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Northern Bukidnon Community College
SELF-MONITORING STRATEGY: ITS EFFECT TO THE READING

COMPREHENSION OF GRADE 8 STUDENTS OF
ALAE NATIONAL HIGH SCHOOL
KARLA PAOLA BLANCA R. NACASABOG

MARY LIEZEL C. TACBOBO
DECEMBER 2019
SELF-MONITORING STRATEGY: ITS EFFECT TO THE READING
COMPREHENSION OF GRADE 8 STUDENTS OF
ALAE NATIONAL HIGH SCHOOL
A THESIS
Presented to the Faculty of the
Teacher Education Program
Northern Bukidnon Community College
Kihare, ManoloFortich, Bukidnon
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education major in English
By
KARLA PAOLA BLANCA R. NACASABOG

MARY LIEZEL C. TACBOBO
DECEMBER 2019
APPROVAL SHEET
This thesis entitled “SELF MONITORING STRATEGY: ITS EFFECT TO THE

READING COMPREHENSION OF THE GRADE 8 STUDENTS OF ALAE
NATIONAL HIGH SCHOOL” has been examined and is recommended for ORAL
EXAMINATION.
CHRISTINE S. TABACO
Adviser
Approved in partial fulfillment of the requirements for the degree of Bachelor of

Secondary Education major in English by the Oral Examination Committee.
KARREN GIL A. BENEDICTO MR. ARNEL S. TRAVERO

Member Member
SHEILA K. MAGLENTE, MBA

Member
CHRISTINE C. ROYO, MS
Chairperson
APPROVED and accepted in partial fulfillment of the requirements for the degree
of Bachelor of Secondary Education major in English.
CHRISTINE C. ROYO, MS
Program Head, Teacher Education Program
Date of Final Thesis Defense: November 16, 2019

ABSTRACT
Reading is a developmental task wherein the main target is developing a

person’s comprehension. Students often do not pay attention to unfamiliar words,
phrases or sentences when reading. This study investigates whether employing
the self-monitoring strategy to the Grade 8 Gold of Alae National High School will
improve their reading comprehension. Activities such as stay-tuned, finding
synonyms, context clues and word bank aim to encourage them to use any
sources or devices that aid in understanding the unfamiliar words they encounter
upon reading. For three weeks, the students read short stories. Every meeting,
the researchers give a reading comprehension pre-test and post-test. The
researchers used T-test treatment to test the significance of the comprehension
tests.
The study shows that during the first pre-test, majority or 70% of the
students have reading comprehension level described as “Needs Improvement”
and none of them reaches the “Excellent” level. After the third session, the result
augmented to only 1 (2.5%) of the students under the “Needs Improvement” and
remarkably (40%) have reached the “Excellent” level.
The findings of the study show that by using self-monitoring strategy, one
can increase his chances of having better comprehension on what he is reading.
Although it can be considered just a little improvement, there is possibility that if
implemented for a long period of time, a noticeable effect would be achieved.
Key word: Self-Monitoring, Stay-tuned, Reading Comprehension

ACKNOWLEDGMENT
The researchers would like to express their sincere gratitude to the

following people who made this work possible:
To Ms. Christine S. Tabaco, the researchers’ thesis adviser, for her

patience, motivation, and immense knowledge. Her guidance helped the
researchers throughout the research and writing of this thesis. The
researchers could not imagine a better thesis adviser.
To Mr. Arnel Travero, the researchers’ statistician, for his guidance in the
interpretation of the data;
To Dr. Teresa Marie B. Getueza, Principal of Alae National High School,

and Ms. Grace T. Odrunia, English Teacher and Class Adviser of Grade 8 Gold,
for allowing the researchers to conduct the study in the ideal research
environment and respondents;
To the respondents, the Grade 8 Gold, for their passionate participation

and input all throughout the conduct of the study;
To the family, friends, and classmates of the researchers, who helped

contribute to this project and for keeping the researchers’ company on long
walks.
To the panel of examiners, Ms. Karren Gil A. Benedicto, Ms. Christine C.

Royo and Ms. Shiela K. Maglente, for their expertise, support, and generous
suggestions.
And above all, to the Almighty Father, who made all this things possible.
Thank you so much!
THE RESEARCHERS
DEDICATION
This study is wholeheartedly dedicated to:
Our Almighty God who provides the researchers’ strength and wisdom;
To the researchers’ parents who taught them the value of hard work and
the best kind of knowledge to have is learned for its own sake and even
the largest task can be accomplished if it is done one step at a time.
To the researchers’ husbands and children who have been their source of
inspirations and for their endless support.
To the researchers’ siblings for the advice, insightful criticisms, and
encouragement.
Last but not the least, to the people who took part in making this thesis
real and possible.
Without them, this study would not have been possible.
THE RESEARCHERS
TABLE OF CONTENTS
Page
APPROVAL SHEET i
ABSTRACT ii
ACKNOWLEDGMENT iii
DEDICATION iv
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
CHAPTER
1 THE PROBLEM
Introduction 1
Theoretical Framework of the Study 3
Conceptual Framework of the Study 5
Statement of the Problem 5
Hypothesis of the Study 7
Significance of the Study 7
Scope and Limitation 8
Definition of Terms 8
2 REVIEW OF RELATED LITERATURE

vi
Review of Foreign Related Literature 10
Review of Foreign and Local Related Studies 13
3 RESEARCH METHODOLOGY
Research Design 19
Research Environment 20
Research Respondents 20
Research Instruments 22
Data Gathering Procedure 23
Statistical Treatment 24
Scoring Scheme 24
4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 27
5 SUMMARY, CONLCUSION, AND RECOMMENDATIONS 39
REFERENCES
APPENDICES
A Letter of Request in the Conduct of the Study
B Research Instruments Used in the Study
C Raw Data Scores of the Respondents’ Results
CURRICULUM VITAE
LIST OF TABLES
Table Page
1 Number of Respondents According to Section 22
2 Reading Comprehension Test Scoring Scheme on Essay 24
3 Transmutation Table for Score 25
4 Scoring Scheme for the Reading Comprehension Test on

Reading Activity 26
5 Frequency of Genres of Reading Materials Engaged by the

Respondents 27
6 Hindrances in Comprehending What the Respondents are

Reading 31
7 The Pre-test and post test result of the story In a Grove 35
8 The Pre-test and post test result of the story Wild Flower 36
9 The Pre-test and post-test result of the story Mahamaya 37

LIST OF FIGURES
Figure Page
1 Schematic Diagram of the Study 6
2 Location Map of the Study 21
3 The Percentage Distribution in the Pre-test

in the story In a Grove 28

in the story Wild Flower 29

in the story Mahamaya 30
6 The Percentage Distribution in the Post-test

In the story In a Grove 32

in the story Wild Flower 33

In the story Mahamaya 34
Chapter 1
THE PROBLEM
Introduction
In a world full of printed texts, it is necessary for all to learn how to read
enable for them to survive. But it is not enough just to know how to read, one
must also learn how to comprehend for him to understand what it means.
Through reading, one must learn how to pronounce and identify words and get
their meanings and begin to visualize it depending on how he understands the
information. Reading also is a developmental task where in the main target is
developing a person’s comprehension.
Blachowics and Ogle (2004) define comprehension as making sense of
what is read. It is being able to understand and engage personally and
emotionally on what the students have read. Comprehension also as described
by Pardo (2004) is the process in which readers construct meaning by interacting
with text through the combination of prior knowledge and previous experiences,
information in the text and the stance the reader takes in relationship to the text.
Cook (2008) also claims that reading occurs in context, and that the meaning of a
text is derived from the previous knowledge stored in the reader’s mind and the
processes through which the reader tackles it.
It is very alarming to know that there is a decline of reading
comprehension competence in the high school students nowadays. The
researchers encountered one student during a Reading Program project who
displayed struggle in comprehending a reading material which is only in the easy

2
level. The student said that she is just used to find summaries or answers in the
internet whenever their teacher assigns reading activities especially when there
are difficult words involved in the selection. This reason led the researchers to
come up with the study that tries if the Self-Monitoring Strategy would be
effective and be a great help in engaging students to read and in increasing the
level of comprehension of the Grade 8 students.
Sometimes, teachers would let the students memorize details however
students neglect understanding. Students often do not pay attention when they
encounter unfamiliar words, phrases or sentences and starting to tune off and
think of something else. By using Self-Monitoring strategy, one can increase his
chances of having better comprehension on what he is reading.Self- Monitoring
in reading as given emphasis by Neese (2017) is a strategy wherein students are
instructed to pay attention to whether they understand what they are reading, and
when they do not, they re-read it.
Duggan and Payne (2009) promote self-monitoring as repairing of
understanding which means being aware of whether or not the students
understand what they are reading. Being able to stop and use strategies to clarify
what is confusing, whether it is due to unfamiliar vocabulary, vague phrases and
sentences or lack of background knowledge is important in achieving
comprehension. The purpose of the Self-monitoring strategy is to ensure that
students know when their comprehension is misfiring so that they can re-read or
ask for help.

3
Theoretical Framework
Self-monitoring aims to help students comprehend what they are reading.
Moreover, this strategy has many activities under it but, the researchers used
four of those, namely: Stay-tuned, synonyms, context clues and word bank. This
study is anchored with the following theories that will support the self-monitoring
strategy to the effect of the students’ reading comprehension.
Self-perception Theory. This is developed by Daryl Bem. This theory states that
individuals observe their own behavior, analyze it by thinking about what could
have caused the behavior and then develop a particular attitude depending on
this conclusion as postulated by Jadhav (2018). Self-perception theory describes
the process in which people, lacking initial attitudes or emotional responses
develop them by observing their own behavior and coming to conclusions as to
what attitudes must have driven that behavior. In simple terms, it illustrates that
people are defined by what they do. Self-monitoring will help the learners
develop and enhance their comprehension by engaging into activities. They can
monitor where they have difficulties in their learning and make a way to address
and repair these problem independently.
Self-verification Theory.Jadhav (2018) describedself- verification theory as the
people having a set of firm beliefs and feelings about their own self. Thus, they
portray themselves before the world, in a way they want to be understood and
known, depending on their own judgments. Students will have self-doubt when
encountering unfamiliar words or phrases. Through Self-monitoring, they can

4
gain self-confidence and be more responsible with their own learning. It also
teaches the students to be independent in their own learning. Applying the
strategy can help students ensure that they are on the right track of their learning
phase.
The Schema Theory. The fundamental principle of the schema theory assumes
that written text does not carry meaning by itself. Rather, a text only provides
directions for readers as to how they should retrieve or construct meaning from
their own previously acquired knowledge (An, 2013). The students with limited
schemata or prior knowledge have more difficulty learning new words that may
lead to poor comprehension. Self-monitoring would help students build and repair
their knowledge. The strategy will help the students recognize those unfamiliar or
difficult words so that they know already what it is when they encounter it in the
future. Thus, having vocabulary journal could also help them learn new words
and their meanings.
Anxiety Theory. Anxiety is defined as a state of mental strain or emotional
tensions resulting from adverse or demanding circumstances. A lot of learners
experience stress and/or anxiety before or during learning activities. Academic
stressors include the student’s perception of the knowledge or skill required to do
well and the perception that there is an inadequate amount of time to develop it
(Agunbiade, 2013). Educators should facilitate learning and reduce stress by
placing emphasis on understanding the material instead of just memorizing it.
The goal of the strategy is to give students ideas on how to cope with the
5
ambiguous reading materials and have their own ways in addressing those
difficult words and sentences they might encounter and reduce anxiousness.
Conceptual Framework
Figure 1 shows the model of the study.The study focused on two variables
– the Self-Monitoring strategy as independent variable and Reading
Comprehension as dependent variable shown in Figure 1. Stay-tuned was used
as the students read the story by encircling those words and phrases they found
ambiguous. The self-monitoring activities include synonyms, context clues and
word bank was used to help them understand those words based from the story.
The Statement of the Problem
The main objective of the study is to test the effectiveness of the Self-
monitoring strategy in the reading comprehension of Grade 8 students in Alae
National High School.
Specifically, the main target of this study is to answer the following
questions:
1. What is the reading comprehension performance level of the Grade 8
students in their pre-test?
2. What is the reading comprehension performance level of the Grade 8
students in their post-test?
3. Is there a significant difference between the reading comprehension
performance levels of the students in pre-test and post-test with the use of
Stay tuned strategies?

