GRADE 4 READING QUEST: A READING

ENHANCEMENT PROGRAM

An Action Research

Presented to

the faculty of the College of Education

University of Rizal System

Pililla, Rizal

In Partial Fulfillment

of the Requirements for the Degree

Bachelor of Elementary Education

ABAYAN, RECHIELL ANNE B.

ALCANTARA, MARJORIE M.
ALTAMIRANO, CHRIS DANIELLE S.
BALA, PHILIP G.
RAMOS, SAMANTHA NICOLLE B.

March 2024
II. ABSTRACT

This research aims to enhance reading skills for fourth-grade pupils of Niogan

Elementary School. The program focuses on improving reading, comprehension,

vocabulary, and critical thinking skills through a series of engaging and interactive

reading sessions.

Keywords: enriching vocabularies, learning guide,

III. ACKNOWLEDGMENT

In devout appreciation, the researchers would like to extend their heartfelt

gratitude to the following people for whom the valuable assistance, professional

supervision, and guidance and moral support contributed to the successful completion

of this study.

MRS. SOLITA F. COMBIS, Principal of Niogan Elementary School for his

invaluable supervision and advice which greatly helps the researcher to complete this

research work.

MRS. ANNE A. PENDON, Teacher in English, for allowing researchers to

conduct a research and for giving guidance, expert suggestions, and assistance in the

study.

MRS. GRACE C. ROLA and MRS. ARA V. CENIR, for their undying support for

letting researchers to use their diligent students.

GRADE 4 GUAVA and GRADE 4 ATIS, for their effort, willingness, and time to

be the researcher’s respondents.

Finally, to the Almighty God, the origin of everything, for His sanctifying grace,

love, safeguards, and guidance, offering the researchers the courage, vitality, and

persistence to hold on.

RABA
MDLA
 CDSA
PGB
SNBR

IV. CONTEXT AND RATIONALE

V. INNOVATION, INTERVENTION, AND STRATEGY

STUDENT-CENTERED APPROACH

Student-centered approach gives opportunities to the students to learn at their

own pace and become more aware of their capabilities as a learner. Learners in this

approach is being encouraged to learn different from the traditional lecturing by making

their way to learn that will enhance their creativity and critical thinking skills.

According to Serin (2018), student-centered pedagogy is based on constructivist

and democratic principles. That students make sense of what they learn in a classroom

environment in which they are stimulated to develop their reflective and critical thinking

and sense of responsibility come to the fore in student-centered pedagogy.

Moreover, Hannafin et.al (2014) perceived student-centered approach as open

learning environments provide contexts wherein the individual determines learning

goals, learning means, or both the learning goals and means. The individual may also

establish and pursue individual learning goals with few or no external boundaries as

typical during spontaneous, self-initiated learning from the Web.

In addition, Slunt & Giancario (2004) as cited by Wright (2011), Learner-centered

methods of content delivery allow students the opportunity to control their learning since
they require students to take responsibility for their learning by being actively involved in

the learning process rather than simply passively receiving information from a lecture.

VI. ACTION RESEARCH QUESTIONS

This action research sought to document the use of developed learning guide for

grade 8 learners for Enriching Vocabularies in Tanay National High School year 2022-

2023.

Specifically, this study sought to answer the following questions:

What is the level of the English performance of Grade 8 learners in the Diagnostic Test?

What is the level of the English performance of Grade 8 learners in the Evaluation

Test?

Based on the findings of the research, what action plan can be formulated to improve

English vocabulary performance?

VII. ACTION RESEARCH METHODS:

A. Participants and/or other Sources of Data and Information

The researcher employed a purposive sampling design. The participants were the

Grade 8 students from the two sections of Tanay National High School namely: Rizal

and Lapu-Lapu.
 This research employed a quantitative – descriptive method since the objectives

of the researcher are to determine the average result of the students’ English

vocabulary before and after the intervention, and the significant increase in the average

of the English performance on Vocabulary between the Diagnostic Test and Evaluation

Test results.

Table 1 shows the number of research participants who took the Diagnostic Test and

the Evaluation Test.

Table 1

Research Participants

No. of Participants
Sections
Diagnostic Test Evaluation Test
Grade 8 Rizal
10 10
(Control Group)
Grade 8 Lapu-Lapu
10 10
(Treatment Group)
20 20

The first measurement would serve as the Diagnostic Test, the second as the

Evaluation Test. The measurements or observations would be collected at the same

time for both sections. A diagram of this design is as follows.

