaires to the participants, the Humanities and Social Sciences
students of Cavite National High School-Senior High School.
The data gathered from the reading comprehension strategies and writing
strategies were then used to correlate with the English proficiency of the students.
Statistical Treatment of Data
The researchers used Cronbach’s alpha formula to measure the level of
reading and writing skills of the participants.
Formula:
Where:
N = the number of items
c̄ = average covariance between item-pairs
v̄ = average variance
The researchers used Pearson-r for the statistical treatment of the gathered
data. Pearson-r is a statistical tool used to measure the strength of relationship
between two variables and their association with each other. In this study, the
36
researchers aimed to find the relationship between the reading comprehension
strategies and writing strategies to improve students’ English proficiency.
Pearson-r correlation was used to determine the relationship between the
participants’ reading comprehension strategies and writing strategies to their English
proficiency.
Formula:
Where:
r = correlation
N = no. of pairs of scores
∑x = sum of x scores
∑y = sum of y scores
∑xy = sum of products of paired scores
∑𝑥2 = sum of squared x scores
∑𝑦2 = sum of squared y scores

37
RESULTS AND DISCUSSION
This chapter comprises the outcomes of the study in illustrative tables
and their corresponding analysis with the interpretations derived from the
statistical treatment of data.
Results of Pilot Testing
Table 1 shows the Cronbach’s alpha scale. The researchers conducted a
pilot test to 30 random samples. This was done to test the reliability of the
questionnaire adopted from study entitled, “Investigation of Reading and Writing
Strategies Used by Future Teachers: Do Good Readers Write Well” by Ersoy
Topuzkanamış(n.d.). The questionnaire used by the author of this study was the
same questionnaire that the researchers employed to gather data regarding the
reading comprehension strategies and writing strategies of the Humanities and
Social Sciences students of Cavite National High School. The following
describes the results from the pilot testing, with Cronbach’s alpha as the
statistical tool applied to gain results. The table below is Cronbach’s alpha scale
for internal consistency.
Table 1. Cronbach’s alpha scale

CRONBACH’S ALPHA INTERNAL CONSISTENCY
α ≥ 0.9 Excellent
0.9 > α ≥ 0.8 Good
0.8 > α ≥ 0.7 Acceptable
0.7 > α ≥ 0.6 Questionable
38
0.6 > α ≥ 0.5 Poor

0.5 > α Unacceptable
To measure the reliability and feasibility of the questionnaire, the researchers
conducted a pilot testing. The data gathered enabled the researchers to tailor
systematic investigation to the specific needs of the research population. The
participants for the pilot testing are under the same category, which are the Grade 12
HUMSS students, but the participants are studying in other schools. Using the
Cronbach's Alpha formula, the data gathered were strictly analyzed by the
researchers. The tables below depict the reliability statistics of reading
comprehension strategies prior to, during, and after and writing strategies prior to,
during, and after.
Reading Comprehension Strategies
Table 2 depicts the summary of the participants’ answers regarding reading
comprehension strategies. It includes prior to, during, and after reading. The N of
Items which is the total of all the statement strategies combined is 33. The
Cronbach's Alpha summary is 0.953 and the Cronbach's Alpha based on
standardized items summary is 0.955, which indicates good internal consistency. It
means that all the statement strategies items in the test are highly correlated.
Table 2. Reading comprehension strategies reliability statistics

CRONBACH'S CRONBACH'S ALPHA BASED N OF ITEMS
ALPHA ON STANDARDIZED ITEMS
.953 .955 33
Prior to Reading
Table 3 shows the N of Items, which represents the number of statement
strategies prior to reading which has a total of 9. The Cronbach's Alpha for prior to
reading is 0.809 and the Cronbach's Alpha based on standardized items is 0.819,
39
which indicates acceptable internal consistency. It means that the items in the test
are highly correlated.
Table 3. Prior to reading reliability statistics

CRONBACH'S ALPHA CRONBACH'S ALPHA BASED ON N OF ITEMS
STANDARDIZED ITEMS
.809 .819 9
During Reading
Table 5 shows the N of Items, which represents the number of statement strategies
during reading which has a total of 14. The Cronbach's Alpha for during reading is
0.938 and the Cronbach's Alpha based on standardized items is 0.938 which
indicates good internal consistency. It means that the items in the test are highly
correlated.
Table 4. During reading reliability statistics

.938 .938 14
After Reading
strategies after reading which has a total of 10. The Cronbach's Alpha for after
reading is 0.874 and the Cronbach's Alpha based on standardized items is 0.876,
which indicates acceptable internal consistency. It means that the items in the test
are highly correlated.
Table 5. After reading reliability statistics

.874 .876 10
Writing Strategies: Prior to Writing

40
Table 6 depicts the summary of the participant's answers regarding writing
strategies. It includes prior to, during, and after writing. The N of Items which is the
total of all the statement strategies combined is 21. The Cronbach's Alpha summary
is 0.962 and the Cronbach's Alpha based on standardized items summary is 0.965,
which indicates good internal consistency. It means that all the statement strategies
items in the test are highly correlated.
Table 6. Writing strategies reliability statistics