6
Independent Variable Dependent Variable
Self-Monitoring Strategy
a. Stay-Tuned
Reading
b. synonyms
Comprehension
c. context clues
d. word bank
Figure 1. Schematic Diagram of the Study

7
Hypothesis of the Study
The researchers perceived the use of Self-monitoring strategy as a tool for
reading comprehension. The researchers have developed the hypothesis stated
in null form which is to be tested at𝛼 =0.05:
𝐻0 :There is no significant difference in the reading comprehension performance
levels of the students in pretest and post-test with the use of self-monitoring
strategy.
However, problem 1 and 2 are hypothesis free because scores will only be
gathered and be compared.
Significance of the Study
This study is considered valuable to the following people who play a vital
role in school:
Students. The study aims to let the students have an effective way to gain
knowledge in studying by using Stay-tuned as a strategy for better learning and
development on their reading comprehension. It will give students greater
independence, foster deeper understanding of a text and enable students to
learn more effectively. Self-monitoring will also encourage risk-taking and
promote students to take more responsibility for their learning.
Teachers. This study will help them to tell whether Self-monitoring is effective
and a good setting to implement as a strategy in teaching. Also, this study will
8
measure what teachers can do to encourage the said strategy among learners
and will assess the level of comprehension for the improvement of their students.
Administrator/Curricularist. As implementers of curriculum, they will gain
information and ideas on how to make classroom learning be more effective.
Lastly, the students and teachers would be provided with information on
the involvement of Self-monitoring as an effective strategy on this generation
which may encourage them to continually create good and pleasant strategy
towards better and effective learning.
Scope and Limitation
This study focused on the use of the self-monitoring strategy as an
instrument of learning and comprehension development. It is limited to the use of
the strategy and its effect to reading comprehension of the chosen respondents
which are the Grade 8 students of Alae National High School.
This study was conducted to explain and discuss if self-monitoring
waseffective in students of secondary, specifically the Grade 8 to their reading
comprehension improvement. It was implemented during the equivalent Grading
Periods of the First Semester Academic Year 2019-2020.
Definition of Terms
The study comprises words and phrases being described operationally.
Self-Monitoring. It comprises activities that would help the students to better
understand what they are reading. These activities such as synonyms, context
9
clues, word bank and stay tuned were used in the study to collect data and
determine its effectiveness to the comprehension of the respondents.
Stay Tuned. It is making point of noticing all words that are not explained since
books and teachers do not always give the information that the students need. In
the study, the respondents used the strategy by encircling unfamiliar words and
looking for their meaning in a dictionary or any device.
Reading Comprehension. It is the ability to understand what has been read and
an intellectual capacity of understanding. The study showed the effect of the stay
tuned strategy when used in classroom setting to the students’ level of
comprehension.
Instrument.It is a tool or a device that was used for specific purpose. The
instrument in the study is the use of stay tuned strategy in reading materials and
activities in developing comprehension of the students.
Strategy.It is a careful plan or method for achieving a particular, the skill of
making or carrying out plans to achieve a goal. The study used self-monitoring
strategy as means of measuring the comprehension of the students.

Chapter 2
REVIEW OF RELATED LITERATURE
This chapter comprises the reviews of different literature and studies that
are considered related to the study.
Foreign Literature
Teachers need to make sure all students are engaged in the learning
process to ensure that these students are receiving an appropriate education in
an inclusive setting, (Algozzine, Harris, Mutua, Obiakor & Rotatori, 2012).
Teachers must find a way to effectively reach all students while conserving the
time spent to make sure every student gets the assistance and support they
need. Due to the challenges that teachers are facing, interventions are needed
that can be effectively utilized in the classroom that support student
independence, help students monitor their own progress, and allow the teacher
time to assist students as needed. Reading comprehension according to Fedora
(2014) is the purpose of teaching students how to read. Readers are passive
recipients of information in the text. Meaning resides in the text and the reader
has to reproduce meaning.
Hedin (2010) further claims that it is important that students understand that
comprehension is the goal in reading, not simply word recognition.As
comprehension involves the interaction of a wide range of cognitive skills and
processes, there are many occasions where difficulties arise that may lead to
comprehension failure as stated by Cain and Oakhill (2007). Having the ability to
derive meaning is normally enhanced when there is a reduction in the cognitive

11
load of a reader’s working memory, and the reader can decode the words and
phrases fluently and bring meaning to the unfamiliar vocabulary encountered.It is
important to note that without adequate support many students with reading
comprehension difficulties may be unable to compensate for the many difficulties
that they experience in understanding what they read. However, the right kind of
support can make a difference despite the many difficulties that individual
students encounter.
Reading strategies are the different methods and efforts a reader knows
and is able to use in order to comprehend as emphasized by Chiu, Chow and
McBride-Chang (2007).Reading strategies considered vital in learning processes
are further applicable to reading comprehension. One might claim that reading
strategies are all the different methods one uses to increase comprehension. The
need for good reading comprehension has steadily increased, and the demands
on the ability to read have never been higher in recent years. Hence, the need for
focusing on reading strategies and techniques is evident. Many learners struggle
in learning to read, and especially in understanding what is read. The aim for the
teaching of reading is to be able to read fluently with a good comprehension, as
this is at the base of all acquisition and learning. Both to read with fluency and to
comprehend what is read ought to be in focus and practiced long after the first
teaching of reading has finished and thelearner is able to read.
This is further fortified by the fact that the language the students meet in
texts in school often has little in common with everyday language. In meeting
many difficult and unfamiliar words and phrases, the students may lose patience
12
with their reading and experience feelings of failure (Norwegian Directorate for
Education and Training, 2016). Hence, reading comprehension ought to be in
focus in teaching.
Lane and Menzies (2010) suggested Self-Monitoring Strategies as an
effective tool in eliminating or minimizing maladaptive behaviors and increasing
more desirable social and academic behaviours of students. It will change their
perception about reading and might be a reason for them to be engaged and
make the task lighter. When good readers do not understand something they
have read, they go back and reread, or they might sort through the information in
the text until they can make sense of it.
However, poor readers do not automatically use such strategies. They do
not consciously or spontaneously monitor their own cognitive processes. As a
result, they have few resources to draw on when faced with a problem and may
rely on maladaptive responses that are completely ineffective. Self-directed
strategies such as Self-Monitoring allow students to be independent and take
more responsibility for their actions. Students learn how to navigate troublesome
areas without relying on the teacher to mediate it for them. It is a two-stage
process that involves observing and recording. The student needs to determine if
the target behavior did or did not occur.
Self-monitoring has the advantage of being relatively simple to implement
as well as effective. Several studies have shown that self-monitoring has been
13
highly effective for students in a variety of settings and different academic
content areas especially in reading.
Foreign Studies
It can be difficult to regulate the learning process and make sure every
student is given the differentiated instruction they need in a classroom with large
population. To provide over twenty students the support they need, teachers
need accessible interventions that allow for student-centered learning. A large
teacher to student classroom ratio also causes concerns with time management.
By focusing on interventions that students can do individually and allow them to
see when they need to ask for assistance, the teacher is creating more quality
classroom interaction while giving students more independence.
Ford (2018) in her study, claims that self-monitoring is an effective
practice to improve the comprehension of the students and creates a more
mindful learning experience as it is widely accepted strategy that can be
implemented into a secondary English Language Arts classroom. Self-monitoring
allows students to independently track their behavior over time. Usually, one or
more target behaviors are monitored. To appropriately implement a self-
monitoring strategy, the student must understand if they have reached the target
behavior (Rafferty, 2010). Self-monitoring is less time consuming for the teacher
than other interventions and can be easily implemented into a general classroom
(Wright, 2013).
14
Students with good reading comprehension have learned to utilize self-
monitoring to check for understanding as found by Joseph (2006). Furthermore,
this suggests that some of the challenges with large class sizes as well as
increased academic performance can be combated with self-monitoring
incorporated into daily classroom procedures. A review of self-monitoring studies
showed that when students are taught to self-monitor their reading performance
positive outcomes included increases in on-task behaviors, productivity, and
skills such as comprehension and word identification. On-task behaviors and
greater work efficiency were two benefits of self-monitoring reading performance
(Eveleigh & Joseph, 2011).
If an experienced reader does not understand what they read, they
typically will reread to gain a greater understanding of a text (Hedin, 2010). Self-
monitoring when reading also offers behavioral benefits to teachers. Students
that are off-task may be more disruptive to the classroom. To alleviate this, giving
students the tools to self-monitor increases on-task behaviors for students and
allows them to attend to the task and produce more completed work. By helping
students increase on-task behaviors, students are less disruptive in the
classroom (Eveleigh & Joseph, 2011).
Local Studies
Reading Comprehension according to Basaraba (2013) is a complex
process that requires different building-block skills. One model of reading
comprehension proposes that understanding what one reads is really the result
15
of three levels of skills: literal comprehension, inferential comprehension and
evaluative comprehension.
In the Philippines, reading is the true backbone of most learning.
Everything starts with the written word — whether it is math, science or even
home economics. As students go up the educational ladder, more reading is
usually required as subjects become denser and challenging (Philippine Star,
2010).
The prior knowledge referred to includes the knowledge about the
meanings of words in the text as well as the familiarity of the topic in the text. In
addition, the schema reflecting how information is presented can also be
determined culturally. As Protacio (2013) contended, readers’ awareness of the
culture reflected in foreign texts affect the way they read and connect with the
text. To simply put, a reader who can relate to the text through the lens of his
experiences can actually comprehend. These particular situations regarding
the anxiety of students towards reading are posing an alarm for teachers
and other concerned individuals without knowing about it.
In the study of previous research of Teachers Association for Excellence
in Education made by Alico and Guimba (2015) in Marawi City, the 8th grade
students’ reading comprehension performance is also correlated to their reading
anxiety level. Results showed that a great majority failed in the test and
high level of reading anxiety exists among majority of them. Causes of their
reading anxiety are based on three categories: 1) top-down reading, 2) bottom-

16
up reading, and 3) classroom reading. Moreover, it was found out that there is
a significant negative relationship between students’ reading anxiety level
and reading comprehension performance.
As revealed by the results according to their research, majority of students
are highly anxious most especially when they 1) cannot recognize minor
ideas (details) of the text; 2) cannot get the gist of the text; and 3) cannot
spot the main idea of a certain paragraph. These findings mean that the
students’ high reading anxiety is caused by the lack of understanding and
synthesizing details and main ideas of the text. It cannot be denied that text
details are very important in comprehending the whole text and students
also reported high anxiety when the main idea is not identified.
With this, teachers not just in the city but also in the country are
challenged to solve this reading problem through effective teaching
strategies and interventions. It is further suggested that studies should be
conducted to explore further this hindrance in English language learning
(Suarez, 2016).
Self-monitoring is an action of an individual influenced by external cues as
to what is socially appropriate (Gomez & Sher, 2014). Then again, self-
monitoring is associated with conformity. It has been found that a high self-
monitoring person can easily cope and appropriately connect into enhancement
of Filipino High School students reading comprehension who are low Self-
monitoring person do tasks as they wish, independently and does not conform.
17
Self-Monitoring behavior are often visible during teenage years, because it is the
time were they often feel peer pressures and their sense of belongingness
(Batang, 2015).
Self-monitoring, self-recordkeeping, and self-reporting provide more
extensive information on compliance than can be obtained with periodic
inspections (Carranza, Jamora, & Manga, 2015). These approaches also shift
some of the economic burden of monitoring to the regulated community, and they
provide a mechanism for educating this community about the compliance
requirements.
The Self-Monitoring two basic objectives to Filipino high school students
are: (1) It allows firms or establishments to demonstrate their compliance towards
the field of enhancement; (2) It makes them focus in learning, knowing where
they belong and capable of.
On a study that had been conducted in Makati City by Carranza et
al.,(2015), strategy instruction seems to have contributed to the improvement
of students' reading comprehension performance. The results of the current
study indicated that training the students in using metacognitive strategies
increased their reading comprehension ability at various cognitive levels. In
other words, the explicit instruction and the practice the two groups
received about how to plan and how to monitor their reading, contributed to
this improvement. The findings of the present study support the present
findings holding that metacognitive strategies (planning, self-monitoring)

18
instruction has significant effect on learners reading comprehension. Moreover,
it can be asserted that the model used to teach a metacognitive strategy was a
practical and useful one. However, the findings reported in this study did not
fit with Mante’s (2009) findings with Filipino high school students, where the
use of metacognitive reading strategies did not predict the reading test scores.
The study of metacognitive reading strategy training is still at an
exploratory stage and more theoretical and empirical studies should be
conducted to improve teaching and learning of reading in English (Gomez &
Sher, 2014). Although metacognitive reading strategy training may not solve
all the problems that learners have in English reading comprehension, it
paves the ground for students to increase their metacognitive reading strategy
awareness, and part of their reading ability. The results of the study
provide a number of different areas such as listening and writing for future
investigation. This study is also limited in terms of having metacognitive
strategies for instruction and also not considering gender as a variable.
Therefore, further studies are needed to shed more light on the issue (Carranza
et al., 2015).
Chapter 3
RESEARCH METHODOLOGY
This chapter provides a description of the research design, research
environment, the chosen respondents, research instruments, data collection
procedure and statistical treatment that are essential in obtaining the desired
outcome of the study.
Research Design
In order to gather the data needed for the study, the quasi-experimental
research design was used. The research sought to find out if the Self-Monitoring
Strategy has an effect to the comprehension of the Grade 8 students.
As quasi-experimental, it involves manipulation of the independent
variable which is the self-monitoring strategy without the random assignment of
participants to order of conditions. It is an empirical interventional study used to
estimate the causal impact of an intervention on the target population. The
students were given reading materials to be read and they answered a
corresponding pre-test. After gathering their raw scores, they read again by
applying the Self-Monitoring strategy which was the stay tuned, synonyms,
context clues and word bank. A post-test was given afterwards.
The activities were designed as self-centered and the researchers
facilitated the teaching-learning process during the implementation of the
strategy. The students were guided especially on coming up with the correct
meaning and explanation.

