INTRODUCTION
Rationale
The current English Education is a 20-course major. Requirements emphasize exposure to the fields of literature. Addition to that, students are taken outside the University for the Field Study. Specifically, English Education courses include literature categorized into 7 fields: Mythology and Folklore, World Literature, Afro-Asian Literature, and English-American Literature. Students shall also take the language courses of Introduction to Stylistics, Literary Criticism, Teaching Literature and Translation and Editing Texts. These courses necessitate large amount of time to comprehend, given that each of the courses has 3-units.
The team conducted a social media polling to know if reading is enough for them to comprehend text materials. And out of 31 people who responded, 14 people agreed that reading is enough to comprehend text materials and 17 people disagreed that reading is enough to comprehend text materials. This presents that there are deficiencies in comprehension particularly when reading. And as for our stakeholders their courses are great challenges to complete, knowing that average reader has 60% comprehension with 240 words per minute depending on their reading speed, based on readingsoft.com. When a person reads, there is an engagement of the cognitive domain. People are using their awareness and ability to comprehend or construct meaning of a text but comprehension is the most difficult part when reading. An example of this is when reading an article or a prolonged literature. According to, (Kelly, 2017) Even the best readers in class may have problems understanding the text material that the teacher assigns. And the material itself has been a major reason why reading is not enough. Some of the contents of books are whelmed with high level instructions making it complex.
The researchers used the Bible since it is considered as the most complex book of all times. Aside from its deep scriptures it is also a venerable literature. The assignment to read the Bible is like a large jigsaw puzzle to complete. As people read the scripture, certainly, they would run out of ideas and start to ask indefinite questions. (Halloran, 2014) From the 66 books of the bible, including the direct translations which make it more difficult to understand, indeed, it was a complicated book to read. Thus, the way of communication today is just one touch. It’s either by Facebook, Instagram, Twitter and other social media websites. The separation of facts to hoax is now interconnected and most people are not reading with carefulness because they think everything under social media is user-friendly which makes reading of other forms of literaturedifficult. (Halloran, 2014)
This study does not imply that students shall stop reading, but should improve reading and instructional strategies. Our aim is to structure reading comprehension through using innovative exercises which requires practice in social skills and an opportunity for students to learn with collaboration. Due to integration, the way people think, study, and learn has changed. As for generation Z’s way of learning, they are tech-dependent and the 21stcentury teachers must also adapt in their ways of living so that we could engage with them. We must understand our learners’ different learning styles.According to Rex and Schiller (2009) giving the students power to take part inside the classroom creates connection between the teachers and students. It allows them to sense their inclusion with others and it is another way of helping learners comprehend the texts. But being stagnant with paper and pencils are not enough to make learning sufficient. Several studies proved that performance tasks can change students’ comprehension. In some cases, performance tasks are used for the students to show their understanding of a concept or topic by applying their knowledge to a particular situation because performance assessments require students to actively show what they know. (Delisio, 2008)
It is recognized that there were indiscretions in reading comprehension and it is an extensive reason that teachers should innovate the activities being used. Throughout this research, we have seen that traditional activities somehow improved their comprehension but still there are lapses to complete. Innovation of the traditional techniques may allow the learners to have a deeper development of comprehension. Therefore, this action research seeks to arbitrate the improvement of reading comprehension of the students with the use of innovated exercises.
STATEMENT OF THE PROBLEM
The aim of this action research is to structure Innovative Exercises for the Reading Comprehension of the Bachelor of Secondary Education Third Year Students Major in English at Bulacan State University – Bustos Campus Academic Year 2017-2018.
Specifically, it aims to answer the following questions:
1. What is the Reading Comprehension level of the Third Year Bachelor of Secondary Education major in English after Pre-Test?

2. What is the Reading Comprehension level of the Third Year Bachelor of Secondary Education major in English after Post-Test?

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3. Are there any significant changes between the usual ways of comprehension than the innovative exercises conducted?

SIGNIFICANCE OF THE STUDY
This action research will be beneficial in the field of Education. It shows the improvements of structuring innovative exercises in readers’ comprehension, the findings and result of this study are deemed significant to the following.
Students. They are the primary beneficiaries as respondents of this action research. The finding will help the students achieve a better understanding of how they would comprehend reading materials. The knowledge and experiences gained may be used to motivate themselves in aiming higher comprehension skills. Thus, a new teaching strategy that the students may adapt.
Parents. The finding of this study will be beneficial to parents for their awareness in the academic aspect of their children.
College Instructors. The result of the action research may serve as an apprehension to the facilitators of how they can help the students to uplift their comprehension with the use of good teaching practices and teaching activities.
College of Education. The finding of this action research will help the department to develop a goal to increase students’ limits in reading comprehension. Also, the College of Education can provide opportunities and experiences like conducting seminars to produce more innovative exercises that can help the students.
Campus Administration. The result of this study will help them know and explore the innovation in terms of teaching that may lead them to raise participation in higher education. Also, this study will be beneficial to the Campus Administration to encourage the college departments to make a way in innovating learning exercises.
Future Researchers. The researchers ultimately believe that this study may serve as source of inspiration and pattern to other researchers and writers who are in process on pursuing such similar study. This may help future to conduct an in-depth study or similar study using other variables.

