READING COMPREHENSION LEVELS AMONG GRADE 10 STUDENTS IN

OLUTANGA NATIONAL HIGH SCHOOL

A Research Paper

Submitted to

GAREND E. TEMPORADA

Olutanga National High School

In Partial Fulfillment

Of the Requirements for the Applied Subject

Practical Research 2

By:

MHAL DANE C. DINGLASA

LANI S. REDOBLE

ELEAN E. GABOTERO

ELLAMIE A. MABUTING

GIAN JOSEPH D. DAYON

VANESSA BEA T. BLACO

January 2024
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Table of Contents

Title Page............................................................................................................................i

List of Figures.....................................................................................................................v

Chapter 1...........................................................................................................................1

The Problem......................................................................................................................1

Background of the Study...................................................................................................1

Conceptual Framework......................................................................................................3

Statement of the Problem..................................................................................................3

Significance of the Study...................................................................................................3

Scope and Limitations of the Study...................................................................................4

Definition of Terms.............................................................................................................5

Chapter 2...........................................................................................................................6

Review of Related Literature.............................................................................................6

Chapter 3.........................................................................................................................10

Methodology....................................................................................................................10

Research Design.............................................................................................................10

Population and Sample....................................................................................................10

Research Instrument.......................................................................................................12

Data Collection.................................................................................................................12

Chapter 4.........................................................................................................................15

Presentation, Analysis, and Interpretation of Data..........................................................15

Chapter 5.........................................................................................................................24
 iii

Summary of Findings, Conclusions and Recommendations...........................................24

Summary of Findings.......................................................................................................24

Conclusion.......................................................................................................................25

Recommendations...........................................................................................................26

References.......................................................................................................................26
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List of Figures

Figure No. Title Page

1 There are enough water supplies in our comfort room 15

2 The toilet bowls of our comfort room are in good condition 16

3 Our comfort room is always clean 17

4 Our comfort room has a good doorknob and lock 18

5 Our comfort room has a good ventilation 19

6 There is no hassle whenever I use the CR 20

7 I feel safe using the CR even though I’m alone 21

8 I am not scared anymore of having LBM at school 22

9 Whenever I pass by our comfort room I can breathe comfortably 23

 Chapter 1
The Problem

Background of the Study

Reading, as a fundamental cognitive process, plays a pivotal role in the

acquisition of knowledge and information. Anderson and Pearson (1984) eloquently

define reading as the dynamic process of extracting meaning from written texts,

underscoring the vital integration of diverse information sources. In the realm of

educational research, it is imperative to delve deeper into the multifaceted nature of

reading.

Wixson, Peters, Weber, and Roeber (1987) expand on this concept by framing

reading as an intricate interplay involving three fundamental components: (a) the

reader's preexisting knowledge, (b) the content of the text itself, and (c) the contextual

environment in which reading occurs. This intricate fusion of elements forms the

essence of the reading experience. Furthermore, research by Guthrie and Klauda (2014)

emphasizes the need for promoting a reading culture among high school students, as it

positively impacts academic achievement. Thus, understanding the reading

comprehension levels of grade 10 students in Olutanga National High School is not only

academically relevant but also aligns with broader educational goals.

Reading comprehension is a multifaceted and intricate cognitive skill, as

elucidated by Grabe and Stoller (2002). This skill can be classified into two equally

demanding categories: lower-level processes and higher-level processes. Lower-level

processes encompass fundamental abilities such as word recognition and graphophonic

skills, while higher-level processes involve more advanced tasks like syntactic and

semantic analysis.
 2

To effectively comprehend written text, an individual must possess a diverse skill

set. This includes familiarity with the structure and subject matter of the text, awareness

of various reading strategies, and the ability to apply these strategies during the reading

process. Additionally, proficient word recognition plays a pivotal role in the overall

comprehension process, as highlighted by Pang (2008).

