TITLE

(TNR, 12, BOLD, ALL CAPS, CENTER, DOUBLE SPACE)

A Research Proposal (Draft)

Presented to
Mrs, Melophyl C. Baguio, MA
Ateneo de Zamboanga University
Zamboanga City

In Partial Fulfilment of the Requirements for

Practical Research 2 (MAT 121)
1st Semester, S.Y. 2019-2020
Senior High School
Ateneo de Zamboanga University

By

Researchers’ Names

Grade and Section

Date
 Table of Contents

CHAPTER I. INTRODUCTION Page No.

a. Background of the Study 1

b. Review of Related Literature 3

c. Statement of the Problem 34

d. Theoretical Framework 34

e. Conceptual Framework 36

f. Significance of the Study 37

g. Scope and Delimitation of the Study 38

h. Definition of Terms 39

CHAPTER II. REVIEW OF RELATED LITERATURE 40

CHAPTER III. METHODOLOGY

a. Research Design 41

b. Respondents 42

c. Sampling Design 43

d. Data Gathering Procedure 44

e. Data Analysis 45

REFERENCES 46
 CHAPTER I

INTRODUCTION

Background of the Study

Statement of the Problem

This paper specifically aims to answer the following questions:

1.

2.

3.

Hypothesis

HA: There is a significant…

Ho: There is no significant…

Theoretical Framework/Theoretical Perspective

Creswell (2014) explicates that in qualitative studies; it comes at the beginning and

provides a lens that shapes what is looked at and the questions asked. Qualitative inquirers use

different terms for theories, such as patterns, theoretical lens, or naturalistic generalizations, to

describe the broader explanations used or developed in their studies.

Creswell further adds that researchers increasingly use a theoretical lens or perspective in

qualitative research, which provides an overall orienting lens for the study. This lens becomes a
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transformative perspective that shapes the types of questions asked, informs how data are collected

and analyzed, and provides a call for action or change.

Conceptual Framework

Example:

Visual Syntactic Participants

Online Reading
Dgital Tools Text Formatting Online Reading
Literatures
(VSTF) Comprehension

Figure 1. The Conceptual Framework

The conceptual framework shows how the utilization of digital tools and internet to access

and to download online reading literatures available in the web, through the utilization of Visual-

Syntactic Text Formatting (VSTF) method the researcher will later find out the its effectiveness in

improving the online reading comprehensions of the participants.

Significance of the Study

This paper can be regarded significant owing to the following reasons and the following

individuals who can benefit from this research.

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For the English teachers, the VSTF method can be used at the high school level for in-class

reading of language arts and narrative literature. This research will also examine the interactions

between VSTF and other comprehension strategies, and between VSTF and word decoding.

For the academe, teachers can easily implement the VSTF method without needing

additional training in reading instruction; institutions can therefore use VSTF to help more high

school students attain adequate yearly progress in reading without incurring major teacher training

expenses.

For the learners, they can still attain outside of class time the same results as occurred in

the passive instructor’s VSTF group in the study VSTF texts. The VSTF method also promises to

be a valuable tool for Internet-based research and for analyzing and improving the clarity of both

writing and reading.

Furthermore, the findings of the study will enable the researcher to suggest effective

proposals to improve reading skills and strategies in general, and in an English class situation in

particular, more specifically for English reading strategies.

Scope and Delimitation

This current paper aims to know the effectiveness of the method Visual-Syntactic Text

Formatting (VSTF) in the improvement of the online reading comprehensions of the Grade 11

Senior High School students of the Ateneo de Zamboanga University, in the Academic Year 2018-

2019.

There are, however, some limitations that this paper has. One of them is the fact that the

respondents will be the students handled by the researcher in the subject, 21st Century Literature
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of the Philippines and of the World. Only 2 sections among the 25 grade 11 sections of Ateneo de

Zamboanga University Senior High School will be utilized in this study. In total, the respondents

will be 80 grade 11 students, of which 50 are females and 30 are males; ranging from 15-18 years

old.

Since the respondents will be Grade 11 Senior High School students, the researcher will

also put into consideration the fact that each participant came from different learning backgrounds

since each came from various schools during their junior years.

Definition of Terms

Comprehension is affected by the reader's background, purpose and strategy, as for

example, questioning the text truthfulness.

Digital Information refers to all electronic documents that consist of complex

expository writing

Online Reading is an interactive process involving both knowledge of the world and

knowledge of the language, where they coordinate and interact to contribute the

comprehension of the text.

Reading in this study is referred to as the knowledge which includes grammar, syntax,

semantics and the world in general.