METHODS
This part of the study discusses the Research Design, Area of study, Population, Instruments for Data Collection, Data Gathering Procedure, Data Processing and Statistical Treatment.
Research design
The researchers used the third type of the descriptive study design which is the survey method for it best served to answer the question and the purpose of the study.
According to Jackson (2009) in survey method, the participants answer questions administered through interviews or questionnaires. In addition, (Trochim, 2006) discussed that, survey research is one of the most important areas of measurement in applied social research. A “survey” can be anything forms a short paper-and-pencil feedback form to an intensive one-on-one in-depth interview.
Area of the study
In this study, Improving Reading Comprehension for The Bachelor of Secondary Education major in English Third Year students, seek to find innovative exercises to be applied at Bulacan State University – Bustos Campus.
Population of the Study
The participants of this study are the Third Year Students of Bachelor of Secondary Education Major in English School Year 2017 – 2018.
Table 1. Population of the study
Gender Frequency %
Male 22 22
Female 78 78
Total N = 100 100

This table interprets the total respondents of this study. There were twenty two male and seventy eight female students who participated.
Research Instruments
Based on the problem of the study and evaluation of related studies and literature, the researchers elaborated a questionnaire as an instrument to be used in the study which is divided into two (2) parts, the pre – test and the post – test. The pre-testing questionnaire (see appendix) was aimed to measure the level of reading comprehension of the students by means of giving stories from the bible. The post-test questionnaire (see appendix) has the same content but is arranged randomly and it was aimed to measure the level of reading comprehension of the students by means of innovative exercises. The questionnaire has five (5) sections: Section “A” The Story of Joseph the Dreamer; Section “B” The Parable of Good Samaritan; Section “C” Cain and Abel; Section “D” Jonah and the Big Fish and lastly, Section “E” Saul’s Conversion.
Data Gathering Procedure
The researchers directly administered the questionnaires and the proposed innovated exercises to the respondents.
The data that the researchers have used were gathered from the product of the questionnaire answered by the respondents.
Other information that has been collected such as, the name of the respondents, their educational department, and year level and class schedule were retrieved from their adviser.
Data Processing and Statistical Treatment
The researchers distributed the pre – test questionnaire to the respondents together with the reading selection. After that, innovated exercises were applied before dispersing the post – test.
The researchers used item analysis to analyze the results regarding on the respondents’ comprehension. They calculated the score of the pre – test and post – test.
As the data that is answered by the respondents was collected, the researchers tabulated and gathered the data to validate and measure the improvement of comprehension. Afterwards, the researchers interpreted the validated answers through a table.
Method of Data Analysis
The researchers use a criterion to analyze the reading comprehension level of the students within the pre test and post test. Result may vary according to how many percent of the students were able to answer the questions on the questionnaires.
CRITERIA ADVANCED
4
100%-95% PROFICIENT
3
94%-85% AVERAGE
2
84%-75% BASIC
2
74%-65% BELOW BASIC
1
64%-55%
Sets a purpose Establishes a clear and focused
purpose independently. Establishes a purpose
Independently. Establishes a purpose when
Reminded. Relies on an explicitly stated
Purpose. Does not establish a clear and focused purpose.
Makes Connections Makes elaborate and valid text
To self, text-to-text, and text-to-
world connections
independently. Readily makes text-to-self,
text-to-text, and/or text-to-
world connections. Makes personal connections to
text when prompted. Needs opportunity to hear
others share personal
connections before attempting
to state own. There is no personal connection to the text, or text-to-world.
Determines Importance Distinguishes important ideas
from details consistently. Distinguishes important ideas
from details. Distinguishes important ideas
from details inconsistently. Lacks ability to distinguish
important ideas from
Unimportant details. Important details are not consistently distinguished.
Monitors Comprehension Monitors comprehension
automatically to clarify.
confusion or answer questions
about the text Monitors comprehension
most of the time to clarify.
confusion or answer
questions Monitors comprehension with
Reminders to clarify confusion. Monitors comprehension
Sporadically or ineffectively.
to clarify confusion Does not monitor comprehension automatically to clarify confusion or answerquestions
ASSESSED TARGETS
ADVANCED
5
100-95% PROFICIENT
4
94%-85% AVERAGE
3
84%-75% BASIC
2
74%-65% BELOW BASIC
1
64-55%
AFTER READING
(Comprehends)
Summarizes with evidence Summarize in own words by identifying main points and elaborating with evidence using correct form. Summarizes in own words by identifying main points from text. Attempts to summarize in own words, but lack main points or include unnecessary details. Recognizes summary statement, but lacks ability to write a summary independently/retells selection randomly. Does not attempt to summarize statement independently.
Makes inferences Recognizes subtle clues in selection and consistently makes valid inferences. Makes independent inferences based on numerous ideas in the selection. Makes inferences when coached or given obvious clues from selection. Works with others to understand inferences when explained. Does not recognize clues in the selection and lacks valid inferences.
(Analyzes)
Applies understanding of
literary elements Analyzes how literary elements
contribute to meaning. Applies understanding of how
literary elements contribute to
meaning. Identifies and applies limited
understanding of how literary
elements contribute to meaning. Identifies but does not apply
understanding of how literary
elements contribute to
meaning. Does not apply understanding of literary elements contribute to meaning.
(Critical Thinking)
Analyzes author’s
purpose and/or
effectiveness for
different audiences Analyzes author’s purpose and
effectiveness, challenging
author’s ideas, implied bias, or
distortions with clear rationale
or arguments. Analyzes author’s purpose
and effectiveness giving
examples, and recognizing
author’s bias. States author’s purpose in
general terms. Attempts to clearly state
author’s purpose in simple
terms. Does not attempt to analyze the author’s purpose and effectiveness.

