THE LEVEL OF STUDENTS EXPERIENCING DIFFICULTIES IN

READING AND UNDERSTANDING AMONG SENIOR HIGH SCHOOL

PRESENTED BY GROUP 3:
ADOLACION, JEREMIAH C.
ARROYO, IVAN RAYE A.
GOTTSCHALK, KIM D.
HISU-AN, PRINCESS D.
SUMIDO, NATHALIE GRACE G.
 CHAPTER 1
BACKGROUND OF THE STUDY
In study conducted by Therrien (2004) to investigate the effect of
repetitive reading on fluent reading and comprehension, repeated
reading activities were carried out with students who have reading
difficulties despite not having a mental disability, to improve fluent
reading and comprehension on a particular text. Many studies have
been conducted using repeated readingf which is one of the oldest
and the most effective methods. The findings reported by these
studies concur with the finding of the current study.
INDEPENDENT MODERATING DEPENDENT
VARIABLE VARIABLE VARIABLE
EXPERIENCING
READING AND SEX DIFFICULTIES

UNDERSTANDING STRAND AMONG SENIOR

HIGH SCHOOL
Students with rich knowledge of vocabulary will find that
reading comprehension is easy. Being able to read and
understand texts is highly significant as it helps students
improve their reading and comprehension abilities, which
ultimately leads to better academic performance and
success taking into consideration different factors that can
present difficulties for students in Senior High School when
it comes to reading is extremely important. These factors
include the difficulty of the text, understanding the
vocabulary, previous knowledge, and the skill to make
connections and understand the meaning. Reading and
comprehending texts is very important because it can
enhance the vocabulary ability and skills to make a great
performance and success.
STATEMENT OF THE PROBLEM
This study aims to determine The Level of Students Experiencing
Difficulties in Reading and Understanding among Senior High
school.
Specifically, this study aims to answer the following questions:
1.What are the reason why do students among Senior High School
Experiencing Difficulties in Reading and Understanding?

2.What is the Level of Difficulty Experiencing among Senior High School

in Reading Comprehension?

3.Is there a significant difference in Reading Comprehension among

Senior High School Experiencing Difficulties when grouped according to
A.) Sex
B.) Strand
4.What does the difficulty of Reading Comprehension affect the
students.
SIGNIFICANCE OF THE STUDY

This action study aims to The Level of Students Experiencing

Difficulties Reading and Understanding among Senior High School.
The study may offer empirical significance to the different section
namely:

To the students. This study can help students to understand the

importance of reading comprehension, and teaching the students a
way to improve their skills.

To the teacher. This study can help the teacher to teach the
students to build their vocabulary and understand complex
concepts.

To the future researchers. This can be a basis and example to

determine the level of students that experiencing difficulties in
reading and understanding.
SCOPE AND DELIMITATION
This study is aimed to determined The Level of Students Experiencing
Difficulties in Reading an d Understanding among Senior High School.

Specifically, this study will enhance the abilities of Senior High School
students and provide opportunities to learn that reading and
understanding is fundamental.

Then, this study will aims to find what are the problems of students with
reading and understanding texts.

And lastly,this study will support the students in improving their reading
and understanding abilities, ultimately leading ehance academic
performance and success.

This study will be counducted at Pavia National High School. The

Respondents of this study are the Senior High School Students. This study
will be conducted in the month of February to March 2024.
 CHAPTER 2
REVIEW RELATED OF LITERATURE
This chapter presents conceptual literature and studies related to the present study. It
consists of six parts: (1) Language Learning, (2) Reading Comprehension, (3) Reading
Difficulties, (4) Vocabulary in Reading, (5) Reading Skills, and (6) Summary.

Part one, Language learning, determined the language skill of students in reading text.

Part two, Reading Comprehension, shows how students understand a text.

Part three, The Purpose of Reading, in understanding text students need to read the
text.

Part four, Vocabulary in Reading, gives definition to the vocabulary of a student.

Part five, Assessment of Reading Comprehension.

Part six, Summary, summarize the concept and studies in this chapter.
LANGUAGE LEARNING
According to Boehme, (2013) Learning language involves
mainly 4 skills; listening, speaking, reading, and writing.
Lately, an idea stated that actually pronunciation and
memorization also holds roles as backbones of everything
else. This idea is quite reasonable since students, during
the activities of learning language; they also practice how
to pronounce words correctly, In this case, speaking is the
mental aspect of putting through in speech,
pronounciation is the physical aspect and the students in
their learning process, they must memorize everything
started from vocabulary to grammatical rules. This can
cause some difficulties for students; moreover, the
language learn is not their first or second language.
READING COMPREHENSION

Researcher ftanti (2012) Reading habit is arepeated

form of reading practice which means the activity
needs to be done regularly. Reading comprehension
requires familiarty with the topic to motivate students
in reading it. Usually people are interested in reading
when they think that the reading will be useful for
them. This is why the topic given in the classroom
should be the one the students think they need.
THE PURPOSE OF READING
Explained by Richard et al.. (2002), in reading activity, teachers and
learners catch the material in the process of direct communication.
It means that one function of reading has been fulfilled. The reader
categorizes what is simply enabling from what is wished to take as a
permanent addition to his domain of understanding and capability.
The actual purpose in reading is not humbly to occupy a
communication but to develp from his communication to something
which endures or spreads the reader’s conceptual world. If the
interaction between reader and writer is effective, so that there is a
close relationship between then then there will be settlement on
relative implication. Comprehension is the primary purpose for
reading, raising student awareness of main ideas in a text and
exploring the organization of a text are essential for good
comprehension.
VOCABULARY IN READING