20
Research Environment
The study was conducted at Alae National High School located at Artajo
Subdivision, Alae, Manolo Fortich, Bukidnon as shown in Figure 2.
The said school was established on January 01, 1970 with approximately
1.10 hectares accommodating the 33 classrooms, 2 offices, 1 Science
Laboratory, 3 Computer Laboratories, 1 Speech Laboratory, 1 Welding Shop, 1
Library, 2 Canteens, 1 Clinic, 1 Stock Room and a Guidance Office. It offers both
Junior High School and Senior High School programs. There are 1,530 Junior
High School students and 370 students in Senior High School.
As of this writing, it currently has 16 Senior High School and 52 Junior
High School teaching staff, five (5) non-teaching staff, and 1 security staff. The
school is headed by Teresa Marie B. Getueza, PhD, Secondary Principal I.
For 49 years, Alae National High School aims to produce globally
competent and life-long learners. They topped various curricular and extra-
curricular activities in district and division meet.
Research Respondents
The study involved the participation of the Grade 8-Gold students as the
respondents. The students have undergone the self-monitoring strategies
implementation for data gathering. They used the stay-tuned for the three stories
in which they have to identifythe words they cannot comprehend or understand
and applied synonyms on the story In a Grove, context clues on Wild Flower and
word bank in the last story which was Mahamaya.

21
Figure 2. Location Map of the Study

22
Table 1. Number of Respondents According to Section
Section Number of Students
Grade 8-Gold 40
TOTAL 40
Table 1 depicts the exact numbers of participants of the study.
Research Instruments
In the gathering of the required data, survey questionnaires, reading
materials, pre-tests and post-tests were used. The pre-test determined the level
of comprehension of the students prior to the implementation of the strategy. The
post-test concluded if there was any improvement of the students’ reading
comprehension with the use of Self-Monitoring Strategy. It was a self-pace
learning so there was no discussionof the given stories conducted.
Four activities under self-monitoring strategy were used in the field. Stay-
tuned was constantly used in all reading activities. Each time they read a story,
they used the stay tuned by identifying and encircling the unfamiliar words,
phrases and even sentences they found difficult to comprehend an wrote it on
their vocabulary journal notebooks. On the first session, the researchers gave the
respondents survey questionnaires to determine their reading habits. The

23
researchers also discussed the strategy so that the students will have ideas on
the flow of the implementation.
On the second session, students read a story and answered the pre-test
questions. After that, they were given time to look for the meanings of those
words/phrases written in their vocabulary journal notebook in any means like
dictionaries, mobile dictionaries and other devices. To check whether they got
the right meanings, the students were exposed to game-type activity under
finding synonyms from the word pool. The researchers have a short discussion
on those words and asked the students what it meant in the story. The
researchers will have to make sure the students will have the correct definition
and understanding. The students answered the post-test to try whether they have
better scores after being exposed to the strategy.
The same flow was done on the third and fourth sessions consecutively.
The scores on the pre-test and post-test was collected, checked and then
compared.
Data Gathering Procedure
In conducting the study, a permission letter was given to the respondents,
the class adviser and the school head of Alae National High School, Teresa
Marie B. Getueza, PhD. with the approval of the College Administrator designate
Shiela K. Maglente, MBA.
For four (4) weeks, the students were given a set of reading materials and
activities, which were all Asian stories. Each week, the researchers let the
students read the selection then a test was given. After the test, the students
24
were exposed in activities under Self-Monitoring strategy. Then a post-test took
place. The researchers compared the scores of the students in their pre-test and
post-test. The data collected was the basis for the analysis and interpretation.
The researchers also took into consideration the help and advice of Math
Instructor, Mr. Arnel Travero through statistical tools, instruments and analysis
that helped the researchers to have valid and reasonable research result.
Statistical Treatment
The statistical tool used in analyzing the data and results that were
collected was the T-test treatment. The T-test will determine the results from the
experiment. The sample size formula would be: wherein x are the
sample means of the pre-test and post-test, S2 are the sample variance of the
pre-test and post-test and N is the sample size of the population.
Scoring Scheme
To determine the degree on the Self-Monitoring Strategy on the reading
comprehension of the Grade 8 Gold class students in Alae National High School,
the following point scale were used to divide the performance of the respondents
in the said field.
Table 2. Reading Comprehension Test Scoring Scheme
Rating Scale Description Score Range

5 Excellent 5
4 Very Good 4
3 Good 3
2 Fair 2
1 Poor 0-1
25
Table 2 was the basis of the scores given to the essay part of the
comprehension test of the students from pre-test to post-test.
Table 3. Transmutation Table for Score
SCORE EQUIVALENT PERCENTAGE

25 100
24 99
23 98
22 95
21 93
20 91
19 89
18 86
17 84
16 82
15 80
14 77
13 75
12 73
11 71
10 69
9 67
8 65
7 63
6 60
5 58
4 56
3 54
2 52
1 51
Table 3 shows the transmutation table used by the researchers. The raw
scores of the students were given corresponding equivalent percentage through

26
this transmutation table. The comprehension test consists of 25 items. The
researchers obtained this table from Scribd.com.
Table 4. Scoring Scheme for the Reading Comprehension Test
Score Interpretation Description
95-100% Excellent Scores 22 and above out

of 25
90-94% Very Good Scores 20 to 21 out of

25
85-89% Good Scores 18 to 19 out of

25
80-84% Satisfactory Scores 15 to 17 out of

25
75-79% Fair Scores 13 to 14 out of

25
74% and below Needs Improvement Scores 12 and below out

of 25
Table 4 determined the level of comprehension based of students’
performance in reading activity. The scoring scheme was based from Rating
Scale used by the Oxford English Online Test in percentage form.

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter shows the presentation, analysis, and interpretation of data
gathered by the researchers. The study aimed towards determining the effect of
Self-monitoring strategy as way of having positive impact on the reading
comprehension of the Grade 8 Gold students of Alae National High School. The
analytical procedures were arranged according to the sequence of specific
questions.
Problem 1. What is the reading comprehension performance level of the
Grade 8 students in their pre-test?
In order to know what genre of reading materials the students prefer to read, the
researchers let them answer a survey questionnaire.Table 7 shows the genre of
reading materials that the respondents are engaged with. This part of the survey
questionnaire is a multiple-response. Respondents are allowed to select more
than one option that aptly describes their preferences.
Table 5. Frequency of genres of reading materials engaged by the respondents
GENRE FREQUENCY PERCENTAGE (%)

History 20 10.53
Romance 34 17.89
Humor 20 10.53
Detective story 32 16.84
War Stories 13 6.84
Science-Fiction 13 6.84
Horror 20 10.53
Poetry 15 7.89
Drama 23 12.11
28
Table 5 shows that 34 out of 40 (17.89%) respondents were fond of
reading materials themed with romance. Also, 32 out of 40 (16.84%) respondents
prefer detective story- themed reading materials. This implies that the population
prefers reading materials that are themed with romance and detective stories.
This table became the basis of the researchers to look for stories that would fit to
the students’ preferences. The researchers preferred to give them the Asian
stories In a Grove by Ryunosuke Akutagawa which is a detective story, Wild
Flower by Amrita Pritam and Mahamaya by Rabindranath Tagore which are
romance themed.The results of the three sets of pre-test conducted by the
researchers are shown in pie graph form:
In a Grove
2.50%
2.50%
13%
13%
70%
Needs Improvement Fair Satisfactory Good Very Good Excellent
Figure 3. The Percentage Distribution of Pre-test in the story In a Grove

29
As depicted in figure 3based on the first reading activity administered by
the researchers which is “In a Grove”,the pre-test result shows 28 out of 40
(70%) of the respondents indicates “Needs Improvement”. Moreover, 5 out of 30
(12.5%) belongs to each “Fair” and “Satisfactory” level. Thus, 1 (2.5%) of the
students reaches the “Good” and 1 student (2.5%) in “Very Good” level.
Wild Flower
5%
10%
35%
27.50%
22.50%
Figure 4. The Percentage Distribution of Pre-test in the story Wild Flower
Figure 4 shows that on the second reading activity about the story “Wild
Flower”, about 14 out of 40 (35%) depicts “Needs Improvement” and 9 of them
(22.5%) is in “Fair” category. Another 11 respondents (27.5%) belonged to
“Satisfactory”. Also, 4 (10%) of the students reached the “Good” level and 2 (5%)
also in “Very Good” level.

30
Mahamaya
10%
20%
7.50%
7.50%
27.50%
27.50%
Needs Improvement Fair Satisfactory Good Very good Excellent
Figure 5. The Percentage Distribution of Pre-test in the story Mahamaya
Figure 5 reveals thaton the third session of the reading activity about the story
“Mahamaya”, results showthat only 8 out of 40 (20%) of the respondents fall to
“Needs Improvement.” Another 11 of the respondents (27.5%) belonged to “Fair”
and 11 (27.5%) also in “Satisfactory”. There are 3 (7.5%) students who reached
the “Good” and another 3 (7.5%) in “Very Good.” Also, 4 out of 40 (10%) of them
achieved the “Excellent” level.See Appendix C for the full results of the
respondents’ pre-test on the three sessions.
The results of the three pre-tests display the comprehension of the students base
on what they understand from the story. The pie graphs show that in each story,
31
a large percentage of students belong to the ‘Needs Improvement” level. Based
on one of the question in the survey questionnaire, it shows what factors hinder
the students to comprehend what they read.
This part of the survey questionnaire is a multiple-response. Respondents are
allowed to select more than one option that aptly describes their preferences.
Table 6. Hindrances in comprehending what the respondents are reading
NUMBER OF PERCENTAGE
Hindrances
STUDENTS (%)
difficult/unfamiliar words 32 80
hard to understand text 12 30
uninteresting stories 24 60
Other reason 0 0
It just shows in table 6 that 32 or about 80% of them really have trouble in
comprehending because of the difficult or unfamiliar words they encountered
while reading. There are 12 out of 40 (30%) of them having a hard time
understanding text while the other 24 students (60%) admitted that they don’t like
uninteresting stories.
Encountering difficult or unfamiliar words is what the fundamental principle of
Schema Theoryassumed that written text does not carry meaning by itself.
Rather, a text only provides directions for readers as to how they should retrieve
or construct meaning from their own previously acquired knowledge. The
students with limited schemata or prior knowledge have more difficulty learning
32
new words that may lead to poor comprehension. When they encounter
unfamiliar words they tend to just ignore them and mind those parts which they
understand. Thus, it leads to not fully understand the whole story.
Problem 2. What is the reading comprehension performance level of the
Grade 8 students in their post-test?
After the implementation of the strategy and the activities, the researchers
then gave the post-test to the respondents. Theresults of the three sets of post-
test conducted by the researchers are shown in pie graph form:
In a Grove
7.50%
15%
5%
12.50%
22.50%
37.50%
Figure 6. The Percentage Distribution of Post-test on the story In a Grove
Figure 6 reveals the result of the first post-test that shows 6 (15%) students are
under “Needs Improvement”. Also, 9 out of 40 (22.5%) belonged to Fair and

33
another 15 (37.5%) students under “Satisfactory” rating. There are 5 students
(12.5%) who were categorized as “Good”, 2 students (5%) in “ Very Good” and 3
(7.5%) under “Excellent”.
Wild Flower
7.50%
12.50% 5%
22.50%
32.50%
20%
Figure 7. The Percentage Distribution of Post-test in the story Wild Flower
On the second meeting as displayed in figure 6, the post-test results
denote 3 (7.5%) students under “Needs Improvement”. Hence, 2 respondents
(5%) fall under “Fair” and 13 (32.5%) under “Satisfactory” level. However, 8
students (20%) reached the “Good”, 9 students (22.5%) in “Very Good” and 5
(12.5%) of the students in “Excellent” level.

34
Mahamaya
2.50% 2.50%
0
17.50%
40%
37.50%
Figure 8. The Percentage Distribution of Post-test in the story Mahamaya
Figure 8 depicts that after the third session, only 1 (2.5%) of the students
fall under the “Needs Improvement” and 1 student (2.5%) also in “Fair” level.
There are 7 out of 40 respondents (17.5%) denoted as “Good” and 15 students
(37.5%) under “Very Good”. Remarkably, 16 out of 40 respondents (40%) have
reached the “Excellent” level.See Appendix C for the results of the respondents’
post-test.
As postulated by Lane and Menzies (2010), Self-Monitoring Strategy is an
effective tool in eliminating or minimizing maladaptive behaviors and increasing
more desirable academic behaviours of students. It will change their perception
about reading and might be a reason for them to be engaged and make the tasks
lighter. At the series of the implementation, the students were trained to do the
35
stay tuned activity. The students were encouraged to list down all the unfamiliar
words and phrases they encountered not only in the implementation of the study,
but also to all subjects they have. When they have free time, they were asked to
find meanings of those words. Doing it constantly added to the factors that made
them get high score results.
Problem 3. Is there a significant difference between the reading
comprehension performance levels of the students in pre-test and post-test
with the use of self-monitoring strategies?
In order to answer this question, the researchers compared the mean and
standard deviation of the respondents’ pre-test and post test scores in each
session with the use of t-test. The table below shows the compared result.
Table 7. The Pre-test and post test result of the story In a Grove
Mean Standard P-Value Level of
Deviation Significance
Pre-test 10.525 3.57
3.13964E-19 0.05
Post test 15.6 3.37

36
Table 7 depicts the t-test result under the P-value and the alpha= 0.05
(5%) as level of significance. The average of the pre-test is 10.525 while the
post-test is 15.6. The P-value which is 3.13964E-19 is lesser than the level of
significance which is 0.05. Based on the result presented, there is a significant
difference in the pre-test and post-test of the story “In A Grove.”
Table 8. The Pretest and post test result of the story Wild Flower

Pre-test 13. 875 3.267458041
1.14613E-12 0.05
Post test 17.925 3.569008337
Table 8 depicts the t-test result under the P-value and the alpha= 0.05
(5%) as level of significance. The mean of the pre-test is 313.875 while in the
post-test is 17.925. The P- value is 1.14613E-12 is lesser than the 0.05 level of
significance. Therefore, there is a significant difference in the story Wild Flower
after implementing the self-monitoring strategy.

