Introduction

This e portfolio contain a very emportant

detailed of experience during my internship study as
you continue to read and ponder you are going to
incounter first the journal which written the important
event while staying on Old Nongnongan national
highschool you will be able to incounter also the
action research involve the docummentation which
prove how my experience going during my
demonstration teaching with my students and
cooperating teacher, with all other activities that
relate on the campus more over u can also locate
my DTR and certificate of accomplishment and
lesson planning all detailes information regarding
internship occur inside the campus will be written
simply in this e portfolio.

Day 1
OCTOBER 9, 2024 8:30 was the day of our deployment at old

nongnongan national highschool, this is very busy day because the

intramurals is coming and the students busy practicing their festival
dance routine all we need to do is stay in our station at SBM,

afterwards Ma,am lovey Gulay our COOPERATING TEACHER

COORDINATOR. She inform us to stay put and wait for vacancy and

also she invite us to join the dance intermission number together with

all the teachers

DAY 2

8:30 l was invited as chairman of the board of judges of their

festival dance araw ng old nongnongan 2024 this was very
fun witnessing their festival dance contest with their
competitive
students/teacher and performers. Fast forward in the
afternoon
we will have to meet our CT'S and were very excited to meet
our
beloved ct. Afterwards I already met Ma,am Rosalie P.
Madula
My beloved ct and she's very kind and helpful.
DAY 3

10-11 o'clock ma'am madula ask me and allow me to take a

picture anything inside the classroom and I decided to take
photos of one of a teacher in old nongnongan national high
school grade 9 helium during my picture taking I really
amazed on everything inside the classroom the gendered cr
and the sink day 3 for me was all about exploring inside the
campus and the school on every corner of the room and I
realize that what if I become a teacher soon get the same
classroom too after that we continue our duty and
responsibility to share knowledge and wisdom on our
students in the grade 9 helium. Also I was told to assist the
students who took the PISA examination.
DAY 4

Today was a blast! It was our school's intramurals day, and I had an

amazing time assisting with all the games. It was so much fun seeing

everyone come together and cheer each other on. There was such a

positive energy in the air, and it was inspiring to see everyone participating

with enthusiasm.

From the energetic volleyball matches to the nail-biting basketball games,

every event was filled with excitement and laughter. It was heartwarming to

see the camaraderie and sportsmanship displayed by all the students. I

DAY 5

This day we took a picture of a moment of joy and

accomplishment. It marks the completion of our FS1, a significant

milestone in our journey. We gathered in front of our beloved

CT's, a place that has become a familiar and cherished space for

us.The smiles on everyone's faces tell a story of hard work,

dedication, and shared experiences. We've learned so much

together, faced challenges, and celebrated victories. This picture

is a testament to the strong bonds we've formed, both with our

fellow students and our dedicated CT's.

DAY 6

This picture captures a moment from my first week of FS2, a new chapter

in my academic journey. I'm observing my CT's teaching methods, eager

to learn from their expertise. The classroom atmosphere is engaging, with

students listening attentively as their teacher explains the concept of

ionization energy. I observed that learning is a dynamic process, with

teachers playing a crucial role in guiding and inspiring students. I'm

fascinated by the way my CT's use visual aids, real-world examples, and

clear explanations to make complex concepts accessible.

DAY 7

moment from my very first actual teaching experience. It

was a whirlwind of emotions - nervousness, excitement, and

a deep sense of fulfillment. Seeing the students engaged

and eager to learn was incredibly rewarding.The classroom

buzzed with energy as I guided them through the lesson. I

was amazed by their attentiveness and the questions they

asked. It was a humbling experience, reminding me of the

power of education and the importance of connecting with

students on a personal level.After the lesson, we had a clean-

up drive, a great way to end the day. It was a team effort,

with students and teachers working together to make the

classroom a brighter and more inviting space.

