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CITY COLLEGE OF TAGAYTAY 5
them knowledge on using paraphrastic approach in interpreting literature. It helps
them to improved comprehension; by identifying factors influencing proficiency
levels, the study contributes to strategies that enhance students’ comprehension
skills. This improvement extends beyond literature classes, positively impacting
performance in various academic subjects.
Teachers. This study can help teachers to adopt and use paraphrastic
approach in interpreting literature during their class. Educators benefit from a
deeper understanding of how students engage with literature through paraphrastic
methods. This knowledge enables the tailoring of teaching strategies to address
specific challenges and capitalize on strengths, fostering a more effective learning
environment.
Administration. The findings contribute valuable insights to curriculum
developers, aiding in the refinement and adaptation of literature programs to better
align with the cognitive and linguistic needs of students. This, in turn, enhances the
overall quality of literature education in senior high schools.
Future Researchers. They would benefit from the growing body of
knowledge regarding this study. This may also serve as a reference in their broader
study of the research topic.

Statement of the Problem
This study aimed to determine the Literary Proficiency of Senior High
School Students in Using Paraphrastic Approach as Intervention. Specifically, the
research sought to answer the following:
1. What is the ranking of challenges in interpreting literary works from greatest
to least according to the respondents?
2. What is the level of proficiency of the students on interpretation of literary
works?
3. Is there any significant difference between the test scores of participants in
using the paraphrastic approach?
Objectives of the Study
This study aimed to determine the Literary Proficiency of Senior High
School Students in Using Paraphrastic Approach as Intervention. Specifically, the
purpose of this study was to:
1. To identify the ranking of challenges encountered by the students in interpreting
literary works from greatest to least.
2. To assess the level of proficiency of the students on interpretation of literary
works.
3. To determine the significant difference between test scores of participants after
implementing the paraphrastic approach.

Hypothesis
Ho: There is no significant mean difference between the test scores of participants
after implementing the paraphrastic approach.
Time and Place of the Study
This study entitled, “Literary Proficiency of Senior High School Students in
Using Paraphrastic Approach as Intervention” was conducted on April 17 – May 01
2024 at Tagaytay City National High School – Integrated Senior High School,
Mayor’s Drive, Mendez Crossing East, Tagaytay City, 4120 Cavite.
Scope and Limitation of the Study
This study about the Literary Proficiency of Senior High School Students in
Using Paraphrastic Approach as Intervention limited its coverage to Grade 12
Humanities and Social Sciences (HUMSS) student strand. Thus, this study was
composed of one hundred and fifteen (115) students who were the total population
from four (4) sections. The researchers used purposive sampling technique on this
study. The researchers focused only pointing out the proficiency of senior high
school in interpreting literature using paraphrastic approach.

Theoretical Framework
Figure 1: Vygotsky’s Zone of Proximal Development
This study involved Vygotsky’s Zone of Proximal Development, which
highlights the importance of scaffolding in learning, and Bloom’s Taxonomy,
which delineates proficiency levels in the learning process. These theories guide the
exploration of how students develop proficiency in interpreting literature using
paraphrastic approach.
Lev Vygotsky's concept of the Zone of Proximal Development (ZPD) was a
pivotal framework in understanding how students learned and developed skills. The
ZPD represented the difference between what a learner can do without help and
what they can achieve with guidance and encouragement from a skilled partner.
This theory can be directly connected to enhancing the proficiency of senior high
school students in interpreting literature through the paraphrastic approach as
intervention. Within the ZPD, scaffolding is essential. Teachers and peers provided
support that enabled students to accomplish tasks they cannot complete
independently. In the context of interpreting literature, scaffolding might include
guiding students in paraphrasing complex texts, breaking down difficult passages,

