Chapter-1-to-5.docx

Chapter I THE PROBLEM AND ITS BACKGROUND Introduction “Every man who knows how to read has it in his power to magnify himself, to multiply the ways, in which he exists, to make his life full, significant and interesting.” (Aldous Huxley) Reading is fundamentally important for success. It opens the door of personal freedom or shuts the door to opportunity. Reading comprehension is a skill that is critical in the educational success of all individuals. It is also “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language.” This process of interaction and involvement with the text is a function of both reader and text variables that take place within a larger social context (RAND Reading Study Group, 2002). The ability to read and extract meaning from text is a fundamental skill necessary for

most

forms

of

personal

learning,

intellectual

growth,

and

educational attainment. Reading comprehension is an interactive process between the reader and the text. The reader interacts with the text and relates ideas from text prior experiences to construct meaning. A part of this process

requires that

the

reader understands

how

the

author

organized his ideas. i, e. the narrative structures. However, there are 1

two types of narrative structures; the first is anachronological structure, wherein it encompasses the manner or means by which the plot is narrated. It often characterized by the use of stylistic devises such as- flashback, prevision and repetition- all of which serves to disrupt the basic chronology of the narrative’s plot. However, Chronological structure second one is generally understood to refer to the abstract story line of a narrative; that is, to the sequence of elemental, chronologically ordered events which create ‘inner core’ of a narrative ( Gemmeke ). Reading

for

comprehension

is

reading

to

understand

the

message of the writer and to master both the main points and supporting details. organized his ideas. i, e. the narrative structures. However, there are two types of narrative structures; the first is anachronological structure, wherein it encompasses the manner or means by which the plot is narrated. It often characterized by the use of stylistic devises such as- flashback, prevision and repetition- all of which serves to disrupt the basic chronology of the narrative’s plot. However, Chronological structure second one is generally understood to refer to the abstract story line of a narrative; that is, to the sequence of elemental, chronologically ordered events which create ‘inner core’ of a narrative (Gemmeke 2010).

2

Reading

for

comprehension

is

reading

to

understand

the

message of the writer and to master both the main points and supporting details. Theoretical Framework The main purpose of reading is to comprehend the ideas in the material. Without comprehension, reading would be empty and meaningless. Gunning (1996) identifies three main theories of reading comprehension. Schema Theory Gunning (1996) defines schema as the organized knowledge that one already has about people, places, things and events. Kitao (1990) Says the schema theory involves an interaction between the reader’s own knowledge in the text, which results in comprehension. This schema as Gunning defined, can be very broad, such a schema for natural disasters, or more narrow, such as a schema for a hurricane. Each schema is “filed” in an individual compartment and stored there. In attempting to comprehend reading materials, students can relate this

new

information

to

the

existing

information

they

have

compartmentalized in their minds, adding it to these "files" for future use. Theory, depending on how extensive their "files" become their degree of reading comprehension may vary. 3

Mental Model Theory Another major theory we would like to discuss is theory we would like to discuss is thought of as a mind movie created in one's head, based on the reading content. Gunning gives a detailed description of this process, stating that a mental model is constructed most often when a student is reading fiction. The reader focuses in on the main character and creates a mental mod model of the circumstances in which the character finds him or herself. The mental model is re-constructed or updated to reflect the new circumstances as the situation changes, but the items important to the main character are kept in the foreground according to Gunning, (1996). Perkins (1991) identifies that sometimes misconceptions about important concepts reflect misleading mental models of the topic itself or the subject matter within which it sits. There are, however, interventions the teacher can do to help the reader to stay on track and create a more accurate picture. One suggestion is for the teachers to ask the students to disclose their mental models of the topics in question, through analogy, discussion, picturing, and other ways. This information gives the teacher insight on the student's knowledge gaps and

misconceptions,

therefore

allowing

reconstruct a more accurate picture.