DAY 8

This picture captures a moment of warmth and appreciation. It

was a special day when our very supportive adviser and school
heads visited us. They were conducting a survey to assess our
progress and ensure we were working well.The conversation was
filled with genuine interest in our well-being and our learning
experiences. They asked about our CT's, and we were able to
share positive feedback about their guidance and support. It was
heartwarming to see the genuine care and concern they have for
us.The feedback we received from our CT's, school heads, and
adviser was incredibly encouraging. It affirmed that we were on
the right track and making good progress. Their words of
encouragement fueled our motivation and reinforced our
commitment to our studies.This picture is a reminder of the strong
support system we have at our school. We are fortunate to have
such dedicated teachers and administrators who genuinely care
about our success. Their visit was a boost to our morale and a
reminder that we are valued and supported.
DAY 9

This picture captures a moment from our recent participation in the Boy

Scout and Girl Scout activities. Ma'am Lovely encouraged us to join, and it

was an incredible experience! We learned so much and had a blast. The

energy was electric as we participated in various activities, from teamwork

challenges to outdoor skills demonstrations. It was amazing to see how

everyone worked together, supporting each other and pushing their limits.

We learned valuable lessons about teamwork, resilience, and the

importance of helping others. This experience has broadened my

perspective and instilled in me a deeper appreciation for the values of

scouting. The camaraderie, the spirit of adventure, and the commitment to

service have left a lasting impression. I'm grateful for the opportunity to

have been a part of this journey and to have learned something new.
DAY 10

This was my first demonstration occur during my FS study and my

topics was all about the CARBON COMPOUND my experience here

was so memorable I learned a lot on my students the way they

participate and learned they are so babies and they need more

activities so that they didn’t get feel boring on the lesson as I observe

they very active in learning and curious in fact they have a lot of

questions about the topic, moreover that was the moment ma’am

MADULA critique me during my demonstration and she said that I was

be able already to beacoming a teacher because of my pedagogy and

I was very happy.

DAY 11

This is one of the best memory during 2024 with

ma’am madula/lumantas and my students to

celebrate Christmas with them they surprise us and

give me gifts I wasn’t expect I really touch what they

do and I appreciate them so much I enjoy staying

with them and learn to them, because I don’t have

advisory so we get into all the different room and eat

all specials foods with my ct and talk to them have

fun with them.

DAY 12

change of CT this time I have new CT who is

ma’am Leo cel lumantas handling chemistry in the

junior grade 8, I’m very happy meeting maam

lumantas because she has a vibe and she’s very

approachable and kind very understandable

regading my health, LP, and my condition overall

she’s great and im very thankful having her as my

ct’s
DAY 14

DECEMBER was the day and week of continous

teaching and demonstration in section RUBY with
maam lumantas she always visit and observe the
way I teach and deliver the lesson she want to know
and secure if Im capable to handle my students and
know my teaching strategy, I love the way maam
lumantas help me to motivate me and response my
weakness in teaching,
 REFLECTION

I have many realization and learnings to come up during my internship

study and one of them was that I figure it out that handling and teaching in

different level of curriculum has different also struggles and adjustments

one of them is the nautyness of the student the way they response and act

on the rules and regulation I came to realize that life of the teachers wasn’t

easy you need to have more patience to handle their nautyness, the

learnings I got on this Internship practise was you need to have ready in all

aspect of teaching when you enter the school and out of the shool,

moreover inorder to manipulate the student you’ve need a strong rules and

classroom management, and it doesn’t necesarry to become strictly on the

rules to manipuate them all that we have to do is to make them feel that u

love them and you are concern to them and their future and I am here to

help you, I think that’s very effecctive for them to feel that way and that

what I did and feel them every time I enter on the campus.

CONCLUSION
 Therefore Internship practise was so essential to experience

specialy during fourth year college inorder to become more effective

teacher soon, more over to become a good observer you’ll have to

experience actual teaching and application to handle students and study

more about classroom setting and management the basic needs of the

students, while making and constrating this e- portfolio I realize many

things that I need to improve more my self to become better in all aspect of

teching classroom setting and have confidence to deliver my topic, i

wonder how I make it those struggles in the clinic and in the classroom but

I realize because I love what I did and all will be posible I am realy grateful

to all my experience and people ive meet during my fs study and those

people who help me grow specially to maam joy I appreciate the care and

love of maam joy and the love of my students and teachers to me.

