Action Research

1. JRICH-R TECHNIQUE AND IMPROVING COMPREHENSION ABILITIES IN
ENGLISH OF THE GRADE 7 STUDENTS OF BANNAWAG INTEGRATED
SCHOOL
(PROPOSAL)
NAPOLEON N. COSTALES
Researcher
I. CONTEXT AND RATIONALE
Comprehension is always a problem in reading especially in an English class. Many
students can interpret but they cannot comprehend what they read, eventually, hesitation to read
is observed which resulted in their low performance in reading and in their academic
performance.
This problem on poor comprehension is very evident to the grade 7 students of
Bannawag Integrated School. Out of 30 grade 7 students, there are 10 of them who cannot
comprehend that’s why they belong under Frustration Level, 14 of them are under Instructional
Level and only 6 are reading independently as shown in the results of their reading test. It is
observed that when they read stories or selection, they find difficulty in identifying the elements
of the story. Some of them are slow readers too. They focus more on recognizing the text that’s
why they cannot comprehend what they read. Their reading interest ability needs to be
developed so that they can focus on comprehending the text or stories and thus, they feel
motivated to read in the school and for pleasure.
Hausheer, et.al., (2011) cited that reading skills are foundational building blocks at the
young age and the earlier students with low reading skills receive interventions, the greater the
interventions will impact the students' reading careers. Likewise, Klinger, Vaughn, &
Boardman, (2015) disclosed that knowing how to read words has ultimately little value if the
student is unable to construct meaning from the text. If schools are able to provide what the
students need, there will be more success for everyone involved in reading.
Moreover, Blickenstaff, et.al. (2013) mentioned in their study that all students learn
comprehension at varying rates and need differing amounts of guidance to increase
comprehension. Some students need little to no help comprehending while others struggle to
attend long enough to accurately restate what they’ve heard or read. Teachers strive to help
individual students increase their reading comprehension.
Hence, the researcher designed an intervention that could enhance the comprehension

2. skills in English of the grade 7 students and he called it as JRICH-R Technique (Joy in
Reading Inspire, Convince, Hone the Reader). In doing this intervention, there is a need to
make the classroom as a print-rich environment where reading materials are available.
According to Magaly Lavadenz, Ph.D., Language & literacy specialist, having a print-
rich environment is important for developing children's language skills, because they discover
that there is another way to communicate—through print. A print-rich environment helps foster
skills needed for reading. Kids begin to discover cues that help them figure out words they see
which lays the foundation for reading. A print-rich environment also spurs an interest in
writing. Kids want to model what they see around them and communicate in written form. If
kids are in an environment that has labels, signs, and charts, they will be exposed to letters,
words, and numbers early and make connections between the letters and the functions they
serve.
Likewise, Bannu (2017) mentioned that a teacher’s choice of literacy tools and
activities influences the way in which children learn information as well as the specific skills
they acquire. For example, the availability of writing utensils and aids, paper, and books allows
children to independently and routinely incorporate literacy activities into their day. Likewise,
spreading literacy-related materials around the room prompts children to use their reading and
writing skills in many situations. A well-prepared literacy-rich environment invites children’s
active engagement in at least two different modalities in the practice of integrating visual and
verbal literacies to foster emergent literacy skills.
Thus, in this action research, the proponent will be utilizing a print-rich classroom with
joy reading activities in reading in order to develop the love for a reading of the grade 7 students
so that eventually they will also develop their reading comprehension skills.
II. ACTION RESEARCH QUESTIONS
This action research attempts to find out the effectiveness of JRICH-R Technique (Joy
in Reading Inspire, Convince, Hone the Reader) as an intervention in improving the
comprehension skills in English of the grade 7 students of Bannawag Integrated School.
Specifically, it aims to answer the following;
1) What is the score of the respondents before and after the utilization of JRICH-R
Technique?
2) Is there a significant difference in the score of the respondents before and after the
used of JRICH-R Technique?