.962 .965 21
strategies prior to writing which is a total of 10. The Cronbach's Alpha for prior to
writing is 0.947 and the Cronbach's Alpha based on standardized items is 0.949,
which indicates good internal consistency. It means that the items in the test are
highly correlated.
Table 7. Prior to writing reliability statistics

.947 .949 10
During Writing
strategies during writing which is a total of 4. The Cronbach's Alpha for during writing
and the Cronbach's Alpha based on standardized items both 0.935, which indicates
good internal consistency. It means that the items in the test are highly correlated.
Table 8. During writing reliability statistics

CRONBACH'S CRONBACH'S ALPHA N OF ITEMS
ALPHA BASED ON
41
STANDARDIZED ITEMS
.935 .935 4
After Writing
strategies after writing which is a total of 7. The Cronbach's Alpha for during writing is
0.939 and the Cronbach's Alpha based on standardized items is 0.942, which
indicates good internal consistency. It means that the items in the test are highly
correlated.
Table 9. After writing reliability statistics

CRONBACH'S ALPHA CRONBACH'S ALPHA BASED ON N OF ITEMS
STANDARDIZED ITEMS
.939 .942 7
There are six portions that made up the participants' sections in total and it is
from A to F. Out of 40 participants 9 belonged to section A with 22.5 percent; 5
belonged to section B with 12.5 percent; 5 belonged to section C with 12.5 percent;
14 belonged to section D with 35.0 percent; 1 to section E with 2.5 percent; and 6
belonged to section F with 15.0 percent. The result implies that most of the
participants are from the Grade 12-D of Cavite National High School-Sr. High School.
Table 10. Distribution of participation by section

FREQUENCY PERCENT VALID CUMULATIVE
PERCENT PERCENT
12-A 9 22.5 22.5 22.5
12-B 5 12.5 12.5 35.0
12-C 5 12.5 12.5 47.5
Valid 12-D 14 35.0 35.0 82.5
12-E 1 2.5 2.5 85.0
12-F 6 15.0 15.0 100.0
TOTAL 40 100.0 100.0
42
Demographic Profile of the Participants
Table 11 shows the distribution of participants in terms of sex. Among the 40
participants, 21 are female with 52.5 percent; 16 are male with 40.0 percent; and 3 of
them are prefer not to say with 7.5 percent. This implies that most of the participants
of the Grade of 12 Cavite National High School-Sr. High School are female.
Table 11. Distribution of participation according to sex

FREQUENCY PERCENT VALID CUMULATIVE
PERCENT PERCENT
Female 21 52.5 52.5 52.5
Male 16 40.0 40.0 92.5
Prefer not to 7.5 7.5 100.0
say 3
TOTAL 40 100.0 100.0
Reading Comprehension Strategies
Table 12 shows that 52.5 percent of 40 participants from HUMSS students
from Cavite National High School – Senior High School are reading for a purpose.
There were 40 percent of the students took notes while reading to increase
comprehension. 47.50 percent of the participants say that they always use prior
knowledge to increase comprehension. When the text is hard, if necessary, 52.50

43
percent of the participants are always reading aloud to comprehend it. Prior to
reading, 40 percent of the participants are always scanning the text to see what the
text is about. 45 percent of the participants are always reading the text slowly but
carefully to make sure that they comprehend what they are going to read. 45 percent
of the participants frequently question their selves whether the content of what they
are going to read is suitable for their purpose. 42.5 percent of the participants are
frequently doing paraphrasing the important information in the text. Last but not the
least, 35 percent of the participants are frequently looking for the writer’s name (if
provided) prior to reading.
Table 12. Descriptive statistics regarding the strategies prior to reading

STRATEGY ALWAYS FREQUENTLY SOMETIMES SELDOM NEVER
F % F % F % F % F %
I read for a 21 52. 13 32.5 4 10 2 5 - -
purpose. 5
I take notes 8 20 15 37.5 16 40 1 2.5 - -

while reading to
increase
comprehension.
I use prior 19 47. 16 40 4 10 1 2.5 - -

knowledge to 5
increase
comprehension.
When the text is 21 52. 9 22.5 8 20 2 5 - -

hard, if 5
necessary, I
read aloud to
comprehend it.
Prior to reading, 16 4 14 35 8 20 2 5 - -
I scan the text to 0
see what it is
about.
I read the text 16 4 15 37.5 5 12.5 2 5
slowly but 0
carefully to
make sure I
comprehend it.
I question 13 3 18 45 6 15 1 2.5 2 5
whether the 2
content of the
.
text is suitable
for my purpose. 5
44
I paraphrase 10 25 17 42.5 8 20 3 7.5 2 5