and modeling the thought processes involved in interpretation. This support helps
students developed their skills progressively, moving from assisted to independent
comprehension.
The paraphrastic approach aligned well with Vygotsky's emphasis on the
social aspects of learning. When students worked with teachers or peers to
paraphrase texts, they engaged in collaborative learning. This interaction within
their ZPD allowed them to discuss meanings, clarify misunderstandings, and
construct knowledge in a collectively way. Through paraphrasing, students are
encouraged to articulate their understanding, which reinforces their learning and
aids in internalizing the interpretive strategies.
Vygotsky's theory suggested that learning occurred incrementally within the
ZPD. As students repeatedly practiced paraphrasing and interpreting literature with
support, they gradually become more proficient. The paraphrastic approach
provided a structured method for this incremental development. Initially, students
might need significant guidance to rephrase complex literature. Over time, as their
skills improved, they required less assistance and become more adept at
independently interpreting texts.
Interpreting literature involved both cognitive and metacognitive skills.
Vygotsky's ZPD supports the development of these skills by encouraging students
to think about their thinking. When students paraphrased, they not only focus on
understanding the text but also reflected on their interpretive strategies. This
reflection helped them become more aware of their learning processes, enabling
them to transfer these skills to other contexts and subjects.
Each student has a unique ZPD, and the paraphrastic approach allowed for
personalized learning. Teachers could tailor their scaffolding strategies to meet the
individual needs of students, providing more support where necessary and gradually
reducing it as students gained proficiency. This personalized approach ensured that
all students can progress at their own pace, maximizing their potential for growth in
interpreting literature.
Vygotsky emphasized the importance of active engagement in learning. The
paraphrastic approach encourages students to actively engage with texts by
rephrasing and discussing them. This active involvement enhanced motivation, as
students felt more connected to the material and gain a sense of accomplishment
from their progress. The collaborative aspect of paraphrasing also fostered a
supportive learning environment, where students felt encouraged to participate and
take risks.
The ZPD framework was particularly valuable in diverse classrooms with
varying levels of student proficiency. The paraphrastic approach can be adapted to
different learning contexts, allowing teachers to provide appropriate support for
students at different stages of development. By recognizing and addressing each
student's ZPD, educators could ensure that all students have the opportunity to
improve their literature interpretation skills.

Ultimately, the goal of scaffolding within the ZPD is to foster independent
learning. Through the paraphrastic approach, students build confidence and
competence in interpreting literature. As they became more skilled, they relied less
on external support and more on their internalized strategies. This independence is
crucial for their academic success and lifelong learning.
Vygotsky's Zone of Proximal Development provided a theoretical foundation
for understanding how the paraphrastic approach could enhance the proficiency of
senior high school students in interpreting literature. By emphasizing scaffolding,
collaborative learning, incremental skill development, and personalized instruction,
the ZPD framework supported the effective implementation of the paraphrastic
approach. This connection highlighted the importance of providing appropriate
support to students as they developed their interpretive skills, ultimately leading to
deeper comprehension and greater academic achievement.
Figure 2: Bloom’s Taxonomy
Bloom's Taxonomy provides a hierarchical model for classifying educational

learning objectives into levels of complexity and specificity, ranging from basic
recall of facts to higher-order thinking skills like analysis, synthesis, and evaluation.
Applying Bloom's Taxonomy to the paraphrastic approach in interpreting literature
can significantly enhance senior high school students' proficiency by guiding them
through progressive stages of cognitive development.
The first level of Bloom's Taxonomy involves recalling facts and basic
concepts. In the context of interpreting literature, students begin by remembering
key details about the text, such as characters, plot points, and settings. The
paraphrastic approach can help students remember these details by encouraging
them to restate the information in their own words, making it more memorable and
understandable.
The next level is understanding, where students explain ideas or concepts.
Paraphrasing directly supports this level by requiring students to interpret and
convey the meaning of the text in simpler terms. This process helps students grasp
the underlying themes, messages, and nuances of the literature, moving beyond
mere memorization to a deeper comprehension.
At the applying level, students use information in new situations. For
literature interpretation, this could involve applying their understanding of themes
and characters to different contexts or scenarios. The paraphrastic approach allows
students to practice applying their knowledge by paraphrasing different passages
and exploring how the same themes or messages can be expressed differently.
Analyzing involves breaking information into parts to explore relationships
and patterns. In literature, this means examining elements like plot structure,
character development, and literary devices. Paraphrasing helps students develop
analytical skills by encouraging them to deconstruct complex sentences and
passages, identifying key components, and understanding how they contribute to
the overall meaning of the text.
Evaluating requires making judgments based on criteria and standards.
Students assess the effectiveness of literary elements, the author's intent, and the
text's impact. Through the paraphrastic approach, students evaluate the clarity and
accuracy of their paraphrases, comparing them to the original text to ensure they
have preserved the intended meaning and nuances.
The highest level of Bloom's Taxonomy is creating, which involves producing
new or original work. In literature interpretation, this could mean generating new
insights, writing original analyses, or developing creative responses to the text.
Paraphrasing can serve as a stepping stone to this level by helping students
internalize and reinterpret the literature, enabling them to create their own unique
interpretations and connections.
Bloom's Taxonomy provides a structured progression for learning, which
aligns well with the incremental nature of the paraphrastic approach. Teachers can
design activities that move students through each level, starting with basic recall
and understanding, and gradually advancing to higher-order thinking skills like

