Effect of Gate Pass of Bongabon Essential School Students

English Comprehension

Researchers:

De Plata Gilberto M.

Tabangay Mike G.

Untalan Allen Jake S.J

THE PROBLEM and IT’S SETTINGS

Introduction

In many second or foreign language-teaching

situations, reading comprehension receives a special focus

for several reasons. It is considered as important language

ability because it enhances the process of language

acquisition and helps students to read for a variety of

purposes. Besides, written texts serve various pedagogical

purposes. Therefore, extensive exposure to linguistically

comprehensible written texts can enhance the process of

language acquisition. In addition, suitable reading texts

serve as good models for writing, and provide opportunities

for introducing new topics, stimulating discussions, and

studying the features of language. Many foreign language

students often have reading as one of their most important

goals. In fact, in most EFL academic situations, the

ability to read in a foreign language is all that students

ever want to acquire. Reading, then, is highly valued by

students and teachers alike.

The ability to read, no matter what the purpose of

reading is, requires that readers extract information from

they already have. Therefore, reading is a meaning-

construction process which involves an interaction between

text and reader. During reading, readers subconsciously try

to interact with the passage in order to understand the

text. However, since in this interaction readers approach a

text with differing background knowledge, interests,

motivations, skills, and strategies, they arrive at

different interpretations of the same text. Reading is also

a problem-solving behavior that actively involves the

reader in the process of deriving and assigning meaning.

During this problem-solving activity, readers have to draw

on contextual information that contains syntactic,

semantic, and discourse constraints which affect their

interpretation of the passage

The purpose of the study aimed to determine the

effects of gate pass in students of bongabon essential

school

Precisely the study sought to answer the factors that

characterized the problem including:

1. How many the socio-demographic profile of the respondent

describe in terms of:

1.1 Age

1.2 Sex

1.3 Combined family income

1.4 Educational status of parent, and

1.5 Occupation of parents

1.6 Advantage and Disadvantage

2. What is the advantage of gate pass in bongabon essential

school student’s English comprehension?

3. What is disadvantage of gate pass in bongabon essential

school student’s English comprehension?

demographic profile of the respondents and the effects of

reading comprehension.

Hypothesis of the study

1.)There is no significance relationship between the socio

demographic profile of the respondents and the effects of

reading comprehension.

2.)There is no significance difference between effects of

reading comprehension socio demographic.

Scope and Delimitation

This study was conducted within the area of Bongabon

Nueva ecija. There are 70 selective respondents which

engaged into reading comprehension activity. This people

were chosen as respondents because they have their

background/history in terms of reading comprehension

group from such as friends and family

Significance of the study

The Goal of this research is to know about Gate Pass,

and it’s effect, this study is not only beneficial? But

also ‘ for student they can be fully know the advantages of

doing gate pass.

CHAPTER II

Review of Related literature

The multiplication relates to the fact that everything

that is done to facilitate reading will multiply the

result, in addition to alluding to that if one of the

elements is missing, the result will be zero. Hence, if

there is no understanding of what is read, there is no

actual reading; there is no reading comprehension. When

this first goal of reading is achieved, one has to add 10

further elements to the reading process in order to become

a proficient reader. The next steps on the way to full

reading ability are motivation, empathy, and metacognitive

ability (Kverndokken 2012:28). This is further

fortified in higher education. Nowadays, many students face

strategies are essential (Roe 2014:88). Reading strategies

and learning strategies are tightly intertwined, and what

is considered vital in learning processes is further

applicable to reading comprehension (Roe 2014:84) Roe

states that reading and learning is highly intertwined, and

consciousness in the learning process, knowledge about

learning strategies, and abilities to use the strategies

adequately are considered vital. She further emphasises the

importance of a high metacognitive ability, motivation, and

self-regulated learning (2014:84). The Norwegian

Directorate for Education and Training developed a

description of reading and what it means to be a proficient

reader in lower secondary (Udir 2016). Here it is stated

that, as mentioned in the 13 above, pupils develop good

reading comprehension over time when teaching is of a high

quality and focuses on reading explicitly and

systematically (Udir 2016). In meeting many difficult and

unfamiliar words and phrases, the students may lose

patience with their reading and experience feelings of

failure (Udir 2016). The pupils are to acquire technical

aspects of reading and spelling, gain experience, and

relate to the content and semantics of the language:

comprehending vocabulary, syntax and text (Hagtvedt

among automatic and strategic cognitive processes that

enables the reader to create a mental representation of the

text (van den Broek & Espin, 2012). Visualization. Another

key component of reading comprehension is the active

construction of a mental image of the text. These mental

images are fluid and change as the reader continually

assimilates new text (Woolley, 2010). Working Memory.

Working memory has also been identified as an integral part

of reading comprehension. Working memory is defined as an

executive function responsible for keeping and updating

information in the mind (Rothlisberger, Neuenschwander,

Cimeli, & Roebers, 2013). Further, working memory is

responsible for managing the process of extracting

information from text and integrating it with prior

knowledge to create meaning (GarciaMadruga et al.,

2013).Further, a similar result emerged from a study of 8

to 16 year olds, identifying working memory as a

statistically significant predictor of reading

comprehension (Christopher et al., 2012). The findings from

these three studies suggest that as text complexity

increases with grade level, a greater amount of working

memory is needed for assimilating longer sentences with new

vocabulary into rapidly changing mental images.However,

scores are statistically significant predictors of reading

comprehension scores in pre-kindergarten through third

grade as well (Rothlisberger, Neuenschwander, Cimeli, &

Roebers, 2013).