important
information in
the text.
I look for the 11 2 14 35 9 22.5 4 10 2 5

writer’s name (if 7
provided) prior
.
to reading.
5
Table 13 shows that 35 percent of the 40 participants were frequently
scanning the text in terms of the characteristics such as the length, structures, and
others. There were 57.5 percent of the participants are always trying to return to the
part that they have read when they lost focus.; 32.5 percent of the participants are
frequently underlining or circle the information in the text to remember it; 35 percent
of the participants are always checking the information and ideas in the text in terms
of their practicality in daily life; 45 percent of the participants are frequently deciding
what points to focus on prior to reading; 35 percent of the participants are always
using a source of reference like dictionaries to increase reading comprehension; 50
percent was always concentrating to comprehend what they read when the text
seems hard. About 47.5 percent said that they always benefit from visuals like
diagrams, pictures, and tables in the text to comprehend what they read. There were
35 percent occasionally stopped to reflect on what they have just read. 40 percent of
the participants use contextual clues to comprehend what they read better. 40
percent of the participants are frequently doing a paraphrasing thought in the text to
comprehend it better and they schematize, illustrate, or visualize the information to
remember what they read. 42.5 percent of the participants are frequently paying
attention to punctuations, and bold or italic items to identify key information in the
text. The last statement shows that 45 percent of the total participants frequently
critically analyze and evaluate the information presented in the text.

45
Table 13. Descriptive statistics regarding the strategies during reading

F % F % F % F % F %
Prior to 12 30 14 35 9 22.5 1 2.5 4 10
reading I scan
the text in
terms of
characteristics
such as the
length,
structures, etc.
I try to return 2 57. 11 27.5 4 10 2 5 - -

to the part I 3 5
have read
when I lose
focus.
I underline or 6 15 13 32.5 1 27.5 7 17.5 3 7.5

circle the 1
information in
the text to
remember it.
I check the 14 35 13 32.5 1 27.5 7 17.5 3 7.5

information 1
and ideas in
the text in
terms of their
46
practicality in
daily life.
I decide what 14 35 18 45 7 17.5 1 2.5 - -

points to focus
on prior to
reading.
I use sources 14 35 11 27.5 11 27.5 4 10

of reference
like
dictionaries to
increase
reading
comprehensio
n.
When the text 2 50 16 40 2 5 2 5

seems hard, I 0
concentrate to
comprehend
what I read.
I benefit from 19 47. 13 32.5 4 10 2 5 2 5

visuals like 5
diagrams,
pictures, and
tables in the
text to
comprehend
what I read.
I occasionally 10 25 14 35 1 30 3 7.5 1 2.5

stop to reflect 2
on what I have
just read.
Table 13.
10 25 16 40 1 25 3 7.5 1 2.5
I use clues 0
regarding the
context
(contextual
clues) to
comprehend
what I read
better.
I paraphrase 10 25 16 40 9 22.5 5 12.5 - -

thoughts in the
text to
comprehend it
better.
I schematize, 15 37. 16 40 6 15 3 7.5 - -

illustrate, or 5
visualize the
information to
remember
what I read.
I pay attention 16 40 17 42.5 4 10 3 7.5 - -

to
47
punctuations,
bold or italic
items to
identify key
information in
the text.
I critically 11 27. 18 45 7 17.5 4 10 - -

analyze and 5
evaluate the
information
presented in
the text.
Table 14 shows the following statements that the participants are using after
reading. The first statement shows that 40 percent of the total participants are
frequently thoroughly revising the text to detect relationships between thoughts. 35
percent of the participants are always checking what they have previously
comprehended when they come across controversial information in the text. Half of
the total participants or 50 percent are always trying to guess what the text is about
while they read. 45 percent of the participants always reread the text to increase
comprehension level when it seems hard to comprehend. 40 percent of the
participants are always asking themselves questions that they would like to find
answers to in the text. 45 percent of the total participants are always checking if their
predictions about the text are correct and trying to guess unknown words and
phrases in the text. 37.5 percent of the participants frequently rephrase the entire text
in their own words. The last two statements garnered 37.5 percent of the total
participants that they are always adjusting the pace of reading according to the text
and they discuss what they have read with others to check if they have
comprehended the text.