37
Table 9. The pre-test and post-test result of the story Mahamaya
Pre-test 15.15 4.305929126
9.14879E-12 0.05
Post test 20.6 2.529822128
Table 9 displays the t-test result under the P-value and the alpha= 0.05 (5%) as
level of significance. The pre-test averages 15.15 while the post-test is 20.6. The
P-value 9.14879E-12 is lesser than the level of significance which is 0.05. From
the results above, there is a significant difference from the pre-test and post-test
scores in the story Mahamaya.
The results being compared show that there is a significant difference on
the respondents’ performance in reading comprehension among the three stories
and it rejected the null hypothesis that:
𝑯𝟎 :There is no significant difference in the reading comprehension
performance levels of the students in pre-test and post-test with the use of
self-monitoring strategy.
Thus, self-monitoring strategy is effective in boosting the reading comprehension
of the Grade 8 students of Alae National High School.

38
This claim was supported by the study of Ford (2018) about reading
comprehension in English Language Arts Classrooms, that self-monitoring is an
effective practice to improve the comprehension of the study and creates more
mindful learning experience. Furthermore, it is also supported by the study of
Joseph in 2006 on Understanding, Assessing and Intervening on Reading
Problems that when students are taught to self-monitor their reading
performance, positive outcomes such as increase in on-task behaviors,
productivity and skills such as comprehension and word identification. Another
study conducted by Carranza, Manga and Jamora in 2015 back up the claim that
the strategy have contributed to the improvement of the students of Makati City.
The explicit instruction on how to monitor their reading contributed to the
improvement of their comprehension.

Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter previews the summary of the work undertaken by the
researchers, the conclusions drawn from the data that has been gathered and
the recommendations made as a ramification of the study.
Summary of Findings
This study examined the possibility of using the Self-monitoring strategy to
help better reading comprehension. The study addressed the following problems:
(1) the reading comprehension performance level of the Grade 8 students in their
pre-test;(2) the reading comprehension performance level of the Grade 8
students in their post-test; and (3) a significant difference between the reading
comprehension performance levels of the students in pre-test and post-test with
the use of Self-monitoringstrategy.
The study employed the Quasi-experimental Research Design. The
participants of the study were the Forty (40) students of Grade 8-Gold class of
Alae National High School. The researchers used questionnaires and conducted
three sets of pre-test and three sets of Post-test in order to obtain the needed
data. For the duration of the study, the students were given short stories to read
and questionnaires to answer. The implementation of the strategy took place
after the students answered the pre-test. Then, the post test will be given
afterwards. In addition, the researchers employed t-test for hypothesis testing.

40
Based on the percentage in the first meeting,70% of the respondents
belonged to “Needs Improvement” level, which also has the greater part and no
one reached the “Excellent” level. By the end of the implementation, only 2.5%
remained to the “Needs Improvement” and remarkably 40% of the respondents
reached the “Excellent” level.This interpretation was based on the scoring
scheme of Rating Scale used by the Oxford English Online Test in percentage
form. Upon analysis of the data gathered, it was found out that implementing self-
monitoring strategy will augment the reading comprehension of the students. At
the last session of the implementation of the strategy, the respondents reached
the significant difference in the reading comprehension results.
Conclusion
Based on the findings, the following conclusions were presented:
Since null hypothesis is rejected, there is a greater possibility that self-monitoring
can help the students comprehend what they are reading. Since Self-monitoring
should be implemented for a long period of time in order to feel the big
improvement, the four weeks of conducting the study was not that long that is
why only a little improvement was felt. Based on the result after the last reading
activity, students have increased a little in their comprehension scores, thus only
40% of them reached the “Excellent” level.
The researchers saw several factors that affect the result of the study. First
was the respondents’ short attention span. They might focus in reading for about
three to five minutes and after that, they did other things while reading like talking
41
with their seatmates while reading at the same time. Some of their classmates
could not focus and could not comprehend well because of the noise.
Another factor that the researchers found out during the implementation of the
strategy was that the students derived different meanings from those words they
found ambiguous. They did not analyze well what those words implied in the
sentences. Third factor might be the length of the stories given to them. Although
these stories fitted to their preferred genre, they were not really fond of reading
two to three pages stories. Last factor perceived by the researchers was that,
most of the students have no deep schemata to relate about the stories. They
gave superficial answers especially to the essay part of the comprehension test.
Although they enjoyed reading stories about love, they analyzed it literally
instead of giving deeper meaning to the actions of the characters. These factors
contributed to the little improvement of the result.
But despite all these hindrances, one could not deny the fact that Self-
monitoring strategy has positive effect on the reading comprehension. Thus, it
also helps the students build their vocabulary.Self-monitoringalso helps the
learners develop and enhance their comprehension by engaging into activities as
what the Self-Perception Theory discussed. The students who recognize their
weaknesses like encountering difficult or unfamiliar words and find ways on how
to address it may have greater chances in comprehending better.
Recommendation
Based on the findings, the following recommendations and action steps
are given.
42
Teachers.The teachers may encourage the students to have vocabulary journal
so that they can enlist those unfamiliar and difficult words they might encounter
while reading.On the other side,teachers should receive on-going support and
encouragement in order to effectively implement such reading strategies in the
classroom. Teacher should also receive on-going professional development that
will increase their expertise in the area of reading and seek ways to upsurge
students’ reading interests and reading skills. Professional development focuses
on teaching strategies associated with specific curriculum content supports
teacher learning within their classroom context.
Students.The students should know how to develop a good behaviour towards
reading. Students had to be motivated and convinced that the extra reading
activities and stories would be beneficial to their academic success. They should
know how to acknowledge and address the difficulties they might encounter in
reading. Having a vocabulary journal is a great tool also to help them understand
those unfamiliar words and phrases and they can used those words also in the
future.
Parents. They should supply more reading materials at home in accordance to
the level of development of their children. Parents should be involved in reading
so that their child could be more likely motivated to do so.
Future Researchers. Future researchers can use this study as their guiding tool
and reference regardingreading comprehension of the students. They can apply
the strategy for vocabulary development and remedial tool for reading
comprehension.
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APPENDICES
APPENDIX A
Letter of Request in the Conduct of Study

NORTHERN BUKDINON COMMUNITY COLLEGE
Kihare, ManoloFortichBukidnon 8703
September 2019
TERESA MARIE B. GETUEZA, ,PhD

Secondary School Principal III
Alae National High School
Ma’am:
We, the BSEd-English students of Northern Bukidnon Community College (NBCC) are
currently having our Language Research (ENG 112) which requires us to produce our
undergraduate thesis. Our study, Self-Monitoring Strategy: Its Effect to the Reading
Comprehension of the Grade 8 students in Alae National High School, will be
conducted at your school.
In regards with this aspect, we humbly request that may you please allow us to conduct
our study in your school. Rest assured that whatever data and results we may be obtain
will remain confidential as to protect the anonymity of the students. We are also very
willing to follow the rules and regulations that are to observed during the conduct of the
study.
Thank you so much and God bless us all!
Sincerely yours,
Karla Paola Blanca R. Nacasabog
Mary LiezelTacbobo
Noted by:
CHRISTINE S. TABACO
Thesis Adviser
Approved by:
CHRISTINE S. ROYO, MS SHEILA K. MAGLENTE, MBA

Program Head, Teacher Education Program College Administrator-Designat
NORTHERN BUKDINON COMMUNITY COLLEGE
Kihare, ManoloFortichBukidnon 8703
September 2019
Dear Respondents,
Good Day!
We, the BSEd-English students of Northern Bukidnon Community College (NBCC) are
currently having our Language Research (ENG 112) which requires us to produce our
undergraduate thesis. Our study, Self Monitoring Strategy: Its Effect to the Reading
Comprehension of the Grade 8 Students of Alae National High School, requires
your active participation.
In regards with this aspect, we humbly ask your full participation and active involvement
during the conduct of the study as one of our respondents. Rest assured that whatever
data and result we may obtain will remain confidential as to protect your anonymity and
respect your privacy. Should you personally wish to get access with information
concerning you, we would be willing to share it with you.
Thank you so much and God bless us all!
Yours truly,
Mary LiezelTacbobo
Noted by:
CHRISTINE S. TABACO
Thesis Adviser
Approved by:
CHRISTINE S. ROYO, MS SHEILA K. MAGLENTE, MBA

Program Head, Teacher Education Program College Administrator-Designate
APPENDIX B
Research Instruments Used in the Study

SURVEY QUESTIONNAIRE
Name:
Direction:Help us to know your reading habits and favorite genres to understand

your need as a reader. Kindly check the box that suits you best.
1. Do you enjoy reading? YES NO SORT OF
2. Do you like to read with a partner? YES NO
3. Do you like to read aloud? YES NO
4. Do you like it when someone reads to you? YES NO
5. Do you like to talk to your friends about what you read? YES NO
6. What hinders you in comprehending what you are reading?
difficult/unfamiliar words uninteresting stories
hard to understand text Other reason:
7. How often do you read?
Always (7 times or more per week) Seldom (2-3 times per

week)
Occasionally (2-3 times per month)Never
8. What genre/type of reading materials do you like best? Check as many as

you like.
History Detective Stories Horror
Romance War Stories Poetry
Humor Science-fiction Drama