Stated by Hsueh-Chao & Nation (2000), when reading it

is essential tp mention vocabulary. Plenty of previous
authors agree that vocabulary plays an important role in
reading comprehension. They pointed out the
relationship between vocabulary and reading.
Knowledge of vocabulary and reading comprehension
has a close relationship. In particular, this is a two-way
correlation relationship. Knowledge of vocabulary can
effect reading comprehension and reading
comprehension can change vocabulary ability as well.
ASSESSMENT OF READING COMPREHENSION
Cited by Madani (2016), As for the assessment of
reading comprehension, it involves several methods
and procedures that are intended to display how
adequately learners are able to read, comprehend,
interpret, and analyze different types of texts in this
respect, specific reading comprehension activities be
can introduced in the classrooms in order to know
how well students are able to build a sound text’s
understanding. Certainly, reading comprehension
assessment should be based on rational criteria and
useful measures.
 SUMMARY
To illustrate, in the reading comprehension process, if students
want to understand the ideas of a text, they firstly have to
understand the meaning of vocabulary. For this reason,
vocabulary plays a key role in reading comprehension. As a
consequence, it takes students a long time to build a large load of
vocabulary knowledge. Furthermore, if students do not review it
regularly, they may forget the learned words. Apart from the
characteristics mentioned above, most participants in this study
have limitation on vocabulary due to some reasons. First, when
reading, they often ignore difficult words or use a dictionary
instead of trying to guess the meaning of new words,
brainstorming or getting the general idea of the text. Second,
they do not have a habit of learning vocabulary or reviewing
learned words. Finally, they spend little time learning vocabulary.
 CHAPTER 3
METHODOLOGY
In this chapter discussed the research methods and methodologies used in the
research study. This chapter includes following:
RESEARCH DESIGN
The research design to be used in this study is descriptive design. According
to Williams (2007), descriptive research is a research design used to examine
the situation involving identification of attributes of a particular phenomenon
based on an observational basis. In this study, descriptive research will be used
to determined the difficulties of senior high school students in reading
comprehension.
PARTICIPANTS
The researchers asked 6 strands among Senior High School
Students in Pavia National High School. The respondents will be
choosen for the stratified random sampling taken from the
students.

RESEARCH INSTRUMENT
In this study, this researcher’s will be used a made questionnaire.
This is consisted of 20- item statement questions answered by the
respondents. The questionnaire consists of two parts. The first part
includes the personal information of the respondents such as name,
age, sex, and strand. The second part includes the survey questions
about the Level of Students Experiencing Difficulties in Reading and
Understanding among Senior High School. This research study will be
answered with strongly agree, agree, disagree and strongly disagree
DATA GATHERING PROCEDURE
In this study the gathering of data was composed of three
parts.
Before conducting the research, the researchers constructed a
20- item questionnaire and was approved by the validators. First,
the researcher’s corresponds a letter of permission to be signed
by the Asst. Principal allowing the researcher’s to conduct the
research within the school premises, specifically in the Senior High
School Department. Second, as the permission letter is approved.
The researcher’s will set a date with the teacher- in -charge of
each strand (including the sections) to agree as when to conduct
the research. Lastly the agreement, the researcher’s looked for
participants from each strand that was willing to be part of the
research.
DATA STATISTICAL TOOL
All data gathered will used Frequency, Rank, T-test, and Analysis of Variance
(ANOVA).

Frequency. It refers to the number of respondents in each category. Used to

determined the number of Senior High School Students.

Ranking. It is use to rank the Students Experiencing Difficulties in Reading and

Understanding among Senior High School.

T-test. Is a statistical test that compares the means of two samples.

Used to determined the significant difference of students when grouped

according to sex on The Level of Experiencing Difficulties in Reading and
Understanding.

Analysis of Variance (ANOVA). To determined whether there are any statistically

significant differences between the means of three or more independent groups.
To determined the significant difference of Senior High School Students Difficulty
in Reading and Understanding according to sex.
 DATA ANALYSIS PROCEDURE

All date gathered where computer processed using the

Statistical Product and Services Solutions (SPSS). In this
study the researchers used the frequency and rank to
determined The Level of Students Experiencing Difficulties
in Reading and Understanding among Senior High School,
T-test is used to identify the significant differences in The
Level of Students Experiencing Difficulties in Reading ang
Understanding among Senior High School according to sex
and strand.
ETHICAL CONSIDERATION

The researchers must be responsible for the confidentiality

of the respondents. This was conducted with respect and
kindly. The information and date gathered in this study are
protected. This study were reviewed and analyze by the
research adviser before data collection begins.

The research methodology for this is to determined The

Level of Students Experiencing Difficulties in Reading and
Understanding. The information is gathered by asking
students questions, and then it is examined using methods
that describe the data and make inference.