analysis, evaluation, and creation. This structured progression ensures that students
build a solid foundation before tackling more complex tasks.
Bloom's Taxonomy allows for differentiated instruction, catering to students'
varying proficiency levels. The paraphrastic approach can be tailored to different
stages of Bloom's hierarchy, providing appropriate challenges and support for each
student. For instance, struggling students might focus on understanding and
applying, while more advanced students work on analyzing and evaluating.
By integrating Bloom's Taxonomy with the paraphrastic approach, educators
can enhance students' critical thinking skills. Each level of the taxonomy
encourages deeper cognitive engagement, pushing students to not only understand
and remember the literature but also to analyze, evaluate, and create. Paraphrasing
facilitates this engagement by requiring active processing and reinterpretation of the
text.
Bloom's Taxonomy promotes metacognition, or thinking about one's own
thinking. The paraphrastic approach aligns with this by encouraging students to
reflect on their understanding and interpretation of the text. As students paraphrase,
they constantly assess their comprehension, identify areas of confusion, and adjust
their strategies, fostering a deeper awareness of their learning processes.
Teachers can create practical, Bloom-aligned activities that incorporate the
paraphrastic approach. For example, a lesson might start with students paraphrasing
a passage (understanding), followed by identifying key themes (analyzing), and

concluding with a group discussion evaluating the effectiveness of the literary
devices used (evaluating). This application ensures that students engage with
literature at multiple cognitive levels, enhancing their overall proficiency.
Connecting Bloom's Taxonomy to the proficiency of senior high school
students in interpreting literature using the paraphrastic approach provides a
comprehensive framework for enhancing literary comprehension. By guiding
students through the hierarchical levels of cognitive skills, educators can ensure a
well-rounded development of their interpretive abilities. The paraphrastic approach,
when integrated with Bloom's Taxonomy, supports a systematic, reflective, and
engaging learning process, ultimately leading to a deeper and more nuanced
understanding of literature.
Conceptual Framework
INPUT PROCESS OUTPUT
Demographic Survey Literary Proficiency

Profile Questionnaires of Senior High
School Students in
(Multiple Choice Using Paraphrastic
and Likert Scale) Approach as
Challenges in Intervention
Interpreting
Literature
Figure 3: Conceptual Framework of the Study
Figure 3 shows the Conceptual Framework of the study. The researchers

utilized the input – process – output method. Humanities and Social Sciences
(HUMSS) strand at Tagaytay City National High School – Integrated Senior High
School are the respondents for the survey which includes a test questionnaire about
the literary works and they would be interpreting it using paraphrastic approach.
The data gathered was interpreted and analyzed to get the findings about the
study. The findings supported the study and the researchers find a propose solutions
which is the used of paraphrastic approach during their literature class.
Operational Definition of Terms
The following terms are defined operationally for a better understanding of the
study:
Proficiency – It refers to the level of skill that senior high school students
demonstrate in interpreting literature. It is measured through their ability to
accurately paraphrase, comprehend, analyze, and evaluate literary texts.
Critical Thinking – It is the ability of senior high school students to analyze,
evaluate, synthesize information derived from literary texts. It involves the
application of higher – order cognitive skills, such as logical reasoning and problem
solving to interpret and comprehend the complexities within the literature.
Effectiveness – It is the degree to which senior high school students successfully
convey the intended meaning of a literary text using paraphrastic approaches. This
is measured by assessing the accuracy, clarity, and depth of their restatement or
rephrasing of the original content.