Action research

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region X
 Division of City Sumpong malaybalay
Old NongNongan National High school

IMPROVING THE READING COMPREHENSION OF GRADE 8 GARNET

LEARNERS USING 4RS (READ, RETELL, REACT, REFLECT)
STRATEGY

EDWARD L. SARA
OLD NONGNONGAN NATIONAL HIGH SCHOOL, PHILIPPINES

ABSTRACT

This study attempts to improve the reading comprehension of Grade 8 learners using the 4R
strategy. Thirty-four (34) Grade 8 learners under frustration level participated in the study. 4Rs
(Read, Retell, React, Reflect) was employed, and a reading comprehension test was used to
collect the required data. This study is action research designed to determine if there is an
improvement in students' reading comprehension after implementing the 4R strategy. The
implementation of 4R in this study frames Richard Sagews Four-Stage Model of action research.
The researchers have developed a strategy to address students' reading comprehension through
reading, retelling, reacting, and reflecting, hence,
4Rs. This strategy combines
reading approaches to cater to the essential factors necessary for compelling reading. Mean
and Standard Deviation were used to determine the students' comprehension level during pre-
test and post-test and determine how dispersed the scores were. Paired Sample I-test was also
employed to determine the significant difference between the pre-test and post-test scores. The
findings revealed significant differences between students' pre-test and post-test reading
comprehension levels using the 4Rs strategy. The study concludes that adopting the 4Rs
strategy improves the Grade 8 learners reading comprehension.

BACKGROUND

Reading is more than just deciphering letters and symbols. While it forms the basis for
other language skills, reading is a multifaceted process that involves not only recognizing
words but also comprehending the meaning of the text. In education, reading goes beyond
simply decoding, encompassing the ability to analyze and understand the message
conveyed by the written word.

As one of the basic skills required in the classroom, reading takes a significant role in a child's
learning process as it is the most prominent language skill (Sadiku, 2015). As claimed by Helarde
(2021), it is the mother of all study skills. However, despite a long-standing awareness of reading
comprehension as an integral component of the learning process, it remains a critical concern for
the schools in Philippine education.

Reading provides readers with a new set of learnings and a vast array of knowledge that will
benefit their academic journey. Reading is a prerequisite in all learning areas (Tomas et al. 2021).
It acts as a bridge for students in learning different fields of study because if a learner struggles in
reading, he may struggle with learning other subject areas. Every learning institution must put
great emphasis on the reading literacy of every learner as it contributes to significant impacts on
their general education. Furthermore, how much a person may achieve in his or her personal and
professional life is significantly related to his or her reading proficiency (Block & Israel, 2005, as
cited by McKown & Barnett, 2007). Thus, every learner must have a solid foundation in reading
literacy as it is one of the most vital skills a person must acquire. In the 2018 global survey called
Program for International Assessment (PISA) reported by The Manila Times, among the 600,
000 students worldwide, Filipino students got an average reading score of 340 points which
deficits to 147 points than the average of 487 falling into the last rank among 79 countries. With
these figures, it could be inferred that the reading comprehension of Filipino learners is indeed
very alarming. The current status of reading comprehension of Filipino students demands
proactive efforts and measures that would elevate the present reading literacy rate of Filipino
learners.

