ENHANCING THE READING LITERACY OF GRADE 8-GARNET STUDENTS IN

ENGLISH THROUGH INTERACTIVE MULTI-MEDIA INSTRUCTIONS DURING

FACE-TO FACE CLASSES IN CARARAYAN NATIONAL HIGH SCHOOL

An Action Research

DE CASTRO, ANGIELYN A.
 ABSTRACT

The objective of this research is to enhance the reading literacy of grade 8-Garnet

students in English class through interactive multi-media instructions during face-to face

classes in Cararayan National High School.

This study was categorized into Action Research (AR). The subjects of the study

were the Grade 8 Garnet in the academic year of 2022- 2023.

The instruments of the study used were survey questionnaire for students,

observation sheets for evaluators and documentation. The data from the observation of the

researchers were analyzed qualitatively and the student survey and observation sheets by

the evaluators were analyzed quantitatively. The steps of the study were planning, actions,

observations, and reflections. The observation in class were conducted during practice

teaching internship journey of practice teaching researchers, planning is conducted during

the first two weeks of April, 2023 and the action were conducted in April 19, 2023,

afternoon, during student’s vacant subject and free time.

The finding of this study is that the using of the Interactive Multimedia

instructions could enhance the students’ reading literacy skills and levels at Cararayan

National Highschool. The results of the research show that students made a good

improvement in some aspects of reading levels such as in sounds, words, paragraphs,

reading comprehension, fluency and were more confident to reading aloud. They actively

participated during the teaching- learning process and the implementation of the action.

The research findings were also supported by the result of the survey questionnaire and the

observation sheets evaluated by the evaluators during pre and post assessment on reading

performance of the Grade 8 Garnet students in English class.

Key Words: Action Research, Reading Reading literacy levels, Interactive

Multimedia instructions.
 CHAPTER I

INTRODUCTION

Reading is one of the English skills besides speaking, listening and writing.

It is a way to grasp written messages and a manner to get the intended meaning from

the writer. To be exact, learning to read is one of the most important educational

outcomes of education because this ability is fundamental to student’s learning,

including their development of broader literacy skills, and to their future successful

participation in society, including the workforce.

In addition, reading in all educational system is the major part and tools of

the world purpose for seeking the knowledge, ideas creation, decision making and

solutions. Moreover, reading can help learners to enhance quickness and wideness in

mindset of academic from both inside and beyond the entire classrooms.

Due to the increasing rate of problems in reading literacy in Cararayan

National Highschool based on the preliminary observation in Grade 8 Garnet class,

English teachers found out reading is the most difficult skills to master. Students

could not understand the content of the English texts well. For example, afterreading

a text, they did not manage to tell what the text was about. Furthermore, they could

not answer the questions related to the text correctly. The condition influences other

students’ English skill. This difficulty was caused by some problems.

The problems arose from some factors. They were teacher-centered, relying

materials from course book and most teachers use textbooks and printed materials to

teach students, those materials are often delivered in a monotonous way so that the
students are getting bored, lack of opportunities for the students to involve actively

in the teaching and learning process because of limited time, students’ low

motivation, the students’ passiveness during the English teaching and learning

process, and lacked of vocabulary mastery in understanding texts. All of these

factors contributed to the low level of the students’ reading literacy.

Besides, the students felt a strong fear of reading, especially reading aloud

the English text since it would be so starkly displayed on public. For example, when

the teacher asked one of the students to read the text aloud individually among the

students, he was not confident and did not want to read. This condition made

insecure learning and tended to drop off students’ motivation in learning.

In addition, the class is categorized as a large class consisted of 50 students.

Each student has unique needs and abilities. The most salient individual difference in

the class is a range of proficiency level across the class and differences among

students especially in reading abilities. The teacher found it hard to apply the

appropriate teaching techniques for reading which were suitable for students.

Consequently, the conventional teaching techniques used today could not help

students with various abilities to accomplish the teaching goals.

In order to address the aforementioned gaps, there is a need to strengthen

the reading proficiency of every learner and to nurture a culture of reading which is a

requisite skill in all content areas especially during English class.

Considering these gaps, teachers want to search effective ways to improve the

teaching and learning process of reading in English at Grade 8 Garnet. In this

context, the researchers notice the problem and decided to conduct action research as

well as implement action that will enhance each student’s reading literacy level

aligned with the most appropriate instruction nowadays which is the interactive
multimedia.
 CHAPTER II

RELATED LITERATURE AND STUDIES

This chapter is a presentation of the related literature and studies that

found from different sources. They will be grouped into themes so that identifying

the similarities and differences of previous studies with the present work will be

facilitated.

A. Reading

In acquiring English, the students have to be able to master the four basic

skills of English which consists of speaking, listening, reading and writing. From

those four basic skills, reading is considered as the main important skill. It has

received more attention than any other aspects of education. Reading can be

categorized into receptive skill, like listening. This means it involves responding to

text, rather than producing it.