4

them

to

help

students

Proposition Theory The final explanation of comprehension we would like to discuss is the Propositional Theory. This involves the reader constructing a main idea or macrostructure as they process the text. These main ideas are organized in a hierarchical fashion with the most important things given the highest priority to be memorized (Gunning, 1996). Reading comprehension is widely agreed to be not one, but many things. At the least, it is agreed to entail cognitive processes that operate on many different kinds of knowledge to achieve many different

kinds

of

reading

tasks.

Emerging

from

the

apparent

complexity, however, is a central idea: Comprehension occurs as the reader builds one or more mental representations of a text message (e.g., Kintsch & Rawson, 2005). Among these representations, an accurate model of the situation described by the text (Kitsch, 1983) is the product of successful deep comprehension.

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Conceptual Framework Figure 1.Shows the paradigm of the effect of the narrative structure in the comprehension level of Grade 9 students.

Narrative Structure

Chronological

Anachronological

Effect

Effect

Comprehension Level

Comprehension Level

The

paradigm

above

shows

and

illustrates

the

narrative

structure: chronological narrative and anachronological narrative and the effect of these two different structures to the comprehension level of Grade 9 students in Pinagtong-Ulan National High School. Statement of the Problem This study attempted to determine the effect of narrative structure to the comprehension level of Grade 9 students in Pinagtongulan, National High School in the Division of Lipa City of Lipa SY 20142015 it primarily sought to answer the following questions: 6

1. What is the reading comprehension of the grade 9 students when the narrative is in: a. anachronological structure? b. chronological structure? 2.

Is

there

a

significant

difference

between

the

reading

comprehension levels of the students in the two different structures? 3. What is the implication of the result of the study? Hypothesis This study works on this alternative hypothesis: There is a significant difference between the comprehension levels of the students in the two different structures. Scope and Limitation This study focused on the effect of the narrative structure in measuring comprehension level of Grade 9 students in Pinagtong-ulan, National High School in the Division of Lipa City SY 2014-2015 in analyzing short story. Significance of the study This study will be significant key to the following: Teachers and Instructors. To employ effective learning through determining the strengths and weaknesses of the students in both two narrative structures: chronological and anachronological.

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Students. To improve their comprehension level. Researchers. To help them gain satisfaction for knowing the effect of narrative structure in reading comprehension level. Definition of Terms For better understanding of the underlying concepts presented in the thesis proposal, the following terms were defined: Anachronological Narrative. It encompasses the manner or means by which that plot is narrated. It is often characterized by the use of stylistic devices such as lash back, prevision and repetition – all of which serve to disrupt the basis chronology of the narrative’s plot. Chronological Narrative. This term is generally understood to refer to the abstract storyline of a narrative; that is, to the sequence of elemental, chronologically ordered events which create the ‘inner core’ of a narrative (Gemmeke 2010). Comprehension. It is the ability to understand something. It involves an active, dynamic, and growing process of searching for interrelationships in a text. Narrative Discourse. It implies to the schema or sequence of the events in the story. Deviation. The amount by which a score or other measure differs from the central tendency of the group of scores in which it is included. 8

Disrupt. It causes difficulties that prevent from continuing or operating a normal way. Schema. It is the outline of a plan or theory. Simple Random Sampling. It is selecting participants such that all members of the accessible or target population have an equal and independent chance of being selected.

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Chapter II REVIEW OF RELATED LITERATURE AND STUDIES This chapter includes the review related literature and studies which the researchers have perused to shed light on the topic under study. Foreign and Local Literature and Study (Taylor strategies

for

and

Beach

focusing

2000) on

showed

narrative

that

teaching

structures

students

enhances

their

comprehension. Hence, students need to be taught on how to read different types of text. They need to learn different types of strategies for different text types. (Beach and Appleman 2001) Narrative Structure Narrative structure, a literary element, is generally described as the structural framework that underlies the order and manner in which a narrative is presented to a reader, listener, or viewer. The narrative text structures are the plot and the setting. The narrative structure of any work— it can be a film, play, or novel—contains a plot, theme, and resolution. It can also be divided into three sections, which are together referred to as the three-act structure: setup, conflict, and resolution. The setup (act one) is where all of the main characters and their basic situations are introduced, 10

and contains the primary level of characterization (exploring the character's

backgrounds

and

personalities).