However, reading literacy is not merely being able to identify and articulate the words.
According to Helardez (2021), reading is a complex process; it is not solely a process of
recognizing written or printed texts but refers to putting meaning to what one read and drawing a
unified thought of what is read. Therefore, reading comprehension is the accurate measure of
reading literacy. Comprehension is considered the essence of reading as it accounts for the
process that supports the effective extraction of meaning from a written passage (Alghonaim
2020). A good reader must demonstrate that something gained from the reading activity is the
most important by-product of a reading process. Kasmawati et al. (2020) also support that
comprehension is the aim of reading. Reading comprehension is the primary goal for readers
among proficient readers and is the most common assumption for reading comprehension
(William, 2019, as cited in Kasmawati et al., 2019). Therefore, a reader needs to grasp the
context of the reading material as it is the central pillar of the reading activity. Furthermore, what
is reading when comprehension does not take place?
Teachers play an essential role in facilitating learners to improve their reading skills. In fact, the
challenge of teaching reading comprehension remains a significant issue for teachers as most
reading facilitators commonly utilize conventional teaching methods. The instructional strategies
a teacher employed sometimes caused problems in the students' performance. Strategy training
leads to enhanced reading performance (Singhal 2001). Thus, it is very important for teachers to
be equipped with sufficient teaching techniques to address the learners reading learning
demands. Teachers indeed, hold a critical role in learners' reading competence. Low reading
performance can sometimes result from ineffective teaching by an ineffective teacher (Casing,
2019). Alyousef (2006) also stressed that it is the responsibility of the teacher to stimulate
students to read by selecting appropriate materials, especially for those in the early stages of
learning. Despite the fact that many scholars have been unable to give a unified definition of
reading strategies owing to the many settings of language learning, the concept that reading
strategies refer to conscious reading activity is widely acknowledged. Carrel (1998) pointed out
skimming, scanning, guessing, predicting, forming inferences, confirming or disconfirming
assumptions, recognizing key concepts, identifying the main idea, rereading, and other methods
as reading strategies. Further exploration is needed on which reading strategies contribute more
effectively to reading comprehension. Alyousef (2006) assessed that most researchers focus on a
single cognitive approach rather than performing a long-term investigation of multiple strategies.
Most of the previous studies focus solely on a single-strategic intervention. Teachers must
incorporate multiple active learning strategies to improve every learner's understanding and
provide various tasks for better understanding. Teaching children to read with combined reading
comprehension strategies has been shown to significantly improve children's reading proficiency
(Cooter, 2019). Such strategies include guessing from context, defining expectations, making
assumptions about the text, skimming ahead to fill in the context, etc. Creating and utilizing
multiple reading strategies must be put into consideration. It is necessary to explore various
reading techniques and not merely spoon-feed the information directly to the students; instead,
generate ideas to reinforce and manage the reading material and facilitate comprehension
effectively.

With the aforesaid pressing matter, students' problems with reading comprehension can be solved
by employing a variety of reading strategies. It can be solved through the learning process
undertaken by the teacher (Amira, 2018). One reading comprehension strategy that utilizes
various activities and could solve the problem is the 4R strategy (Read, Retell, React, Reflect).
The 4R method consists of four steps that allow the child to absorb information using several
faculties and become an active participant in the learning process. It begins with reading the text,
then retelling the story, then making reactions and giving reflections. With the use of the 4R
technique, students become more active participants in the reading process. In the first phase of
the technique, the reader goes through text recognition which is required for the subsequent tasks
that will aid one in better text understanding. Retelling comes as the second task. This step is
anchored with Dialogic Reading which is one of the bases of the intervention made for this
action research. Significantly, dialogic reading is the technique of reading illustrated books and
utilizing dialogue to engage students in the text. The child learns to be a storyteller through
dialogic reading (Whitehurst et al., 1994). The text talk approach is a read-aloud strategy that
aims to help students expand their vocabulary (Beck & McKeown, 2001) and development of
oral language (Lonigan et al., 1999). In this phase, the reader will be able to point out the main
and supporting ideas of the narrative leading to his understanding of the written text. Reacting
comes to the third step of the technique. The reader will provide his general reaction based on his
initial understanding of the given material. In this phase, the reader will come to absorb what has
transpired in the story. Reflecting as the final task generates reflections on the reading material in
the context of life experience is similar to relating. It is the kind of contextual learning that
typically occurs with very young children (Sumarmi, 2012). During this stage, the teacher
engages the students in a discussion of their knowledge or experiences that are relevant in some
way to the content being read. The teacher makes an effort to facilitate students in drawing
connections between the text's content and their prior experience and knowledge. The teacher
attempts to lead and guide the students systematically through the cognitive processes associated
with interpreting a reading material in all four phases.

Problem Statement
The issue of reading comprehension in schools is common and is undeniably a pressing matter
that needs to be attended to. It has been a critical concern for schools because reading
comprehension appears to be a unique problem that it remains unresolved despite the efforts of
scholars to improve the reading status of students. Hence, to help address the problem in reading
comprehension of students, the researchers of this study have decided to innovate and implement
4Rs Strategy. The purpose of implementing such strategy is to improve the reading
comprehension of students who are under frustration level.

Research Questions
The following questions are derived from the study problem:

i. What is the pre-test reading comprehension level of students using 4R strategy? ii.
What is the post-test reading comprehension level of students using 4R strategy?
iii. Is there a significant difference between pre-test and post-test comprehension levels of
students using 4R?

Objectives of the Study

This action research project aimed the following objectives:

i. Improve the reading comprehension of the Grade 8 students under frustration level.