Reading has different definition based on different people. According to

Sutari (2015) “reading is a process of getting the meaning of something written of

printed by interpreting its characters or symbols. Reading is a second language that

defined as process of grasping full linguistics meaning in the new language through

the symbol used to represent it.”

On the other hand, Harris (2013) said that “reading is the meaningful

interpretation of printed of written verbal symbols which also involves sensing,

perceiving, achieving meaning, learning reacting in variety of ways. From these

definitions, it can be said that reading is an effort from the students to get or

transfer the meaning and information from the text by understanding, grasping,

translating, and giving meaning to the written form.

Therefore, it can be concluded that reading is not only looking at word in

the form of graphic symbols but also getting meaning from word to word to

understand the content of a text and to get information from the text. Reading skill

becomes very important in the world of education. By reading, students may get

beneficial information that is not given by teachers in the classroom. Furthermore,

almost 50 percent of the national final examination items consist of reading skill.

Therefore, the students should be trained in order to have good reading skill.

Harmer (2017) states that, reading is useful for language acquisition, because it is

needed for career, for study purposes, or simply for pleasure. Reading and

understanding are the important things that we need to use in our day life. Hudson

(2014) explains that:

“Only by reading, the people can acquire the speed and skill he will need

for practical purpose when he leaves the school. In our literate society, it is so

hard to imagine any skilled work that does not require the ability to read”.

In other word, According to Arrivanto (2015) reading skill is very crucial

to be mastered by language learners, especially for the junior high school students

because it will be useful for them when they decide to continue their study.

Meanwhile https://www.englishclub.com/reading/what.php, tackled

"Reading" as the process of looking at a series of written symbols and getting

meaning from them. When we read, we use our eyes to receive written symbols

(letters, punctuation marks and spaces) and we use our brain to convert them into

words, sentences and paragraphs that communicate something to us.

Additionally, https://www.rit.edu/ntid/sea/processes/comprehension/proces

s/whatis says Reading is a process. As such, it has various stages (before-, during-,

and after-reading) at which different tasks need to be performed. As well as,

Reading is also interactive. The mind of the reader interacts, conducts a dialogue,

actively engages with the text to decode, assign meaning, and interpret.
Moreover, https://learnenglish.britishcouncil.org/skills/reading tackled that
Reading will help you to improve your understanding of the language and build your

vocabulary. Also, reading according to https://study.com/academy/lesson/what-is-

reading-definition-process.html is defined as a cognitive process that involves

decoding symbols to arrive at meaning. Reading is an active process of

constructing meanings of words. Reading with a purpose helps the reader to direct

information towards a goal and focuses their attention. Although the reasons for

reading may vary, the primary purpose of reading is to understand the text.

Furthermore, http://ronymbonster.blogspot.com/2017/05/reading-is-

process-of-looking-at-series.html states that reading is one of the receptive skill

because we receive information. But the complex process of reading also requires

the skill of speaking, so that we can pronounce the words that we read. In this

sense, reading is also a productive skill in that we are both receiving information

and transmitting it (even if only to ourselves).

B. Reading Literacy levels

The PIRLS (2021) definition of reading literacy is grounded in IEA’s

study, in which reading literacy was defined as “the ability to understand and use

those written language forms required by society and/or valued by the individual”

Throughout the world, reading literacy is directly related to the reasons people

read; broadly, these reasons include reading for pleasure and personal interest,

learning, and participation in society.

The early reading of most young students often includes reading of

narrative texts that tell a story (e.g., storybooks or picture books) or informational

texts that tell students about the world around them and answer questions. As young

students develop their literacy abilities and are increasingly required to read in order

to learn across the curriculum, reading to acquire information from books and

other print
materials become more important.

Recent analyses (Dickinson et al., 2013) have made it abundantly clear,

however, that oral language skills, and more specifically vocabulary development,

not only play a role in reading literacy level of phonemic awareness but also are

critical skills for the development of reading comprehension level later on.

Therefore, it is essential for quality indicators to recognize that oral language and

vocabulary development is the foundation for all other skills critical to successful

reading. Phonological awareness level.

Based on a massive body of research (Burgess, 2016; Lonigan, 2016),

refers to the general ability to attend to the sounds of language as distinct from its

meaning.

Phonemic awareness is the insight that every spoken word can be

conceived as units of sounds that are represented by the letter of an alphabet (Snow,

Burns, & Griffin, 2017).

Phonological awareness and phonemic awareness are meta-linguistic

abilities (Adams, 2020). Students must not only be able to recite and play with sound

units, they must also develop an understanding that sound units map onto whole or

parts of written language.

Recent reviews and analyses (Dickinson et al., 2013; Scarborough, 2015)

have placed phonological awareness as a critical part of a complex braid of language

abilities which include strands of phonology, semantics, syntax, pragmatics, and

discourse. Its tie to students reading ability to decode has been clearly established.

Letter knowledge level: Knowledge of the alphabet letters is a strong

predictor of short- and long-term reading success (Bond & Dykstra, 7; 2017 Chall,

2020). However, its influence on later reading is not about knowing the letter names,

per se.