In an earlier study by Janzen and Stoller (1998), ten key processes or strategies

associated with reading comprehension were identified. These strategies encompass a

range of cognitive activities, including establishing a purpose for reading, previewing the

text, making predictions, generating questions, verifying predictions or finding answers,

linking the text to existing knowledge, summarizing information, making connections

within the text, and recognizing the structure of the text. Moreover, reading

comprehension is aptly described as a cognitive process in which a reader engages in

thoughtful activities. This includes selecting relevant facts, information, or ideas from the

printed materials, discerning the intended meanings conveyed by the author,

determining how these new insights relate to prior knowledge, and evaluating their

relevance and significance in alignment with the reader's specific objectives. This

comprehensive view of reading comprehension is articulated by Veeravagu, Muthusamy,

and Michael (2010).

Understanding the intricate nature of reading comprehension, as outlined in the

preceding discussion, sets the stage for the study's core focus. However, despite the

wealth of research in this domain, there exists a research gap that necessitates

attention. Specifically, there is limited exploration into the unique challenges or factors

influencing reading comprehension among grade 10 students in Olutanga National High

School. This study endeavors to address this gap by not only assessing the reading

comprehension levels among grade 10 students but also by identifying specific

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challenges and factors that may influence their proficiency. This investigation is crucial

for tailoring interventions and educational strategies to address the specific needs of this

student population. With the acknowledgment of reading comprehension as a

multifaceted skill requiring the orchestration of lower-level and higher-level cognitive

processes, it becomes essential to gauge the proficiency of students in this regard. The

development of proficient reading comprehension skills not only serves as a foundational

pillar for academic success but also empowers students to navigate a world overflowing

with information.

One of the primary aims is to assess the existing reading comprehension

proficiency of grade 10 students within the school. This entails gauging their ability to

extract meaning from texts, infer information, and critically engage with written materials.

Through a meticulous examination of their reading comprehension skills, this study

endeavors to pinpoint both strengths and weaknesses among the student population.

Identifying specific areas where students excel or face challenges is essential for

targeted intervention and improvement.

The insights gained from this study will not only serve to understand the current

state of reading comprehension but also contribute to the development of effective

educational strategies. Educators and school administrators can use this information to

tailor instruction, curricula, and reading programs to enhance students' reading

comprehension skills.

In conclusion, this research endeavor is poised to shed light on the intricate

landscape of reading comprehension among grade 10 students at Olutanga National

High School. By addressing the research gap and achieving these objectives, we aim to
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contribute to the enhancement of reading instruction and the cultivation of proficient

readers, ready to excel academically and navigate the complexities of the written word.

Conceptual Framework

Independent Variables Dependent Variable

Reading Comprehension Reading Comprehension

Test Levels

This conceptual framework shows the independent variables and dependent

variables of the study. If the reading comprehension test is designed effectively, a higher

performance on the test by Grade 10 students would correlate with higher levels of

reading comprehension.

Statement of the Problem

The main objective of the study is to identify the reading comprehension levels of

grade 10 students in Olutanga National High School. More specifically, it seeks to

answer the following questions:

1.What are the reading comprehension levels of grade 10 students in Olutanga

National High School?

2.What factors may be influencing the reading comprehension levels of grade 10

students in Olutanga National High School?

3.What strategies can be implemented to improve the reading comprehension

skills of grade 10 students at Olutanga National High School?

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Hypothesis

Significance of the Study

The study was considered necessary at identifying the levels of reading

comprehension among grade 10 students. It will be helpful to the following groups of

individuals:

Grade 10 students. The research can directly benefit the students themselves by

highlighting their strengths and weaknesses in reading comprehension. This knowledge

can encourage them to work on improving their reading skills, seek additional support if

needed, and adopt effective study habits to enhance their overall comprehension

abilities.

Teachers. The research findings can provide insights into the current reading

comprehension levels of Grade 10 students. This can help teachers identify areas of

improvement, develop targeted lesson plans, and tailor teaching strategies to enhance

reading comprehension skills.

School administration. The research outcome can help the school administration identify

any gaps in reading comprehension among Grade 10 students. This can inform them

about the need for specific interventions, such as improved teaching methods, additional

resources, or targeted support programs.

Researchers. The research can contribute to the existing body of knowledge on reading

comprehension levels among Grade 10 students. It may provide valuable insights into
 6

factors that influence reading comprehension, highlight effective teaching strategies, or

suggest areas for further research in the field of education.