LITERATURE REVIEW

Reading Comprehension

Reading is a necessary element to give students the opportunity to learn, develop personally, and
gain access to academic content (Sanchez, 2010). According to Wixson, Peters, Weber, and
Roeber (1987), reading is the process of creating meaning that involves: (1) the reader's existing
knowledge; (2) the text information; and (3) the reading context. Readers interact with texts as
they try to extract meaning. Grabe (1991) claimed reading is an interactive and two-way process
between readers and texts that results in making meaning. Pourhosein Gilakjani (2016) stated
that the main goal of reading is to gain the correct message from a text that the writer intended
for the reader to receive.

Although reading has been defined this way, this does not certainly qualify that every reading
process would result in a thorough understanding and comprehension of the texts. The transfer of
the information provided in the text to the comprehensible mental representation of the
individual depends on many components such as the reader, text, reading act, context, etc (Bayat,
2020). Several authors have agreed that reading comprehension is a complex process during
which readers use a number of mental processes, such as reading words, creating meanings,
organizing the text, and applying strategies (Habók & Magyar, 2018; Käsper, Uibu, & Mikk,
2018; Rastegar, Kermani, & Khabir, 2017).

Considering the importance of reading and comprehension, educators have been called to
ascertain that support must be given to children to develop functional literacy (Snow et al, 1998).
It has been claimed that ordinary teaching is insufficient when the case of failing readers is
accounted (Brooks et al, 1999). Moreover, the same authors maintained that the need for a
reading specialist comes to rise. Wutthisingchai and Stopps (2018) argued that the nature of the
texts being read, environment, motivation, learning preferences, and teaching strategies are
factors that affect students’ motivation. It also showed that the nature of the text being read was
the most important factor. This implies that at-risk students can be helped through an intervention
program that is structured and focused (Lingard, 2005; Singleton, 2009).

Many countries have given much attention and great importance to reading (Ma’youf &
Aburezeq, 2022). In the Philippines, the Department of Education has been intensifying its thrust
to bridge literacy gaps among learners, and intensifying the advocacy for reading proficiency by
reinforcing the “Bawat Bata Bumabasa” (3Bs) Initiative among the schools in the country as
stipulated in Department of Education Memorandum No. 173, s. 2019. Regrettably, digits are
showing their refutable truth about the landscape of literacy that the country is currently in. Data
shows that by the time children graduate from elementary and are promoted to high school,
onethird are identified as ‘frustrated readers' and another one-third are ‘instructional readers’
(Luz, 2007). These levels are both below the desired and expected reading level for the grade and
age of the learners.

Carrell and Grabe (2002) explicate reading as a process where, “… a reader engages in
processing at the phonological, morphological, syntactic, semantic, and discourse levels, as well
as engages in goal setting, text-summary building, interpretive elaborating from knowledge
resources, monitoring and assessment of goal achievement, making various adjustments to
enhance comprehension, and making repairs to comprehension processing as needed.” While the
reading process seems automatic in nature defined as a reading skill and goes beyond one's
conscious control, readers still exert a significant level of active control over their reading
process through the use of strategies, which are conscious procedures that are deliberate and
purposeful (Urquhart & Weir, 1998; Williams & Moran, 1989).

Aside from enabling students to learn the culture, acquire knowledge, and gain experience,
reading is a tool for achieving excellence academically and developing emotional maturity
among learners. Its main purpose is comprehension. Reading comprehension is the ultimate goal
of reading and this is what the educational process and educators want to seek (Jad, 2003; Ayoub,
2017; Ma’youf & Aburezeq, 2022). This is the reason why teachers continue to innovate and
implement different reading strategies.

Reading Strategies
Theorists and researchers have been emphasizing the importance of using different reading
strategies in improving readers 'reading comprehension. Reading strategies ranges from
traditional teaching such as scanning and skimming to a variety of strategies that enable readers
to build and activate their background knowledge (Azizi & Hamedani, 2016; Tadayonifar et al.,
2021).