Rather, the learning of letter names mediates the ability to remember the
sounds associated with the letters (Ehri, 2019). Once again, there is a reciprocal

relationship between skills: Letter knowledge plays an influential role in the

development of phonological awareness, and higher levels of letter knowledge are

associated with students’ abilities to detect and manipulate phonemes. For example,

the child who knows the letter ‘b’ is likely to remember the sound of /b/.

Consequently, letter knowledge may reflect a greater underlying knowledge and

familiarity with literacy related skills such as language and print.

Understanding the word and Background Knowledge level. For children to

become skilled readers (Neuman & Celano, 2016), they will also need to develop a

rich conceptual knowledge base and verbal reasoning abilities to understand

messages conveyed through composing a word through letters and print.

Successful reading ultimately consists of knowing a relatively small tool kit

of unconscious procedural skills, accompanied by a massive and slowly built-up

store of conscious content knowledge.

It is the higher-order thinking skills, knowledge, and dispositional

capabilities that enable young children to come to understand what they are reading.

In addition, https://www.prodigygame.com/main-en/blog/reading-levels/

tackled that Reading literacy levels are a detailed way to pair student’s reading

ability with books they can successfully read and understand. Reading levels are an

effective way to measure a student’s reading progress. If a student is primarily

reading books at or just above their determined reading level, they are more likely to

find reading enjoyable.

Moreover, https://www.weareteachers.com/reading-levels/ describes

reading literacy levels as a way of determining the reading skills a student already

has. They measure a child’s reading comprehension and fluency, using a variety of

factors like phoneme awareness, decoding, vocabulary, and more. Teachers use
reading levels
to understand what a student knows and what they need to work on. Furthermore,

https://uurc.utah.edu/General/ReadLevels.php enumerated reading literacy levels and

these are the following:Independent reading level is the highest level at which a

reader has adequate background knowledge for the topic, and can access text very

quickly and with very few errors. Instructional reading level is the highest level at

which a reader is not independent, but has adequate background knowledge for a

topic, and can access text quickly and with no or few errors. Frustration reading

levels include text for which a reader does not have adequate background level for a

topic and/or cannot meet criteria for instructional levels of accuracy and rate.

Lastly, according to https://www.actfl.org/educator-resources/actfl-

proficiency-guidelines/english/english-reading, Reading describe five major levels of

proficiency: Distinguished, Superior, Advanced, Intermediate, and Novice. The

description of each major level is representative of a specific range of abilities.

Together these levels form a hierarchy in which each level subsumes all lower

levels. The major levels Advanced, Intermediate, and Novice are divided into High,

Mid, and Low sublevels. The subdivision of the Advanced level is new. This makes

the Reading descriptions parallel to the other skill level descriptions.

C. Interactive Multimedia Instructions

Reading is an important and most significant activity in a society for its

give’s knowledge and information. Even though information may appear in many

different media, the point is, people still need to read. As such, this century, makes

the condition of reading be varied on how teachers will use the new platform

interactive multimedia instructions to the class and how this kind of instructions will

improve the reading literacy level especially in grade 8 Garnet students. Several such

studies regarding this issue were already done in the past.

1. Definition of Interactive Multimedia

 According to Deliyannis (2015:5), when the term interactive multimedia is

used in fields such as arts or education, it implies the use of multiple media used for

expression or communication and the existence of a dynamic user-state or content-

altering capability. Also, Newby (2019) proposes that multimedia can be defined as

a notion of a system that has various media such as text, graphic, video and audio.

Smaldino, Lowther, and Russel (2017:332) state that interactive multimedia is

sequential or simultaneous use of the variety of media formats in a given

presentation or self-study program. England and Finney (2018:2) state that

Interactive Multimedia is the integration of digital media including combination of

electronic texts, graphics, moving images, and sounds, into a structured digital

computerized environment that allows people to interact with the data for

appropriate purposes.

2. The Role of Interactive Multimedia in Education

Interactive Multimedia as a facility for language teaching and learning has

some role and education. According to Levy (2017:83), interactive multimedia has

three roles in education, rarely as a tutor, as a tool, and as a tutee. They elaborated as

follow

A. Interactive Multimedia as a tutor

Interactive Multimedia as a tutor means that interactive multimedia is

used to deliver the materials and also used to respond to the students’ input by

doing the evaluation. Wyatt (2013) in Levy (2017:83) defines this function as

an instruction that is related with the way computer conducted the lesson by

tutorials, drills, and practice.

B. Interactive Multimedia as a tool

Interactive Multimedia is used as a medium of learning in term of

presenting materials. It cannot evaluate the students’ input. Wyatt (2014) in

Levy (2017:83) defines this function as facilitator without teachers’ guidance.
 C. Interactive Multimedia as a tutee

The user should program the computer in such a way so that the

computer understands what is expected by the user. In this terms Interactive

Multimedia as a tutee, the computer can be either a tutor or a tool.