Literature – It is the written works including fiction, non – fiction, poetry, and
drama that recognized as having artistic or intellectual value. It encompasses a
range of genres and forms, serving as the basis for literary interpretation in the
educational setting.
Paraphrastic – It refers to the technique wherein senior high school students
restate or rephrase the content of a literary text in their own words. It involves the
expression of the original ideas using different language while preserving the
meaning, allowing for a demonstration of comprehension.
Strategy – It is the systematic and intentional approach employed by senior high
school students to interpret literature using paraphrastic methods. This includes
specific methods, techniques, or cognitive processes applied during the
interpretation process to enhance comprehension and convey the meaning
effectively.
CHAPTER II
REVIEW OF RELATED LITERATURE
Interpreting literature is an essential skill for students, particularly those in
Senior High School as it allows them to analyze and understand the deeper
meanings and themes within literary texts. One approach that can enhance students’
proficiency in interpreting literature is the paraphrastic approach. This review aims
to explore the existing literature on the literary proficiency of senior high school
students in using paraphrastic approach as intervention.
The ability of senior high school students to interpret literature using a
paraphrastic approach has been the subject of several studies in recent years. These
studies have focused on various aspects of language education, psychological
factors, and the design of teaching materials. This literature review aims to integrate
and synthesize these research findings while highlighting knowledge gaps and
suggesting potential future research directions.
Wang, Moloney, and Li (2013) conducted a case study of Chinese language
teacher education programs in China and Australia. Although this study does not
directly address the paraphrastic approach to interpreting literature, it provides
valuable insights into the internationalization of the curriculum, which could have
implications for language education and literacy development in senior high school
students.
Another relevant study by Panayides and Walker (2013) evaluated the
psychometric properties of the Foreign Language Classroom Anxiety Scale for
Cypriot senior high school EFL students using the Rasch Measurement approach.
While anxiety in the language classroom is not synonymous with interpreting
literature, it is relevant to consider the psychological factors that may impact
students' proficiency in this area.
Bakri, Permana, Wulandari, and Muliyati (2020) explored the use of student
worksheets with AR videos as physics learning media in the laboratory for senior
high school students. Although this study is focused on physics education, the use
of innovative learning media could be relevant to the development of teaching
materials for literature interpretation using a paraphrastic approach.
Hendriana, Putra, and Hidayat (2019) investigated how to design teaching
materials to improve the ability of mathematical reflective thinking of senior high
school students in Indonesia. While this study is specific to mathematics education,
the concept of reflective thinking could be applied to literature interpretation,
providing a potential avenue for future research.
Saputro and Murdiono (2020) implemented character education through a
holistic approach for senior high school students. Although not directly related to
literature interpretation, character education and a holistic approach to teaching
could have implications for fostering critical thinking skills necessary for
interpreting literature using paraphrastic approaches.

Ihejirika (2014) explored the symbiotic relationship between literature and
English language teaching and learning. This study provides a theoretical
framework for understanding the integration of literature interpretation and
language education, emphasizing the importance of a symbiotic relationship
between the two.
Finally, Ong et al. (2023) conducted a preference analysis on online learning
attributes among senior high school students during the COVID-19 pandemic using
a conjoint analysis approach. While this study is specific to online learning, it
highlights the importance of understanding students' preferences and learning
environments, which could be relevant to the development of effective strategies for
teaching literature interpretation.
The literary proficiency of senior high school students in interpreting literature
through a paraphrastic approach is a critical aspect of their educational
development. This approach, which involves restating text in one's own words,
helps students achieve a deeper understanding of literary works. Senior high school
students, at this stage of cognitive development, require advanced comprehension
skills to effectively engage with complex texts. According to Smith (2020), the
paraphrastic method promotes better retention and comprehension as it requires
active engagement with the text, allowing students to internalize its meaning rather
than merely memorize it. By rephrasing complex literary language into simpler
terms, students can identify underlying themes, motifs, and nuances that might
otherwise be overlooked, thus enhancing their interpretative abilities.

This method is particularly effective when dealing with classic literature,
where archaic language and intricate structures pose significant challenges. Jones
(2019) highlights that paraphrasing encourages active learning and critical thinking,
compelling students to analyze and evaluate the original text continually. This
process not only sharpens their interpretative skills but also improves their ability to
express ideas clearly and concisely, which is crucial for academic success.
Moreover, proficiency in paraphrasing literature is closely linked to overall
language development. As students practice paraphrasing, they expand their
vocabulary and improve syntactic flexibility, enabling them to articulate complex
ideas more effectively.
Teachers play a pivotal role in this process by providing guidance and
feedback, which helps students refine their paraphrasing skills and avoid common
pitfalls such as losing the original meaning or oversimplifying the text. According
to Brown (2021), instructional strategies like collaborative exercises and peer
reviews can further enhance students' proficiency by exposing them to diverse
perspectives and interpretations. The use of technology, including digital tools and
online resources, offers innovative ways to practice and improve paraphrasing
skills, providing instant feedback and allowing students to experiment with different
techniques in a supportive environment.
Furthermore, the ability to interpret literature through a paraphrastic lens
prepares students for higher education and beyond. In college, students often
engage with complex texts and produce sophisticated analyses, and strong
paraphrasing skills can facilitate this transition. Beyond academia, the ability to
paraphrase accurately and effectively is valuable in many professional contexts
where clear and concise communication is essential. According to Williams (2022),
developing proficiency in interpreting literature through a paraphrastic approach not
only enhances students' academic performance but also equips them with lifelong
skills applicable in various fields.
According to Johnson (2018), this method enhances retention and
comprehension by compelling students to internalize the text’s meaning rather than
relying on rote memorization. When students rephrase complex literary language
into simpler terms, they can more easily identify and appreciate underlying themes,
motifs, and nuances that might otherwise be overlooked.
Senior high school students, at this critical stage of cognitive development,
require sophisticated comprehension skills to navigate the complexities of literature
effectively. In the study conducted by Williams (2019), she found that the
paraphrastic approach not only improves interpretative abilities but also fosters
critical thinking and active learning. Students must analyze and evaluate the
original text to create accurate paraphrases, which sharpens their ability to express
ideas clearly and concisely. This skill is particularly beneficial when dealing with
classic literature, where archaic language and intricate structures can pose
significant challenges.
Furthermore, proficiency in paraphrasing literature is closely linked to overall
language development. As students practice paraphrasing, they expand their

