Laguna State Polytechnic University -
Los Baños Campus
Project Proposal
TEACHING ENGLIS AS A SECOND LANGUAGE
ANGELYN E. LINGATONG
MAED – ENGLISH
SUBMITTED TO:
MS. GLEN CORTEZANO
Project Title: IRCAAS (Integrating Reading Comprehension Activities in
Across Subjects)
I. Rationale
English is the medium of instruction in all of the subjects in high school,
thus, comprehension is a vital tool in processing the bulk and complexities of
knowledge, information, and skills in various learning activities that endeavors
the learners’ progress.
It has been noted that in the last school years the prevalent concern
among English teachers and other subject teachers who use English
language as a medium of instruction, is poor comprehension.
The Elementary teachers had conducted a series of assessment to
ascertain if students’ comprehension level suit to their grade level based on
the results had been found out t have low reading levels.
Public and private secondary schools have conducted a Reading
Remediation Program in their respective schools to answer such reading
deficiency but because of some constraints, like time and materials, it had not
yield satisfactory results among remediation students.
Since reading comprehension is indispensable tool in learning and
understanding other subjects, therefore intervention must be provided to
enhance reading comprehension among secondary students.
Also, with the implementation of the K to 12 Basic Education curriculum
with an aim to produce graduates that are globally competitive, enhancing
reading comprehension is a must, so this project proposal was
conceptualized.
II. Project Objective
This project proposal has the following specific objectives:
1. Enhance the reading ability of the students;
2. Develop among students the importance of reading and its benefits;
3. Increase students’ participation.
4. Increase comprehension level among student-respondents;
5. Ease of lesson delivery among subject teachers, and;
6. Increase student’s performance.
III. Root Cause:
The cause of this low level of comprehension among students, is that if
you know how to read and speak the language it is already enough leeway to
be employed .Even the way they write their ideas or answering an essay you
can observe that there is a lack of depth and substance to the answers that
they give.
Most of the most often grammar is the focus of our lectures since we
are thought during our elementary days that when you memorize the rules of
grammar, we can understand the language. Remember that language is
known for its arbitrariness and writing and reading and even speaking is used
differently. Comprehension should be the primary concern. Understanding the
language more is vital for retention of learning the more you understand the
more you can learn.
IV. Beneficiaries:
As the specific objectives of this project proposal, its outcome will be
beneficial among the student-respondents by increasing their comprehension
level through decoding meaning and by using short selections that could
capture their attention.
It is therefore, projected that there will be positive result in students’
participation in other subject areas, since they are likely to be motivated to
participate in the class lectures and activities since most of the subjects uses
English as the medium of instruction.
V. Description of Activities:
The activities are done in a step by step procedural activities to
determine the students’ improvement reading comprehension and the person
who would be assigned to do those tasks.
ACTIVITIES TIME FRAME PERSONS
RESPONSIBLE
Conduct the pre-test September Advisers and
2020 Language
Teachers
Determine students’ reading level Last week of Advisers and
September Language
2020 Teachers
Selection, preparation and reproduction 1st week of Language
of reading selections October 2020 Teacher and All
Subject
teachers and
School Heads
Implementation of the IRCAAS October 2020 Language
to January Teachers and
2021 English Subject
Coordinator
Conduct the post-test February 2021 Advisers and
Language
Teachers
Reporting and Evaluation March 2021 Language
Teachers and
English Subject
Coordinator
Reflection End of the Language
School Year Teacher and All
2021 Subject
teachers and
School Heads
VI. Methods of Evaluation
The Adult Placement Indicator ( API), the reading comprehension test
of the San Diego Quick Assessment Tool ( SDQAT) will be used to assess
the reading comprehension level of Grade 7 students before and after the
implementation of the IRCAAS Project. Students will be subjected to a pre-
test and they will be classified if they are frustration, instructional or
independent readers
The language teachers will select five (5) reading selections of not
more than two (2) paragraphs and will construct three (3) - five (5)
comprehension questions for every selection.
Five (5) to ten (10) minutes prior to the presentation of the lesson
proper during the English class will be allotted for oral reading of the selection
and the answering of the comprehension questions. The researcher will
read/facilitate in the reading of the selections before the lesson proper.
Scores will be recorded to ascertain the trend of the students’
comprehension level.
The Post-test will then be conducted in February after the four months
implementation of the IRCAAS Project.
Simple statistics, the mean, will be used to identify the average
comprehension level of the subjects before and after the implementation of
the proposed project. The difference will be computed by only subtracting the
pre-test mean of subjects to their mean post-test result.
Informing the parents about their child’s comprehension level if it
improved or not at all. Teaming up with parents would be a great help to
improve their reading skills at home.
After reporting the result to our school head and administration and
subject teachers. The school admin ,faculty and staff would have a reflection
about the project proposal if there is a significant changes to the
comprehension level of the student or there is a need to devise additional
strategies and methods in order to enhance the reading capability of the
students or we need to change the project we propose and think of a way to
address this problem.