3. The Process of Teaching Reading Using Interactive Multimedia

As a facilitator the teacher facilitates the learning process of the students

during a technology-based lesson, group work or even when individual students are

working independently on the computer. The teacher distributes the materials to the

students. Students then read their text. Besides, the teacher and students discuss some

difficult words found on the text together. They guess the meaning of those difficult

words.

It is done to make sure that student get the same understanding of those

words. Then, the session of discussion is done. After reading, they work together to

comprehend the texts. Students must work together to get the detail information

related to the text that they read. In this step, the activity also added with group

assignment. The assignment aims to know how far the students comprehend the

texts.

According to https://faculty.georgetown.edu/bassr/multimedia.html#2

Interactive multimedia has been called a "hybrid technology." It combines the storage

and retrieval capabilities of computer database technology with advanced tools for

viewing and manipulating these materials. Interactive Multimedia is any package of

materials that includes some combination of texts, graphics, still images, animation,

video, and audio; These materials are packaged, integrated, and linked together in

some way that offers users the ability to browse, navigate and analyze these materials

through various searching and indexing features, as well as the capacity to annotate

or personalize these materials; Interactive multimedia is always "reader-centered." In

interactive multimedia, the reader controls the experience of reading the material by
being able to select among multiple choices, choosing unique paths and sequences

through the materials. One of the key features of interactive multimedia is the ability

to navigate through material in whatever ways are most meaningful for individual

users.

Additionally,https://www.spinningclock.com/services/interactivemedia/lear

ning-through-interactive-media says that Interactive multimedia in classrooms means

interactive lessons in which the student is active in their learning. Educational

psychologists have found student-centered learning is often more effective in

encouraging active student-led learning. Interactive Multimedia also makes bite-size

learning possible. eLearning Industry reports that learners are more likely to opt for

lessons that incorporate this micro-learning over lengthy lessons. With their attention

grabbed students are now free to explore the concepts that interest them most and

enjoy learning from one another.

Moreover,https://www.buffalo.edu/catt/develop/theory/multimedialearning.

html#:~:text=Multimedia%20learning%20describes%20learning%20through,or%20

reading%20a%20physics%20textbook.describes multimedia as learning through the

use of pictures and words. Examples of multimedia learning include watching a

PowerPoint presentation, watching a pre-recorded lecture or reading an online

textbook.

Furthermore, Interactive media refers to the different ways in which people

process and share information. It is meant to engage the user and interact with them

in a way non-interactive media does not. Social media, virtual reality, and apps are

all forms of interactive media while television and radio are the most common

examples of non-interactive media. Interactive media arose through the internet

revolution of the 1990s and improved technology, such as smartphones. The uses of

interactive media are far and wide, ranging from education and networking to video
games. This
is according to https://www.investopedia.com/terms/i/interactive-media.asp.

Lastly, the https://www.elon.edu/u/academics/communications/interactive-

media/overview/about/ refers interactive multimedia instructions to the transformative

ways that people share information and ideas through creative uses of technology.

Text, graphics, audio and video have been integrated into digital environments

especially in classrooms, allowing a user, audience and students to interact with the

source of this content (typically via computer or mobile device) rather than receive

content in a packaged linear form (such as a newspaper or evening newscast where

the communication flow is one-way). Examples of interactive media include web

sites, user-generated content, interactive television, gaming, interactive advertising,

blogs and mobile telephony.

 CHAPTER III

ACTION RESEARCH QUESTIONS

The goal of this study is to Enhance the Reading Literacy of Grade 8

students in English through an Interactive Multimedia during Face-to-Face Classes

in Cararayan National High School.

Specifically, this study seeks answer to the following questions:

1. How frequently do the Grade 8 Garnet students use multi-media materials

in reading?

2. What are the reading literacy levels of Grade 8 Garnet students before

and after implementing the used of Interactive Multimedia Instructions?

3. Do the use of Interactive Multimedia Instructions improves the reading

literacy levels of Grade 8 Garnet students during reading session in English.

 CHAPTER IV

ACTION RESEARCH METHODS

A. Research Procedure
In implementing this classroom action research, the researchers give

letter to the school principal to approve their request to conduct. After the

approval; the research was planned by the schedule arranged by the school

principal. The scheduled date is April 19-20, 2023, afternoon, after the class

period and student’s free time. They were assisted by English teacher in Grade 8

Garnet. The research was divided into two main parts namely the student personal

survey and observation of pre-assessment and post assessment during

implementation of Interactive Multimedia Instruction in reading session. The

situation in the teaching and learning process of reading was presented during the

practice teaching internship journey of student teachers in Cararayan National

High school.

The researchers were initiated by doing the preliminary observation.

All interns were given one week to observe their coordinating teachers or co-

student teacher. One of the researchers notice one student teacher also in English

from the other school trying to ask her students to read a text and the student

immediately told her that she don’t know how to read. Then she asks again one

student to tell what did she understand to what they read in the blackboard, and

again the student just smile and simply says; “Nasusupog ako ma’am, dae ko po

kaya naintindihan.” Then the student teacher asks why? Then she said, “Di po

kaya ako tatao magbasa, sorry po” During evaluation part where in students’

needs to read instructions and questions in the Manila paper; some students just

guess the answers and when the checking part done, most of the students got low

scores. Then the student teacher

asks, what happened? Everyone change their mood from being too noisy down to

being quiet. Most students say they don’t know how to read, and they found

difficult to comprehend the instructions, text, sentences and paragraph.

