Republic of the Philippines

SURIGAO DEL NORTE STATE UNIVERSITY

Narciso Street, Surigao City 8400, Philippines
“For Nation’s Greater

ACTION RESEARCH PROPOSAL DATE: DECEMBER 19, 2023

“Engaging effective teaching learning activities among students who

perpetrated in reading comprehension and pronunciation errors”

I. CONTEXT AND RATIONALE:

Early efforts to apply knowledge of dialect differences to reading stressed the
importance of the distinction between differences in pronunciation and mistakes in
reading. This study develops a method of estimating the probability that a given oral
reading that deviates from the text is a true reading error by observing the semantic
impact of the given pronunciation on the students reading and pronunciation of the text
that immediately follows.

One of the most fundamental aspects of speaking both English and other languages is
pronunciation, which is based on oral form. The goal of teaching pupils the proper
pronunciation of English is to help them pronounce the language correctly. Students
who pronounce words clearly are easier to understand and generate comprehensible
sounds. Learners mispronounce words when speaking in English. Given that their first
language is not English. The study sought to determine students' perceptions of English
pronunciation as well as pronunciation errors. Pronunciation is part of speaking.
Pronunciation is how a word is spelled. Goodman (1967) and Smith (1971) said ,”
reading is not fundamentally the process of capturing information from the page into
letter- letter-letter –word by word. Moreover, this is one reason why this research will be
conducted because students in our area are experiencing this inadequacy of knowledge
in reading comprehension and pronunciation errors, it is necessary to evaluate and
assessment students reading comprehension and pronunciation errors.

In this study, learners reading, pronunciation and use, particularly subject verb
agreement rules, were improved through the use of effective teaching activities. The
teacher avoided giving out direct instructions, instead guiding the students through
exercises and questions to explore, discuss, and verbalize their understanding of the
word reading, language comprehension, intralingual errors, interference errors
principles as well as other grammar and usage-related difficulties. The study's objective
was to help students become more proficient in reading, pronunciation and use.

This action research intends to students investigate how effective, learner centered and
learning activities can assess in correcting their subject verb agreement issue and
enhancing their reading comprehension and pronunciation errors.

Tel. Nos.: (086) 827-3741 1 Email: [email protected]

(086) 827-3742 URL: snsu.edu.ph
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Narciso Street, Surigao City 8400, Philippines
“For Nation’s Greater

II. ACTIONS RESEARCH QUESTIONS:

This study will identify reading comprehension and pronunciation errors made by
students in their subject-verb agreement, reading, pronunciation and use through
learning activities in reading and pronounce every words properly and also constructive
teaching. It especially seeks to respond to the following research queries.
1.) Are constructive teaching and learning activities can help students to improve the
pronunciation of the students?
2.) If you will provide him/her with correct pronunciation without any humanities it can be
help for students to learn?
3.) What is the possible plan to proposed/improve of implementation of constructive
teaching and learning activities for communication.
4.) Are teaching activities can help students to improve their pronunciation in every
single words?

III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

Teachers’ beliefs are thought to have a profound influence on their classroom practices.
An understanding of this relationship is important for the improvement of teachers’
professional preparation and the successful implementation of new curricula. However,
there is little previous research on this issue in the Lithuanian university context. This
evaluative-interpretative study investigated the relationship between the beliefs of
teachers and their practices in the teaching of reading and pronunciation to advanced
learners. It used video stimulated recall to obtain measures of teachers’ beliefs, while
comparing those beliefs and behaviours against the research norms. The beliefs that
were identified as congruent with practices of the majority of the teachers reflected a
skills-based approach to reading instruction, emphasizing vocabulary, reading aloud,
translation, and whole class discussion of texts. However, a metacognitive-strategy
approach is largely supported by research and regarded as most appropriate in
academic contexts.
Intervention activities
The intervention activities will follow the effective teaching style with all the activities
being learner-centered, which will include word reading, language comprehension,
intralingual errors, interference errors. Throughout the intervention period, the students
will complete word analysis that involve understanding the different parts of word. The
word analysis One intervention strategy that can be used to help students improve their
reading skills is word analysis. This approach involves breaking down words into their

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(086) 827-3742 URL: snsu.edu.ph
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Narciso Street, Surigao City 8400, Philippines
“For Nation’s Greater
individual parts and then teaching students how to use this information to figure out the
meaning of a word.