Scope and Delimitations of the Study

Subject Matter. The study used 90 literary texts from DepEd K-12 books and

books used in private schools for English 7.

Time Frame in Data Collection. The 90 literary texts were compiled into a corpus

during the first semester of the school year 2021-2022.

Source of Language Data. The data used in the study was from different

textbooks used in public and private schools for English 7.

Research Design. The study is qualitative in its aim at making an in-depth

analysis of the structure of the verb phrase in literary texts.

Research Instrument. The study used a self-built corpus of literary texts and a

computer software Antconc in generating the verb phrase structure.

Statistical Treatment. The study used descriptive statistics in identifying the

structure of the verb phrase that frequently occurs in literary texts.

Definition of Terms

Reading Comprehension Levels. Refers to the measurable extent of

understanding and interpretation of textual information demonstrated by Grade 10

students at Oltanga National High School. This includes their ability to grasp, analyze,

and synthesize written content.

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Grade 10 Students. Pertains to individuals enrolled in the tenth grade at Oltanga

National High School, indicating a specific academic level and age group.

Olutanga National High School. Denotes the educational institution where the

study is conducted, focusing on the specified group of Grade 10 students for the

assessment of reading comprehension levels.

Understanding and Interpretation. Encompasses the cognitive processes

involved in comprehending written text, including the ability to grasp the main ideas, infer

meanings, and draw conclusions from the material being read.

Performance. The outcome or result of the students' responses to the Reading

Comprehension Test. Performance is an indicator of how well individuals navigate and

understand the content presented in the test.

By employing these operational definitions, the study aims to provide clear and objective

criteria for evaluating the reading comprehension levels of Grade 10 students at

Olutanga National High School

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Chapter 2

Review of Related Literature

This chapter presents the literature related, which served as the bases for the

interpretation of the data gathered by the researcher.

Reading

Reading serves as a fundamental activity that is deemed crucial for the comprehension

of various subjects and topics. It is regarded as an indispensable skill required by

individuals for their prospering in life. This practice encompasses not only keeping

individuals well-informed and mentally engaged but also comprises both receptive and

active components. It's a dynamic process where connections among ideas within the

text are constantly sought by readers, involving numerous mental processes aimed at

collecting, processing, and analyzing information. Furthermore, beyond its cognitive

benefits, it is noted by Li and Wilhelm (2008) that reading also provides individuals with a

source of pleasure. However, despite the vital role of reading in personal and

educational development, it is the concept of comprehension that is arguably of even

greater significance. It is insufficient to merely engage in the act of reading; what is

crucial is the capacity to deconstruct, scrutinize, and restructure ideas and information. It
 9

is imperative that the skill to grasp the writer's intended message and effectively interpret

it is possessed.

Reading Comprehension

Reading comprehension is a multifaceted skill that entails a multitude of tasks. These

tasks have been categorized into two equally challenging main types by Grabe and

Stoller (2002): lower-level and higher-level processes. Lower-level abilities encompass

tasks such as word recognition and graphophonic skills, whereas higher-level abilities

involve syntactic and semantic processes, among others. To truly understand the

content being read, it is necessary for an individual to have a grasp of text structure and

subject matter, possess knowledge of 1 effective reading strategies, and understand

how to apply these strategies in material processing, all while demonstrating proficient

word recognition, as highlighted by Pang (2008). Reading comprehension entails the

capacity to grasp the content of a text, dissect the information presented, and accurately

interpret the author's message. Grabe and Stoller (2002) stress that while no single

process defines reading comprehension, it is a combination of processes that

collectively paint an accurate picture of the requirements for fluent reading.