Based from the observation, the researchers recognized that students

had low motivation during the teaching and learning process of reading. It is

showed from the students’ behavior in the class. For example, the students did not

pay much attention toward the English instruction and discussion as well as

evaluation because they found difficulty in reading.

The subjects of the research were the students of Grade 8 Garnet class

consisting of 50 students. Based on the results of preliminary observations made

by the researchers before, it is concluded that there are some problems

encountered by the students, particularly in the process of reading and learning

English. The problems will be seen in Table 2.

TABLE 2: FIELD PROBLEMS

No Problems
1. Students’ reading comprehension is very low.
2. Students get the difficulty in finding out the meanings of some words
3. The materials used sometimes in class are traditional. Students are
passive.
4. Students are unmotivated to read text because they found it boring.

5. Not most of the time, students are exposed in using ICT.

6. Dictation is the most frequently used way in teaching-learning activity.
Teacher read the text instead of students.
8. The students did not pay attention to the teachers’ explanation,
instructions and discussions.

Having formulated the problems above, the researchers had a discussion

with the English teacher. The discussion dealt with the problems in Grade 8
Garnet that might be solved. By considering the time, funds, and energy; the

researchers and the English teacher decided to solve all problems tackled above in

the teaching and learning process of reading. Those problems were formulated as

follows:

1. Students’ reading literacy level is low.

2. The teacher frequently applies an interactive media (games) in the class.
3. Dictation is the most commonly instruction and technique used in
teaching reading applied in the class.

2. Determining the actions to solve the problems

Due to the existence of those problems, based on the agreement between

the researchers and the English teacher of Grade 8 Garnet, Researchers strives to
enhance the reading literacy level by using the appropriate technique and strategy.
One of the best solutions that the researchers have read in most of suggested
recommendations based on some previous studies are to conduct action in reading
using Interactive Multimedia Instruction.
The implementation of this classroom action research is done through
student’s survey and observation of evaluators in pre and post assessment.

B. Type of the research

The study about enhancing the reading literacy of grade 8-garnet students

in English class through interactive multi-media instructions during face-to face

classes in Cararayan national high school was action research.

The purpose of this classroom action research was to improve grade 8

garnet students’ reading literacy levels by using interactive multimedia instructions.

There are four steps in the study of structural actions suggested by Kemmis and Mc

Taggart in Burns (1999:33). They are the thematic concerns reconnaissance:

planning, action and observation, and reflection.

The thematic concerns-Reconnaissance

The understanding of a problem is developed and plans are made for some

form of intervention strategy.

1. Planning

Action plan was developed to measure the formulated research questions.

Action plan is implemented in the form of the action steps in a systematic and

detailed.

2. Actions

The actions were carried out in a controlled, careful practice variations, and

contain innovation and renewal.

3. Observation

At the stage of observation, researchers observed and recorded important

points of the teaching and learning process during the execution of the action.

4. Reflection

Reflection is intended to identify deficiency both the process and the results to show

maximum results.

In doing this action research, the researcher considered phases which were

involved in each cycle. They were planning, action, observation, and reflection.

Everyphase was done based on the researcher’s ideas on the research.

The processes of phases could be drawn as Figure 1.

Figure 1: Cyclical AR model based on Kemmis and Mc Taggart (1988)

 C. Participants of the study

The study was conducted at Cararayan National High School,

Cararayan, Naga City. The participants of the study were the fifty (50) 8 th grade

Garnet students in CNHS who were currently enrolled in English 8 subject. The

participants consist of 25 boys and 25 girls which age ranges from 13 to 14.

For the researchers to know the enhanced reading literacy of the participants,

the researchers should choose participants that were not exposed to interactive

multimedia instructions during English class, for this reason, the grade 8- Garnet

were chosen.

Among the 8th grade sections in CNHS, 8-Garnet were the section who

were not exposed to interactive multimedia instructions and therefore would be the

best respondents for the study. The CNHS gave their approval for the research to be

conducted. A complete consent form was obtained for each participant. The profile

& distribution of the respondents of this study will be shown in Table 1.

TABLE 1: PROFILE & DISTRIBUTION OF THE RESPONDENTS

Section Males Females Number of Percent

Respondents

GARNET 25 25 50 100%

Total Enumeration sampling was used, where the researchers chose to

examine the entire population that have a particular set of characteristics.

D. Scope and delimitation

This study focused on enhancing the reading literacy of grade 8-Garnet

students in English class through interactive multi-media in Cararayan National High

School during face-to-face classes.

 The researchers limit its coverage to grade-8 Garnet students of Cararayan

National High School only, and out of 9 sections, 50 students from Garnet will be used

as a sample in conducting the survey. Its main purpose is to know the level of reading

literacy of the students during face-to-face classes.

