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I. Introduction

Reading is not just a mere decoding of printed symbols but it is also the
ability to give meaning to the word. Thus, reading should not be taught in
insolation. According to Al – Khateeb (2019) “reading comprehension is
considered the real core for the reading process; and a big process around which
all other processes are centered. It is viewed by some researchers as the
ultimate objective of the reading process, since he who does not comprehend
what he reads is considered as if he cannot read.”

Nowadays, children are exposed to different ideas, people and products

and viewpoints increase as rapidly as the changes in the society. May children
knows how to read but unfortunately not everyone is a good reader who can
derive meaning from a written material and go on to analyze and apply that
meaning. Thus, readers who can only read facts and nothing more can never be
called a good reader.

Teachers therefore have important role to play in helping their students

get most out of reading and become good readers. While reaching reading
comprehension, teachers must always keep in mind that the goal is to let the
student understand what the author meant.

The teacher researcher’s see that pupils are able to read but could not
understand what they are reading. Some can read fluently and understand the
text but most of them lack understanding of what they read. According to the
result of their PHIL IRI Pretest conducted last June 2018, 10 out of the 20 pupils
tested are in the frustration level. This result made the researcher decide to
conduct an intervention to help pupils improve their reading comprehension level.
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II. Literature Review

The Used of Graphic Organizer in Reading Comprehension

In the past decade, a great deal of research has been done on using

Graphic Organizers in effectively arranging the content of a passage and

decoding its meaning. Ciascai (2009) investigated Graphic Organizers as

’instruments of representation, illustration and modeling of information’. Her

investigation also examined the use of graphic organizers in educational practice

for building and systematizing knowledge. This investigation concluded that

graphic organizers help learners in understanding the content of the text by

classifying and modeling ideas in the text (Ciascai, 2009).

Barron and Stone (1974) analyzed the learning of vocabulary relationship

in a reading text. In one experiment, they randomly assigned students to one of

three groups graphic advance organizer (GAO), graphic post organizer (GPO), or

control (C). The dependent variable was a vocabulary relationships test (VRT)

based on the content structure of the passage. The task assigned to students

was to identify which of the four terms given were unrelated. Two comparisons

were undertaken in the analysis. The first contrasted achievement on the VRT in

the GAO and GPO groups and yielded a statistically significant difference in favor

of the GPO condition. The second comparison contrasted the performance of the

GAO and control groups on the VRT and yielded no statistically significant

difference. Although the findings appeared to support the facilitative effects of the

GPO.
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The study had a fundamental methodological confound. Two variables,

position of the graphic organizer (pre-test or post-test) and teacher versus

student construction, were manipulated simultaneously in the study (Griffin,

Cynthia CD., Linda Duncan Malone & Edward J. Kameenui 1995).

Simmons (1988) investigated how the use of graphic organizers reflected

a passage’s hierarchy of information – as organized through topic sentences

supporting details, etc. – and found that students had no problem identifying the

main idea of a passage and the supporting details and their organization in each

paragraph. This helped the students in understanding the passage as a whole,

and they could also understand the structure of each paragraph.

According to the study, ELF students who were trained in using graphic

organizer performed better in the post test compared to the students who did not

use graphic organizers. Griffin and Tulbert (1995) investigated the types of

Graphic Organizers that are most effective for L1 students in reading expository

text. Almost all the GO studies have been carried out with L1 students. As L2

students come into contact with more dense and complex reading materials, they

need scaffolding devices to facilitate their reading comprehension (Jiang, X. &

William G, 2001). It is important to if Graphic Organizers serve their purpose.

Forms of graphic organizers have ranged from hierarchical listing of vocabulary

terms to elaborate visual-spatial displays with accompanying descriptors and

phrases (Griffin & Tulbert, 1995). Williams et al. (2005) studied that incorporation

of graphic organizer in the comprehension of expository reading texts. This study

investigates the effectiveness of an instructional program designed to teach 2 nd

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graders how to comprehend compare-contrast expository text. Along with the

introducing new content (animal classification), the program emphasizes text

structure using a graphic organizer, and through the close analysis of specially

constructed exercise paragraphs. Students were able to demonstrate transfer to

uninstructed compare-contrast texts though not to text structures other than

compare-contrast. Moreover, the text structure instruction did not detract from

their ability to learn new content. The results provide evidence that explicit

instruction in the comprehension is feasible and effective as early as the 2nd

grade. Xiangying Jiang and William Grabe, (2007) have researched a number of

generic forms of graphic representation such as definitions, compare and

contrast, cause and effect, process and sequence, etc. that apply to regularly

recurring text structures. Outcomes of this review included a focus on graphic

organizers that more closely reflect the discourse organization of the text, leading

to more consistent representation of major text structures.

III. RESEARCH QUESTIONS

This study will aim to determine the improvement in reading comprehension

level among grade I and II pupils in a Multigrade class of Kibalus Elementary
School.

Specially, the study seeks to answer the following questions:

1. What is the reading comprehension level of the grade I and II pupils

before the intervention?
2. What is the reading comprehension level of the grade I and II pupils after
the reading intervention?
3. What is the effect of the use of graphic organizers in their reading
comprehension skills?
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IV. SCOPE AND LIMITATION

This study conduct in grades I and II pupils in a Multigrade class in

Kibalus Elementary School, Kibalus, San Isidro, Balingasag, Misamis Oriental,

Divison of Misamis Oriental for the school year 2018-2019. This mainly deals on

the reading comprehension skills among grades I and II pupils in Sitio Kibalus

and its implication to quality education. The purpose of this study is to improving

reading performance of grades I and II pupils thru the use of graphic organizers

as teaching strategy intervention. Since this study confine to Kibalus Elementary

School only, its result have limited application.