Cognitive Process of Reading Comprehension

In a prior study by Janzen and Stoller (1998), ten distinct processes or strategies for

reading comprehension were identified. These processes encompass tasks like

establishing a reading purpose, previewing the material, making predictions, formulating

questions, verifying predictions, relating the text to prior knowledge, summarizing, linking

different parts of the text, and recognizing textual structure. The process of reading

comprehension, as defined by Veeravagu, Muthusamy, Marimuthu, and Michael (2010),

involves a cognitive operation wherein the reader selects facts, information, or ideas
 10

from written materials. This process necessitates determining the intended meanings of

the author, assessing their relation to prior knowledge, and judging their suitability and

value for meeting the reader's objectives. One facet of comprehension is word

recognition, which, as noted by Pressley (1998) and Stanovich (2000), is executed

swiftly, accurately, and automatically by proficient readers. Pressley (1998) further

discovered that skilled readers can read challenging text at a rate of approximately 200

words per minute, while for leisurely reading, this rate extends to around 250 to 300

words per minute, all achieved with minimal effort. In contrast, less skilled readers

encounter difficulties in processing more intricate text. Comprehension extends beyond

being solely a linguistic skill; it also functions as a broader cognitive ability, as

emphasized by Walter (2007). Walter's study draws from Gernsbacher's Structure

Building Framework (SBF), which comprises three fundamental processes. These 2

processes entail the establishment of a foundational mental structure, the integration of

new information into the evolving mental structure, and the adaptation to create new

substructures. These largely unconscious processes rely on "memory nodes," as coined

by Gernsbacher, which serve as the building blocks for comprehension. Activation of

these memory nodes is accomplished through (a) input information, (b) the reader's

existing world knowledge, and (c) the reader's language proficiency, as outlined by

Walter (2007).

Interplay of Reading and Comprehension

The first process, laying the foundation, commences with the initiation of reading. As the

reader progresses through phrases, sentences, and paragraphs, comprehension of the

material begins to take shape. The second process, mapping new information onto an

existing structure, involves assessing coherence between the two structures. Coherence

is established by aligning new information with previous data concerning time, reference,
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and cause. This alignment allows for more efficient processing and recall of matching

items, as proposed by Gernsbacher (1997). The third process, shifting, occurs when the

reader encounters information that does not align with their current knowledge, leading

to the activation of additional memory nodes and the development of new substructures.

Comprehension is closely linked to the accessibility of material for the reader's recall,

which is influenced by the level of information activation. Additionally, vocabulary size

has been identified as a variable significantly connected to reading comprehension.

Hsueh-Chao and Nation (2000) estimated that readers must be familiar with

approximately 98% of the words in a text to comprehend it without external assistance.

Furthermore, repeated exposure to new words is essential for understanding to develop,

requiring at least ten exposures for a new word to be acquired by the reader (Nation and

Wang, 1999). As Babayiğit (2015) asserts, vocabulary knowledge impacts reading

comprehension directly by affecting the text's semantic understanding and indirectly by

influencing word reading skills. Grabe and Stoller (2002) have also highlighted that

reading ability extends beyond 3 phonemic awareness and phonic skills, emphasizing

the importance of addressing vocabulary size by teachers. Reading and comprehension

involve the intricate interplay of various processes encompassing knowledge and

abilities, decoding, sentence structure, and other cognitive functions, as identified by

Hudson (1996). Hudson delineated these reading skills into categories such as word and

sentence recognition automatism, content and schema comprehension, strategies and

metacognitive skills, and the role of reading purpose and context. Reading, in reality, is

an amalgamation of these interconnected processes.

Reading Comprehension Assessments

Although the formal assessment of reading comprehension is a product of the 20th

century, the practice of assessing comprehension has been woven into classrooms
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throughout the history of education. As long as schools, required reading materials,

students, and teachers seeking to gauge understanding have existed, assessment

opportunities have presented themselves. It took until the 20th century for us to

systematically recognize and utilize these chances for assessment. Two plausible

explanations account for the relatively late emergence of comprehension as an indicator

of reading achievement. First, in the 17th to 19th centuries, the primary gauge of reading

skill was largely rooted in oral abilities, measured by accuracy and expressive fluency,

as seen in the traditions of declamation and oratory. Second, within ecclesiastical

circles, understanding the text, especially on a personal level, was not highly prized. If it

had any value, it was primarily seen as a stepping stone toward the more esteemed goal

of memorizing text, as evident in various religious traditions' approaches to text

interpretation.

In conclusion, reading comprehension is a fundamental skill that holds great

significance for the academic and personal development of Grade 10 students.