Ma’youf and Aburezeq (2022) tested the effectiveness of the differentiated strategy in reading
comprehension. Two groups were formed where one group was taught using the traditional
method while the other group was taught using the four-level strategy (literal, inferential, critical,
and creative). The researchers found out that using the four-level strategy helps students perform
better when compared to students who were taught the traditional way. Another intervention
proposed by McNamara et al. (2007) was the use of four-pronged. This strategy utilizes a
comprehension strategy framework where readers monitor their reading by following four
subcategories: (a) pre-reading preparation; (b) interpretation of ideas, sentences, and words
within the text; (c) organizing, synthesizing, and restructuring information and (d) going beyond
text. One major finding is that readers when learners apply a reading strategy that is meta
cognitive in nature, it encourages them to monitor their reading.

Similarly, a study conducted by Sporer et al. (2009) determines the impact of reciprocal reading,
instructor-guided, and traditional instruction strategies on the reading comprehension of readers.
The researchers claimed reciprocal reading strategy is the best among the reading strategies
implemented. Reciprocal reading strategy is a procedure where students act as the facilitator in
group reading by summarizing, generating questions, clarifying, and predicting.

According to Rupley et al. (2009), struggling readers are more likely to acquire fundamental
reading skills and strategies if the teacher's repertoire of teaching approaches includes the direct
or explicit model of instruction. Teachers have a significant impact on the amount of knowledge
learners acquire. Research on effective teaching has demonstrated clearly that teachers teach
students what they need to know directly and explicitly (Rosenshine, 1995, Taylor, Peterson,
Pearson, & Rodriguez, 2002). The National Institute of Child Health and Human Development
claimed that explicit/direct instruction has been found to be effective in teaching and learning the
major components of the reading process—phonics, phonemic awareness, fluency, vocabulary,
and comprehension (Rupley et al., 2009).

Goal setting as a reading strategy to improve reading comprehension was the focus of the study
by Shih and Reynolds (2018), as they integrated goal setting into reading instruction. They
argued that when compared with the traditional teaching, goal setting integrated reading strategy
resulted in better reading comprehension of students. Moreover, it was found that the strategy
encourages readers’ motivation, autonomy, and self-efficacy.

Implementing explicit instructions on different reading strategies greatly improves students’

reading comprehension. Each strategy has its own benefits and specific application, therefore
educators must apply appropriate reading strategies that are tailored to the readers' “perceived
learning styles.” In this way, readers can enhance their reading comprehension and experience
enjoyment when reading (Tadayonifar et al., 2021).

Similar study conducted by Lijano (2017) where the researcher examined the teaching strategies
suited to the 21st century learners. Lijano (2017) argued that it is essential for schools to not only
give quality instruction to students, but also to reinforce the components of their engagement in
learning, since they are the ultimate result of the entire educational learning process. This is
especially significant since it suggests that classroom strategies may be applied to increase
student motivation to learn.

Moreover, Niatu and Puji (2018) stressed that teachers should be able to determine what type of
learning media to use based on the cognitive level of their students. They also added that when
students get engaged in reading, they will become more involved in their learning. In response to
this, the researchers innovated a strategy that caters not only to students’ phonological,
morphological, syntactic, semantic, and discourse levels but also embraces a premium on how
students engage in the interpretation and analysis of texts to enhance students' comprehension,
namely: Read-Retell-React-Reflect or 4Rs.

Retelling
The intervention to be used in this research is to be associated with special methods that have
been developed to read books aloud. Dialogic reading is one of the bases of the intervention
made for this action research. Significantly, dialogic reading is the technique of reading
illustrated books and utilizing dialogue to engage students in the text. However, this reading
greatly differs from ordinary readings. In traditional reading, an adult reads and a child listens,
but in dialogic reading, the child learns to be a storyteller. The text talk strategy is a read-aloud
strategy aiming to foster vocabulary growth and development of oral language. However, the
findings from studies on dialogic reading provide useful information to practitioners about the
pros and advantages of combining Dialogic Reading with a supplemental curriculum (Whitehurst
et al., 1994; Lonigan et al., 1999; Beck & McKeown, 2001; Institute of Education Sciences,
2007). Previous research on reading aloud strategies revealed that when students are taught to
make connections, make predictions, and think about the text while reading through consistent
reading interventions, students comprehended what they read better and higher-level students
were more motivated to read, students’ reading comprehension levels, reading fluency, and
motivation to read and vocabulary improved (Spencer, 2011; Mitchell, 2015; Hazzard, 2016).