First Reading Activity
Name:____________________________ Year/Section:_________
Date:__________ Score:_____
In a Grove
Direction: Answer the following questions briefly.
1) Who is the author of the story?
2) Where did the story take place?
3) What is the symbolism of the story?
4) What traditions of Japan were being shown in the story?
5) How does the dead body being described by the woodcutter?
6-10) List the characters in the story with their short description.
11-15) Who do you think is the protagonist and the antagonist in the story? Why
do you think so?
16-20) Why do you think they all claimed to be the killer?
21-25) Who do you think is the killer? Why do you think so?
Second Reading Activity
Date:__________ Score:_____
Wild Flower (Amrita Pritam)
Direction: Answer the following briefly.
1) Who is the duhaju in the story?
2) How did Angoori became popular?
3) What thing that the villager believed men fed to women to make them fall in
love?
4) How does the narrator describe Angoori’s flesh?
5) Who is the reason for Angoori’s changes in behavior?
6-10) What customs of India were being mentioned in the story?
11-15) What do you mean by “No man’s parna is drenched with the tears shed
for his wife”?
16-20) What happened to Angoori as the story progresses?
21-25)Does eating the wild flower the reason why Angoori act that way? Why or
why not? Explain your answer.
Third Reading Activity
Date:__________ Score:_____
Mahamaya (Rabindranath Tagore)
Direction: Answer the following questions briefly.
1. Who are the characters in the story?
2. What is the setting of the story?
3. What are the themes of the story?
4. What did Rajib discover as he uncovered the veil of Mahamaya?
5. Why did Mahamaya was forced to marry the dying man?
6-10) Which actions of the characters made a great impact to you and why?
11-15) How are men and women portrayed in the story?
16-20) What Indian traditions can be found in the story?
21-25) For boys: If you were Rajib would you be true to your promise to
Mahamaya or you would do the same as what Rajib did?
For Girls: If you were Mahamaya, would you forgive Rajib for what he did?
Explain your answer.
In a Grove
byRyunosukeAkutagawa
Translated by Takashi Kojima
The Testimony of a Woodcutter Questioned by a High Police Commissioner
Yes, sir. Certainly, it was I who found the body. This morning, as usual, I went to
cut my daily quota of cedars, when I found the body in a grove in a hollow in the
mountains.The exact location? About 150 meters off the Yamashina stage road.
It’s an out-of-the-way grove of bamboo and cedars.
The body was lying flat on its back dressed in a bluish silk kimono and a wrinkled
head-dress of the Kyoto style. A single sword-stroke had pierced the breast. The
fallen bamboo-blades around it were stained with bloody blossoms. No, the blood
was no longer running. The wound had dried up, I believe. And also, a gad-fly
was stuck fast there, hardly noticing my footsteps.
You ask me if I saw a sword or any such thing?
No, nothing, sir. I found only a rope at the root of a cedar nearby. And . . . well, in
addition to a rope, I found a comb. That was all. Apparently he must have made
a battle of it before he was murdered, because the grass and fallen bamboo-
blades had been trampled down all around.
“A horse was nearby?”
No, sir. It’s hard enough for a man to enter, let alone a horse.
The Testimony of a Traveling Buddhist Priest Questioned by a High Police
Commissioner
The time? Certainly, it was about noon yesterday, sir. The unfortunate man was
on the road from Sekiyama to Yamashina. He was walking toward Sekiyama with
a woman accompanying him on horseback, who I have since learned was his
wife. A scarf hanging from her head hid her face from view. All I saw was the
color of her clothes, a lilac-colored suit. Her horse was a sorrel with a fine mane.
The lady’s height? Oh, about four feet five inches. Since I am a Buddhist priest, I
took little notice about her details. Well, the man was armed with a sword as well
as a bow and arrows. And I remember that he carried some twenty odd arrows in
his quiver.
Little did I expect that he would meet such a fate. Truly human life is as
evanescent as the morning dew or a flash of lightning. My words are inadequate
to express my sympathy for him.
The Testimony of a PolicemanQuestioned by a High Police Commissioner
The man that I arrested? He is a notorious brigand called Tajomaru. When I
arrested him, he had fallen off his horse. He was groaning on the bridge at
Awataguchi. The time? It was in the early hours of last night. For the record, I
might say that the other day I tried to arrest him, but unfortunately he escaped.
He was wearing a dark blue silk kimono and a large plain sword. And, as you
see, he got a bow and arrows somewhere. You say that this bow and these
arrows look like the ones owned by the dead man? Then Tajomaru must be the
murderer. The bow wound with leather strips, the black lacquered quiver, the
seventeen arrows with hawk feathers—these were all in his possession I believe.
Yes, Sir, the horse is, as you say, a sorrel with a fine mane. A little beyond the
stone bridge I found the horse grazing by the roadside, with his long rein
dangling. Surely there is some providence in his having been thrown by the
horse.
Of all the robbers prowling around Kyoto, this Tajomaru has given the most grief
to the women in town. Last autumn a wife who came to the mountain back of the
Pindora of the Toribe Temple, presumably to pay a visit, was murdered, along
with a girl. It has been suspected that it was his doing. If this criminal murdered
the man, you cannot tell what he may have done with the man’s wife. May it
please your honor to look into this problem as well.
The Testimony of an Old Woman Questioned by a High Police
Commissioner
Yes, sir, that corpse is the man who married my daughter. He does not come
from Kyoto. He was a samurai in the town of Kokufu in the province of Wakasa.
His name was Kanazawa no Takehiko, and his age was twenty-six. He was of a
gentle disposition, so I am sure he did nothing to provoke the anger of others.
My daughter? Her name is Masago, and her age is nineteen. She is a spirited,
fun-loving girl, but I am sure she has never known any man except Takehiko.
She has a small, oval, dark-complected face with a mole at the corner of her left
eye.
Yesterday Takehiko left for Wakasa with my daughter. What bad luck it is that
things should have come to such a sad end! What has become of my daughter? I
am resigned to giving up my son-in-law as lost, but the fate of my daughter
worries me sick. For heaven’s sake leave no stone unturned to find her. I hate
that robber Tajomaru, or whatever his name is. Not only my son-in-law, but my
daughter . . . (Her later words were drowned in tears. )
Tajomaru’s Confession
I killed him, but not her. Where’s she gone? I can’t tell. Oh, wait a minute. No
torture can make me confess what I don’t know. Now things have come to such a
head, I won’t keep anything from you.
Yesterday a little past noon I met that couple. Just then a puff of wind blew, and
raised her hanging scarf, so that I caught a glimpse of her face. Instantly it was
again covered from my view. That may have been one reason; she looked like a
Bodhisattva. At that moment I made up my mind to capture her even if I had to
kill her man.
Why? To me killing isn’t a matter of such great consequence as you might think.
When a woman is captured, her man has to be killed anyway. In killing, I use the
sword I wear at my side. Am I the only one who kills people? You, you don’t use
your swords. You kill people with your power, with your money. Sometimes you
kill them on the pretext of working for their good. It’s true they don’t bleed. They
are in the best of health, but all the same you’ve killed them. It’s hard to say who
is a greater sinner, you or me. (An ironical smile. )
But it would be good if I could capture a woman without killing her man. So, I
made up my mind to capture her, and do my best not to kill him. But it’s out of the
question on the Yamashina stage road. So I managed to lure the couple into the
mountains.
It was quite easy. I became their traveling companion, and I told them there was
an old mound in the mountain over there, and that I had dug it open and found
many mirrors and swords. I went on to tell them I’d buried the things in a grove
behind the mountain, and that I’d like to sell them at a low price to anyone who
would care to have them. Then . . . you see, isn’t greed terrible? He was
beginning to be moved by my talk before he knew it. In less than half an hour
they were driving their horse toward the mountain with me.
When he came in front of the grove, I told them that the treasures were buried in
it, and I asked them to come and see. The man had no objection—he was
blinded by greed. The woman said she would wait on horseback. It was natural
for her to say so, at the sight of a thick grove. To tell you the truth, my plan
worked just as I wished, so I went into the grove with him, leaving her behind
alone.
The grove is only bamboo for some distance. About fifty yards ahead there’s a
rather open clump of cedars. It was a convenient spot for my purpose. Pushing
my way through the grove, I told him a plausible lie that the treasures were
buried under the cedars. When I told him this, he pushed his laborious way
toward the slender cedar visible through the grove. After a while the bamboo
thinned out, and we came to where a number of cedars grew in a row. As soon
as we got there, I seized him from behind. Because he was a trained, sword-
bearing warrior, he was quite strong, but he was taken by surprise, so there was
no help for him. I soon tied him up to the root of a cedar. Where did I get a rope?
Thank heaven, being a robber, I had a rope with me, since I might have to scale
a wall at any moment. Of course it was easy to stop him from calling out by
gagging his mouth with fallen bamboo leaves.
When I disposed of him, I went to his woman and asked her to come and see
him, because he seemed to have been suddenly taken sick. It’s needless to say
that this plan also worked well. The woman, her sedge hat off, came into the
depths of the grove, where I led her by the hand. The instant she caught sight of
her husband, she drew a small sword. I’ve never seen a woman of such violent
temper. If I’d been off guard, I’d have got a thrust in my side. I dodged, but she
kept on slashing at me. She might have wounded me deeply or killed me. But I’m
Tajomaru. I managed to strike down her small sword without drawing my own.
The most spirited woman is defenseless without a weapon. At least I could
satisfy my desire for her without taking her husband’s life.
Yes . . . without taking his life. I had no wish to kill him. I was about to run away
from the grove, leaving the woman behind in tears, when she frantically clung to
my arm. In broken fragments of words, she asked that either her husband or I
die. She said it was more trying than death to have her shame known to two
men. She gasped out that she wanted to be the wife of whichever survived. Then
a furious desire to kill him seized me. (Gloomy excitement. )
Telling you in this way, no doubt I seem a crueler man than you. But that’s
because you didn’t see her face. Especially her burning eyes at that moment. As
I saw her eye to eye, I wanted to make her my wife even if I were to be struck by
lightning. I wanted to make her my wife . . . this single desire filled my mind. This
was not only lust, as you might think. At that time if I’d had no other desire than
lust, I’d surely not have minded knocking her down and running away. Then I
wouldn’t have stained my sword with his blood. But the moment I gazed at her
face in the dark grove, I decided not to leave there without killing him.
But I didn’t like to resort to unfair means to kill him. I untied him and told him to
cross swords with me. (The rope that was found at the root of the cedar is the
rope I dropped at the time). Furious with anger, he drew his thick sword. And
quick as thought, he sprang at me ferociously, without speaking a word. I needn’t
tell you how our fight turned out. The twenty-third stroke . . . please remember
this. I’m impressed with this fact still. Nobody under the sun has ever clashed
swords with me twenty strokes. (A cheerful smile. )
When he fell, I turned toward her, lowering my blood-stained sword. But to my
great astonishment she was gone. I wondered to where she had run away. I
looked for her in the clump of cedars. I listened, but heard only a groaning sound
from the throat of the dying man.
As soon as we started to cross swords, she may have run away through the
grove to call for help. When I thought of that, I decided it was a matter of life and
death to me. So, robbing him of his sword, and bow and arrows, I ran out to the
mountain road. There I found her horse still grazing quietly. It would be a mere
waste of words to tell you the later details, but before I entered town I had
already parted with the sword. That’s all my confession. I know that my head will
be hung in chains anyway, so put me down for the maximum penalty. (A defiant
attitude).
The Confession of a Woman Who Has Come to the Shimizu Temple
That man in the blue silk kimono, after forcing me to yield to him, laughed
mockingly as he looked at my bound husband. How horrified my husband must
have been! But no matter how hard he struggled in agony, the rope cut into him
all the more tightly. In spite of myself I ran stumblingly toward his side. Or rather I
tried to run toward him, but the man instantly knocked me down. Just at that
moment I saw an indescribable light in my husband’s eyes. Something beyond
expression . . . his eyes make me shudder even now. That instantaneous look of
my husband, who couldn’t speak a word, told me all his heart. The flash in his
eyes was neither anger nor sorrow . . . only a cold light, a look of loathing. More
struck by the look in his eyes than by the blow of the thief, I called out in spite of
myself and fell unconscious.
In the course of time I came to, and found that the man in blue silk was gone. I
saw only my husband still bound to the root of the cedar. I raised myself from the
bamboo-blades with difficulty, and looked into his face; but the expression in his
eyes was just the same as before.
Beneath the cold contempt in his eyes, there was hatred. Shame, grief, and
anger . . . I don’t know how to express my heart at that time. Reeling to my feet, I
went up to my husband.
“Takejiro,” I said to him, “since things have come to this pass, I cannot live with
you. I’m determined to die . . . but you must die, too. You saw my shame. I can’t
leave you alive as you are.”
This was all I could say. Still he went on gazing at me with loathing and
contempt. My heart breaking, I looked for his sword. It must have been taken by
the robber. Neither his sword nor his bow and arrows were to be seen in the
grove. But fortunately my small sword was lying at my feet. Raising it over head,
once more I said, “Now give me your life. I’ll follow you right away.”
When he heard these words, he moved his lips with difficulty. Since his mouth
was stuffed with leaves, of course his voice could not be heard at all. But at a
glance I understood his words. Despising me, his look said only, “Kill me.”
Neither conscious nor unconscious, I stabbed the small sword through the lilac-
colored kimono into his breast.
Again at this time I must have fainted. By the time I managed to look up, he had
already breathed his last—still in bonds. A streak of sinking sunlight streamed
through the clump of cedars and bamboos, and shone on his pale face. Gulping
down my sobs, I untied the rope from his dead body. And . . . and what has
become of me since I have no more strength to tell you. Anyway I hadn’t the
strength to die. I stabbed my own throat with the small sword, I threw myself into
a pond at the foot of the mountain, and I tried to kill myself in many ways. Unable
to end my life, I am still living in dishonor. (A lonely smile. ) Worthless as I am, I
must have been forsaken even by the most merciful Kwannon. I killed my own
husband. I was violated by the robber. Whatever can I do? Whatever can I . . . I .
. . (Gradually, violent sobbing. )
The Story of the Murdered Man, as Told Through a Medium
After violating my wife, the robber, sitting there, began to speak comforting words
to her. Of course I couldn’t speak. My whole body was tied fast to the root of a
cedar. But meanwhile I winked at her many times, as much as to say “Don’t
believe the robber.” I wanted to convey some such meaning to her. But my wife,
sitting dejectedly on the bamboo leaves, was looking hard at her lap. To all
appearance, she was listening to his words. I was agonized by jealousy. In the
meantime the robber went on with his clever talk, from one subject to another.
The robber finally made his bold brazen proposal.”Once your virtue is stained,
you won’t get along well with your husband, so won’t you be my wife instead? It’s
my love for you that made me be violent toward you.”
While the criminal talked, my wife raised her face as if in a trance. She had never
looked so beautiful as at that moment. What did my beautiful wife say in answer
to him while I was sitting bound there? I am lost in space, but I have never
thought of her answer without burning with anger and jealousy. Truly she said, . .
.”Then take me away with you wherever you go.”
This is not the whole of her sin. If that were all, I would not be tormented so much
in the dark. When she was going out of the grove as if in a dream, her hand in
the robber’s, she suddenly turned pale, and pointed at me tied to the root of the
cedar, and said, “Kill him! I cannot marry you as long as he lives.” “Kill him!” she
cried many times, as if she had gone crazy. Even now these words threaten to
blow me headlong into the bottomless abyss of darkness. Has such a hateful
thing come out of a human mouth ever before? Have such cursed words ever
struck a human ear, even once? Even once such a . . . (A sudden cry of scorn. )
At these words the robber himself turned pale.”Kill him,” she cried, clinging to his
arms. Looking hard at her, he answered neither yes nor no . . . but hardly had I
thought about his answer before she had been knocked down into the bamboo
leaves. (Again a cry of scorn. ) Quietly folding his arms, he looked at me and
said, “What will you do with her? Kill her or save her? You have only to nod. Kill
her?” For these words alone I would like to pardon his crime.
While I hesitated, she shrieked and ran into the depths of the grove. The robber
instantly snatched at her, but he failed even to grasp her sleeve.
After she ran away, he took up my sword, and my bow and arrows. With a single
stroke he cut one of my bonds. I remember his mumbling, “My fate is next.” Then
he disappeared from the grove. All was silent after that. No, I heard someone
crying. Untying the rest of my bonds, I listened carefully, and I noticed that it was
my own crying. (Long silence. )
I raised my exhausted body from the foot of the cedar. In front of me there was
shining the small sword which my wife had dropped. I took it up and stabbed it
into my breast. A bloody lump rose to my mouth, but I didn’t feel any pain. When
my breast grew cold, everything was as silent as the dead in their graves. What
profound silence! Not a single bird-note was heard in the sky over this grave in
the hollow of the mountains. Only a lonely light lingered on the cedars and
mountains. By and by the light gradually grew fainter, till the cedars and bamboo
were lost to view. Lying there, I was enveloped in deep silence.
Then someone crept up to me. I tried to see who it was. But darkness had
already been gathering round me. Someone. . . that someone drew the small
sword softly out of my breast in its invisible hand. At the same time once more
blood flowed into my mouth. And once and for all I sank down into the darkness
of space.
Wildflower
Amrita Pritam
Angoori was the name of the very new wife of the very old servant of the
neighbours of my neighbours. One reason for her being new was that she was
his second wife. In Punjabi, they call a man who marries a second time duhaju.
Etymologically, a man who has entered a second life — a second life in
marriage. The fact that Angoori was in her first life in the marriage made her new.
It was not even a year since she had been given away as a bride, so she was still
new.
Some five years ago, when Parbhati had gone home to perform the last
rites of his first wife, Angoori’s father had come forward and wrung dry his parna,
the towel hung over his shoulder. Now to tell you the truth, no man’s parna is
drenched with the tears shed for his wife. In fact, it is soaked in water during the
last rituals. But if a father comes forward and wrings the parna of the bereaved
husband, he is saying: “I give my daughter in place of the woman who has
passed away. There is no need for you to weep any more. See, I have dried your
towel.” It is a simple rural custom which replaces the old with the new.
This was how Parbhati was married to Angoori. But Angoori was too young
and her mother was bed-ridden with arthritis, so the ceremony of giving her away
as a bride was delayed. One by one, five years passed and the time came for
Angoori to be given away to Parbhati. He told his employers that either he would
bring his wife to the city or he would move back to the village. The employers
were not willing to feed two persons from their kitchen. But when Parbhati told
them that Angoori would make her own little kitchen by the servants’ quarters
and cook her own food, they agreed to let her stay. So Angoori came to the city.
For a few days, Angoori kept her face veiled even from the women of the
colony. But after some time, the veil was lifted. Walking about with her silver
anklets jingling, Angoori became quite popular. The jingle of her anklets was
matched by the jingle of her laughter. She would spend most of the day in her
quarters but when she came out, laughter seemed to jingle at her feet.
“What is this you are wearing, Angoori?”
“This is the anklet for my foot.”
“What is this on your toes?”
“These are my bicchia, my toe-rings.”
“What’s this on your arm?”
“Oh, this is my amulet.”
“What is this that you wear on your forehead?”
“We call it albind.”
“Why aren’t you wearing something on your waist today?”
“Oh! My tagdhi (waistband) is too heavy. But I will wear it tomorrow. Today, I am
not wearing my choker either. The chain broke. I’ll get it repaired tomorrow at the
bazaar. I had a nose-ring too. It was quite big. But my mother-in-law kept it.”
Angoori would wear her silver jewellery with aplomb and show them one by one,
very happily.
When the season changed, Angoori found her quarters too suffocating. She
would come and sit right outside my house. There’s a tall neem tree and an old
well. No one in the colony used the well, but the labourers working on the road
fetched water from it. They spilled water all about, and it was cool.
“What are you reading, Bibiji?” Angoori asked me one day as I sat under the tree.
“Do you want to read?” I asked her.