Assessing their reading comprehension levels in Olutanga National High School requires

a comprehensive 4 understanding of the factors that influence comprehension, effective

assessment methods, and the specific context of the school.

Chapter 3

Methodology

This chapter presents the methodology used to conduct this study. This chapter

consists of research design, population and sample, instrumentation, and data

collection.

Research Design
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The research design for this study is descriptive research design because its

primary objective is to describe or characterize the current state of Reading

Comprehension Level among Grade 10 students at Olutanga National High School.

Population and Sample

Research Instrument

The actual view of the performance test designed is indicated below.

OLUTANGA NATIONAL HIGH SCHOOL

Olutanga, Zamboanga Sibugay

GRADE 10 READING COMPREHENSION TEST

Dear Respondent:
This study aimed to gather baseline data for our research paper titled “READING
COMPREHENSION LEVELS AMONG GRADE 10 STUDENTS IN OLUTANGA
NATIONAL HIGH SCHOOL.” You have been chosen as respondent to this study.
Please answer the questions truthfully and honestly. Your responses will pave the way
to success of this study.
Thank you very much for your time!

Name (Optional): ______________________________________________

A. Background Information

Instructions: Please put a check mark () on the necessary information asked for.
A1. Gender: Male Female
B. Instructions: Read the text below and answer each question that follows. Write the
letter of your choice on the answer sheet.
The Runaway
By Robert Frost

Once when the snow of the year was beginning to fall,

We stopped by a mountain pasture to say, "Whose colt?"
A little Morgan had one forefoot on the wall,
The other curled at his breast. He dipped his head
And snorted at us. And then he had to bolt,
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1. What was the speaker’s initial reason for stopping by the mountain pasture?
A) To admire the falling snow
B) To observe a colt on the wall
C) To escape the miniature thunder
D) To witness the serene winter landscape, unfold before them

2. How did the little Morgan colt react when the observers approached?
A) He snorted and bolted
B) He dipped his head in greeting
C) He remained calm and unbothered
D) He hesitated for a moment, then slowly retreated with caution

3. What did the observers hear when the colt bolted?

A) Laughter
B) Roaring wind
C) Miniature thunder
D) The distant echoes of his hooves fading into the snowy silence

4. What does the colt's behavior suggest about its relationship with the snow?
A) It enjoys playing in the snow.
B) It is indifferent to the snow.
C) It is seeking shelter from the snow.
D) It is afraid and trying to escape from the snow.
 15

5. What emotion does the speaker convey about the person responsible for leaving the
colt out late?
A) Pity C) Sympathy
B) Anger D) Indifference

6. What does the phrase "clatter of stone" most likely refer to?
A) A stone wall collapsing.
B) The colt playing with stones.
C) The noise of falling snow hitting stones.
D) The sound of the colt's hooves on a stone surface.

7. Which of the following best describes the colt's initial posture on the wall?
a) Relaxed and comfortable
b) Defensive and guarded
c) Playful and carefree
d) Dominant and strong

8. Which of the following statements best characterizes the colt's actions and their
repetition in the poem?
a) Indifference to the snow
b) Fear and resilience
c) Playful and carefree nature
d) Independence and strength

9. What is the point of view in this poem?

A) First person C) Third person limited
B) Second person D) Third person omniscient

10. What is the central theme of the poem?

A) The beauty of winter landscapes
B) The fear and escape of a young horse
C) The responsibility of caring for animals
D) The bond between a mother and her colt

11. In the context of the poem, what broader symbolic interpretation might be attributed
to the colt's repeated actions of running away and returning to the wall?

A) Representing the colt's desire for independence and freedom.

B) Signifying the transient and unpredictable nature of emotions.
C) Symbolizing the cyclical nature of life and its inevitable challenges.
D) Reflecting the narrator's changing perspective on the colt's behavior over time.
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12. How does the poet create a visual contrast between the colt and the falling snow?
A) Through the use of similes comparing the colt to the snowflakes.
B) Through detailed descriptions of the colt's movements in the snow.
C) By using vivid colors to describe the colt and muted tones for the snow.
D) By portraying the colt as dim and grey against the curtain of falling flakes.