3. 3) What is the effect size of JRICH-R Technique in improving the comprehensions
skills in English of the respondents?
III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY
JRICH-R Technique (Joy in Reading Inspire, Convince, Hone the Reader) is a
reading intervention that focuses on comprehension skills development in English. Activities
in reading will be designed as enjoying and captivating which means motivating so that as they
do the reading, they will discover the joy of reading stories. In implementing the technique, the
classroom will be designed as print-rich because reading materials must be available.
The following captivating activities will be done by the pupils: First, contest on Words’
Factory. They are given magazines or newspapers in English. They will be asked to find as
many words as they can from the magazines or newspapers based on the beginning letter that
the teacher will tell. There will be a time limit in finding the words. The group will present the
words by reading them. The group with the highest number of words found and correctly read
will be the winner. This activity aims to enhance the word recognition and confidence skills of
the students. The next activity is using a "picture-walk" strategy for fiction or nonfiction books.
Walk through the book with the students, pointing out photographs, illustrations, and other
graphic elements. They will be asked what they notice about the pictures and how they think
those details may relate to the story or content. The last activity is Discover the lesson. They
are given a story to read and they will discover what the story is all about using the graphic
organizers. This focuses on story grammar to help them develop their comprehension skills.
Culminating activity on reading will be held which will be patterned on the Read-a-
Thon activities which events usually with a time limit, where they set a certain goal they would
like to reach in reading. This activity may help students read more during that time period than
they would in any other time. Reading assessment will also be held to know how much they
improved in their reading performance in English.
IV. ACTION RESEARCH METHODS
Descriptive-quantitative Research design will be used in this action research.
a. Participants and/or other Sources of Data and Information
The study will be conducted to the 30 Grade 7 students of Bannawag Integrated School
from November to December 2018 employing universal sampling technique in the form of
taking the grade 7 students as clients of this study.

4. b. Data Gathering Method
The means of collecting the data for the research will be the pre and posttest in Reading
in English to be given to the respondents. JRICH-R Technique shall be employed after the
pretest to enhance the students' comprehension skills in English. After the implementation of
the intervention, a similar test shall be given to the same number of students to find out if there
is a significant change in their scores.
c. Data Analysis Plan
The data to be gathered from the pre and post-tests will be statistically treated using the
following:
1. Mean will be used to get the average of the scores in the pre and post tests and standard
deviation will be used to determine the homogeneity of the test and this will answer question
number 1 in the Research Question;
2. The paired t-test will be used as the statistical tool to determine the significant
difference of the scores before and after the implementation of the intervention which will
answer Question Number 2; and
3. eta2 will be used to evaluate the effect size of the intervention in enhancing the
academic performance in English of the grade 7 students.

5. IV. WORK PLAN AND TIMELINES
Strategies Programs Activities Tasks Resources Implementation
DatePhysical Materials Financial
Improve the
reading
comprehension
skills of the
Grade 7 students
of Bannawag
Integrated
School
JRICH-R
Technique
Outline the
research
proposal
 Prepare the
research
proposal
 Seek approval
from authorities
Proponent
Proponent
School
Head
District
Research
Committee
PSDS
Research
Focal
SDO
A4 bond paper,
A4 Folder with
Fastener
P50.00 Oct. 2018
Oct. 2018
Prepare the
intervention
materials
 Prepare the
reading materials
Proponent October-
November, 2018
 Prepare the
JRICH-R
Activity Sheets
Proponent Bond paper
Ink (black &
colored)
Folders
Stapler for
binding
Staple wire
P10,650.00 October 2018

6. Duct tape
Conduct the
action
research to the
30 grade 7
English Class
of Bannawag
Integrated
School
 Conduct the
pretest to the
respondents
 Utilize the
JRICH-R to
develop the
reading
comprehension
skills of the
Grade 7 English
Class
 Conduct Posttest
to evaluate the
effectiveness of
the intervention
 Analyze and
finalize results
Proponent
Pupils
School
Head
Proponent
Pupils
School
Head
Research
Focal
Persons/
Team
Proponent
Pupils
School
Head
Research
Focal
Bond paper
Pencil, folder
Reading
materials/
activity sheets
Bond paper
pencil
folder with
fastener
P600.00
P3,600.00
P4,600.00
November 2018
November-
January, 2019
February 2019
March 2019