Treatment group R O X1 O
 -----------------------------

Control group R O X2 O

B. Data Gathering Methods

The conduct of this study is presented in the conceptual schema illustrated in

Figure 2 which is The Flow Chart of Teaching English Vocabulary. As shown in the

figure, the researchers conducted a Pre-Test (diagnostic test) to determine the

schema or background knowledge of the learners about the topics. After the pre-test,

the developed learning guide was studied and used by the learners. Here, they

explored the content and gathered knowledge for their vocabulary development. The

lecture part using developed learning guide was finished which followed by post-test

(evaluation test). The results of the pre-test and post-test will be compared to

determine the significant difference in the level of students’ learning. Based on the

findings, an action plan should be developed to enhance the learners’ vocabularies.

 Figure 2. The Flow Chart of Enriching Vocabularies

VIII. DISCUSSION OF RESULTS AND REFLECTION

 This part includes the discussion of results and reflection of the study. The data

presented in this part follows the arrangement of the problems as set in the Action

Research Questions.

Upon the administration and after the conduct of the examination, the collected

data and the result of the pretest and post test.

The frequency of scores of the students are being interpreted using scale that

follows:

Range Verbal Interpretation

0-5 Poor

6-8 Good

9-11 Average

12-15 Very Good

Level of Enriching Vocabularies of Grade 8 Learners in the Diagnostic Test/ Pretest

Table 2 shows the level of Enriching Vocabularies of Grade 8 Learners in the

Diagnostic Test/Pre-Test based on their results on the 15-items Diagnostic Test in

English.

Table 2
Level of Enriching Vocabularies of Grade 8 Learners in the Diagnostic Test/
Pretest (N=15)

Score Range Diagnostic Percent Verbal

(15 item test) Test/ Pretest Interpretation
Frequency
12-15 10 66.66 Very Good
9-11 7 46.66 Average
6-8 3 20 Good
 5 below 0 0 Poor
Total 20 100
MEAN 11. 65 Average

In the diagnostic test or pretest, out of 20 students, there are 10 or 66.66%

students who belong to score range from 12-15 and they belong to a Very Good level of

English Performance. However, there is 7 or 46.66% student who belongs to the

Average level of English Performance; 3 or 20% Good; and 0 or no Poor level of

English Performance. The mean of the students is placed at 11. 65 which means that

generally, the students have average of English Performance.

Level of Enriching Vocabularies of Grade 8 Learners in the Evaluation Test/ Post Test

Table 3 presents the level of Enriching Vocabularies through the use of

developed learning of Grade 8 Learners in the Evaluation Test/ Posttest based on their

results on the 15-items Evaluation Test in English.

Table 3

Level of Enriching Vocabularies of Grade 8 Learners in the Evaluation Test/ Post

Test (N=15)

Score Range EvaluationTest/ Percent Verbal

(15 item test) Post Test Interpretation
Frequency
12-15 8 53.33 Very Good
9-11 1 6.66 Average
6-8 5 33.33 Good
5 below 6 40 Poor
Total 20 100
MEAN 14.3 Very Good
 In the evaluation or post test, out of 20 students, there are 8 or 53.33% students

who belong to score range from 12-15 and they belong to a Very Good level of English

Performance. However, there is 1 or 6.66 % student who belongs to the Average level

of English Performance; 5 or 33.33% Good; and 6 or 40% with Poor level of English

Performance. The mean of the students is placed at 14.3 which means that generally,

the students have Very Good of English Performance.

IX. ACTION PLAN

Primary Goal: To Enrich Vocabulary of Grade 8 Learners with the used of Developed
Learning Guide.
PROGRAM/ PROJECT OBJECTIVE TIME STRATEGIE Personnel BUDGET PERFORMANCE
TITLES FRAME S/ Involved REQUIREMENT INDICATORS
ACTIVITIES S

A. STUDENT Use the June Utilization of Students None Increased their

DEVELOPMENT developed 2023 to Developed Vocabularies
learning guide to August Learning
develop their 2023 Guide
 Seminar vocabularies.
Workshop
on Utilizing
the Use of
Developed
Learning
Guide

B. TEACHER Improve the Septembe Uses and Teachers of

teaching of r 2023 to Application English
English October of
 Seminar particularly the 2023 Developed Tasks Completion
Workshop Vocabulary. Learning
on Guide
Improving Training
and Program
Enriching
the
Developed
Learning
Guide
Improve the LAC Session Teachers of
topics and English
contents by
C. CURRICULUM integrating the June Tasks Completion
developed 2023 to
Learning Guide. April 2024
 Content
Improveme
nt
Program Objective: To recommend actions to Enrich Vocabulary using the Developed
Learning Guide for Grade 8 Learners from Tanay National High School.

REFERENCES

A. Unpublished Thesis

Bellido, et al (2022) Development And Acceptability Of Learning Guide

For Vocabulary Enrichment Of Grade 8 Learners.