13. How does the poet use the imagery of "miniature thunder" to describe the colt's
escape?

A) It symbolizes the approaching winter storm.

B) It emphasizes the colt's graceful movements.
C) It adds a sense of excitement and playfulness.
D) It highlights the colt's fear and the impact of its rapid departure.

14. How does the poem's ending contribute to its overall message or moral lesson?
A) It concludes with a humorous twist.
B) It leaves the reader with a sense of unresolved mystery.
C) It reinforces the importance of responsible care for animals.
D) It diminishes the impact of the colt's actions on the reader.

15. In 'The Runaway,' how does Robert Frost use the imagery of the runaway colt and
the snowfall to evoke specific emotions and convey deeper meanings?
A) To emphasize the colt's playful nature.
B) To illustrate the beauty of winter landscapes.
C) To critique the role of human interference in nature.
D) To symbolize the challenges and fears associated with growing up.

Data Collection

A permission to conduct the study was first sought from the grade 10 teachers.

After the approval was secured, the researchers personally distributed the performance

test questionnaires to the grade 10 students during their class with permission from the

teacher. After collecting the accomplish form, the researchers tabulated the answers of

the participants according to who got the correct answers in literal questions, inferential
 17

questions, identification, characterization, critical questions, evaluative questions, and

analysis questions.

Chapter 4

Presentation, Analysis, and Interpretation of Data

This chapter presents the data presentation and the discussion of the results.

This chapter aims to answer the research questions presented in the first chapter.

Verb Phrases

A verb phrase refers to a phrase composed of maybe at least one verb and its

other dependents (Van Valin, 2000), such as the objects, complements, and other

modifiers, excluding the subject (Majid, 2015). However, some linguistic works use the

term ‘verb phrase’ as described by the latter. In contrast, others use it in a much

narrower sense to denote no more than the main verb and any auxiliaries accompanying

it (Reed & Cappelle, 2008). When the two principal parts of a verb, such as the present

participle and the past participle, are used as verbs in sentences and helping verbs are

used with them, they are called verb phrases (Carroll et al., 2001).

Table 2 presents the frequency of occurrence of auxiliary and main verb

combinations in the corpus.

Table 2
Frequency of Occurrence of Auxiliary and Main Verb Combinations in the Corpus

Auxiliary and Main Verb Combinations Frequency

Modal Auxiliary + Main Verb 1, 281

Perfect Auxiliary + Main Verb 693
Progressive Auxiliary + Main Verb 452
Passive Auxiliary + Main Verb 387
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Perfect Auxiliary + Passive Auxiliary + Main Verb 81

Modal Auxiliary + Perfect Auxiliary + Main Verb 77
Modal Auxiliary + Passive Auxiliary + Main Verb 67
Perfect Auxiliary + Progressive Auxiliary + Main Verb 29
Modal Auxiliary + Progressive Auxiliary + Main Verb 17
Progressive Auxiliary + Passive Auxiliary + Main Verb 9
Modal Auxiliary + Perfect Auxiliary + Progressive Auxiliary + 1
Main Verb

Total 3, 094

As shown in Table 2, eleven auxiliary and main verb combinations were used in

the corpus. However, the "modal auxiliary + main verb" combination had the highest

frequency among the twelve combinations with the frequency of 1, 281 occurrences in

the corpus. It must be noted that the "modal auxiliary + main verb" has been the

common combination among the 90 corpora in the English 7 textbooks because of its

greater gap with the other combinations.

The "perfect auxiliary + main verb" combination was the second-highest, with a

frequency of 693. Then, the third-highest frequency was the "progressive + main verb"

combination with 452 occurrences in the corpus. The fourth one was the "passive + main

verb" combination which had a frequency of 387. The fifth one was the "perfect auxiliary

+ passive auxiliary + main verb" combination, which has a frequency of 81. The sixth

one is the "modal auxiliary + perfect auxiliary + main verb," with a frequency of 77 in the

corpus.