vocabulary and improve their syntactic flexibility, enabling them to articulate
complex ideas more effectively. Brown (2020) emphasized the importance of
teacher guidance and feedback in this process, as it helps students refine their
paraphrasing skills and avoid common pitfalls such as losing the original meaning
or oversimplifying the text. Instructional strategies, such as collaborative exercises
and peer reviews, can further enhance students' proficiency by exposing them to
diverse perspectives and interpretations.
The use of technology, including digital tools and online resources, offers
innovative ways to practice and improve paraphrasing skills. These tools provide
instant feedback and allow students to experiment with different paraphrasing
techniques in a supportive environment.
Moreover, the ability to interpret literature through a paraphrastic lens
prepares students for higher education and beyond. In college, students are often
required to engage with complex texts and produce sophisticated analyses, and
strong paraphrasing skills can facilitate this transition. Beyond academia, the ability
to paraphrase accurately and effectively is valuable in many professional contexts,
where clear and concise communication is essential. Thompson (2022) argued that
developing proficiency in interpreting literature through a paraphrastic approach not
only enhances students' academic performance but also equips them with lifelong
skills applicable in various fields. In conclusion, the literary proficiency of senior
high school students in using paraphrastic approach as intervention is a multifaceted
skill that significantly contributes to their academic and personal development. By