A

problem

is

also

introduced, which is what drives the story forward. The second act, the conflict, is the bulk of the story, and begins when the inciting incident (or catalyst) sets things into motion. This is the part of the story where the characters go through major changes in their lives as a result of what is happening; this can be referred to as the character arc, or character development. The third act, or resolution, is when the problem in the story boils over, forcing the characters to confront it, allowing all the elements of the story to come together and inevitably leading to the ending. Theorists describing a text's narrative structure might refer to structural elements such as an introduction, in which the story's founding characters and circumstances are described; a chorus, which uses the voice of an onlooker to describe the events or indicate the proper emotional response to be happy or sad to what has just happened; or a coda, which falls at the end of a narrative and makes concluding remarks. First described in ancient times by Greek philosophers (such as Aristotle and Plato), the notion of narrative structure saw renewed popularity as a critical concept in the mid-tolate-20th century, when structuralist literary theorists including Roland Barthes,

Vladimir

Propp,

Joseph 11

Campbell,

and

Northrop

Frye

attempted to argue that all human narratives have certain universal, deep structural elements in common. This argument fell out of fashion when advocates of post-structuralism such as Michel Foucault and Jacques Derrida asserted that such universally shared, deep structures were logically impossible. All short stories, regardless of individual structure, include characterization, conflict and resolution, but exactly how the author chooses to bring together each of the story’s events and elements and then reveal them to the reader is called the story's narrative structure. The short story genre reveals many patterns and subgenres of narrative structures; some are familiar and comfortable, while others are innovative and fresh. Throughout literary history, authors have introduced, modified and created many different kinds of narrative structures. The word narrative is the technical term for a story told from a particular viewpoint. Another important feature of narrative is its structure it has a ' beginning-middle-end' in which each event is linked by a ' cause and effect' relationship. Understanding how to analyze a narrative and comment on its form and structure is important. Narratives are told in such a way that they allow the plot to be slowly revealed. This technical device causes the reader to become enjoyably absorbed and involved in the plot as we enjoy guessing and predicting what might happen next. Clearly the sequence of events 12

that develop the plot is an important consideration when you are analyzing and discussing a particular story. Although it is usually far quicker to do so, writers will often try to avoid simply ‘telling’ a reader about things; instead, they prefer to ‘show’ the reader what something or someone is like. For example, instead of telling you a character is, say, ‘evil’, an effective writer would rather ‘show’ the character acting in an evil way, or describing features that seem evil. ‘Showing’ acts by involving the reader and engaging them in an emotional or ‘sensory’ way with the story’s details: seeing, hearing, touching, almost sometimes tasting what is described. A good writer will always show what is important and tell what is not. Narrative text structure appears to be an important variable in individuals' cognitive processing of prose. Many adults and children appear to use knowledge of structural features of narratives to understand and remember stories (Mandler & Johnson 1977). If the story’s narrative structure does not correspond with chronological order, he way in which the story unfolds does not follow a conventional route from beginning to middle to end. Instead, it employs alternating narrative threads, flashbacks, and flash-forward to tell the story out of sequence in a non-linear fashion. Although this is initially difficult for the reader, understanding why writers writes in this way can enhance our understanding of key themes in the story, in particular the lasting 13