48
Table 14. Descriptive statistics regarding the strategies after reading

F % F % F % F % F %
I refresh my 16 40 16 40 4 10 4 10 - -
knowledge on
the subject prior
to writing by
discussing with
my friends or
scanning books.
I determine the 15 37.5 13 32.5 9 22.5 3 7.5 - -

audience prior
to writing.
2 - -
I determine to 15 37.5 20 50 3 7.5 5
what purpose
my writing will
serve prior to
writing.
I limit the 9 22.5 22 55 4 10 3 7.5 2 5

boundaries for
the topic to
serve my
purpose prior to
writing.
I choose an 15 37.5 14 34 7 17.5 3 7.5 1 2.5

appropriate text
structure to
construct the
content prior to
writing.
I produce ideas 19 47.5 12 30 6 15 2 5 1 2.5

by using
techniques like
brainstorming,
free writing, and
listing prior to
writing.
I organize the 15 37.5 13 32.5 9 22.5 3 7.5 - -

ideas I have
produced by
using organizing
techniques like
forming a topic
tree, clustering,
etc., prior to
writing.
I specify main 14 34 17 42.5 7 17.5 2 5 - -

and supporting
ideas, and
organize them
as a text outline
prior to writing.
I note down the 16 40 14 34 6 15 4 10 - -

ideas I have
49
produced prior
to writing.
I use idea 15 37.5 13 32.5 9 22.5 3 7.5 - -

enhancing ways
like
exemplification,
elaboration, and
providing
evidence prior to
writing.
Writing Strategies Questionnaire
Table 15 shows the summary of the 40 Humanities and Social Sciences
students of Cavite National High School – Senior High School’s answers to
statement strategies prior to writing. In the first statement, 16 or 40 percent of the
participants were tied who answered that they always and frequently refresh their
knowledge on the subject prior to writing by discussing it with a friend or scanning
books. In the second statement, the majority 15 or 37.5 percent answered that they
always determine the audience first. In the third statement, half of the participants
which is a total of 20 or 50 percent answered that they frequently determine what
would be the purpose of their writing, In the fourth statement, 22 or 55 percent said
that they frequently limit the boundaries for the topic to serve the purpose of the
writing. In the fifth statement, 15 or 37.5 percent answered that they always choose
an appropriate text structure to construct the content. In the sixth statement, almost
half of the participants which is 19 or 47.5 percent answered that they produce ideas
by using techniques like brainstorming, free writing, and listing. In the seventh
statement, the majority of 15 which is a total of 37.5 percent always organize their
ideas by using organizing techniques like forming a topic tree, clustering, and others.
In the eighth statement, it shows that 17 or 42.5 percent answered that they
frequently specify the main and supporting ideas, and organize them as a text
outline. In the ninth statement, the majority of the participants which is 16 or 40
percent answered that they always note down their ideas. Lastly, in the tenth
50
statement, a total of 15 or 37.50 percent said that they always use idea-enhancing
ways like exemplification, elaboration, and providing evidence.
Table 15. Descriptive statistics regarding the strategies prior to writing

STRATEGY ALWAYS FREQUENTLY SOMETIME SELDOM NEVER
S
F % F % F % F % F %
I refresh my 16 40 16 40 4 10 4 10 - -
knowledge on
the subject prior
to writing by
discussing with
my friends or
scanning books.
I determine the 15 37.5 13 32.5 9 22.5 3 7.5 - -

audience prior
to writing.
I determine to 15 37.5 20 50 3 7.5 2 5 - -

what purpose
my writing will
serve prior to
writing.
I limit the 9 22.5 22 55 4 10 3 7.5 2 5

boundaries for
the topic to
serve my
purpose prior to
writing.
I choose an 15 37.5 14 34 7 17.5 3 7.5 1 2.5

appropriate text
structure to
construct the
content prior to
writing.
I produce ideas 19 47.5 12 30 6 15 2 5 1 2.5

by using
techniques like
brainstorming,
free writing, and
listing prior to
writing.
I organize the 15 37.5 13 32.5 9 22.5 3 7.5 - -

ideas I have
produced by
using organizing
techniques like
forming a topic
tree, clustering,
etc., prior to
writing.
I specify main 14 34 17 42.5 7 17.5 2 5 - -

51
and supporting
ideas, and
organize them
as a text outline
prior to writing.
I note down the 16 40 14 34 6 15 4 10 - -
ideas I have
produced prior
to writing.
I use idea 15 37.5 13 32.5 9 22.5 3 7.5 - -

enhancing ways
like
exemplification,
elaboration, and
providing
evidence prior to
writing.
statement strategies during writing. In the first statement, the majority of 18
participants which is a total of 45 percent answered that they always edit the text in
terms of content by revising what is already written. In the second statement, the
participants who answered always and frequently are tied. They both have a total of
17 answers which is a total of 42.5 percent. They said that they edit the text in terms
of superficial (spelling and punctuation) elements. In the third statement, 19 or 47.5
percent of the participants answered that they always revise the text in terms of
appropriateness to the purpose of the writing. Lastly, in the fourth statement, the
always and frequently options, both have 15 or 37.5 percent of answers that
participants revise the text in terms of appropriateness to the text structure.