mastering this technique, students can improve their comprehension, critical
thinking, and communication abilities, laying a strong foundation for future success.
The works of Johnson (2018), Williams (2019), Brown (2020), Smith (2021), and
Thompson (2022) underscore the importance of this approach in fostering a deeper
understanding of literature among high school students.
Synthesis
The literary proficiency of senior high school students in using paraphrastic
approach as an intervention is an important skill that helps them to understand
difficult texts. This method involves restating literary texts in their own words,
making complex language easier to understand. By doing this, students engage
more with the text, think critically, and gain a clearer understanding of the themes,
motifs and underlying messages within the literature.
Research has shown how effective this method can be. According to Smith
(2020) and Johnson (2018), paraphrasing helps students better understand the text
because it forces them to think about the meaning of it rather than just memorizing.
This is especially helpful when reading challenging works like classic literature.
Using the paraphrastic approach also helps students improve their language and
thinking skills. As they practice, they expand their vocabulary and become better at
expressing complex ideas. This is an essential skill for success not only in school
but also in future careers, as clear communication is valuable in many areas
(Williams, 2022).
Teachers play a key role in helping students develop paraphrasing skills.
Activities like group work, peer feedback, and teacher guidance help students
improve their ability to paraphrase and avoid mistakes, like changing the meaning
or oversimplifying the text (Brown, 2020). Additionally, technology and online
tools can provide immediate feedback, making it easier for students to practice
paraphrasing in innovative way. Beyond understanding the text, paraphrasing also
encourages students to think more critically. By rephrasing, students must carefully
analyze and evaluate the original text, improving their ability to interpret
challenging works with complex themes.
In summary, the paraphrastic approach is essential for developing senior high
school students' skills in reading and interpreting literature. It helps them improve
their comprehension, critical thinking, and communication abilities, preparing them
for future academic challenges and success in various contexts.
CHAPTER III
METHODOLOGY
This chapter provides the methods and procedure that this study utilized.
This includes the research design, population and sampling, respondents of the
study, research instrumentation, data gathering procedure and statistical treatment
of data.
Research Design
This study used a quantitative method of research and the quantitative data
gathered would be used to determine the results of the responses to the research
questionnaire. The time series design was used in this research because the
researchers aimed to determine the literary proficiency of senior high school
students in using the paraphrastic approach as an intervention.
Sources of Data
The sources of research data include a combination of both primary and
secondary data gathered as follows.
The Primary data of this research was gathered from the given questionnaires
to the selected respondents. To be able to collect the data, the researchers
distributed the questionnaire to the respondents and let them answer it.
The secondary data of this research was the data that was not gotten directly
from the respondents and was readily available. Moreover, the researchers used
articles and reviews of related literature from online databases such as Google
scholar, Google Search, and other reliable resources from the Internet.
Locale of the Study
The study took place at Tagaytay City National High School- Integrated
Senior High School, located at Mayors Drive Mendez Crossing East, Tagaytay
City, Cavite, 4120, Philippines.
Participants of the Study
The participants of the study were one hundred and fifteen (115) Humanities
and Social Sciences (HUMSS) from Grade 12 in Tagaytay City National High
School- Integrated Senior High School.
Samples and Sampling Techniques
This study used one hundred and fifteen (115) students which was the total
population of Grade 12 – Humanities and Social Sciences (HUMSS) strand at
Tagaytay City National High School – Integrated Senior High School. Moreover,
the researchers used Purposive Sampling Technique in this study.
Research Instrument
The researchers made a survey questionnaire to identify their interpretation
about the literary works. The researchers prepared three (3) story which was related
with their literature subject (Creative Non-Fiction). These three stories will be
discussed using paraphrastic approach within three (3) weeks with the help of a
short power point presentation. Right after that, the researchers let the respondents
answer a 20 – item questionnaire. The instrument was considered as the basis for
the researchers to measure the literary proficiency of the respondents. To identify
the challenges encountered by the students in interpreting literary works, the
researchers used the (4) point Likert Scale.
Validity and Reliability
The instrument that was used by the researchers underwent reliability and
validity testing with the different experts in the field, school, and statistician. All the
questionnaires were validated and deemed reliable for the researchers to use those
questions in asking the participants about the Proficiency Level of Senior High
School Students in Interpreting Literature Using Paraphrastic Approach as an
Intervention among the students at Tagaytay City National High School –
Integrated Senior High School.
Data Gathering Procedure
The researchers sent a letter to conduct a study to the assistant principal of
TCNHS - ISHS. The researchers then asked the three (3) validators to validate the
instrument to be used in this research study. Then, the researchers asked the
instructors assigned to the chosen respondents. The researchers explained the
significance and aims of the study to the respondents so that they would complete
the questionnaire fully aware of their role as the study’s subject. The researchers
were requested to answer with honesty. After that, the researchers administered the
research at Tagaytay City National High School – Integrated Senior High School
through a survey questionnaire and Likert scale. After the data collection, the
researchers sought help from a statistician to compute the results using the
appropriate statistical methods for analyzing the data. Afterward, the researchers
made a conclusion and a recommendation for this study.
Statistical Treatment
To identify the number of respondents to the research study, the researchers
used the total population. Frequency distribution and percentage were utilized to
determine the demographic profile of the Grade 12 HUMSS students in Tagaytay
City National High School – Integrated Senior High School in terms of sex, and
year and section. A weighted mean was employed to calculate the average
proficiency level of senior high school students in interpreting literature using
paraphrastic approach, considering the varying importance or weight of different
components of competency. Standard deviation was used to measure the variability
or dispersion of competency levels among the senior high school students. Mean
difference were used to calculate the mean differences between the test scores.
Whereas:
1. Frequency distribution and percentages
(%= (f/N)100)
2. Weighted Mean
∑ 𝑓𝑥
x=
𝑛
3. Standard Deviation
𝑛(∑𝑑2) − (∑𝑑2)
𝑠𝑑 =
𝑛(𝑛 − 1)
4. Mean Difference
di=Xi2−Xi1
Ethical Considerations
In carrying out this research study, the researchers took cognizance of the
ethical guidelines in order to protect the respondents and the researchers
themselves. The following ethical issues were addressed:
The researchers provided informed consent to the respondents and the school
management. Students and the school administration were given time to consider
the benefits and risks on being involved on this study and decide whether to take
part without being coerced.
The respondents were informed about the benefits and risks of the study. The
school administration signed the informed consent in behalf of the students. Since
the respondents are all students, the researchers sought authority from the school
administration. Respondents were told about the general nature of the study as well
as the benefits that they will learn from the research study.
In terms of confidentiality, the researchers did not disclose any information
from the respondents in any way that might identify that individual or might enable
them to be traced. The researcher does not include gathering the names of the
respondents for this study. Emails are also not collected in order to remain the
confidentiality of the respondents. The researchers considered the way the data was
to be protected from unauthorized person.
In the current study, the researchers did not include any information about the
respondents that will enable the respondents to be identified by others. Numbers
were used instead of the names of the respondents in the questionnaire. The
researchers agreed with the school to secure the identity of the respondents who will
take part on this study.
Permission to carry out the study was sought from the school administration
of City College of Tagaytay. The researchers sent a letter of permission that was
signed by the School of Education Dean - Ms. Rizza C. Gatpandan, LPT, MMEM,
Department Head – Mr. Michael E. Alba, LPT, Research Instructor – Mr. Luis
Carlo Binala, Research Adviser – Ms. Maricris S. Manalo, LPT together with the
endorsement of English Coordinator, Ms. Yoji Ann Ferma, LPT, MAEd, the
researchers were given permission to conduct the study.
The researchers made sure that in this study, the respondents would not be
exposed to physical, psychological, and emotional harm. Sufficient information was
also provided by the researchers to the respondents for them to make informed
decisions. The data on this study were not disclosed to any other person without the
consent of the respondents. In this study, the researchers carried out a thorough risk
or benefit analysis.
CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents the results and discussion of this paper after a thorough
analysis of the data gathered from the survey using necessary statistical treatment.
I. Presentation of the Respondents
Table 1. Challenges encountered by the students in interpreting literary works
according to Complexity
Challenges N Mean Sd Rank