Similarly, Rudiawan and Jupri (2020) utilize retelling-based instruction in enhancing readers’
reading comprehension. They claimed that there is a significant difference in the reading
comprehension level of students who were taught using the retelling strategy and students who
did not use it. It was revealed that utilizing the retelling strategy improves student comprehension
and students were happy and enjoyed reading using the strategy.

Reacting
Even though researchers discuss fluency and comprehension differently, mostly affirm that the
connection between fluency and students’ understanding of the text is significant. Needless to
say, those who read and can make a good expressions also tend to have better reading
comprehension abilities (Klauda, 2008).

As proficient readers attend to meaning during reading, their oral reading expression
demonstrates their understanding through how they react after reading the text. But expressive
oral reading influences struggling readers in a different way. Strugglers are typically more
focused on word identification. As they work to identify words, the flow of the text is interrupted
and their lack of expressive reading demonstrates their poor understanding (Schwanenflugel &
Kuhn, 2016). According to Schwanenflugel and Kuhn: “…the relationship between fluency and
comprehension is bidirectional: both reciprocal and interactive.”

When students recognize the phrasal and syntactical structures the author is using, they are also
able to comprehend the text proficiently as the author intended (Frazier et al, 2006). Though this
alone does not guarantee comprehension, it appears that when students facilitate and articulate
after reading impacts comprehension. Hence, there is a need for teachers to craft reading
instruction and/or intervention that develops students’ expression after reading and support
reading comprehension abilities as well.

Reflecting
“Reading is a constructive process in which the text, the reader, and the context interact.” In this
process, the reader can restructure the information in the text based on his/her ability to decode
and working memory based on his/her schemata. While readers interact with the text, they can
support and assess their own understanding. Now, when readers are conscious and aware of their
understanding of the text, metacognition takes place. Metacognitive strategies are known to be
essential in improving reading (Zhang & Zhang, 2013).

In reading, metacognitive strategies are defined as self-monitoring and self-regulating activities

which focus on both the process and the product of reading (Zhang & Seepho, 2013). Ahmadi et
al., (2013) conducted research on metacognitive reading strategy, the results revealed that
metacognitive strategies can facilitate reading comprehension and promote both the performance
and understanding of one’s reading comprehension.

In relation to reading comprehension, Forrest-Pressley and Waller (2013) discussed

metacognitive aspects of comprehension which involve knowing when one has understood a text
he/she has read, knowing what one does not understand, and being able to use this knowledge to
monitor comprehension. Metacognitive strategies in reading are those strategies designed to
increase readers’ knowledge of awareness and control of their reading process, improve their
reading comprehension, and evaluate whether they have succeeded in their attempt to
comprehend. Furthermore, the ability to monitor comprehension depends on what a reader
knows about his/her own comprehension processes, thus it can be said that metacognition is the
trigger for other processes that are necessary for understanding (Maki & McGuire, 2002; Zhang
& Seepho, 2013; Forrest-Pressley & Waller, 2013). Having this ability, students can reflect on the
text they are reading by citing their inferences about the text, identifying what they need to learn
from the text and what is not necessary, and evaluating the text and their own comprehension.

RESEARCH METHODOLOGY
Research Design

This study utilized an action research design. According to Clark et al 2020, action research is a
method of conducting educational research. Educators and professionals commonly use this
approach to examine and improve the pedagogy and practice of an educational practitioner. In
this sense, action research represents an extension of the reflection and critical self-reflection that
a teacher employs on a daily basis. Action research integrates theory and practices through
transformation and reflection in a problematic situation within a mutually acceptable ethical
framework. Action research is an iterative process in which researchers collaborate on a set of
tasks, such as problem assessment, active intervention, and reflective learning (Davin et al.,
1999). Action research design is used in this research to determine if there is an improvement in
students’ reading comprehension after implementing 4R Strategy.

Action Research Model

This study aims to apply 4R Strategy in improving Grade 8 struggling readers reading
comprehension. The implementation of 4R in this study frames Richard Sagor’s Four-Stage
Model of action research. Sagor’s model provides a clear path for using action inquiry. Listed
below is the four-stage process to be implemented as 4R Strategy.

Stage 1: Clarifying vision

Gap. The researchers established the gap in the study by identifying the lack in the field of
reading, specifically, in improving the reading comprehension of Grade 8 learners under
Frustration level using 4Rs strategy.