effects of trauma and the enduring legacies of historical events. Form and content are thus profoundly interconnected. (Wisconsin Madison). Chronological Structure - "In any kind of narration, the simplest approach is to set down events in chronological order, the way they happened. To do so is to have your story already organized for you. A chronological order is therefore an excellent sequence to follow unless you can see some special advantage in violating it." (Jane E. Aaron, the Bedford Reader, 7th ed. Bedford/St. Martin's, 2000). Authors sometimes organize their writing in chronological order. Chronological order is the order in which things happen. It is also called time order. Linear stories are the most common of the narrative structures. A linear short story is written in chronological order with little or no variation. Most linear short stories do not include flashbacks or dream sequences, but relate the story as it is happening. Focus remains in the present, rather than the past or the future. Guy de Maupassant’s “The Necklace” is an example of a linear story. The short story opens with Madame Loisel’s desire for fame and wealth, and in sequential order, de Maupassant reveals the character's flawed attempt to achieve status followed by the sad consequences of her misdirected desires. The short story concludes with a dramatic and ironic

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revelation and quick resolution, which is a common technique for linear short stories. Anachronological Structure Narrative text structure appears to be an important variable in individuals' cognitive processing of prose. Many adults and children appear to use knowledge of structural features of narratives to understand and remember stories (Mandler & Johnson 1977). If the story’s narrative structure does not correspond with chronological order, he way in which the story unfolds does not follow a conventional route from beginning to middle to end. Instead, it employs alternating narrative threads, flashbacks, and flash-forward to tell the story out of sequence in a non-linear fashion. Although this is initially difficult for the reader, understanding why writers writes in this way can enhance our understanding of key themes in the story, in particular the lasting effects of trauma and the enduring legacies of historical events. Form and content are thus profoundly interconnected. (Wisconsin-Madison 2012) Short stories written in nonlinear narrative structures are not concerned with chronological sequencing of events. This technique often portrays stories of one’s youth, such as personal growth or innocence lost, using flashbacks and time-altering devices. For

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example, W.D. Wetherill’s “The Bass, the River, and Sheila Mant” opens, “There was a summer in my life when the only creature that seemed lovelier to me than a largemouth bass was Sheila Mant. I was fourteen.” The past tense and reference to the narrator’s young age indicate the story is a flashback. Stream of consciousness narrative structure in which an author pays no heed to time, outside stimuli or traditional conventions is also nonlinear. James Joyce, Virginia Woolfe and William Faulkner often used this technique. Effects to Reading Comprehension Research has shown that knowledge of narrative text structure enhances students’ abilities to comprehend and produce narrative discourse. The current study was designed to determine if training in narrative text structure was associated with improved comprehension that adhered to a narrative structure. Reading comprehension traditionally refers to a reader's complete understanding or full grasp of meanings in a text. However, this broad definition

results

in

some

confusion

when

different

levels

of

comprehension cannot be appropriately identified and explained. In fact, Scovel (1998) stated, "comprehension is not an absolute state where language users either fully comprehend or are left completely in

16

the dark." Rather, comprehension involves an active, dynamic, and growing process of searching for

interrelationships in a text.

Reading comprehension has been defined as “intentional thinking during which meaning is constructed through interactions between text and reader” (Harris & Hodges, 1995). It is considered “the ultimate goal of reading instruction” (Vaughn &Bos, 2009). Comprehension of narrative text is a critical skill, as stories “occupy an important place in the school curriculum, at testing to the value that is placed on them as vehicles for teaching comprehension and critical thinking” (Wilder & Williams 2001). Extensive research examining the effectiveness of teaching comprehension strategies to students supports the notion that comprehension strategies can be taught and gains realized (Pressley, 2002; Scammacca et al., 2007). In

fact,

“The

effectiveness

of

teaching

reading

comprehension

strategies has been the subject of over 500 studies in the last 25 years. The simple conclusion from this work is that strategy instruction improves

comprehension”

(Willingham,

2006).

Phelps

(2005)

examined research involving adolescent literacy and concluded that strategy-based

(strategic)

instruction

understanding.