“I don’t know how to read.”
“Why don’t you learn?”
“No.”
“Why?”
“It is a sin for a woman to read.”
“Is it no sin for a man?”
“No, it is not.”
“Who told you all this?”
“I know it.”
“Then am I committing a sin by reading?”
“No it is not a sin for a woman of the city. But it is a sin for a village woman.”
I laughed, and so did Angoori. She had no doubts about what she had
heard and learned, so I did not say anything to her. If she can laugh and be
happy with her own values, so be it.
I would look at her laughing face. Her body was dark, her flesh like well
kneaded dough. They say a woman is like a ball of dough. But sometimes the
dough is loose and difficult to roll into the round shape of a roti. Sometimes the
dough is stale and impossible to roll out. But there is a sort of woman whose
flesh is taut and well toned. One can roll out not just rotis but even puris. I looked
at Angoori’s face, her breasts and her arms. Her flesh was tightly kneaded. I had
seen her Parbhati too. He was short and withered. He certainly did not deserve
to eat such well-kneaded dough... and I laughed at myself for comparing flesh to
dough.
I would ask her about her village. Talking of her parents, her brothers and
sisters and the green fields, I asked her one day: “Angoori, what’s marriage like
in your village?”
“When the girl is small, some five years old, she worships someone’s feet.”
“How does she worship the feet?”
“Well, she does not do it. Her father goes and does it. He takes a platter full of
flowers and some money and puts it before the man.”
“This means the father is worshipping his feet. Where does the girl come in?”
“The father does it on behalf of the girl.”
“But the girl hasn’t even seen the man.”
“Girls don’t see the man.”
“A girl does not see the man she is going to marry?”
“No.”
“No girl, ever?”
“No.” But after giving it some thought, Angoori added, “The girls who are in love
see him.”
“Do girls in your village fall in love?”
“Very few.”
“Isn’t it a sin for a girl to love?”
“It is a sin, a very grave sin,” Angoori said at once.
“Why do they sin?”
“Well... what happens is that when a man feeds something to a girl, she falls in
love.”
“What does he feed her?”
“It is a wildflower. He conceals it in a sweet or a paan and makes the girl eat it.
Then she likes him — only him, and nothing else in the world.”
“Really!”
“I know it. I have seen it with my own eyes.”
“What have you seen?”
“I had a friend. She was just a little taller than me.”
“Then?”
“What then? She lost her mind over him. She eloped with him to the city.”
“How do you know that your friend was fed a wildflower?”
“He had put that flower in barfi. What else? She wouldn’t have left her parents
otherwise. He used to bring many things for her. He would bring a sari from the
city, glass bangles, a bead necklace...”
“But these are gifts. How do you know that he fed her with a wildflower?”
“If he hadn’t fed her, why did she fall in love with him?”
“One can fall in love just like that.”
“No, it can’t be. One cannot love just like that — it hurts the parents.”
“Have you seen that wildflower?”
“No, I have never seen it. It has to be brought from far away. Then it has to be
hidden in a sweet or a paan. When I was still a child, my mother had warned me
not to take a sweet from any man.”
“You did well by not eating sweets given by any old man. Why did your friend eat
it?”
“She will have to pay for her sin.” Angoori said this, but then her love for her
friend made her somewhat compassionate. With a sad face she said, “She had
simply gone crazy, poor girl. She would not comb her hair. She would wake up in
the middle of the night and sing.”
“What did she sing of?”
“I don’t know. Whoever tastes the wildflower sings a lot, and weeps a lot too.”
Since the narrative had travelled from singing to weeping, I did not question
her any further.
Soon, very soon, something changed. One day she came up quietly and sat
by my side under the neem tree. Earlier, her anklets would announce her arrival
from twenty yards away. But today, there was silence. I lifted my head from the
book and asked her, “What’s the matter, Angoori?”
“Teach me how to write my name.”
“Do you want to write a letter to someone?”
Angoori did not reply. Her eyes were vacant.
It was mid-day. I left Angoori under the neem tree and came home. When I went
out again in the evening, Angoori was still sitting under the tree. She was
crouching. The nip in the evening air was sending soft shivers down her body.
I was standing behind her. There was a song on her lips which sounded like a
long sob.
“Merimundrimeinlagonaginva
Ho bairikaisekaatoonjobanva”
(“My ring is studded with a stone, Accursed one, what will become of my youth?”)
Angoori heard my footsteps. She turned around, saw me and shut her song in
her lips. “You sing very well, Angoori.”
It was so apparent. With an effort of the will, Angoori had stopped the tears in
her eyes and had put a tremulous laugh on her lips. “I don’t know how to sing.”
“You know…”
“This was nothing...”
“Your friend used to sing?”
“I had heard this song from my friend.”
“Then sing for me.”
“Oh, it’s just a counting of the seasons. It is cold for four months, hot for four
months and for four months it rains...”
“Not like this. Why don’t you sing it?” Angoori was counting the seasons as
though she must account for the twelve months of the year.
“Char mahineraajathandihovathai
Thartharkaampekarejva
Char mahineraajabarkhahovathai
Thartharkaampebadarva.”
“Angoori!”
Angoori stared at me with vacant eyes. I wanted to put my hand on her shoulder
and ask, “Dear girl, have you gone and tasted the wild flower?” I did put my hand
on her shoulder, but I said, “Have you had any food?”
“Food?” Angoori asked strangely. I felt her body tremble under my hand. It was
as though the song she had just sung with its trembling of the clouds in the rains,
the trembling of the summer wind and the trembling of the heart in winter, the
very song was trembling through her body.
I knew that Angoori used to cook her own food while Parbhati ate in the
master’s house. I asked her again, “Have you cooked anything today?”
“No, not yet.”
“Did you cook in the morning? Have you had tea?”
“Tea? There was no milk today.”
“Why was there no milk today?”
“I don’t buy milk...”
“Don’t you drink tea every day?”
“I do.”
“Then what happened today?
“That Ram Tara brings the milk…”
Ram Tara was the chowkidar of our colony. We all contributed to his salary.
He walked the streets all night and would be very tired in the morning. I recalled
that until Angoori came to live here, he would drop in at one house or the other
for a cup of tea. Then he would put his cot by the well and sleep through the day.
After Angoori came, he started buying a little milk every day from the milkman.
Angoori would put a pot of tea on her chulah and she, Parbhati and Ram Tara
would sit around it, sipping their tea.
I also remembered that Ram Tara had not been around for three days. He
was on leave — he had gone to his village.
A pained laugh came to my lips and I asked her, “Angoori! You haven’t had
tea for three days!”
She could not speak. She just shook her head.
“Have you not eaten anything?” She couldn’t speak again. But it was apparent
that even if she had, it amounted to nothing.
I recalled Ram Tara. A quick grace, soft features and eyes that smiled
shyly. He also spoke very well.
“Angoori?”
“Yes.”
“Have you gone and eaten the wildflower?”
Tears started flowing down her face, soaking her cheeks and then her lips.
Even the words which escaped her mouth were wet, “I swear I never took a
sweet from his hands. Nor a paan. Only tea... was it mixed in the tea...?” Angoori
could speak no further. Her voice was drowned in her tears.
Translated from the Punjabi by NirupamaDutt for TL
Mahamaya (Rabindranath Tagore)
Translated from the Bengali by Mohammad A. Quayum
Mahamaya and Rajeevlochan met at a dilapidated temple by the edge of the
river. Without saying a word, Mahamaya cast her inherently solemn gaze at
Rajeev with a slight reproof. The essence of it was, ‘How dare you ask me to
come here at this unearthly hour. You have become so bold only because I have
obeyed your every word so far.’
Rajeev always saw Mahamaya with a little awe; her sombre glance made him
even more nervous. He had thought of saying a few words that would be lucid
and intelligible, but he had to forego that wish hastily. Being unable to avoid
giving a reason for their meeting, he sputtered, ‘Let’s escape from this place and
get married secretly.’ This no doubt conveyed what Rajeev had in mind, but the
preamble he had so carefully planned for it remained unsaid. His words therefore
came across as dry, bare, and even strange. He himself felt embarrassed by
them; there was not even the possibility of repairing the words by some tweaking
and padding. After summoning Mahamaya at high noon to this run-down temple
by the riverside, all that this silly man could manage to say was, ‘Come, let’s get
married.’
Mahamaya was an unmarried woman from an aristocratic family. She was
twenty-four years old. Like her teeming age, she teemed with beauty; and like the
autumn sunlight, she looked like an icon of pure gold. Similar to the luminous ray
of autumn, she was bright but silent, and her eyes were open and unafraid like
the daylight.
Her father had passed away, but she had an elder brother named Bhavanicharan
Chatterjee. Brother and sister were alike; not a word from the mouth, but there
was a glow about them that blazed silently like the midday sun. People were
fearful of Bhavanicharan for no reason.
Rajeev was a stranger to the village. He was brought along by the British
manager of the local silk factory. His father was an employee of this Englishman.
After the father’s demise, the Englishman took responsibility for the young boy
and brought him to this village when he was still a child. The boy’s only family
was his aunt. They lived as neighbours of Bhavanicharan. Mahamaya grew up as
a childhood companion of Rajeev and she shared a deep affectionate bonding
with Rajeev’s aunt.
Rajeev crossed sixteen, seventeen, eighteen, and even entered the threshold of
nineteen, but he refused to get married despite his aunt’s repeated pleas. The
Englishman felt very happy at this sign of good sense in the Bengali boy, and
thought that the boy had taken after him as he had himself remained a bachelor.
The boy’s aunt passed away in the meantime.
On the other hand, it was proving difficult to get a suitor for Mahamaya from an
equally respectable family without spending more money than they could afford.
She also continued to remain single. But it needs to be said that although the god
who overseas matrimonial relations was not particularly mindful of this young
couple, the god of love had wasted no time.
While the ancient Prajapati, the lord of creatures, was in a drowsy state, the
youthful Kamadeva, god of love, remained ever alert and vigilant.The god
Kamadeva exerts his influence on people in different ways. Instigated by him,
Rajeev stayed alert for a leisure moment in which to express his secret thoughts
to Mahamaya, but Mahamaya never allowed him that opportunity; her sombre,
silent look created a tremor in Rajeev’s restless heart.
Rajeev had succeeded in bringing Mahamaya to this ruined temple by
passionately urging her numerous times. So he thought he would divulge
everything weighing on his mind, and either live happily thereafter or die
eternally. On such a critical day of his life, all Rajeev could spurt out was, ‘Come,
let’s get married.’ After that, he remained tongue-tied like a confused student who
had forgotten his lesson. Mahamaya had never expected Rajeev to propose to
her so hastily, so she also remained wordless for a long while.
The midday has many unspecified plaintive sounds of its own; they manifested in
this silence. The partially attached door-panel of the temple went on swaying
gently with the wind, occasionally giving out a low piteous cry. Pigeons kept
cooing continually sitting at the temple’s windows; woodpeckers were pecking
monotonously, perching on the branches of the Silk Cotton tree; a lizard ran
through a heap of dry leaves making a rustling noise; a gusty tropical wind came
suddenly from the open field shaking the leaves of the trees into a clatter; the
roaring waves of water kept dashing against the collapsed river quay in a
splashing sound. In the midst of such dull, dreary din, a shepherd playing a rustic
tune on his flute sitting under the shade of a tree in the distance could be heard.
Lacking the courage to look at Mahamaya’s face, Rajeev stood there leaning
against the temple’s pillar, somewhat exhausted and in a dreamy state.
After a while, turning his face, Rajeev looked towards Mahamaya with pleading
eyes. Mahamaya shook her head and said, ‘No, that is not possible.’
Mahamaya’s shake of head shattered Rajeev’s dream. Rajeev knew that
Mahamaya’s head moved according to her own laws, and no one could sway it in
a different way. With her deep-seated pride of family, how could she agree to
marry a low-class Brahmo like Rajeev? Love is one thing but marriage is another.
Mahamaya knew that Rajeev had grown so daring only because of her own rash
conduct. She prepared to leave the temple immediately. Rajeev grasped the
situation fully and hastily said, ‘I will leave the village tomorrow.’
Mahamaya’s first reaction was to pretend she could care little. But she failed to
fake that emotion. She tried to move her leg to take a stride but could not.
Calmly, she asked, ‘Why?’
Rajeev replied, ‘My manager is moving to the factory at Sonapur and wants to
take me with him.’
Mahamaya kept silent for some time. She reckoned that their lives were moving
in different directions – it was not possible to have charm over someone forever.
So opening her tightly pressed lips a little, she mumbled, ‘Very well.’ It sounded
almost like a sigh.Following that brief exchange, Mahamaya was yet again about
to leave the temple when Rajeev exclaimed in utter bewilderment, ‘Mr.
Chatterjee!’
Mahamaya saw that her brother Bhavanicharan was coming towards the temple.
She instantly knew that he had found them out. Sensing Mahamaya’s imminent
danger, Rajeev tried to jump through the temple’s broken wall. But Mahamaya
restrained him by holding on to his hands with all her strength. Bhavanicharan
stepped into the temple and took one hushed, collected look at the two of them.
Mahamaya turned her eyes on Rajeev and said in a calm voice, ‘Rajeev, I’ll
become your wife one day. You wait for me.’
Bhavanicharan stepped out of the temple without a word and Mahamaya
followed him in silence. Rajeev stood there dumbfounded, as if he had just been
handed a death sentence.
II
That same night Bhavanicharan brought a red wedding sari and called up
Mahamaya, ‘Go, put this on.’ She came back wearing it.He then said, ‘Come with
me.’
No one had ever even hinted at disobeying Bhavanicharan’s orders, and so with
Mahamaya. The two started walking towards the cemetery near the river. It was
not far from the house. An old Brahmin was lying there biding for death. They
came and stood by him. A priest was also waiting nearby and Bhavanicharan
gestured at him. Immediately the priest made arrangements for the auspicious
occasion and stood ready. Mahamaya knew instantly that she was going to be
married to the dying man. She didn’t raise even the faintest of objections to it. In
a dark house, dimly lighted by the fire from two near-by funeral pyres, the
wedding ceremony was carried out with unintelligible religious incantations mixed
with distressful cries of the dying.
Mahamaya became a widow the next day. She was not gravely distressed by it.
Rajeev was also not shocked by the misfortune like he was by the sudden news
of Mahamaya’s marriage. In fact, he even felt somewhat delighted by it. But that
feeling did not last long as a second piece of news followed which bowled him
over completely. He heard that there was a lot of pomp and pageantry at the
cemetery as Mahamaya was to be cremated alive with her dead husband.
Rajeev’s first reaction was to call up his English manager and ask for his help to
forcefully stop the dreadful incident. Then he remembered that his employer had
left for his new posting at Sonapur that morning. He wanted Rajeev to come with
him as well but Rajeev had stayed behind with leave for one month.
Mahamaya had advised him, ‘You wait for me.’ No way could he defy those
words. He had applied for one month’s leave for the time being. If need be, he
would extend it to two, and then three months; eventually he was prepared to quit
his job and live by
begging but never give up the wait for Mahamaya.
While Rajeev was running frantically about and thinking of suicide or something
equally crazy, a torrential downpour with a cataclysmic storm arrived in the
evening. The storm was so fierce that Rajeev felt the whole house would crumble
down on him. When he saw nature being lashed by the fury of his own heart, he
felt somewhat appeased. It seemed as if the whole universe was acting on his
behalf to redress the horrific situation. The same force that he would like to
marshal, but could not, was being wielded by nature from heaven to earth to
accomplish his mission.
Just then, someone pushed the door from the outside with full force.
Rajeev31opened it and saw a woman in wet clothes walk in. Her face was
covered with a long veil. Rajeev knew instantly it was Mahamaya. Ecstatically he
asked, ‘Mahamaya, you have escaped from the funeral pyre!’
Mahamaya replied, ‘Yes. I promised I would become your wife. I am here to fulfill
that pledge. But Rajeev, I am not the same me anymore, everything about me
has changed. I am Mahamaya only in my thoughts. Now tell me… I could still
return to the funeral pyre. If you promise never to open my veil and see my face,
only then I could live with you.’
It was enough to have someone return from the jaws of death; everything else
seemed trivial. At once Rajeev said, ‘You live with me as you wish. I’ll die if you
ever desert me.’
Mahamaya replied, ‘Okay then, let’s flee right now to the village where your
employer has relocated.’
Leaving behind his domestic possessions, Rajeev stepped out of the house in
that storm taking Mahamaya with him. The storm was so fierce that it was difficult
to stand still; the velocity of the wind lifted coarse grains of stone from the ground
and blew them against their bodies like piercing raindrops. Lest uprooted trees
came crashing on their heads, they travelled through an open field, avoiding the
main road. The torrential wind pelted them from behind. They appeared as two
human beings blown away from the village towards some universal dissolution.
III
Readers should not dismiss the story as occult or absurd. When sati was still in
practice, similar incidents were believed to have occurred on some rare
occasions.
Tied hand and foot, Mahamaya was consigned to the funeral pyre, and it was
duly set on fire. The fire started blazing, but soon a violent storm and torrential
downpour began. Those who came to cremate them quickly ran into the nearby
house for dying people. The fire blew out rapidly. In the meantime, the rope that
tied Mahamaya’s two hands had burnt and set the hands free. Groaning in pain
from the burns, Mahamaya sat up and quietly unfastened her two legs. Then she
stood up, wrapped her body in her partially burnt sari and, almost naked, first
went to her own home. Nobody was there, as all the family members had gone to
the
cemetery. She lit a lamp, changed her sari, and then took one look at her face in
the mirror. Violently throwing the mirror away, she thought for a second. Then
covering her face with the end of her sari, she went to Rajeev’s house. Readers
would already know what followed after that.
Mahamaya was now living with Rajeev but there was no happiness in his heart.
Nothing but a veil stood between them. Like death, it remained as a permanent
feature in their life and tortured them even more than death. Despair slowly
numbs the anguish of separation from death, but the veil that separated them
continued to vex their dreams.
There was already a kind of reserve and reticence in Mahamaya’s personality,
the repressive silence caused by the veil made that doubly insufferable. It felt like
Rajeev was living within death’s embrace. Trapped in its fatal clasp, he started to
grow haggard every day. The Mahamaya he knew previously was lost, and any
desire to nurture their beautiful childhood memories also became impossible
because of the recurrent presence of this veiled form in his life.
Rajeev thought, everyone was33different, especially Mahamaya who, like Karna
in the Hindu mythology, seemed to have been born with a natural coat of mail.
She always had a protective layer around her personality, but now born again it
looked like she had returned with yet another covering. Living in the same house,
she was still so far away that Rajeev didn’t know how to reach her. Waiting
outside a magic circle, he was only trying to solve a delicate but powerful riddle
with an insatiable thirst, like the way the stars keep awake with steadfast eyes for
the whole night to penetrate the nocturnal darkness in vain. The two lonely
creatures lived together in that way for several months.
On a monsoon evening, on the tenth day of the brighter half of the lunar month,
the clouds dispersed for the first time and exposed the moonbeams. The hushed
moonlit night kept waiting at the head of the sleeping earth’s bed. Sleepless,
Rajeev went and sat by his window. An odour from the nearby forest scorched by
summer’s heat and wearied songs of crickets were floating into the house.
Rajeev saw a large motionless pond at the end of a row of trees shining in the
dark like a silver plate. It is difficult to say if a human being could think straight at
that hour.
Rajeev’s mind kept on wandering aimlessly. Like the forest, it reeked of some
smell and produced faint sounds like the humming crickets in the distance. No
one knew what exactly went through Rajeev’s mind but he suddenly felt defiant
of all rules. The monsoon night without the clouds looked tranquil, unruffled, and
beautiful, like the Mahamaya of earlier days. His soul rushed headlong for that
woman.
Rajeev got up in a dreamy state and walked into Mahamaya’s bedroom. She was
sleeping. Rajeev came close to Mahamaya’s bed, leaned down and saw a strip
of moonbeam covering her face. But, alas, what was this! Where was that
familiar face he had known all his life. The brutal flames of the funeral pyre had
licked away a part of her beautiful left cheek and left behind a mark of its vicious
appetite there. Perhaps Rajeev was startled by the sight and made a whimpering
noise.
Mahamaya woke up in alarm and saw Rajeev standing by her bed. In a flash she
pulled the veil over her face and stood up. Rajeev realized he was about to be hit
by lightning. He fell on his knees and begged, ‘Please forgive me.’
Mahamaya dashed out of the house without a word or looking back and never
returned again. No one could find a trace of her anywhere. The mute anger
created by this heartless goodbye left a bruise on Rajeev’s life forever.
APPENDIX C
Raw Data Scores of the Respondents and Results