This study considered every aspect of students’ level of reading literacy

before and after utilizing interactive multimedia instruction. Each of the respondents

was given the same survey questionnaires to answer. Also, the English teacher of

Garnet was given observation sheet to assess the reading performance of their

students through pre-and post-assessment that was given by the researchers. This

study was conducted with limited time framework.

E. Data Gathering Tools

Data were gathered by observation, survey questionnaire, documentations

and evaluators observation sheets. All the data gathered tools are used to obtain data

on the results of the action research. The results are combined and analyzed to

further be concluded.

2. Observation in the Class

An observational tool was done to gather information from research

participants, including qualitative information about the students’ expressions,

posture, activity, attentiveness, and motivation. Here, the observers are strictly

observing students in the classroom during their practice teaching journey. The

observations are made to see how students act and how their reading

literacy instructional methods are evaluated.

3. Survey Questionnaire

With the help of a survey questionnaire, which includes several questions

intended to gather essential data from respondents, researchers can manage their

audience of choice. It assists the researcher in identifying the target respondents’

exposure in using multi-media materials.

4. Documentation
When employing interactive multimedia during learning activities,

documentation is done in the form of photographs. Using documentation seeks to

give a summary of research and evidence in a practical application of the activities

and the students’ involvement in the classroom during the reading process. The

researchers additionally documented how the respondents used interactive

multimedia instructions. This aims to provide real proof of the application of

interactive multimedia to enhance student’s reading skills and literacy levels.

5. Observation Sheets

Observation sheets are used to evaluate the Grade 8 Garnet respondents in

their pre assessment and post assessment in reading. This observation sheets were

used by the English Teacher and the researchers to know the student’s literacy

levels in English class.

 CHAPTER V

DISCUSSION OF RESULT

A. Data Analysis

Before the research was carried out, the researchers conducted the survey

about how frequently do the Grade 8 Garnet students use Multi-Media Materials in

reading.

Figure 2: How frequently do the Grade 8 Garnet students use multi-

Media materials in reading.

How frequently do the Grade 8 Garnet students

usemulti-media materials in reading

21
% 26
%

1 ALWAYS

OFTEN
53
%

SOMETIMES

The result shows that 26% of the students always use multimedia

materials while 21% of the students sometimes use multi-media and 58% of the

students are often use multi-media materials in reading. This indicates that most of

the students know how to use technology and internet but are not totally exposed
in
 using it to learning- reading process.

The researchers also conduct pre-assessment on reading to measure the

prior reading literacy level of Grade 8 Garnet students without implementing the

use of interactive multi-media instruction. With the help of evaluators, they

observed and check the appropriate reading literacy levels of each 8-Garnet

students through observation sheet based on each reading performance.

Figure 3. Pre-assessment in reading measuring reading literacy levels

Reading literacy levels before using Interactive

Multimedia Instructions

45

40

35

30

25

20

15

10

sounds words paragraph comprehension fluency

before yes before no

The color blue and orange bar represent the number of

respondents who assessed by the evaluators before the implementation of action.

Blue bar represents that there are 39 students out of 50 that are sounds readers, 30

out of 50 are words readers, 11 out of 50 are paragraph readers, 22 out of 50

students are good in reading comprehension and 18 out of 50 are fluent readers.

While orange bar represents that there are 11 out of 50 that are not sounds readers,

20 out of 50 that are not words readers, 39 out of 50 that are not paragraph

readers, 28 out of 50 that are not good in reading comprehension and 32 out of 50

that are not fluent readers.

This shows that Grade 8 Garnet are sounds and words readers but are

not comprehensive, paragraphs and fluent readers.

IMPLEMENTATION OF ACTION

Use of interactive multimedia instructions

The researchers decided to implement their action using the Interactive multi-

media instruction. The action was based on careful arranging of some plans,

framework of the research as well as what aspects to assess. In pre- action

planning, there are some things that are needed during the implementation of the

study, they are:

a. Preparing the materials to be presented by the researchers,

b. Preparing the Action plan,

c. Preparing an instruments’ collection of the research, such as field

notes, observation sheets, survey questionnaire, and documentation (digital

camera).

After implementing action using Interactive multimedia instructions to

the Grade 8 Garnet participants, the researchers conducted a post-assessment on

reading to measure the latest reading literacy level of Grade 8 Garnet students.

With the help of evaluators, they observed and check the appropriate reading

literacy levels of each 8-Garnet students through observation sheet based on each

reading performance.
 Figure 4. Post-assessment in reading measuring reading literacy levels

Reading literacy levels after using Interactive

Multimedia Instructions

60
50
40

30
20

10

1 2 3 4 5

yes no

The color blue and red bar represents the number of respondents

who assess by the

evaluators after the implementation of action. Blue bar represents that there are 50

students out of 50 that are sounds readers, 50 out of 50 are words readers, 48 out

of 50 are paragraph readers, 50 out of 50 students are good in reading

comprehension and 47 out of 50 are fluent readers. While red bar represents that

there are 0 out of 50 that are not sounds readers, 0 out of 50 that are not words

readers, 2 out of 50 that are not paragraph readers, 0 out of 50 that are not good in

reading comprehension and 3 out of 50 that are not fluent readers.