B. Online Resources

Serin, Hamdi (2018) A Comparison of Teacher-Centered and Student-

Centered Approaches in Educational Settings. International Journal

of Social Sciences & Educational Studies, 5 (1). pp. 164-167. ISSN

24091294 http://eprints.tiu.edu.iq/80/

Hannafin, M.J., Hill, J.R., Land, S.M., Lee, E. (2014). Student-Centered,

Open Learning Environments: Research, Theory, and Practice. In:

Spector, J., Merrill, M., Elen, J., Bishop, M. (eds) Handbook of

Research on Educational Communications and Technology.

Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-

Wright, Gloria Brown (2011) Student-Centeredv Learning in Higher

Education https://files.eric.ed.gov/fulltext/EJ938583.pdf

Sunayana Manoj (2018). Academic Study Skills and Enrichment of

Vocabulary in Higher Education. International Journal of English

Language, Literature and Translation Studies (Ijelr). Vol. 5. Issue.1.

112.http://www.ijelr.in/5.1.18/112117%20SUNAYANA%20MANOJ.

Y.M Harsono (2015). Teaching English as Foreign Language in Indonesia.

Developing Learning Materials for Specific Purpose. Volume 18. 2.

https://core.ac.uk/download/pdf/233168065.pdf

Beverly Weiser (2013). Council for Learning Disabilities. Effective

Vocabulary Instruction for Kindergarten to 12th Grade Students

Experiencing Learning Disabilities.

https://council-for-learning-disabilities.org/effective-vocabulary-instruction-for-
kindergarten-to-12th-grade-students-experiencing-learning-disabilities/

Sezen Tosun (2015) The Effects of Blended Learning on EFL Students’ Vocabulary
Enhancement, Procedia - Social and Behavioral Sciences,Volume 199, 2015,
Pages 641-647, ISSN 1877-0428.
fromhttps://www.sciencedirect.com/science/article/pii/S187704281504611X
XI. FINANCIAL REPORT

Particulars Quantity Unit Unit Price Total Cost

Supplies Materials Expenses

Bond Paper 4 Ream 194.00 765.00

TOTAL 776.00
XII. DOCUMENTATION
 CURRICULUM VITAE

BERJA, DIONYSIS P.

Address: #18 Int. Catambay St.

Brgy. Mag-Ampon Tanay, Rizal

Contact Number: 09152452649

E-mail Address: dionysisberja@gmail.com

PERSONAL DATA

Birthdate: September 26, 2000

Birthplace: Tanay, Rizal

Age: 22 years old

Status: Single

Citizenship: Filipino

EDUCATIONAL BACKGROUND
2019-present: University of Rizal System

Morong, Rizal

2017-2019: San Ildefonso College

Tanay, Rizal

2013-2017: Tanay National High School

Brgy. Plaza Aldea, Tanay, Rizal

2007-2013: Simeon R. Bendana Sr. Memorial

Elementary School Brgy. Plaza Aldea, Tanay, Rizal

SCHOOL ORGANIZATION

Light Bringer’s Club Member

English Enthusiast Educators Member

The Flame Writer

 CURRICULUM VITAE

GESILVA, MA. JESUSA PORTIA V.

Address: 29 M.L Quezon St

Brgy. Kay-Buto Tanay, Rizal

Contact Number: 099971531765

E-mail Address: mjportiagesilva@gmail.com

PERSONAL DATA

Birthdate: August 14, 2000

Birthplace: Tanay, Rizal

Age: 22 years old

Status: Single

Citizenship: Filipino

EDUCATIONAL BACKGROUND
2019-present: University of Rizal System

Morong, Rizal

2017-2019: San Ildefonso College

Tanay, Rizal

2013-2017: Tanay National High School

Brgy. Plaza Aldea, Tanay, Rizal

2007-2013: Simeon R. Bendana Sr. Memorial

Elementary School Brgy. Plaza Aldea, Tanay, Rizal

SCHOOL ORGANIZATION

Teatro Kagilalasan Officer (COE Representative)

Light Bringer’s Club Member

English Enthusiast Educators Member

 CURRICULUM VITAE

RIVA, MARYLOU DC.

Address: #615 So. Calambato

Brgy. San Jose Baras, Rizal

Contact Number: 09481917371

E-mail Address: marylouriva112017@gmail.com

PERSONAL DATA

Birthdate: November 19, 2000

Birthplace: Morong, Rizal

Age: 22 years old

Status: Single
Citizenship: Filipino

EDUCATIONAL BACKGROUND

2019-present: University of Rizal System

Morong, Rizal

2017-2019: Baras Senior High School

Brgy. Concepcion Baras, Rizal

2013-2017: Baras National High School

Brgy. San Juan Baras, Rizal

2007-2013: Baras Elementary School

Brgy. Concepcion Baras, Rizal

SCHOOL ORGANIZATION