17

aids

in

better

text

Synthesis The foreign and local research literature has some connection with this study for they dealt with the reading comprehension level of students. The ideas provided by the foregoing review of literature will help the researchers in the conceptualization of the study. The above information provides a background about reading comprehension level. With the work of (Taylor and Beach 2000) showed that teaching students strategies for focusing on narrative structures enhances their comprehension. Hence, students need to be taught on how to read different types of text. They need to learn different types of strategies for different text types. (Beach and Appleman 2001)

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Chapter III RESEARCH METHODOLOGY This chapter deals with the research methods and procedures used in this study. It further elaborates the data gathering procedure employed by the researchers. Research Design The study will use of the experimental method of research to determine the effect of narrative structure to the comprehension level of Grade 9 students in analyzing short story. Experimental method is the blue print of procedures that enable the researchers to test hypothesis by reaching valid conclusion about between the variables independent and dependent variables. Its purpose is to make sense of result to enhance, control, and to be able to interpret and understand the data of experiment, Ariola 2006. The experimental method is the most suitable for the study because it investigates possible causeeffect

relationship

of

the

variables.

Furthermore,

this

method

represents the most valid approach to the solution, both practical and theoretical. Comparative analysis will be employed as an important process in finding if there is a significant difference between the performances of the students in the two narrative structures. 19

The researcher

deemed this method appropriate for the present study for it deals with the points of inquiry posed by the undertaking. Subject of the Study The subject of the study will be 110 Grade 9 students in Pinagtong-Ulan National High School in Lipa City. They will be selected using the simple random sampling. This is to assure the both classes gave the same equal and independent chance of being selected. Research Instrument To seek answers to the specific problem, the researchers will be using a research-made comprehension test in each kind of narrative structures: chronological and anachronological. Each test will be composed of 10 items multiple choice type dealing with facts explicitly in the narrative text and some items dealing with plot tone and characterization.

The

test

also

covers

the

dimensions

of

comprehension. After the test construction, the preliminary draft of the test will be given to the researcher’s adviser and other English instructors for the content of the validation. This will be subjected to items analysis. The items that will be rejected will be removed from the list while those items need revision will be modified. The test will be

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administered to the Grade 9 students who are the respondents of the study. In scoring the comprehension, the student will be given one point for each correct answer; thus, 10 points if the students answered all the questions correctly. In preparing the selections and test items to be use, the researcher will first select the topic to be included and prepare the table of specifications. For the purpose of interpreting the comprehension in the test the mean scores will be computed and given interpretation. Mean Range

Interpretations

9-10

Excellent

7-8

Very Good

5-6

Good

3-4

Fair

0-2

Poor

Data Gathering Procedure The researchers will ask the permission of the principal of Pinagtong-ulan National High School to conduct the study. After the permission is granted, the researcher will coordinate with the subject 21

teacher regarding the request to provide information relevant in determining the comprehension skills of the students. The respondents will undergo a test in the first narrative structure. After 30 minutes, a test on the second narrative structure will be administered to the same respondents. The respondents will be given a narrative which events are chronologically structured and another narrative having anachronological structure. After checking the test, the scores of the respondents will be tabulated and computed to find if there is a significant difference between the scores of the test in the two narrative structures. Statistical Treatment of Data The following statistical measures will be used to determine the performance of the students which will be conducted. Mean. This will be used to determine the average scores of the respondents obtained in the tests given. The formula is:

Mean =

∑N N

Where: N = Scores ∑ = sum or summation of all the scores 22

Standard Deviation (S.D). A measure of dispersion among all scores in the distribution rather than through extreme scores. It is the square root of the average of the squared deviations from the mean. This will be used to determine the dispersion of the scores of the students.