Next are the combinations of "modal auxiliary + passive auxiliary + main verb"

combination with 67 occurrences, "perfect auxiliary + progressive auxiliary + main verb"

with the frequency of 29, "modal auxiliary + progressive auxiliary + main verb" with the

frequency of 17, and the "progressive auxiliary + passive auxiliary + main verb" with the

frequency of 9. Lastly, the "modal auxiliary + perfect auxiliary + progressive auxiliary +

 19

main verb" combinations had the lowest frequency of 1 in the occurrences of the corpus.

These were the eleven auxiliary and main verb combinations used with 3, 094 total

occurrences in the corpus.

This implies that the two-verb combinations are the most common patterns of

verb phrases in literary texts. The combination of "modal auxiliary + main verb" had the

highest frequency regardless of the modal used because modal verbs have to be used

along with the main verb, not on their own (Betti, 2021). It also proves the discussion of

Justice & Ezell in 2008 that there are only four common patterns of a verb phrase. These

are the "modal auxiliary + main verb," "perfect auxiliary + main verb in past participle,"

"progressive auxiliary + main verb in -ing," and "passive auxiliary + main verb in the past

participle." Moreover, of the possibilities of verb phrases with the auxiliary verb and main

verb combinations (Hallimi, 2017), four were not used in the corpus. These are the four-

verb combinations: "modal auxiliary + progressive auxiliary + passive auxiliary + main

verb," "modal auxiliary + perfect auxiliary + passive auxiliary + main verb," and modal

auxiliary + perfect auxiliary + progressive auxiliary + main verb, and modal auxiliary +

perfect auxiliary + progressive auxiliary + passive auxiliary + main verb which is a five-

verb combination. Also, it implies that in the delivery of instruction for a grammar lesson

or Communicative Language Teaching about the verb phrase structure, the literary texts

used in this study may be used as springboard.

Modal Verb + Main Verb Combination

The "modal auxiliary + main verb" combination may form the simple future tense

when the modal verb is "will." The verb "will" is the normal auxiliary for the future,

including its negative construction, "won't" as its variant form, because it is at least ten
 20

times more frequent than shall (Leech, 2014). The simple future tense is composed of

will + simple form (Uchiyama, 2006).

Table 3 presents the frequency of occurrence of modal auxiliary + main verb

combinations in the corpus.

Table 3
Frequency of Occurrence of Modal Auxiliary + Main Verb Combinations in the Corpus

Modal Auxiliary + Main Verb Combinations Frequency Example

would + main verb 378 would be, would go

could + main verb 291 could bend, could build
will + main verb 211 will build, will act
can + main verb 142 can put, can give
must + main verb 74 must have, must fight
shall + main verb 55 shall return, shall accept
should + main verb 49 should like, should be
may + main verb 44 may beat, may give
might + main verb 37 might find, might cut

Total 1, 281

Table 3 reveals that nine modal auxiliaries were used to combine main verbs;

because modal verbs are auxiliary verbs, they have to be used along with the main verb,

not on their own (Betti, 2021). The modal would + main verb had the highest frequency

of occurrences among the nine combinations with the frequency of 378. The second

highest was the modal could + main verb with the frequency of 291. The third highest

was the modal will + main verb with the frequency of 211. The fourth was the modal can

+ main verb with the frequency of 142. It was respectively followed by the modal must +

main verb with the frequency of 74, modal shall + main verb with the frequency of 55,
 21

the modal should + main verb with the frequency of 49, the modal may + main verb with

the frequency of 44, and lastly, the modal might + main verb with the frequency of 37.

This implies that all nine core modal verbs were used in the corpus together with

the main verbs. Out of those nine core modal verbs, would was the most frequently

used, which affirms Rizvić-Eminović & Šukalić’s investigation in 2019 that would is the

most frequently used modal in fiction and spoken genre.