V. RESEARCH METHODOLOGY

a. Participants

There are pupils are in frustration level based on the result of the pre-
test reading conducted last June, 2018. These pupils read are able to read
but could not understand what they are reading. Some can read fluently
and understand the text but most of them lack understanding of what they
read.

b. Sampling

In obtaining the data the researcher used a test- a pre-test and post-test.

To determine their comprehension questions from the PHIL-IRI and

Developmental Reading Power passages read. The questions categorized into 5.

Identifying the main idea. This consisted of one item which determining if the

pupils understood what was talked about in the passages. Making predictions.

This consisted of item which pupils predict what might happened in the passage
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read. Making inferences. This consisted three items. This is to determine the

level of understanding of the pupils based on how they interpreted the passages.

Making Connections. This items are about how pupils relate the passage to real

life situations especially those that relate to their experiences. Visualizing. Pupils

identify which of the pictures illustrates what happen in the passage

c. Data Collection

A permission is ask from the Schools Division Superintendent prior to

conduct of study. The study starts from June 2018 to October 2018. It is a

quantitative type of research to determine the level of comprehension of pupils

through the use of graphic organizer. It is a comparison of reading

comprehension among pupils before and after the intervention. The researcher

explains to the respondents how they are going to accomplish the test. The

questionnaires retrieve for analysis and interpreted in a chart form. The

researcher’s prepare a table form where the entries recorded and tallied.

The data gather tallied, score, analyze and presented in a chart form.

These data analyze to answer to problem raise in the study.

For problem number 1 and 2, the researcher made used of the test where

10 item question place base on the passage read. The passages explain with the

aid of graphic organizer before the conduct of the test. The comprehension level

are categorized into three based on the Oral reading Criteria.

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No. of Correct answer

Comprehension = --------------------------------- x 100
Total items

For problem number the researcher made a survey questionnaire to check the

effectiveness of the use of graphic organizer in their reading comprehension

level. The response tallied and analyze.

VI. DISCUSSION OF RESULTS AND RECOMMENDATION

Instructional Strategies and Intervention Implemented

Pre-test reading was administered to Grade I and II pupils using set of

passages to determine the reading level of each pupil.

Table 1
14

12

10

8 Pre test

6 Post test

0
Frustration Instructional Independent

Table 1 shows the reading comprehension level of the pupils before the
intervention. It showed that 10 or 50 %out of 20 pupils were at the frustration
level which means they had scored 0-5 out of the 10 item reading
comprehension test. 7 or 35% of pupils were at the instructional level which
scored 6-7 in the test, of the 15% of the 20 pupils were at the independent level
and had scored 8-10 in the test.
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Table 2

14

12

10

8 Pre test

6 Post test

0
Frustration Instructional Independent

Table 2 shows the reading comprehension level of pupils after the intervention. It

showed that 3 or 15% of the 20 pupils remain in the frustration level and had

score0-5 in the test, 12 or 60% of the pupils at the instructional level and scored

6-7 in the test, and 5 or 25% out of the 20 pupils went up to the independent level

and scored-8-10 in the reading comprehension test.

This also showed the decrease of pupils in the frustration level, and increase in

the instructional and independent level which signifies that the intervention

through the use of graphic organizer is effective in improving the pupils reading

comprehension skills.
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Table 3
Indicator Always Sometimes Never

1. I understand the sequence of events when presented in a flow 22 5 5

diagram.
2. I can easily present the main idea and the supporting details of 17 7 8
the story when I use a concept map.
3. It is easy to identify characteristics of the characters when 24 5 3
using a Venn diagram.
4. The unfamiliar words can be easily understood with the 16 12 6
concept map.
5. I can present my idea about the story when using a graphic 15 8 9
organizer.
6. I can identify the characters in the story through a concept 23 8 1
map.
7. I can predict what happens next in the story when there is a 24 7 1
sequence chart.
8. The pictures and illustrations help me in understanding the 27 3 2
story.
9. The graphic organizer helps me understand the story. 19 8 5
10. I can present the summary of the story using a flow chart. 17 8 7
Total 204 71 47

VII. DESSIMENATION AND ADVOCACY PLANS

Currently, the researcher concerned about the reading skill of each

pupil specifically those who can hardly comprehend.

In order to investigate research concerned, the researcher collected

information on reading level of each respondent, parental follow-up and

study habit of the pupils.

The researcher will gathered data from the pre-test and post-test

results in reading comprehension.

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TIMELINE/GANTT CHART
ACTIVITY MONTH
JUNE JULY AUG. SEPT. OCT. NOV. DEC. JAN. FEB.

Pre-test
Reading
variety of
materials
Post-test

PLAN FOR DISSIMINATION AND UTILIZATION

The table below presents the plan for dissemination of pupil’s

materials to be used for the conduct of study.

ACTIVITIES OBJECTIVES TIMELINE EXPECTED

OUTPUT
Pre-test To utilize as June 2017 PHIL IRI tool
reference of Individual Summary
study record
Reading To improve the July-  PHIL-IRI oral
variety of reading December passages
materials comprehension 2017
skills of grade I January 2108  Developing
and II pupils Reading
Power
Post-test To check the February Standardized PHIL
result 2018 IRI tool
Individual Summary
record
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IX. References

PHIL IRI Tool

Reading Materials

APPENDICES

A- Letter Request

B- Graphic Organizers