Significantly improved
100%-95%
(40%-32%) Improved
94%-85%
(31%-25%) Slightly Improved
84%-75%
(24%-18%) Does not Improve
74%-65%
(17%-10%)
COMPREHENSION
Comprehends the main idea and distinguish the important details in the text. Grasps the main idea in the text.

Seeks to comprehend the main idea and tries to distinguish the main details. Does not grasp the main idea and distinguish the important details.
ANALIZATION
Analyzes the literary elements used in a text. Categorizes the literary elements in the text. Attempts to analyze the literary elements used in a text. Does not analyze the literary elements in the text.
CRITICAL THINKING
Clearly understands the purpose of the author. Identifies the mood and theme used in a text. Understands the purpose of the author. Tries to understand the purpose of the author and identify the mood and theme used. Does not understand the purpose and identify the mood and theme of the text.

RESULTS AND DISCUSSION
This part of the study discusses presentation, analysis, and interpretation of data gathered by the researchers. Data were studied and documents were examined to answer the questions communicated in the statement of the problem.

PRE-TEST TABULATION
TABLE 2
JOSEPH THE DREAMER
Questions Number
Of Correct Answers Percentage Number
Of Wrong
Answers Percentage Verbal Description
1. What gift did Joseph’s father give to him? 60 60% 30 30% BELOW BASIC
2. What was the recurring theme in Joseph’s dreams?
55
55% 45 45% BELOW BASIC
3. Which of Joseph’s brothers convinced the others to not kill Joseph?
58
58% 42 42% BELOW BASIC
4. How many stars bowed before Joseph in his dream? 69 69% 31 31% BASIC
5. Who was Joseph’s father? 78 78% 22 22% AVERAGE

The third year English major students’ comprehension in “Joseph the Dreamer story” ranges from AVERAGE to BELOW BASIC where in the highest percentage is 78% under AVERAGE and the lowest percentage is 55% under BELOW BASIC level. This table shows that students attained BELOW BASIC comprehension in the given selection.
TABLE 3
THE GOOD SAMARITAN
Questions Number of Correct Answers Percentage Number
of Wrong Answers Percentage
Verbal Description
6. Where was the traveller coming from in the story? 63 63%
27

27%
BELOW BASIC
7. Where was the traveller travelling to? 69 69% 31 31%
BASIC

8. The second person to see this man was ___and he ___. 70 70% 30 30% BASIC
9.___ told this story to ___to answer the question that was asked. 63 63% 27 27% BELOW BASIC
10. What happened to the traveller on this road? 77 77% 23 23% AVERAGE