This shows that Grade 8 Garnet are sounds, words, paragraphs, good in

reading comprehension and are fluent readers after they have been exposed to

interactive multi-media instructions in their reading session in English during Face-

 to-Face classes in Cararayan National Highschool.

The researchers then, combined the pre assessment and post assessment

results to see if the Grade 8 Garnet students enhance their reading literacy levels

using Interactive Multi-Media Instructions.

Figure 5. Pre- and Post-assessment in reading measuring reading

literacy levels

Reading literacy levels before and after

using Interactive Multimedia

60
50
40
30
20
10
0

sounds words paragraph comprehension fluency

before yes before no after yes after no

The Blue and orange bars represent the result of pre-assessment and the

gray and yellow bars represents the result of post assessment after

implementing the interactive multi-media instructions to Grade 8 Garnet

students. It can be notice that the gray bars are much higher than blue bars. This

indicates that students improve their reading literacy levels after using those

interactive multimedia instructions. On the other hand, it can be seen that the
 yellow bars are much lower than the red bars. This indicates that the number of

students who are poor in reading literacy skills decreases. This means that after

using those multi-media instructions, students gained their motivation and become

active learners in learning reading.

B. Conclusion
Based on the result and discussion of the research, the reflection can be

finally derived. It can be reflected that, learning using interactive multi-media

instruction enhance the reading literacy levels of students in Grade 8 Garnet in

English class during face-to face classes in Cararayan National High school.

C. Reflection

The use of interactive learning media in reading can also improve the

motivation of students to learn reading. It can be seen from the results of the study

showing an increase in students’ reading literacy skills after they been exposed to it.

D. Recommendations

Reading is one of the most important skills that every person should

have. It serves as a building block for learning not just in school premises but also in

life in general. Having known that this is one of the most common problem the

students experience nowadays, the researchers conducted this study to provide

possible solution and recommendation to this problem by integrating interactive

multimedia instructions to enhance students reading literacy levels. In this study, the

researchers, being also practice teachers in CNHS, conducted an action by having a

special class where interactive multimedia instructions were used. After conducting

it, the special class improvements were seen among the students in terms of reading.

It is therefore found out that using interactive multimedia instruction in class is

effective in
enhancing students reading level.

After a thorough analysis of data, the following recommendations are hereby made:

Students. It will be beneficial if students are open and participative during

classroom discussion especially when it comes to practicing reading by using

different interactive multimedia instructions.

Teachers. As teachers play a vital role in students learning, the researchers

recommend that teachers should integrate the use of interactive multimedia

instructions during their classroom discussion in English class to improve reading

literacy skills of the students. Having an improved reading level, students are also

motivated to engage in learning.

Future researchers. This study can be beneficial to future researchers as a

reference. The researchers recommend to use interactive multi-media instructions in

the new context or location with a different approach and other different classroom

strategies if they want to research more in enhancing the reading level of the student
 REFERENCES

Sutari (2015). Basic Reader for Teaching p.20.

Albert and Harris (2013). Effective teaching and Reading; New York: David Mckay

company

Jeremy Harmer (2017). How to Teach English, England: Pearson Longman p.68

M. Luthfi Ariyanto,. The Effect of Lexical Simplification in Reading Texts on Reading

Ability of the Second Year Students of SMA Negeri 1 Krian Surabaya (2015English

Departement, IAIN Sunan Ampel

https://pirls2021.org/frameworks/home/reading-assessment-framework/a-definition-of-

reading-literacy/index.html

https://www.englishclub.com/reading/what.php

https://www.rit.edu/ntid/sea/processes/comprehension/process/whatis

https://learnenglish.britishcouncil.org/skills/reading

https://study.com/academy/lesson/what-is-reading-definition-process.html

Dickinson et al.(2013) http://everychildreadytoread.org/literature-review-2013

Bond, Chall and Dykstra2020). http://everychildreadytoread.org/literature-review-

2010/

https://www.investopedia.com/terms/i/interactive-media.asp

https://www.elon.edu/u/academics/communications/interactive-media/overview/about/

Harmer, J. (2017). How to Teach English. Pearson Longman. 68 (5)

https://www.englishclub.com/reading/what.php

Harris, Albert. (2015). Effective teaching and Reading. Mckay Company. 78-88.

https://www.rit.edu/ntid/sea/processes/comprehension/process/whatis

Ariyanto, M.L. (2018). The Effect of Lexical Simplification in Reading Texts on

Reading Ability of the Second Year Students of SMA Negeri 1 Krian. 98-106.
https://learnenglish.britishcouncil.org/skills/reading

Surabaya (2015). English Language Matters. English Department. 49 (12).