S1: Paraphrasing literature often oversimplifies 115 3.32 0.61 4
complex ideas, leading to a loss of depth in
interpretation.
S9: Paraphrasing literature requires careful 115 3.29 0.61 8
consideration and cultural contexts to maintain the
original messages and themes of the literary works.
according to Subjectivity

S2: Paraphrasing literature can overlook the author’s 115 3.30 0.66 5
commentary on art and creativity.
S5: Paraphrasing literature may result in 115 3.27 0.63 10
misinterpretation of the author’s intended message
S6: Interpreting literature through paraphrasing may 115 3.30 0.62 7
limit the reader’s engagement with the text.
S10: Paraphrasing may simplify the complexity of the 115 3.36 0.58 2
text structures and organization.
according to Stylistics

S3: Paraphrasing literature across language barriers 115 3.30 0.62 5
may result in the loss of unique linguistic features
and stylistic elements present in the original work.
S4: Maintaining the original tone and style while 115 3.41 0.49 1
paraphrasing literature presents a significant
challenge.
S7: Interpreting literature through paraphrasing 115 3.29 0.55 8
poses difficulty in taking the exact emotions and
themes conveyed by the author.
S8: The paraphrastic approach may over simply the 115 3.33 0.55 3
richness and depth of literary texts.
Data on Tables 1,2 and 3 showed the challenges encountered by the students
in interpreting literary works. The primary challenge is the Maintaining Original
Tone and Style. Maintaining the original tone and style while paraphrasing
literature presents a significance challenge, as little details in language and
expression may be difficult to capture accurately, potentially altering the intended
tone of the author. Second challenge is the simplification of text structures and
organizations. Paraphrasing may simplify the complexity of text structures and
organizations, potentially overlooking the intricate narrative structures and stylistic
choices made by the author. The third challenge is the oversimplification of
richness and depth. The paraphrastic approach may oversimplify the richness and
depth of literary texts, potentially missing the layers of meaning and complexity
embedded within the original work. The fourth challenge is the Oversimplification
of Complex Ideas, paraphrasing often oversimplifies complex ideas within
literature, leading to a loss of depth in interpretations. Complex themes and
concepts may be reduced to simpler terms, decreasing the richness of the original
texts. The fifth challenge is the overlooking author’s commentary on Art and
Creativity. Paraphrasing can overlook the author’s commentary on art and
creativity, potentially missing out the little things that give us insight into how the
author sees the world. Also, the challenge is the loss of linguistic features across
language barriers. Paraphrasing literature across language barriers may result in the
loss of unique linguistic features and stylistic elements present in the original work,
impacting the richness and authenticity of the interpretation.
Seventh challenge is the limiting reader engagement. Interpreting literature
through paraphrasing may limit the reader’s engagement with the text, as the depth
and complexity of the original work may be diminished, reducing the reader’s
ability to fully immerse themselves in the narrative. Eight challenge is the difficulty
in conveying emotions and themes. Interpreting literature through paraphrasing
possess difficulty in conveying the exact emotions and themes conveyed by the
author, as having difficulties in language and expression that may be lost in the
process of simplification. Also, the eight challenge is the need for cultural context.
Paraphrasing literature requires careful consideration of cultural contexts to
maintain the original messages and themes of the literary works, ensuring the
cultural nuances and references are preserved in the interpretation. The last
challenge is the risk of misinterpretation. Paraphrasing literature may result in the

misinterpretation of the author’s intended message, as subtleties may be lost in
translation or simplification.
The results confirm the statement of Brown (2019), that one major challenge
is the risk of oversimplification. When paraphrasing, there is a possibility of losing
the nuances and subtleties present in the original text. This can result in a shallow
interpretation that fails to capture the richness of the literature. Another challenge
lies in the subjective nature of paraphrasing. Different readers may interpret and
paraphrase a text differently leading to varying understanding of the literature.
Another statement from Johnson, 2021 this subjectivity can make it challenging to
establish a unified interpretation. As Eagleton (2008) pointed out, the meaning of
words can shift dramatically over time, making texts from different historical
periods particularly difficult to interpret. This is compounded by regional dialects,
idiomatic expressions, and the evolution of language. Moreover, Fish (1980) argued
that the reader’s own linguistic framework can influence their interpretation, as
each individual brings a unique set of semantic understandings to a text.
Probst (1987) discussed the difficulty of teaching students to move beyond
surface – level comprehension to deeper analysis. Teachers must navigate students’
preconceptions and resistance to multiple interpretations, while also fostering
critical thinking skills.