This can be done by teaching students the meaning of prefixes, suffixes, and root words
and then giving them practice using this information to determine the importance of new
words.
A. Mini-lessons
Reading is one of skills considered important in language learning and like the other
skills, the mastery is influenced by some factors. This research is an attempt to find out
the difficulties faced by students in doing reading comprehension to find the perfect
technique or method to overcome the problem and answer A questionnaire was
distributed to find out students’ expectation to the class. The findings show that students
face problem related to vocabulary knowledge or mastery. These problems are related
to poor habit of reading and less interesting reading comprehension course they have in
the classroom. Students need more interactive learning activities to be applied in the
classroom such as games, or audio visual media to keep them interested in the lecture
or reduce the anxiety. So here, the teachers should be more aware of problems faced
by students and provide more interactive teaching techniques.
B. Oral Activity
This study aimed to determine the Oral Reading Interventions Activities and their effects
on the Pronunciation Skill of SNSU-DC School, MT. CARMEL school and DC- NHS
Grade 7, 8 and 10 English Language Learners in Reading Aloud. Specifically, sought
answers the learners' pronunciation performance level before the oral reading
intervention activities in the following parameters: words, phrases, and sentences. It
also sought to found out the learners' pronunciation performance level after the oral
reading intervention activities in the same parameters. Then afterwards, it also hunted
to answer if there any significant difference between the learners' English pronunciation
performance level before and after the reading activities are introduced and these were
the basis for proposing instructional materials for English Language learners. The study
revealed that the pronunciation skills in reading words is average, in reading phrases is
average and poor in reading sentences before the conduct of the reading intervention
activities. While after the conduct of the reading intervention activities, the level of
pronunciation in reading words is good, in reading phrases is good. Generally, the
pronunciation skills of the students significantly improved after the conduct of oral
intervention activities. Thus, it is concluded that the oral reading intervention activities is
very effective in improving the students' pronunciation skills.
C. Peer Groups
This study examined the difference in adults’ pronunciation performance with peer
feedback and individual practice when using an automatic speech recognition (ASR)

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(086) 827-3742 URL: snsu.edu.ph
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Narciso Street, Surigao City 8400, Philippines
“For Nation’s Greater
system. The participants is students of Del Carmen national high school. During the
weekly lesson, the participants dictated a text to the ASR software, Speech notes, on its

website and then practiced misidentified words by themselves (the comparison group)
or with feedback from team members. Learners’ pronunciation was measured in reading
aloud and spontaneous conversation tasks before and after the treatment. Participants’
satisfaction and perceptions of the ease of use of the software were also assessed at
the end of the course. The results revealed a significant difference in the two groups’
pronunciation post-tests, suggesting that peer feedback is more effective than individual
practice for the correction of pronunciation.
D. One-on-One Conference
Student-teacher conferences are considered an effective pedagogical tool for
individualized writing instruction. Yet, little is known about the goals, characteristics and
perceptions of student-teacher conferences for individualized English as a second
language (ESL) pronunciation instruction. This article presents an exploratory study on
student and instructor perceptions of mandatory student-teacher conferences in a
semester-long ESL pronunciation course. Data were gathered from 30 students in
seventh grade and 25 students in eight grade ESL students and five experienced ESL
instructors via oral reading test, checklist note, read-aloud tests, four questionnaires and
a focus group discussion. The results indicated reading and pronunciation improvement
during the course and participants’ overall satisfaction with the learning outcomes,
goals, format and characteristics of the conferences. Participants’ views on benefits,
drawbacks, and recommendations for these one-on-one meetings revealed valuable
insights for pronunciation instructors.

IV. ACTION RESEARCH METHODS

Participants
Participants in the research will include eleven (11) students of grade 10 in school of
Surigao Del Norte State University – Del Carmen Campus and twenty (20) students in
section 1 and 25 students in section 2 seventh-graders in school of Mt. Carmel School
of Siargao Inc. and 25 students in section 1 and 30 students in section 2 seventh-
graders in school of Del Carmen National High School from various programs who
committed reading comprehension and pronunciation errors. To teach more about these
students' challenges with reading comprehension—specifically, with regard to
pronunciation errors—two grade levels will be the focus. There will be some activities
that the instructor will discuss with the students. To generate the data we will
documenting the students' language, literacy profiles, and reading performance through

Tel. Nos.: (086) 827-3741 4 Email: [email protected]

(086) 827-3742 URL: snsu.edu.ph
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Narciso Street, Surigao City 8400, Philippines
“For Nation’s Greater
interviews, oral reading tests, focus group discussion, and observation checklist. The
teacher's main goal is to help the students become more proficient readers and word
pronouncers. There are two reasons why the entire group will be involved. First, by
dividing the class into groups