http://ronymbonster.blogspot.com/2017/05/reading-is-process-of-looking-at-

series.html

Burgess and Lonigan (2016). The Every Child. 34-48.

http://everychildreadytoread.org/literature-review-2010/

Dykstra and Bond (2017). The Every Child. 97-115.

http://everychildreadytoread.org/literature-review-2010/

Ehri (2019). The Every Child. http://everychildreadytoread.org/literature-review-2010/

Neuman and Celano (2016). The Every Child.

http://everychildreadytoread.org/literature-review-10/

Deliyannis (2015). Interactive Multimedia for Students.

https://faculty.georgetown.edu/bassr/multimedia.html#2

Newby (2019). Learning through Interactive Multimedia.

https://www.spinningclock.com/services/interactive-media/learning-through-

interactive-media

Smaldino, Lowther, and Russel (2017). Multimedia Learning. 332.

https://www.buffalo.edu/catt/develop/theory/multimedialearning.html#:~:text=Multim

edia%20learning%20describes%20learning%20through,or%20reading%20a%20physi

cs%20textbook.

England and Finney (2018). Interactive Media: Definition, Types, and Examples. 50

(2). https://www.investopedia.com/terms/i/interactive-media.asp

Levy (2017). Interactive Media. 83.

https://www.elon.edu/u/academics/communications/interactive-media/overview/about/
 APPENDICES

A. Letter to the principal

NAGA COLLEGE FOUNDATION, INC.

MT. Villanueva Ave, Naga City
COLLEGE OF TEACHER EDUCATION

April 11, 2023

NEMIA E. LUZADA, PhD.

School Principal

Cararayan National Highschool

Office of the Principal

Cararayan, Naga City

Dear Ma’am:

Given the need to justify undergraduate teacher education to prepare and be

globally competitive, We, the 4th year students of Naga College Foundation taking

up Bachelor of Secondary Education major in English and currently enrolled in

Prof_Ed_13D with the description “Teaching Internship (Off Campus)” are humbly

requesting your good office to please allow us to conduct Classroom-Based Action

Research. The study is entitled “Enhancing the reading literacy of grade 8-Garnet

students in English class through Interactive Multi-media instructions during face-to

face classes in Cararayan National High School.

 I hope that you, the school principal, will allow us to conduct survey to all

grade 8 students and make them our sample to implement our initial action in

improving the reading literacy level in English.

If approval is granted, grade 8 student garnet participants will complete the

survey in the classroom during vacant time. Then the researchers will conduct the

implementation of using Interactive multimedia instructions to them. The individual

results of this study will remain absolutely confidential and anonymous as it will

only be pooled for the thesis project. Should this study be published, only pooled

results will be documented. No costs will be incurred by either your school or the

individual participants.

Your approval and consideration regarding this matter will be highly

appreciated. We believe that you have the best means to make this study be possible

and thus making us more efficient and effective teachers in the future.

Thank you and God Bless!

Sincerely,

ANGIELYN A. DE CASTRO
Researcher

Noted by: Approved by:

MRS. JOCELYN B. ROMERO NEMIA E. LUZADA, PhD.

Professor School Principal

The 4th year BSED major in English researchers that will conduct Classroom-Based
Action Research are the following:

1. Angielyn De Castro
 2. Sarah Leah De Asis
3. Arvin Dianon
4. Ellah Diaz

B. Survey questionnaire (students)/ Observation Sheets for the Evaluators

As a part of our Action Research at the Naga College Foundation, we are conducting a survey and implementation
of action on "Enhancing the Reading Literacy of Grade 8-Garnet students in English through an Interactive
Multimedia Instructions during Face-to-Face Classes in Cararayan National High School."

We would appreciate it if you could respond to the following table in full. Any information gathered for this study
that can be linked to you will be kept confidential.

Name (Optional): Age: Sex:

Please check your answer. Thank you!

3 – Always 2- Often 1- Sometimes

How frequently you use multi-media materials in reading? 3 2 1

I am playing games and reads through online and offline
application.
I love listening to podcast, music, audio stories and watch movies
and videos with subtitles.
I use television, laptops, and cellphones and other multimedia
tools when reading.

EVALUATORS’ OBSERVATION SHEET DURING PRE- ASSESSMENT

Please check your answer. Thank you!

Reading Literacy Levels before Using Interactive Multimedia Instructions YES NO

Sounds of the letters

Understanding the meaning of the words
Understanding sentences and paragraphs
Reading Comprehension
Fluency

EVALUATORS’ OBSERVATION SHEET DURING POST- ASSESSMENT

Did Interactive multi-media instructions improve students reading levels?

Reading Levels Yes No

Sounds of the letters
Understanding the meaning of the words
Understanding sentences and paragraphs
Reading Comprehension
Fluency

Thank you for participating in our survey. We value your opinion very much. Please feel free to add any additional
comments or feedback in the space provided below.

Thank you for your participation.

C. Documentation
During Observation Period

Giving instructions in answering the students survey form

Pre- Assessment in Reading
During Implementation of Action

Post Assessment in Reading