Raw Scores of the Students
RESPONDENTS In a Grove Wild Flower Mahamaya

PRE- POST PRE- POST PRE- POST
TEST TEST TEST TEST TEST TEST
AERJ 10 13 14 15 15 22
AB 20 24 14 25 14 19
BRJ 15 18 12 16 14 23
BMC 10 16 8 19 8 20
BFR 14 18 17 20 18 19
BL 8 15 9 14 8 12
CM 9 16 19 24 20 22
CJC 15 17 15 18 17 19
CPZ 11 15 14 19 17 22
CJ 6 17 12 15 8 21
CSJ 11 18 8 10 11 13
DE 10 15 13 12 18 20
DBJ 12 15 13 17 13 18
GKA 10 13 16 21 14 20
LLG 11 16 19 21 17 21
LH 13 18 13 19 16 20
LKC 13 17 14 21 21 22
LNL 7 11 18 19 10 21
MC 6 11 15 22 14 23
MJ 7 12 16 16 23 24
MRL 12 18 16 22 22 23
MDG 6 13 15 20 17 21
MMF 13 15 12 17 14 20
MMJ 16 23 20 20 24 25
MCA 18 20 20 25 21 23
PTM 9 13 17 19 10 22
PJG 6 10 12 15 13 18
PJ 8 13 11 14 15 22
PJB 15 21 12 15 14 20
PJJ 9 13 14 17 13 20
PDM 8 11 11 16 13 20
RCP 8 13 18 21 22 23
RRM 5 12 13 20 14 23
SG 15 23 15 20 16 22
SJ 10 16 12 16 17 20
SM 7 13 16 18 18 19
TM 9 16 11 15 8 22
TAIR 9 14 8 15 16 20
TL 13 16 8 10 8 18
VAZ 7 16 15 19 15 22
Results of the Reading Comprehension on In the Grove with Interpretation
RESPONDENTS PRE-TEST PERCENTAGE INTERPRETATION