based on skill level rather than ability level, the instructor hoped to avoid giving the
wrong impression. The reason why the whole group will be involved is because the
instructor wants her or his students to have good pronunciation, which can help improve
their social skills.
Data Collection
The data for this study will be gathered through interviews, oral reading tests, focus
group discussions, and an observation checklist. The observation checklist and oral
reading tests provided quantitative data. And the focus group discussions and
interviews provided qualitative data.
A. Focus Group Discussion
The purpose of the discussions is to establish the reasons for the students’ poor
performance in the reading comprehension and pronunciation errors. The focus group
Discussions will be held to find out the difficulties of learners in reading comprehension
and pronunciation errors. It provides opportunities for students to consider important
details from a text that they might not have fully understood.
B. Oral reading tests
It is the process by which an instructor records a student's oral reading performance in
writing, noting their correctness, fluency, rate, and usage of reading methods.
Additionally, this assessment helps teachers understand what individual learners know
and use when reading aloud. By listening, writing down their observations, and watching
them read. The student's utilization of reading behaviours and cueing systems
(meaning, structure, and visual).
C. Observation checklist
This assessment will help teachers monitor specific skills and behaviours among all the
students in the class. The teacher will ask the appropriate questions per individual or
group to be observed by outlining the necessities for each one. The teacher observation
template can include subjects such as effective planning, teaching techniques, and
student-teacher relationships.

D. Interviews

Tel. Nos.: (086) 827-3741 5 Email: [email protected]

(086) 827-3742 URL: snsu.edu.ph
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Narciso Street, Surigao City 8400, Philippines
“For Nation’s Greater
Interviews will take place, followed by an intervention with fifty of the students who were
chosen from the two focus groups. Their opinions, thoughts about the intervention
activities, and the effect the activities have had on them will all be found out through
interviews.

V. ACTION RESEARCH WORK PLAN AND TIMELINES

Months

Activities 2023

Jan Feb Mar April May June July

(2023) (2023) (2023) (2023) (2023) (2023)
(2023)

1. Kick off meeting

2. Data collection

- Focus group discussion

- Observation checklist

- Oral reading Test

- Interviews

3. Intervention

- Mini-lessons

- Oral activity

- Peer groups

- One-on-One
conference

4. Evaluation of
intervention activities

5. Copyright application

Tel. Nos.: (086) 827-3741 6 Email: [email protected]

(086) 827-3742 URL: snsu.edu.ph
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Narciso Street, Surigao City 8400, Philippines
“For Nation’s Greater
6. Reproduction of
activities

Objective Activity Person(s) Materials Cost Time Success indicator

Involved Needed estimate frame
s
Students and Pen & 50 1hr Students and
To asses student’s 1. Kick teacher paper teacher have a
knowledge on off consensus
reading meetin agreement during
comprehension and g the kick off meeting
pronunciation
errors

To assess student’s 1. Data Participants/ Audio 100 2hrs Researchers/

capability on collecti students/ recorder, 2hrs participants/students
effective learning on researchers projector, 2hrs will fully gather the
activities - focus group paper, pen 1hrs data needed for
discussion assessment of
- observation student’s capabilities
checklist
- field note
- oral test
- interviews
To evaluate the 2. Evalua Researcher Summary 40 2hrs Researcher will
output of the tion of of reach of evaluation
activities in orders Interve evaluation of the output for the
to assess the ntion instrument intervention
intervention to be activiti
made es
To create a new 3. Copyri Researcher Full paper 70 5hrs Researcher will be
works and to make ght able to accomplish
those works applica and pass all the
available to the tion requirements for the
public to enjoy application
To provide 4. Repro Teachers, Printer, 30 7hrs There will be a 100%
additional materials duction community, bond of activities across
for effective activiti students paper, ink school
learning activities es
across the school

Tel. Nos.: (086) 827-3741 7 Email: [email protected]

(086) 827-3742 URL: snsu.edu.ph
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Narciso Street, Surigao City 8400, Philippines
“For Nation’s Greater

VI. PLANS FOR DISSEMIATION AND UTILIZATION

DISSEMINATION September October November Decem Janua Februar Marc

ACTIVITIES (2023) (2023) (2023) ber ry y h
(20230 (2024) (2024) (2024
)
1. Research
proposal to
school head for
school
implementation of
the research
output
2. School
implementation
of the output of
the research
study
3. Post valuation
of the research
study
implementation
4. Result of post
evaluation after
school
implementation,
gone through
series of
revisions and
planning for
proposal to the
campus for
adoption of the
study
5. Community

Tel. Nos.: (086) 827-3741 8 Email: [email protected]

(086) 827-3742 URL: snsu.edu.ph
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Narciso Street, Surigao City 8400, Philippines
“For Nation’s Greater

proposal
through the
barangay
officials for the
possible
extension of the
implantation of
the project for
wider spread of
its conduct
6. Meeting with
possible
community
tutors (barangay
citizen

as volunteer
teachers/tutors)
with the
cooperation of
the barangay
officials
7. Campus
proposal of
outputs for
possible
adoption
8. Campus system
implantation of
the output of the
research study
9. Results of post
evaluation after
campus
implementation,
gone through
series of
revisions and
planning for
proposal to the
district level for
adaption of the
study
10. University
proposal of
outputs for