Syntax refers to the way in which linguistic elements (such as words) are put together

to form constituents (such as phrases or clauses). It may also refer to the

arrangement of words and phrases to create well-formed sentences in a

language.
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CHAPTER II

REVIEW OF RELATED LITERATURE

(Note: Everything placed in the RRL Matrix must be included in this Chapter)
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CHAPTER II

METHODOLOGY

Research Design

EXAMPLE:

This paper is a descriptive-qualitative research with reliance on the description of the

data analyzed. This research paper considers thick descriptions of the data imponderable to the

characteristic inherent to a qualitative research.

Strauss and Corbin (1990) as quoted by Kuntjara (2006) state that it is through the use of

qualitative research we can uncover the process and its intricate details of the phenomena which

are difficult to convey with quantitative methods. Kuntjara (2006) also quotes Silverman (2001)

saying that the choice between different research methods should depend upon what the researcher

is trying to find. In this paper, the descriptions will be done in the analysis of the effectiveness of

Visual-Syntactic Text Formatting (VSTF) in the Improvement of Students Online Reading

Comprehension.

Research Locale and Respondents

EXAMPLE:

This research study will be conducted at the Ateneo de Zamboanga University located at

La Purisima Street Zamboanga City. The respondents of the Study will be the 21st Century

Literature of the Philippines and of the World Grade 11 Senior High School Students of the
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researcher, in the Academic Year 2018-2019. The participants will be composed of 80 students

from two of the 25 sections in Grade 11 AdZU-SHS.

Research Sampling and Design

EXAMPLE:

In this research study, purposive sampling will be utilized which means that the samples

will be taken purposively. The participants will have to be Grade 11 Senior High School Students

of the Ateneo de Zamboanga University enrolled in the Academic Year 2018-2019, taking the

subject 21st Century Literature of the Philippines and of the World.

Data Gathering Procedure

EXAMPLE:

The participants in this study will be informed that they will be participating in a research

study that will examine the possible effect of completing major reading assignments in class, under

direct supervision. Each participant will read from a 14-inch computer display, and will move

through the text by a “slide show” (not scrolling) method, pressing page-up/page-down keys or

clicking an on-screen button. The testing software will allow readers to move back and forth within

a single passage, but will prevent rereading a passage after leaving it. There will be no time limit

to the reading sessions; readers will be instructed to take as much time as they wanted to complete

reading each passage.

Immediately after the reading session, participants will take a written test with the

researchers self made questionnaire validated by 3 English reading teachers and 1 of the Center
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for Educational Measurement (CEM) staff patterned after the Barrett’s Taxonomy of

Comprehension questions for each of the thee passages; these will later be graded in a blinded

manner following stringent criteria.

Data Analysis

EXAMPLE:

In doing the analysis, the researcher takes the following steps: 1. Interview the participants

to know the common experiences they had in using the VTSF method in reading; 2.Ask each

participant for their opinions regarding the use of VSTF in reading literature; 3. the researcher will

analyse the results of each participants’ scores in their comprehension exam using Barrett’s

Taxonomy of Reading Comprehension; and 4.Draw conclusion and suggestion based on the data

analysed.
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REFERENCES

EXAMPLE:

Baccino, T., & Pynte, J. (1994). Spatial coding and discourse models during text

reading. Language and Cognitive Processes, 9, 143–155.

Bever, T.G., Jandreau, S., Burwell, R., Kaplan, R., & Zaenen, A. (1990). Spacing

printed text to isolate major phrases improves readability. Visible Language, 25, 75–87.

Cutler, A.D., Dahan, D., & van Donselaar, W. (1997). Prosody in the comprehension of

spoken language: A literature review. Language and Speech, 40, 141–201.

Dehaene, S., Dupoux, E., Mehler, J., Cohen, L., Paulesu, E., Perani, D., van de

Moortele, P.F., Lehericy, S., & Le Bihan, D. (1997, December 1). Anatomical variability

in the cortical representation of first and second language. Neuroreport, 8(17), 3809–3815.

Abstract available (retrieved April 2005):

www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=942737

5&d opt=Citation

Daneman, M., & Carpenter, P.A. (1980). Individual differences in working memory and

reading. Journal of Verbal Learning and Verbal Behavior, 19, 450–466.

Daneman, M., & Carpenter, P.A. (1983). Individual differences in integrating information

between and within sentences. Journal of Experimental Psychology: Learning,

Memoryand Cognition, 9, 561–584.

Fodor, J.A., & Bever, T.G. (1965). The psychological reality of linguistic segments.

Journal of Verbal Learning and Verbal Behavior, 4, 471–483.

Frenck-Mestre, C., & Pynte, J. (1997, February). Syntactic ambiguity resolution while

reading in second and native languages. Quarterly Journal of Experimental

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APPENDICES

Appendix A

Images Showing Instructions to Access Parsing System