52
Table 16. Descriptive statistics regarding the strategies during writing

F % F % F % F % F %
I edit the text in 18 45 14 34 7 17.5 1 2.5 - -
terms of content
by revising what
I have written
during writing.
I edit the text in 17 42.5 17 42.5 3 7.5 3 7.5 - -

terms of
superficial
(spelling and
punctuation)
elements by
revising what I
have written
during writing.
I revise the text 19 47.5 8 20 10 25 1 2.5 2 5

in terms of
appropriateness
to the purpose
during writing.
I revise the text 15 37.5 15 37.5 8 20 - - 2 5

in terms of
appropriateness
to the text
structure during
writing.
statement strategies after writing. In the first statement, the majority of 16 or 40
percent of participants answered that they always evaluate the text in terms of
content. The same 16 participants which is a total of 40 percent answered that they
always evaluate and edit the text in terms of superficial (spelling and grammar)
elements. In the third statement, the majority of 16 or 40 percent of the participants
said that they frequently evaluate and edit the text in terms of suitability to the
purpose. In the fourth statement, a total of 16 participants which is equivalent to 40
percent said that they always evaluate and edit the text in terms of suitability to the
53
text structure. In the fifth statement and sixth statement, a total of 14 or 34 percent of
the participants answered that they always ask a friend to read and criticize the text
in terms of content and in terms of superficial (spelling and punctuation) elements.
Lastly, the seventh statement, majority of the participants answered that they always
ask a friend to read and criticize the text in terms of structure.
Table 17. Descriptive statistics regarding the strategies after writing

F % F % F % F % F %
I evaluate the 16 40 15 37.5 7 17.5 1 2.5 1 2.5
text in terms of
content after
writing.
I evaluate and 16 40 14 34 7 17.5 2 5 1 2.5

edit the text in
terms of
superficial
(spelling and
punctuation)
elements after
writing.
I evaluate and 14 34 16 40 8 20 1 2.5 1 2.5

edit the text in
terms of
suitability to
my purpose
after writing.
I evaluate and 16 40 13 32.5 9 22.5 2 5 - -

edit the text in
terms of
suitability to
text structure
after writing.
I ask my friend 14 34 12 30 8 20 5 12.5 1 2.5

to read and
criticize the
text in terms of
content after
writing.
I ask my friend 14 34 11 27.5 6 15 9 22.5 - -

to read and
criticize the
text in terms of
superficial
(spelling and
punctuation)
54
elements after
writing.
I ask my friend 15 37.5 9 22.5 9 22.5 6 15 1 2.5

to read and
criticize the
text in terms of
structure.
English Proficiency Test
Table 18 shows the HUMSS students’ grammar percentage results, based on
the standardized English Proficiency Test. With the number of 40 participants, only
one student achieved 88 percent from the first part of the Grammar Test, which is the
highest out of the 40 responses. Besides this, a student was able to attain 85 percent
being second to the highest. 15 of them had a passing grade having 78 percent to 84
percent grade. The remaining 23 students had a low percentage, specifically in this
range 20 percent to 76 percent.
Table 18. Grammar 1 percentage

NUMBER OF GRAMMAR 1 REMARKS
RESPONSES PERCENTAGE
1 88 Very satisfactory
5 84 Satisfactory
5 82 Satisfactory
5 78 Fairly satisfactory
3 73 Did not meet expectations
55
Table 19 shows the results from the second part of the grammar test in the
English Proficiency Test taken by the HUMSS students of Cavite National High
School. The highest score attained is 93 percent by 3 students. 2 of the HUMSS
students had the same percentage, which is 87 percent, being the second to the
highest among the responses. 7 students achieved a passing score, within this
range: 76 percent to 85 percent. While the remaining 30 students received a low
percentage (10% to 69%).
Table 19. Grammar 2 percentage

GRAMMAR 1 REMARKS
NO. OF RESPONSES
PERCENTAGE
6 100 Outstanding
3 93 Outstanding
1 84 Satisfactory
2 82 Satisfactory
Table 20 shows the percentage of the HUMSS students’ vocabulary test
results from the standardized English Proficiency Test. The highest percentage of the
56
test result is 100 percent attained by 3 students. While 5 students were able to get 87
percent, being second to the highest grades among the responses. 8 students were
able to get average test scores from 75 percent to 83 percent. The remaining 24
students got a failing remark on their test result. 20 percent was the lowest
percentage attained by 1 student.
Table 20. Vocabulary percentage

VOCABULARY
NO. OF RESPONSES REMARK
PERCENTAGE
3 100 Outstanding
5 87 Very Satisfactory
4 83 Satisfactory
2 80 Satisfactory
1 77 Fairly Satisfactory
2 73 Did not meet Expectations
57
Table 21. Reading comprehension percentage