𝑆. 𝐷. = √

∑𝑑 2 𝑁

Where: 𝑑 = deviation from the Mean 𝑑 2 = squared deviation ∑𝑑2 = sum of the squared deviation T-Test of Independent Means. This will be used to determine the significant difference between the scores of the students in the two kinds of test. 𝒎𝟏 − 𝒎𝟐 𝒎 = mean

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Chapter IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter presented, analyzed and interpreted all the data gathered in this study. Presentation was done through the use of tables;

Analysis

and

interpretation

of

data

done

after

tabular

presentation. 1. The Reading Comprehension Level of the Respondents in Chronological Structure. Reading comprehension is intentional thinking during which meaning is constructed through interactions between text and reader. (Harris & Hodges, 1995). It is an interactive process between the reader and the text. The reader interacts with the text and relates ideas from text prior experiences to construct meaning. Table 1. The Reading Comprehension Level of the Respondents when Narrative is in Chronological Order. Overall Item 1 2 3 4 5 6 7 8 9 10 Mean no. Mean

0.6 0.5 0.5 1 0.4 0.6 0.6 0.6 0.6 0.6

5.8

Table 1 above shows the comprehension level of the respondents when narrative is in chronological structure. The number 1-10 represent the item number together with its corresponding mean.

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2. The Reading Comprehension level of the Respondents in Anachronological Structure. Table 2. The Reading Comprehension Level of the Respondents when Narrative is in Anachronological Structure. Overall Item 1 2 3 4 5 6 7 8 9 10 Mean no. Mean

0.4 0.5 0.3

0.9

0.8 0.5 0.6

0.4

0.3

0.6

5.3

Table 2 above shows the reading comprehension level of the respondents when narrative is in anachronological order. The number 1-10 represents the item number together with its corresponding mean. It could be gleaned from the results that the students have a higher comprehension level when the narrative is in chronological order

and

lower

comprehension

level

when

narrative

is

in

anachronological order. 3.

Significant

Difference

of

Chronological

structure

and

Anachronological structure. Table 3. Difference between the Mean in Chronological and Anachronological Structure. Chronological Anachronological N 110

Mean Score

N

5.8

110

25

Mean Score 5.3

Table 3 on the last page shows the difference between the mean score of the Grade 9 students in Pinagtong–ulan National High School in the two narrative text: chronological and anachronological, for chronological

structure

anachronological

there

structure.

is

Further

a

higher

mean

examination

found

than

the

that

the

difference between the score for chronological and anachronological structure were statistically significant. Table 3.1 Significant difference between the Reading Comprehension Level of Grade 9 Students Levels of Chronological Anachronological

Significance

Mean

5.8

Mean

5.3

Significant

S.D.

2.20

S.D.

2.02

Significant

To determine the significant difference between the scores of the students in the two kinds of test, the researchers used the T-test of the independent means. 4. The Implication of the Result of the Study The research indicates that narrative structures directly effect in the reading comprehension of the students. Further, the study could inform the teachers on how they are going to make strategies for the sake of their students since reading comprehension is very beneficial

26

to them. Therefore, the purpose of this research is to study the effect of the narrative structures and together with this are some general instructional

activities

that

can

highly

develop

the

students’

comprehension level. General Instructional Activities To correspond with a typical reading lesson, comprehension strategy instruction can be organized into a three-part framework, with specific activities used before, during, and after reading. Providing instruction such as the following example allows students to see, learn, and use a variety of comprehension strategies as they read. Note, however, that the framework is a general one and represents an array of strategies. All of the strategies in this framework do not have to be used with every text or in every reading situation. Before Reading Before reading, the teacher may: •

Motivate students through activities that may increase their

interest (book talks, dramatic readings, or displays of art related to the text), making the text relevant to students in some way. •

Activate students' background knowledge important to the

content of the text by discussing what students will read and what they already know about its topic and about the text organization.

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Students, with some help from the teacher, may: •

Establish a purpose for reading.

•

Identify and discuss difficult words, phrases, and concepts in the

text. •

Preview the text (by surveying the title, illustrations, and

unusual text structures) to make predictions about its content. •

Think, talk, and write about the topic of the text.

During Reading During reading, the teacher may: •

Remind students to use comprehension strategies as they read

and to monitor their understanding. •

Ask questions that keep students on track and focus their

attention on main ideas and important points in the text. •

Focus attention on parts in a text that require students to make

inferences. •

Call on students to summarize key sections or events.