Example sentences:

1. In a few moments, he would be a father. – SO18-DE

2. Somehow, he felt that it was his chance, that he could bend back that

thing

into the likeness of a horseshoe easily. – SO6

3. I will build another house for Madulimay. – SO52

4. You can put them in a time deposit, or in the stock market. – SO30

5. He must have many rice fields! – SO6

6. I shall return him when the owner comes to claim him. – SO34

7. I should like to see your hometown. – SO8-PH

8. You may beat him if he does something wrong. – SO36-DE

9. Father might find cause to withhold the gifts. – SO23-SB

In the given examples, two-verb combinations functioned as verbs, wherein the

first verb was modal auxiliaries followed by verbs in the base form. Moreover, only the

third example expresses the future tense, while the others eight examples may express

possibility, permission, ability, necessity, obligation, volition, and prediction (Oktavianti &

Ardianti, 2019). Also, the main verb is a "be" verb in the first example, and in the fifth

example, the "have" verb is not an auxiliary verb but the main verb. Furthermore, the

"modal auxiliary + main verb" combination in the second example functioned as the verb
 22

in the dependent clause. Aside from that, the two-verb combination in the second

example functioned as the verb in the dependent clause.

 23

Chapter 5

Summary of Findings, Conclusions and Recommendations

This chapter contains the summary of findings, the conclusion made and

recommendations of this study.

Summary of Findings

The study aimed to identify the reading comprehension levels of grade 10

students in Olutanga National High School.

1.What are the reading comprehension levels of grade 10 students in Olutanga

National High School?

Based on the analysis made from the corpus of grade 7 literary texts,

there were 11 auxiliary and main verb combinations. From the corpus analysis,

the modal auxiliary + main verb had the highest frequency. The perfect auxiliary

+ main verb had the second-highest frequency. It was followed by progressive

auxiliary + main verb and passive auxiliary + main verb. Hence, the seldomly

used auxiliary and main verb combinations are the three-verb combinations: the

perfect auxiliary + passive auxiliary + main verb, modal auxiliary + perfect

auxiliary + main verb, modal auxiliary + passive auxiliary + main verb, perfect

auxiliary + progressive auxiliary + main verb, and modal auxiliary + progressive

auxiliary + main verb. Whereas the modal auxiliary + perfect auxiliary +

progressive auxiliary + main verb, a four-verb combination was the most

seldomly used verb phrase structure.

1. What learning activity sheet can be developed to enhance students’ knowledge

of verb phrases?
 24

(See Appendix A)

Conclusion

In the corpus of grade 7 literary texts, the auxiliary and main verb combinations

or verb phrase structures were two-verb combinations, three-verb combinations, and

four-verb combinations. The two-verb combinations of the three verb phrase structures

that occurred the most were modal auxiliary + main verb, perfect auxiliary + main verb,

progressive auxiliary + main verb, and passive auxiliary + main verb.

Generally, the results of the study revealed that the past perfect tense was the

most used tense in grade 7 literary texts because the first auxiliary verbs in the most

frequently used auxiliary verb and main verb combinations are in the past tense, and

narrative texts use past tense. It would suggest that the choice of literary texts in grade 7

aligned with the MELC in English 7, “use the past and past perfect tenses correctly in

varied contexts.” In teaching this competency, a Learning Activity Sheet anchored on the

Communicative Language Teaching (CLT) approach was developed to help students

develop their higher-order thinking skills, such as asking them to construct sentences

using the verb phrase structure based on real-life contexts or situations.

Recommendations

The researcher made the following recommendations based on the constructed

conclusion:

1. Students aiming to enhance their reading comprehension skills can benefit from

this research by gaining insights into effective strategies and approaches. They

are encouraged to use the study findings as a resource for self-directed learning,

particularly in areas identified as challenging.

 25

2. Curriculum developers are urged to incorporate comprehensive discussions and

a diverse range of activities focused on reading comprehension in their materials.

Emphasis should be placed on addressing the most commonly encountered

challenges in literary texts for grade 10 students,

3. English teachers at the Grade 10 level are encouraged to leverage the findings of

this research for effective language and grammar instruction. Utilizing excerpts

from the literary texts studied in Grade 10 can enhance the relevance of

examples and activities, thereby facilitating improved reading comprehension.

4. Future researchers in the field of education and linguistics are encouraged to use

the results of this research as a valuable reference. They can consider

incorporating these findings into their existing knowledge base or use it as a

foundation for further studies, potentially exploring other corpora for a more

comprehensive analysis.

5.
 26

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