NO. OF RESPONSES PERCENTAGE REMARKS
3 100 Outstanding
2 90 Outstanding
4 84 Satisfactory
4 83 Satisfactory
5 80 Satisfactory
Table 22 shows the summary of analyzation of the data gathered.
Specifically, it depicts the correlation coefficient and the P-value of prior to, during,
and after reading comprehension strategies and their relationship with the English
Proficiency. The correlation coefficient of the prior to reading comprehension
strategies and English Proficiency is -0.180, which means that there is a low negative
correlation. The P-value is 0.267, which implies that there is no significant
relationship between the two. The correlation coefficient for the during reading
comprehension strategies and English Proficiency is -0.066, which means that there
is a low negative correlation and the P-value is 0.687, which means that there is no
58
significant relationship between the two. Lastly, the correlation coefficient for the after
reading comprehension strategies and English Proficiency is 0.040, which means
that there is a low positive correlation and the P-value is 0.806, which means that
there is no significant relationship between the two. To sum it all up, there is no
significant relationship between the prior to, during, and after reading comprehension
strategies and the
HUMSS student’s English proficiency.
Table 22. The relationship between reading comprehension strategies and

English proficiency
CORRELATION VERBAL
VARIABLES P-VALUE
COEFFICIENT INTERPRETATION
Prior to reading
comprehension
Low Negative
strategies and -0.180 0.267
Correlation
English proficiency
During reading
comprehension
Low Negative
strategies and -0.066 0.687
Correlation
English Proficiency
After reading
comprehension Low Positive
0.040 0.806
strategies and Correlation
English Proficiency
Table 23 shows the summary of analyzation of the data gathered.
Specifically, it depicts the correlation coefficient and the P-value of prior to, during,
and after writing strategies and their relationship with the English Proficiency. The
correlation coefficient of the prior to writing strategies and English Proficiency is -
0.016, which means that there is a low negative correlation and the P-value is 0.922,
which means that there is no significant relationship between the two. The correlation
coefficient for during writing strategies and English Proficiency is -0.098, which
means that there is a low negative correlation and the P-value is 0.547, which means
59
that there is no significant relationship between the two. Lastly, the correlation
coefficient for the after writing strategies and English Proficiency is -0.084, which
means that there is a low negative correlation and the P-value is 0.607, which means
that there is no significant relationship between the two. To sum it all up, there is no
significant relationship between the prior to, during, and after writing strategies and
the HUMSS student’s English Proficiency.
Table 23. The relationship between writing strategies and English proficiency
CORRELATION VERBAL
VARIABLES P-VALUE
COEFFICIENT INTERPRETATION
Prior to writing
strategies and Low Negative
-0.016 0.922
English proficiency Correlation
During writing
-0.098 0.547
English Proficiency Correlation
After writing
-0.084 0.607
English Proficiency Correlation
60
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the summary of the findings, conclusions drawn, and
recommendations based on the data analyzed in the previous chapter. Contents of
each section are described below:
Summary
This study focused on the reading comprehension strategies and writing
strategies to the English proficiency of Humanities and Social Sciences students of
Cavite National High School-Senior High School. Specifically, it aimed to determine
the: 1. HUMSS students’ level of reading skills prior, during, and after reading; 2.
HUMSS students’ level of writing skills prior, during, and after writing, to determine
their level of English proficiency; and, 3. to determine if there is a significant
relationship between reading comprehension strategies and writing strategies to
improve English proficiency of the HUMSS students. The participants were
Humanities and Social Sciences students at Cavite National High School during
academic year 2021-2022.
In conducting the study, a Google Form survey is given to the Grade-12
Humanities and Social Sciences students of Cavite National High School – Senior
High School only. The questionnaire is divided into four parts; the first is the student’s
demographic profile, which includes their email, name (optional), grade and section,
and sex. The second part of the questionnaire consists of statement strategies prior
to, during, and after reading. The third part of the questionnaire consists of statement
strategies prior to, during, and after writing. In order for the participants to answer the
statements, the researchers used a Likert scale, wherein the choices are “always”,
61
“frequently”, “sometimes”, “seldom”, and “never”. The last part of the questionnaire
includes the English Proficiency Test, the link was provided in the questionnaire.
The researchers used Cronbach’s alpha formula to measure the level of
reading and writing skills of the Humanities and Social Sciences students. The
Pearson-r moment of correlation was applied to determine the relationship between
reading comprehension strategies and writing strategies to the English proficiency of
the HUMSS students.
The researchers analyzed all the data gathered and the result of the study
concluded that there is no significant relationship between the reading
comprehension strategies prior to, during, and after, and writing strategies prior to,
during, and after with the HUMSS students’ English proficiency.
After thorough analysis of gathered data, the researchers derived these
findings: Using the Cronbach’s alpha formula and Pearson-r test, the computed data
resulted that the correlation coefficient of the prior to reading comprehension
strategies and English Proficiency was -0.180, which means that there is a low
negative correlation and the P-value is 0.267; hence, there is no significant
relationship between the two. The correlation coefficient during reading
comprehension strategies and English Proficiency was -0.066, which means that
there is a low negative correlation and the P-value is 0.687; therefore, there is no
significant relationship between the two. Lastly, the correlation coefficient after
reading comprehension strategies and English Proficiency was 0.040, which means
that there is a low positive correlation and the P-value is 0.806. This result showed
that there is no significant relationship between the two. A study about reading-
writing relations suggests that reading and writing are interconnected. It states that
written composition is a multifaceted phenomenon, each dimension requiring a
particular set of language and cognitive abilities Kim, Y.-S. G., & Graham, S. (2022).
However, even though reading and writing are interconnected, those two did not
have a significant relationship to English proficiency.