AERJ 10 69 NEEDS IMPROVEMENT
AB 20 91 VERY GOOD
ARJ 15 80 SATISFACTORY
BMC 10 69 NEEDS IMPROVEMENT
BFR 14 77 FAIR
BL 8 65 NEEDS IMPROVEMENT
CM 9 67 NEEDS IMPROVEMENT
CJC 15 80 SATISFACTORY
CPZ 11 71 NEEDS IMPROVEMENT
CJ 6 60 NEEDS IMPROVEMENT
CSJ 11 71 NEEDS IMPROVEMENT
DE 10 69 NEEDS IMPROVEMENT
DBJ 12 73 NEEDS IMPROVEMENT
GKA 10 69 NEEDS IMPROVEMENT
LLG 11 71 NEEDS IMPROVEMENT
LH 13 75 FAIR
LKC 13 75 FAIR
LNL 7 63 NEEDS IMPROVEMENT
MC 6 60 NEEDS IMPROVEMENT
MJ 7 63 NEEDS IMPROVEMENT
MRL 12 73 NEEDS IMPROVEMENT
MDG 6 60 NEEDS IMPROVEMENT
MMF 13 75 FAIR
MMJ 16 82 SATISFACTORY
MCA 18 86 GOOD
PTM 9 67 NEEDS IMPROVEMENT
PJG 6 60 NEEDS IMPROVEMENT
PJ 8 65 NEEDS IMPROVEMENT
PJB 15 80 SATISFACTORY
PJJ 9 67 NEEDS IMPROVEMENT
PDM 8 65 NEEDS IMPROVEMENT
RCP 8 65 NEEDS IMPROVEMENT
RRM 5 58 NEEDS IMPROVEMENT
SG 15 80 SATISFACTORY
SJ 10 69 NEEDS IMPROVEMENT
SM 7 63 NEEDS IMPROVEMENT
TM 9 67 NEEDS IMPROVEMENT
TAIR 9 67 NEEDS IMPROVEMENT
TL 13 75 FAIR
VAZ 7 63 NEEDS IMPROVEMENT
Results of the Reading Comprehension on In the Grove with Interpretation
RESPONDENTS POST TEST PERCENTAGE INTERPRETATION

AERJ 13 75 FAIR
AB 24 99 EXCELLENT
ARJ 18 86 GOOD
BMC 16 82 SATISFACTORY
BFR 18 86 GOOD
BL 15 80 SATISFACTORY
CM 16 82 SATISFACTORY
CPZ 15 80 SATISFACTORY
CJ 17 84 SATISFACTORY
CSJ 18 86 GOOD
DE 15 80 SATISFACTORY
DBJ 15 80 SATISFACTORY
GKA 13 75 FAIR
LLG 16 82 SATISFACTORY
LH 18 86 GOOD
LKC 17 84 SATISFACTORY
MC 11 71 NEEDS IMPROVEMENT
MJ 12 73 NEEDS IMPROVEMENT
MRL 18 86 GOOD
MDG 13 75 FAIR
MMF 15 80 SATISFACTORY
MMJ 23 98 EXCELLENT
MCA 20 91 VERY GOOD
PTM 13 75 FAIR
PJ 13 75 FAIR
PJB 21 93 VERY GOOD
PJJ 13 75 FAIR
RCP 13 75 FAIR
RRM 12 73 NEEDS IMPROVEMENT
SG 23 98 EXCELLENT
SJ 16 82 SATISFACTORY
SM 13 75 FAIR
TM 16 82 SATISFACTORY
TAIR 14 77 FAIR
TL 16 82 SATISFACTORY
VAZ 16 82 SATISFACTORY
Results of the Reading Comprehension on Wild Flower with Interpretation

AERJ 14 77 FAIR
AB 14 77 FAIR
ARJ 12 73 NEEDS IMPROVEMENT
BFR 17 84 SATISFACTORY
CM 19 89 GOOD
CPZ 14 77 FAIR
DE 13 75 FAIR
DBJ 13 75 FAIR
GKA 16 82 SATISFACTORY
LLG 19 89 GOOD
LH 13 75 FAIR
LKC 14 77 FAIR
LNL 18 86 GOOD
MC 15 80 SATISFACTORY
MJ 16 82 SATISFACTORY
MRL 16 82 SATISFACTORY
MDG 15 80 SATISFACTORY
MMF 12 73 NEEDS IMPROVEMENT
MMJ 20 91 VERY GOOD
MCA 20 91 VERY GOOD
PTM 17 84 SATISFACTORY
PJ 11 71 NEEDS IMPROVEMENT
PJB 12 73 NEEDS IMPROVEMENT
PJJ 14 77 FAIR
RCP 18 86 GOOD
RRM 13 75 FAIR
SJ 12 73 NEEDS IMPROVEMENT
SM 16 82 SATISFACTORY
TAIR 8 65 NEEDS IMPROVEMENT
TL 8 65 NEEDS IMPROVEMENT
Results of the Reading Comprehension on the Wild Flower with Interpretation

AERJ 15 80 SATISFACTORY
AB 25 100 EXCELLENT
ARJ 16 82 SATISFACTORY
BMC 19 89 GOOD
BFR 20 91 VERY GOOD
BL 14 77 FAIR
CM 24 99 EXCELLENT
CJC 18 86 GOOD
CPZ 19 89 GOOD
CJ 15 80 SATISFACTORY
DE 12 73 NEEDS IMPROVEMENT
DBJ 17 84 SATISFACTORY
GKA 21 93 VERY GOOD
LLG 21 93 VERY GOOD
LH 19 89 GOOD
LKC 21 93 VERY GOOD
LNL 19 89 GOOD
MC 22 95 EXCELLENT
MJ 16 82 SATISFACTORY
MRL 22 95 EXCELLENT
MDG 20 91 VERY GOOD
MMF 17 84 SATISFACTORY
MMJ 20 90 VERY GOOD
MCA 25 100 EXCELLENT
PTM 19 89 GOOD
PJG 15 80 SATISFACTORY
PJ 14 77 FAIR
PJB 15 80 SATISFACTORY
PJJ 17 84 SATISFACTORY
PDM 16 82 SATISFACTORY
RCP 21 93 VERY GOOD
RRM 20 91 VERY GOOD
SG 20 91 VERY GOOD
SM 18 86 GOOD
TM 15 80 SATISFACTORY
TAIR 15 80 SATISFACTORY
VAZ 19 89 GOOD
Results of the Reading Comprehension on Mahamaya with Interpretation

AERJ 15 80 SATISFACTORY
AB 14 77 FAIR
ARJ 14 77 FAIR
BFR 18 86 GOOD
CM 20 91 VERY GOOD
CPZ 17 84 SATISFACTORY
DE 18 86 GOOD
DBJ 13 75 FAIR
GKA 14 77 FAIR
LLG 17 84 SATISFACTORY
LH 16 82 SATISFACTORY
LKC 21 93 VERY GOOD
MC 14 77 FAIR
MJ 23 98 EXCELLENT
MRL 22 95 EXCELLENT
MDG 17 84 SATISFACTORY
MMF 14 77 FAIR
MMJ 24 99 EXCELLENT
MCA 21 93 VERY GOOD
PTM 10 69 NEEDS IMPROVEMENT
PJG 13 75 FAIR
PJ 15 80 SATISFACTORY
PJB 14 77 FAIR
PJJ 13 75 FAIR
PDM 13 75 FAIR
RCP 22 95 EXCELLENT
RRM 14 77 FAIR
SM 18 86 GOOD
TAIR 16 82 SATISFACTORY
Results of the Reading Comprehension on Mahamaya with Interpretation

AERJ 22 95 EXCELLENT
AB 19 89 GOOD
ARJ 23 98 EXCELLENT
BMC 20 91 VERY GOOD
BFR 19 89 GOOD
CM 22 95 EXCELLENT
CJC 19 89 GOOD
CPZ 22 95 EXCELLENT
CJ 21 93 VERY GOOD
CSJ 13 75 FAIR
DE 20 91 VERY GOOD
DBJ 18 86 GOOD
GKA 20 91 VERY GOOD
LLG 21 93 VERY GOOD
LH 20 91 VERY GOOD
LKC 22 95 EXCELLENT
LNL 21 93 VERY GOOD
MC 23 98 EXCELLENT
MJ 24 99 EXCELLENT
MRL 23 98 EXCELLENT
MDG 21 93 VERY GOOD
MMF 20 91 VERY GOOD
MMJ 25 100 EXCELLENT
MCA 23 98 EXCELLENT
PTM 22 95 EXCELLENT
PJG 18 86 GOOD
PJ 22 95 EXCELLENT
PJB 20 91 VERY GOOD
PJJ 20 91 VERY GOOD
PDM 20 91 VERY GOOD
RCP 23 98 EXCELLENT
RRM 23 98 EXCELLENT
SG 22 95 EXCELLENT
SJ 20 91 VERY GOOD
SM 19 89 GOOD
TM 22 95 EXCELLENT
TAIR 20 91 VERY GOOD
TL 18 86 GOOD
VAZ 22 93 VERY GOOD
CURRICULUM VITAE

Tankulan, ManoloFortich, Bukidnon 8703
paolablanca0806@gmail.com
I. PERSONAL INFORMATION
Age: 34 years old

Sex: Female
Birthday: August 06, 1985
Religion: Roman Catholic
Civil Status: Married
II. EDUCATIONAL BACKGROUND
Elementary: ManoloFortich Central Elementary School

Graduated 1998
Secondary: ManoloFortich National High School

Graduated 2002
Tertiary: Northern Bukidnon Community College

Kihare, ManoloFortich, Bukidnon 8703
2016 – Present
III. AFFILIATION
Member, Educators’ Club, 2016-present
Member, English Club, 2018-2019

CURRICULUM VITAE
Mary Liezel C. Tacbobo

San Miguel, Manolo Fortich, Bukidnon 8703
tacbobomary0822@gmail.com
I. PERSONAL INFORMATION
Age: 31 years old

Sex: Female
Birthday: August 22, 1988
Religion: Roman Catholic
Civil Status: Single
II. EDUCATIONAL BACKGROUND
Elementary: San Miguel Elementary School

San Miguel, ManoloFortich, Bukidnon 8703
Graduated 2001
Secondary: ManoloFortich National High School

Graduated 2005
Tertiary: Northern Bukidnon Community College

Kihare, ManoloFortich, Bukidnon 8703
2016 – Present
III. AFFILIATION
Member, Educators’ Club, 2016-present
Secretary, English Club, 2018-2019

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Northern Bukidnon Community College

SELF-MONITORING STRATEGY: ITS EFFECT TO THE READING

KARLA PAOLA BLANCA R. NACASABOG

KARLA PAOLA BLANCA R. NACASABOG

This thesis entitled “SELF MONITORING STRATEGY: ITS EFFECT TO THE

Approved in partial fulfillment of the requirements for the degree of Bachelor of

KARREN GIL A. BENEDICTO MR. ARNEL S. TRAVERO

SHEILA K. MAGLENTE, MBA

Date of Final Thesis Defense: November 16, 2019

Reading is a developmental task wherein the main target is developing a

Key word: Self-Monitoring, Stay-tuned, Reading Comprehension

The researchers would like to express their sincere gratitude to the

To Ms. Christine S. Tabaco, the researchers’ thesis adviser, for her

To Dr. Teresa Marie B. Getueza, Principal of Alae National High School,

To the respondents, the Grade 8 Gold, for their passionate participation

To the family, friends, and classmates of the researchers, who helped

To the panel of examiners, Ms. Karren Gil A. Benedicto, Ms. Christine C.

Thank you so much!

This study is wholeheartedly dedicated to:

the largest task can be accomplished if it is done one step at a time.

inspirations and for their endless support.

To the researchers’ siblings for the advice, insightful criticisms, and

real and possible.

Without them, this study would not have been possible.

LIST OF TABLES vii

LIST OF FIGURES viii

Theoretical Framework of the Study 3

Conceptual Framework of the Study 5

Statement of the Problem 5

Hypothesis of the Study 7

Significance of the Study 7

Scope and Limitation 8

2 REVIEW OF RELATED LITERATURE

Review of Foreign Related Literature 10

Review of Foreign and Local Related Studies 13

Data Gathering Procedure 23

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 27

5 SUMMARY, CONLCUSION, AND RECOMMENDATIONS 39

A Letter of Request in the Conduct of the Study

B Research Instruments Used in the Study

C Raw Data Scores of the Respondents’ Results

1 Number of Respondents According to Section 22

2 Reading Comprehension Test Scoring Scheme on Essay 24

3 Transmutation Table for Score 25

4 Scoring Scheme for the Reading Comprehension Test on

5 Frequency of Genres of Reading Materials Engaged by the

6 Hindrances in Comprehending What the Respondents are

7 The Pre-test and post test result of the story In a Grove 35

9 The Pre-test and post-test result of the story Mahamaya 37

1 Schematic Diagram of the Study 6

2 Location Map of the Study 21

3 The Percentage Distribution in the Pre-test

4 The Percentage Distribution in the Pre-test

5 The Percentage Distribution in the Pre-test

6 The Percentage Distribution in the Post-test

7 The Percentage Distribution in the Post-test

8 The Percentage Distribution in the Post-test

their meanings and begin to visualize it depending on how he understands the

information. Reading also is a developmental task where in the main target is

developing a person’s comprehension.

Blachowics and Ogle (2004) define comprehension as making sense of

what is read. It is being able to understand and engage personally and