•

Encourage students to return to any predictions they have made

before reading to see if they are confirmed by the text. Students, with some help from the teacher, may: •

Determine and summarize important ideas and supportive

details.

28

•

Make connections between and among important ideas in the

text. •

Integrate new ideas with existing background knowledge.

•

Ask themselves questions about the text.

•

Sequence events and ideas in the text.

•

Offer interpretations of and responses to the text.

•

Check understanding by paraphrasing or restating important

and/or difficult sentences and paragraphs. •

Visualize characters, settings, or events in a text.

After Reading After reading, the teacher may: •

Guide discussion of the reading.

•

Ask students to recall and tell in their own words important parts

of the text. •

Offer students opportunities to respond to the reading in various

ways, including through writing, dramatic play, music, readers' theatre, videos, debate, or pantomime. Students, with some help from the teacher, may: •

Evaluate and discuss the ideas encountered in the text.

•

Apply and extend these ideas to other texts and real life

situations. •

Summarize what was read by retelling the main ideas.

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CHAPTER V SUMMARY, CONCLUSION AND RECOMMENDATIONS This chapter presents the summary of the findings; the conclusions arrived at based on the findings and recommendations offered. Summary This study aimed to determine the effect of narrative structure to the comprehension level of Grade 9 students in Pinagtong-ulan National High School. The research instrument used in this study was the 10item reading comprehension test in each kind of narrative structure. The

data

gathered

were

statistically

treated

using

the

mean

percentage score, standard deviation and t-test of the independent mean. Specifically it tends to answer the following inquiries: 1. What is the reading comprehension of the Grade 9 students when the narrative is in: a. chronological structure? b. anachronological structure? 2. Is

there

a

significant

difference

between

the

comprehension levels of the students in the two structures? 3. What is the implication of the result of the study?

30

reading

The researchers work on the hypothesis that chronological and anachronological

structure

has

a

significant

effect

in

the

comprehension level of the students. The descriptive-analytic method was used in this study. The data were gathered through the use of validated questionnaires. This study involved the 110 Grade 9 students from Pinagtong-Ulan National High School. Findings After thorough appraisal, tabulation, analysis and interpretation of the gathered data, the researchers present the following findings: 1. More than the majority of the Grade 9 Students in Pinatong-ulan National High School have higher level of comprehension when narrative is in chronological order that can be justified by the computed mean in table 1. 2. The students have lower level of comprehension when narrative is in anachronological order as reflected in their lower computed mean regarding their scores. 3. In terms of significant differences between chronological and anachronological, the study shows that the Mean in chronological narrative is 0.5 higher than the Mean of anachronological narrative. It also shows that chronological narrative has a higher standard deviation of 2.20 than the anachronological with a

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standard deviation of 2.02. This study shows that there is a significant difference between the comprehension levels of Grade 9 students in Pinagtong-ulan National High School. Conclusions Base on the results of the study, the following conclusions were made: 1. The

students

have

higher

comprehension

level

when

chronological narrative was being used. 2. There

is

a

significant

difference

between

the

reading

comprehension levels of the student in two different narrative structures. 3. The students’ higher level of comprehension must be enhanced by teaching the students on how to read different types of text. They need to learn different types of strategies for different text types. Recommendations Based on the conclusions, the following recommendations were made: 1. Student should learn on how to read different types of text. They need to learn different types of strategies for different text types. They should spend time to explore any reading materials especially those that will enhance their comprehension skill.

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2. Teacher should use methodologies, strategies and activities that will develop their student reading ability. Most particularly their higher comprehension skill. 3. The lesson should be incorporated with good reading selections in different narrative structures, effective teaching procedures, and reading comprehension activities. 4. Other research study should be conducted using other grade levels, other important variables and factors that lead toward betters proposals for further improvement of students’ higher reading comprehension level.

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