62
Conclusion
All the data gathered from the Grade 12 HUMSS participants were strictly
interpreted by the researchers. The hypothesis of the study that there is no
relationship between the reading comprehension strategies prior to, during, and after,
and writing strategies prior to, during, and after with the HUMSS students’ English
proficiency was accepted.
Recommendations
In light of the results and findings of this study, the researchers offer the
following recommendations:
To curriculum makers, they may include literature in all grade levels and
programs, for the role of literature in education and English proficiency are closely
related. Literature can broaden students’ viewpoints, cultures, and world views
beside improve their grasp of the target language.
Furthermore, the researchers recommend teachers to become more
innovative in their instruction (of literature) and become sensible in choosing which
literary piece to employ, as literature plays an important role in shaping the interests
of the students.
Having said that, the researchers recommend future researchers may
conduct a related study with focus on literature that involves comprehensive reading.
This statement is supported by this study entitled “Literature Improve English
Proficiency: The Students' Perspective.” The following selection describes how the
study mentioned helped Malaysia to improve their English proficiency (with regard to
the PISA results).

63
REFERENCES
Allison Doyle. (May 2017). Communication skills for the workplace: The balance
careers. Retrieved from https://www.the balanceca reers.com/communication-
skills-list2063779
Arizona Education News Service (March 2015) Retrieved from

https://azednews.com/communication-collaboration-are-keyto-success-in-
school-workplace-life/.
Babbitt, P. (2002). Scaffolding: Strategies for improving reading comprehension

skills. Retrieved October 26, 2014, from Pearson:
www.phschool.com/eteach/language_arts/2002_12/essay.html
Blachowicz, C. L., and Ogle, D. (2008). Reading comprehension: Strategies for

independent learners (2nd ed.). New York: Guilford Press.
Hanaa Youssef Shaarawy. (October 2014). “The effect of journal writing on students’
cognitive critical thinking skills: A quasi-experimental research on an English
as a foreign language (EFL) undergraduate classroom in Egypt, International
Journal of Higher Education 3:4: 120-128. doi:10.5430/ijhe.v3n4p120.
Howard Gardner. (March 2014). In a nutshell, multiple intelligences: New horizons in

theory and practice (New York: Basic Books, 2006), 5-31:
https://howardgardner01.files.word press.com/2012/06/in-a-nutshell-minh.pdf;
Mark Vital, “9 Types of Intelligence—Infographics”): https://blog.
adioma.com/9-types-of-intelligence-info graphic/.
Joanne Cooper. (2013). Keeping a journal: A path to uncovering identity and keeping
your sanity. Educational Perspectives 46: 1-2): 40-43. ERIC Document No.
EJ1088286.
McNamara, D. S. (2009). The importance of teaching reading strategies.

Perspectives on Language and Literacy, 35(2), 34-38.
McNamara, D. S. (2012). Reading comprehension strategies: Theories, inventions,

and technologies. New Jersey: Psychology Press.
Morten Asfeldt. (2012). Group journaling: A tool for reflection, fun and group
development,” pathways. The Ontario Journal of Outdoor Education 24:4 14:
http:// files.eric.ed.gov/fulltext/EJ994017.pdf.
Medina, C. (2007). Introduction. in c. medina, successful strategies for reading in the

content areas (pp. 4-14). Huntington Beach: Shell Educational Publishing.
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Mozayan, M. R., Fazilatfar, A. M., Khosravi, A., and Askari, J. (2012 November). The
role of semantic mapping as a while-reading activity in improving reading
comprehension ability of the Iranian University students in general English
(GE) courses. Theory and Practice in Language Studies, 2(11), 2422-2429.
Virginia Kohl, Becky Dressler, and John Hoback. (2001). The roles of a visual literacy
component in middle school language arts curricula: A case study with at-risk
students and their teachers.” Paper presented at the Annual Meeting of the
National Communication Association, Atlanta, Ga.,
APPENDICES
Appendix Figure 1. Research Instrument

65
66
67
68
69
70
71
Appendix Figure 2. Letter of Request

72
73
74
Appendix Figure 3. Timetable of Activities

75
76
Appendix Figure 4. Routing Slip

77

Cavite City Campus
Pulo II, Dalahican, Cavite City
Tel. (046) 4313570/ (046) 4313580
DEPARTMENT OF TEACHER EDUCATION AND LANGUAGES
ROUTING SLIP
Name Signature
David, Ven Allen A. ____________________

Macali, Queeny Venish ____________________
Ramirez, Janica Mae F. ____________________
Sembrano, Wella Yvonne L. ____________________
Tan, Rayn Waukee M. ____________________
Degree: BSE-English Type of Study: Undergraduate