The third year English major students’ comprehension in “The Good Samaritan story” ranges from AVERAGE to BELOW BASIC where in the highest percentage is 77% under AVERAGE and the lowest percentage is 63% under BELOW BASIC level. This table shows that students attain BASIC comprehension in the given selection.
TABLE 4
CAIN AND ABEL
Questions Number of correct Answers Percentage Number of wrong Answers Percentage Verbal Description
11. What kind of work did Cain do? 65 65% 35 35%

BASIC
12. Who killed Abel?
76

76%
24 24%
AVERAGE
13. Why did Cain kill Abel? 69 69% 31 31%
BASIC
14. How did God punish Cain for killing Abel? 65 65% 35 35%
BASIC
15. After God punished Cain, where did Cain live? 56 50% 49 49%

BELOW BASIC

The third year English major students’ comprehension in “Cain and Abel story” ranges from AVERAGE to BELOW BASIC where in the highest percentage is 76% under AVERAGE and the lowest percentage is 56% under BELOW BASIC level. This table shows that students attain BASIC comprehension in the given selection.
TABLE 5
Results and Discussion
JONAH AND THE BIG FISH
Questions Number of correct Answers Percentage Number of wrong Answers Percentage Verbal Description
16. The Lord sent Jonah to preach against what city?
75 75%
25 25%
AVERAGE

17. What was Jonah doing in the ship during the storm? 55 55% 45 45%
BELOW BASIC
18. What did the mariners do to try to save the ships? 73 73% 27 27%
BASIC
19. How long was Jonah in the belly of the fish?
61
61%
39
39%
BELOW BASIC
20. What happened when Jonah was thrown overboard? 60 60% 40 40%
BELOW BASIC

The third year English major students’ comprehension in “Jonah and the Big Fish story” ranges from AVERAGE to BELOW BASIC where in the highest percentage is 75% under AVERAGE and the lowest percentage is 63% under BELOW BASIC level. This table shows that students attain BELOW BASIC comprehension in the given selection.

TABLE 6
SAUL’S CONVERSION
Questions Number of correct Answers Percentage Number of wrong Answers Percentage Verbal Description
21. The Apostle Paul was born in what city? 55 55% 45 45% BELOW BASIC
22. What happened to Paul after Jesus finished speaking to him? 58 58% 42 42% BELOW BASIC
23. What was Paul’s name before he became a Christian? 70 70% 30 30% BASIC
24. What did Saul heard after being struck down by a blinding light? 64 64% 36 36% BELOW BASIC
25. Whom did Jesus sent to help Saul? 66 66% 34 34% BASIC

The third year English major students’ comprehension in “Saul’s Conversion story” ranges from BASIC to BELOW BASIC where in the highest percentage is 70% under BASIC and the lowest percentage is 55% under BELOW BASIC level. This table shows that students attain BELOW BASIC comprehension in the given selection.

POST TEST TABULATION
TABLE 7
JOSEPH THE DREAMER
Questions Number
Of Correct Answers Percentage Number
Of Wrong
Answers Percentage Verbal Description
1. Which of Joseph’s brothers convinced to kill Joseph? 88 88% 12 12% PROFICIENT

2. What was the recurring theme in Joseph’s dreams?
83

83%
17 17% AVERAGE

3. What gift did Joseph’s father give to him? 88 88% 12 12% PROFICIENT

4.Who was Joseph’s father? 88 88% 12 12% PROFICIENT
5. How many stars bowed before Joseph in his dream?
84

84%
16 16% AVERAGE

The third year English major students’ comprehension in “Joseph the Dreamer story” ranges from PROFICIENT to AVERAGE where in the highest percentage is 88% under PROFICIENT and the lowest percentage is 83% under AVERAGE level.
This table shows that students attained PROFICIENT comprehension in the given selection. Specifically, the students who answered the question, “Which of Joseph’s brothers convinced to kill Joseph?” with 88% improved 30% compared to the result of the pre-testing with a percentage of 58%.
TABLE 8
THE GOOD SAMARITAN
Questions Number
Of Correct Answers Percentage Number
Of Wrong
Answers Percentage Verbal Description
6. What happened to the traveller on this road? 94 94% 6 6% PROFICIENT

7. __ told this story to __to answer the question that was asked. 90 90% 10 10% PROFICIENT
8. The second person to see this man was ___and he ___. 89 89% 11 11% PROFICIENT
9. Where was the traveller coming from in the story? 90 90% 10 10% PROFICIENT

10. Where was the traveller travelling to? 94 94% 6 6% PROFICIENT

The third year English major students’ comprehension in “The Good Samaritan story” ranges from PROFICIENT where in the highest percentage is 94% PROFICIENT and the lowest percentage is 89% under PROFICIENT level.
This table shows that students attained PROFICIENT comprehension in the given selection. Specifically, the students who answered the question, “__ told this story to __to answer the question that was asked?” with 94% improved 31% compared to the result of the pre-testing with a percentage of 63%.