Tel. Nos.: (086) 827-3741 9 Email: [email protected]

(086) 827-3742 URL: snsu.edu.ph
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Narciso Street, Surigao City 8400, Philippines
“For Nation’s Greater

possible
adoption

VII. Reference:

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31(4), 735-757.
Sardegna, V. G. (2022). Student-Teacher Conferences in an English Pronunciation
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Nurjanah, R. L. (2018). The analysis on students’ difficulties in doing reading
comprehension final test. Metathesis: journal of English language, literature, and
teaching, 2(2), 253-264.
Evers, K., & Chen, S. (2022). Effects of an automatic speech recognition system with
peer feedback on pronunciation instruction for adults. Computer Assisted Language
Learning, 35(😎, 1869-1889.
Vellutino, F. R., & Scanlon, D. M. (2002). The interactive strategies approach to reading
intervention. Contemporary educational psychology, 27(4), 573-635.
Wei, M. (2006). A Literature Review on Strategies for Teaching Pronunciation. Online
submission.
DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the classroom:
Effective intervention strategies. Theory into practice, 50(1), 35-42.
Omar, R. B., Mohamad, H. A., Raffy, D., Sinsuat, R. S., & Parcon, M. N. (2022). Oral
Reading Intervention Activities: Its Influence on the Pronunciation Skill of Bangsamoro
Grade 3 English Language Learners in Reading Aloud. Psychology and Education: A
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OF ENGLISH LANGUAGE SKILLS AND AWARENESS OF 3rd GRADE SECONDARY
STUDENTS.

Tel. Nos.: (086) 827-3741 10 Email: [email protected]

(086) 827-3742 URL: snsu.edu.ph
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Narciso Street, Surigao City 8400, Philippines
“For Nation’s Greater
Edo-Marzá, N. (2014). Pronunciation and comprehension of oral English in the English
as a foreign language class: Key aspects, students’ perceptions and proposals.
Kuzborska, I. (2011). Links between teachers' beliefs and practices and research on
reading.
Brown, M. E., & Abernathy, R. (1999). Action research. Retrieved November, 20, 2008.
Mackenzie, J., Tan, P. L., Hoverman, S., & Baldwin, C. (2012). The value and
limitations of participatory action research methodology. Journal of hydrology, 474, 11-
21.

Gilakjani, A. P. (2011). A study on the situation of pronunciation instruction in ESL/EFL

classrooms. Journal of studies in education, 1(1), 1-15.
Wang, M. C., & Gordon, D. E. (1996). Improving urban schools: Better strategies for the
dissemination and utilization of knowledge. Educational Policy, 10(2), 123-129.
Ferguson, C. (1983). Language planning and language change. Progress in language
planning: international perspectives, 29-40.
Nunan, D. (2002). Learner strategy training in the classroom: An action research study.
Methodology in language teaching: An anthology of current practice, 133-143.
Sabatini, J., & O'Reilly, T. (2013). Rationale for a New Generation of Reading
Comprehension Assessments. Grantee Submission.
Rao, K. N. (2014). Teaching the Rationale of Reading Critically at the Advanced Level.
IUP Journal of English Studies, 9(1).
Clark, M. C., & Wilson, A. L. (1991). Context and rationality in Mezirow's theory of
transformational learning. Adult education quarterly, 41(2), 75-91.
Griffiths, R. (1991). Pausological Research in an L2 Context: A Rationale, and Review
of Selected Studies. Applied Linguistics, 12(4), 345-64.
Pey, K. C., Min, L. H., & Wah, L. L. (2014). Relationship between Oral Reading Fluency
and Reading Comprehension among ESL Students. GEMA Online Journal of Language
Studies, 14(3).
Sundari, D. T., Nugraha, M. A., & Sunara, S. (2023). The Analysis of Pronunciation
Errors: Students’ Reading Aloud. JEPAL (Journal of English Pedagogy and Applied
Linguistics), 3(2), 96-110.

Tel. Nos.: (086) 827-3741 11 Email: [email protected]

(086) 827-3742 URL: snsu.edu.ph
 Republic of the Philippines
SURIGAO DEL NORTE STATE UNIVERSITY
Narciso Street, Surigao City 8400, Philippines
“For Nation’s Greater

GROUP 2:

ALDRIAN D. BACHANICHA
HANNAH BLESS L. BALANSAG
LANIE B. DELGADO
ERICA HAGUIMET
ANGELA S. SALUDES
JABIE J. SUTANA

Tel. Nos.: (086) 827-3741 12 Email: [email protected]

(086) 827-3742 URL: snsu.edu.ph