Thesis
Title: READING COMPREHENSION AND WRITING STRATEGIES TO IMPROVE

ENGLISH PROFICIENCY OF THE HUMANITIES AND SOCIAL SCIENCES TRACK
OF CAVITE NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL
Remarks Date Date Signature

Received Released
ERLINDA CAERLANG
Research Adviser
JEREMIAS L. JANGAD, MA Ed
Technical Critic
MARIA CRISTINA J. BAESA,

MA Ed
Department Chair
SUSANA C. SAN PEDRO

Accredited English Critic
GELUCILE BACONES
Campus Coordination, RDE
MARIA CRISTINA J. BAESA,

MA Ed
Campus Administrator
78
Appendix Figure 5. RD Forms

79
80
81
82
83
84
85
86
87
Appendix Figure 6. English Critic Certification

88

CAVITE STATE UNIVERSITY CAMPUS
Cavite City Campus
Pulo II, Dalahican, Cavite City
Tel. (046) 431-35-70; (046) 431-35-
ENGLISH CRITIC CERTIFICATION

( X ) THESIS ( ) EDP ( ) NARRATIVE REPORT
_______________
DATE
To whom it may concern:
This is to certify that the research manuscript of:
Ven Allen A. David 201910152

Queeny Venish Macali 201910155
Janica Mae F. Ramirez 201910090
Wella Yvonne L. Sembrano 201910094
Rayn Waukee M. Tan 201910113
with the title, Reading Comprehension Strategies and Writing Strategies to the
English Proficiency of the Humanities and Social Sciences Students of Cavite
National High School-Senior High School, has been read and edited and is now
ready for final reproduction.
SUSANA C. SAN PEDRO

Accredited English Critic

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READING COMPREHENSION STRATEGIES AND WRITING

STRATEGIES TO THE ENGLISH PROFICIENCY

CAVITE STATE UNIVERSITY

Department of Teacher Education and Languages

VEN ALLEN A. DAVID

VEN ALLEN A. DAVID

Republic of the Philippines

DEPARTMENT OF TEACHER EDUCATION AND LANGUAGES

Authors: VEN ALLEN A. DAVID

Title: READING COMPREHENSION STRATEGIES AND WRITING

MARIA CRISTINA J. BAESA, MA Ed GELUCILE BACONES

MARIA CRISTINA J. BAESA, MA Ed

Antonio. Cavite City together with his family.

He completed elementary at Julian Felipe Elementary School (JFES), San

Social Sciences (HUMSS) organization, Humanitarian Association of Notable and

group of senior high school students.

The author is currently enrolled at Cavite State University-Cavite City Campus

with the degree of Bachelor of Secondary Education Major in English. He was a

third year. Furthermore, he was an active student-leader who served as Public

Information Officer of Societas Educare, the organization of Education students. He

Student Government (CSG), and chairman of Federation of the Central Student

Government-Committee on Student Organizations and External Affairs (CSOEXA).

Northeast, Naic, Cavite together with her family.

She completed grade school at Ovidio S. Dela Rosa Elementary School

Point, Cavite City.

She studied elementary at Sangley Elementary School, Cavite City and

completed it in 2013 with academic distinction. He enrolled junior high school at

graduated in2019. In the commencement exercises, she received an academic

distinction and honorary award.

The author enrolled her college education at Cavite State University-Cavite

She hopes to obtain her degree in June 2023.

Ms. Wella Yvonne L. Sembrano, lives in Purok 4, Lapinig, Kapatagan,

eldest daughter of Mrs. Johanna Sembrano Lingolingo and Mr. Richard B.

She completed elementary at Sixto Maghanoy Sr. Central School,

student-athlete during her freshmen year.

The author hopes to obtain her degree in June 2023.

and Mr. Raphael R. Tan.

She completed elementary at Ladislao Diwa Elementary School (LDES),

group won in dance contests representing her alma mater.

would earn her degree in June 2023.

presence throughout the process of the study;

Ms. Dianne Agana, psychometrician, for validating the research instrument;

Mr. Lambert Diokno, statistician, for imparting his expertise, specifically in

data analysis and statistical treatment of data;

Prof. Maria Cristina J. Baesa, campus administrator, who is always supportive

with the student researchers;

furtherance of this study.

Numerous studies have examined the reading and writing strategies

employed by students and the effect of strategy instruction on skill development.

frequency of use of reading and writing strategies and English proficiency.

The primary objective of this study is to determine if there is a significant

relationship between reading comprehension strategies and writing strategies and

the English proficiency of Humanities and Social Sciences students at Cavite

National High School-Senior High School. The researchers implemented the

following reading comprehension and writing strategies to improve (a student's)

use of reading comprehension strategies and writing strategies checklist together

that there is no significant correlation between reading comprehension strategies and