TABLE 9
CAIN AND ABEL
Questions Number
Of Correct Answers Percentage Number
Of Wrong
Answers Percentage Verbal Description
11. Why did Cain kill Abel? 89 89% 11 11% PROFICIENT
12. Who killed Abel? 94 94% 6 6% PROFICIENT
13. What kind of work did Cain do? 89 89% 11 11%
PROFICIENT
14. After God punished Cain, where did he live? 84 84% 16 16%
AVERAGE

15. How God punished Cain for killing Abel? 87
87% 13 13% AVERAGE

The third year English major students’ comprehension in “Cain and Abel story” ranges from PROFICIENT to AVERAGE where in the highest percentage is 94% PROFICIENT and the lowest percentage is 84% under AVERAGE level.
This table shows that students attained PROFICIENT comprehension in the given selection. Specifically, the students who answered the question, “After God punished Cain, where did he lived?” with 84% improved 28% compared to the result of the pre-testing with a percentage of 56%
TABLE 10
JONAH AND THE BIG FISH
Questions Number
Of Correct Answers Percentage Number
Of Wrong
Answers Percentage Verbal Description
16. What was Jonah doing in the ship during the storm? 84 84% 16 16%
AVERAGE

17. What did the mariners do to try to save the ship?
88
88%
12
12%
PROFICIENT

18. The Lord sent Jonah to preach against what city? 90 90% 10 10%
PROFICIENT

19. What happened when Jonah was thrown overboard? 83 83% 17 17%
AVERAGE

20How long was Jonah in the belly of the fish? 93 93% 7 7%
AVERAGE

The third year English major students’ comprehension in “Jonah and the Big Fish story” ranges from PROFICIENT to AVERAGE where in the highest percentage is 93% under PROFICIENT and the lowest percentage is 83% under AVERAGE level.
This table shows that students attained PROFICIENT comprehension in the given selection. Specifically, the students who answered the question, “How long was Jonah in the belly of the fish?” with 93% improved 32% compared to the result of the pre-testing with a percentage of 61%.
TABLE 11
SAUL’S CONVERSION
Questions Number
Of Correct Answers Percentage Number
Of Wrong
Answers Percentage Verbal Dripesction
21. Whom did Jesus sent to help Saul? 88 88% 12 12% PROFICIENT

22. What did Saul heard after being struck down by a blinding light? 80 80% 20 20% PROFICIENT

23. What was Paul’s name before he became a Christian? 87 87% 13 13% PROFICIENT

24. Apostle Paul was born in what city? 90 90% 10 10% AVERAGE
25. What happened to Paul after Jesus finished speaking to him? 88 86% 14 14% PROFICIENT

The third year English major students’ comprehension in “Saul’s Conversion story” ranges from PROFICIENT to AVERAGE where in the highest percentage is 90% PROFICIENT and the lowest percentage is 80% under AVERAGE level.
This table shows that students attained PROFICIENT comprehension in the given selection. Specifically, the students who answered the question, “Apostle Paul was born in what city?” with 90% improved 35% compared to the result of the pre-testing with a percentage of 55%.

CONCLUSION
With all the findings written in this research, conclusions of the researchers are stated below:
1. Traditional techniques in reading are not sufficient for the reading comprehension skills of the students it was proved in the pre test they have answered. It shows the level of their reading comprehension with the result of having 64%-55% which means below basic level.
2. Innovating the usual exercises in reading can escalate the students reading comprehension. It was clearly shown in the result of the post test they have answered with the result of having 94%-85% which means proficient level.
3. After conducting the post test with the use of the innovative exercises, there are approximately 33% of improvements in the students’ reading comprehension.

RECOMMENDATIONS
The following recommendations are presented:
1. The school administrators must recommend the instructors to innovate the activities they are using in teaching. They must also orient them the effectiveness of innovating instructional materials and exercises.
2. The instructors can explore or innovate the strategies and instructional materials they are using to initiate motivation inside the classroom.
3. The students can innovate exercises and materials on their own when reporting, having their final demo or in the field of teaching.
4. Instead of using traditional techniques in teaching, innovating strategies and instructional materials can activate the 3 domains (cognitive, affective and psychomotor) that can help the students to have higher comprehension skills and to enjoy reading.

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Jackson, S. L. (2009). Research Methods and Statistics: A Critical Thinking Approach . (3rd ed.). Belmont, CA: Wadsworth.
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