7.  Submit the full-
blown research
manuscript to
SDO and
Regional Office.
Persons/
Team
Proponent
School
Head
District
Head
PSDS
Research
Focal
SDO
Proponent
School
Head
PSDS
SDO
Region
Bond paper
fastener
CDRW
binding
expenses
travel
allowance
March 2019

8. V. COST ESTIMATES
Activities Item Description/
Particulars
Quantity Unit Unit Cost Total Amount
Prepare the Reading Materials for the
JRICH-R Technique
Bond paper
Ink (black & colored)
Folders
Stapler for binding
Staple wire
Duct tape
7
2
35
1
2
3
Ream
Set
Piece
Piece
Box
Piece
P300.00
P1,500.00
P10.00
P4,500.00
P200.00
P100.00
P2,100.00
P3,000.00
P350.00
P4,500.00
P400.00
P300.00
P10,650.00
Prepare the Activity Sheets intended
for the JRICH-R Technique
Bond Paper
Ink (black & colored)
Folders
2
1
30
Ream
Set
Piece
P300.00
P1,500.00
P10.00
P600.00
P1,500.00
P300.00
P2,400.00
Conduct the pretest to the
respondents
Bond Paper
Pencil,
1
30
Ream
Piece
P300.00
P10.00
P300.00
P300.00
P600.00
Conduct Posttest to evaluate the
effectiveness of the intervention
Bond Paper
Art Materials
pencil
1
30
30
Ream
Piece
Piece
P300.00
P100.00
P10.00
P300.00
P3,000.00
P300.00
P3,600.00
Analyze and finalize results Bond paper
CDRW
binding expenses
travel allowance
2
3
8
Ream
Piece
Piece
P300.00
P50.00
P150.00
P600.00
P150.00
P1,200.00
P1,000.00

9. Submit the full-blown research
manuscript to SDO and Regional
Office
P2,250.00
Provide the needs on reading skills
instruction of grade 7 English Class
utilizing JRICH-R Technique
Bond Paper
Ink (black & colored)
CDRW
10
2
16
Ream
Set
Piece
P300.00
P1,500.00
P50.00
P3,000.00
P3,000.00
P4,500.00
P10,500.00
Grand Total P30,000.00
Prepared by:
NAPOLEON N. COSTALES
Teacher III

10. VI. PLANS FOR DISSEMINATION AND UTILIZATION
Strategies Programs Activities Task Resources Timeline
Physical Material Financial
Developthe
reading
comprehension
skills of the
Grade 7
English Class
using JRICH-R
Technique
Research
development
Dissemination and
utilization of the
results of the
JRICH-R
Technique
 Disseminate the
results of the
JRICH-R
Technique in
the
development of
the reading
comprehension
skills of
learners
through School
Learning
Action Cell
Sessions
(SLAC)/
meetings
 Utilize the
results of the
action research
in teaching at-
risk students
The proponent,
School Head,
Teachers,
Parents
2 reams
Short bond
paper
Php500.0
0
3rd to 4th week
of March 2018

11. VIII. REFERENCES
Bannu, Mira K. (2017). Print-rich Environment or Classroom.
https://mirakhel.wordpress.com/2017/03/01/print-rich-environment-or- classroom/
Blickenstaff, Jennifer; Hallquist, Ellie; and Kopel, Kandi, "The Effects of Reading
Strategies in Comprehension for Elementary Age Learners" (2013). Masters of Arts in
Education Action Research Papers. Paper 2.
Hausheer, R., Hansen, A. & Doumas. D. (2011). Improving Reading Fluency and
Comprehension among Elementary Students: Evaluation of a School Reading
Program. Journal of School Counseling, v9 n9 2011.
Klinger, J. K., Vaughn, S. & Boardman, A. (2015). Teaching Reading Comprehension to
Students with Learning Difficulties. Guilford Press.
Lavadenz, M. (2017).A Place of Our Own: Print-Rich Environment (Part II). Retrieved
Nov. 2017 at A Place of Our Own: Print-Rich Environment (Part II)