Research Participants. The respondents of this study are the Grade 8 students under frustration
level from Old Nongnongan National High School. Using G*Power software (2-tailed, α = 0.05,
β = 0.80), 34 students were purposively selected as participants in this study.
Limitation and Delimitation. This study comprised students from the far-flung area who were
13 – 14 years old. The intervention used in this study aims to address only fluency and reading
comprehension considering the grade level of the participants. Moreover, the researchers
considered Grade 8 students only since they are the group who are susceptible to having
difficulties in transitioning from elementary level to secondary level; Grade 7 students were not
included in this study since no data on their reading comprehension level are available yet.

Achievement Target. The achievement target of the research is to upskill students in reading. At
the completion of the research, students under Frustration level should improve their reading
comprehension; and should be able to read texts comprehensively by employing the 4Rs strategy.

Research Instrument. The researchers used the Philippine Informal Reading Inventory (PhilIRI)
Tool to assess students’ reading comprehension levels before and after the implementation of 4R
Strategy. The test was comprised of three (3) literal-level questions, two (2) interpretive
questions, and two (2) applied questions for a total of seven (7) questions. The obtained score
percentage were interpreted as follows (as adapted from Johnson, Kress, and Pikulski, 1987):

LIMITATIONS AND RECOMMENDATIONS

This study comprised students from the far-flung area who were 13 – 14 years old learners at Old
Nongnongan National High School. This schools is located in Mindanao, Philippines. The intervention
used in this study aims to address only the reading comprehension considering the grade level of the
participants. In general, the researchers have determined that 4Rs Strategy is useful and helpful in
improving students' reading comprehension. The researchers recommend this strategy as an intervention
for students under frustration level and as a metacognitive strategy for students at instructional and
independent levels. The researchers will employ this strategy to promote and improve reading
comprehension in their respective schools. 4Rs may also be adapted by their individual Schools Division.
It is also recommended that future studies expand the scope of the research to other sections of a scholarly
research paper and broaden the sample of the study to include the primary pupils who are in the early
stages of developing reading comprehension.

CONCLUSION

Teaching students to read with combined reading comprehension strategies has significantly improved the
learners’ reading proficiency. The findings exhibited that the strategy employed helps process the reading
text, resulting in better comprehension. All the steps in the 4R strategy are proven to develop the reading
competency of the learners. Based on the results of this study, 4R strategy is effective in improving and
enhancing students' reading comprehension. This study also shows that despite the increase in the post-
test results after utilizing the 4Rs strategy, there was no movement in the comprehension level of the
learners using the Philippine Informal Reading Inventory (Phil-IRI) Assessment Tool, thus, the Phil-Iri set
high standards when it comes to reading comprehension level.
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"Extending the work of Bernal, Deluao, Padillo, Lim et al. (2022), this
research investigates the impact of IMPROVING THE READING
COMPREHENSION OF GRADE 8 LEARNERS USING 4RS (READ,
RETELL, REACT, REFLECT) STRATEGy"
Prepared by: EDWARD L. SARA

AUTHORS

Desiree Joy E. Bernal is a Junior High School teacher and School Reading Coordinator of Pedro Mariscal
National High School, San Isidro, Sta. Maria, Davao Occidental, Philippines.

Chyzl Joy O. Deluao is a Junior High School teacher and the School Paper Adviser at Barayong National High
School, Division of Davao del Sur, Philippines.

Jally be F. Padillo is an English as a Second Language Teacher at the Vietsun English Center in Vietnam.

Rex A. Lim is a lecturer in language and research at the Graduate School, University of the Immaculate
Conception, Davao City, Philippines.
DAILY TIME RECORD
DOCUMENTATION DURING FS1/ FS2 2024

DOCUMENTATION OF DEMO TEACHING

 This is my first demonstration period occur during my internship OJT February 15
2023, 9:30 in section titanium and my topic was all about the acceleration and
deceleration of car during in motion my experience here was so memorable I learned a
lot on my students the way they participate and hype on the lesson they are so babies
and they need more activities so that they didn’t get feel boring on the lesson as I
observe they very active in learning and curious in fact they have a lot of questions
about the topic, moreover ma’am joy critique me during demonstration and get picture
so that I can become more productive and inspired facilitator.