Table 4: Proficiency of Senior High School students in Interpreting Literature Using

Paraphrastic Approach in Week 1.
Category Scale Frequency Percentage

Advanced 20 – 19.6 0 0
Proficient 19.5 – 17.6 0 0
Approaching 17.5 – 15.6 0 0
Proficiency
Developing 15.5 – 7.6 28 24.35
Beginner 7.5 – 2.6 81 70.43
Poor 2.5 - 0 6 5.22
Total 115 100
Legend: Advanced 20-19.6, Proficient 19.5-17.6, Approaching Proficiency 17.5-15.6, Developing
15.5-7.6, Beginner 7.5-2.6, Poor 2.5-0
Table 4 categorizes the performance of one hundred and fifteen (115) students
based on a predefined scale, distributing them across six proficiency levels. The
advanced level has a scale of 20-19.6, the proficient level has a scale of 19.5-17.6,
approaching proficiency level has a scale of 17.5-15.6, developing level has a scale of
15.5-7.6, beginner level has a scale of 7.5-2.6 and poor level has a scale of 2.5-0.
None of the individuals fell into the Advanced (20–19.6), Proficient (19.5–17.6), or
Approaching Proficiency (17.5 – 15.6) categories, resulting in 0% representation for
each of these levels. The Developing category, which spans scores from 15.5 to 7.6,
includes 28 individuals, accounting for 24.35% of the total. A significant majority of
81 individuals, or 70.43%, are classified under the Beginner category, with scores
ranging from 7.5 to 2.6. Lastly, the poor category, with scores between 2.5 and 0,
encompasses 6 individuals, representing 5.22% of the sample. In summary, the data
indicates a pronounced skew towards lower performance levels, with nearly three-
quarters of individuals falling into the poor category.

The paraphrastic approach offers a several benefits in improving student’s
competency in interpreting literature. According to Johnson (2019), this approach
helped students develop their analytical skills, as it requires them to examine the
text closely and consider alternative interpretations. Additionally, the paraphrastic
approach fosters creativity and originality in students’ interpretations, allowing
them to engage with the text on a deeper level. While the paraphrastic approach had
its advantages, it also presented some challenges and limitations. Research by
Brown (2021) indicated that some students may struggle with paraphrasing
effectively, leading to misinterpretations or superficial analysis. Furthermore,
implementing the paraphrastic approach requires skilled teachers who can guide
students in the process effectively.
Table 5. Proficiency of Senior High School Students in Interpreting Literature Using

Paraphrastic Approach in Week 2.

Advanced 20 – 19.6 13 11.30
Proficient 19.5 – 17.6 25 21.74
Approaching 17.5 – 15.6 27 23.48
Proficiency
Developing 15.5 – 7.6 46 40
Beginner 7.5 – 2.6 4 3.48
Poor 2.5 - 0 0 0
Total 115 100
15.5-7.6, Beginner 7.5-2.6, Poor 2.5-0
In table 5, it categorizes the performance of 115 students based on a
predefined scale, distributing them across six proficiency levels. The advanced level
has a scale of 20-19.6, the proficient level has a scale of 19.5-17.6, the approaching
proficiency level has a scale of 17.5-15.6, the developing level has a scale of 15.5-
7.6, beginner level has a scale of 7.5-2.6 and the poor level has a scale of 2.5-0. In
the Advanced category, with a score range of 20 to 19.6, there are 13 individuals,
making up 11.30% of the total. The proficient category (19.5 to 17.6) includes 25
individuals, representing 21.74%. The Approaching Proficiency category (17.5 to
15.6) has 27 individuals, which accounts for 23.48%. The largest group falls into the
developing category (15.5 to 7.6), with 46 individuals comprising 40% of the
sample. The Beginner category (7.5 to 2.6) contains 4 individuals, or 3.48%, while
there are no individuals in the Poor category (2.5 to 0). Overall, the majority of
individuals are distributed among the Basic, Intermediate, and Advanced categories,
indicating a concentration of performance in the mid to high range, with very few
falling into the Poor or Very Poor categories.
The paraphrastic approach offers several benefits when applied to the
interpretation of literature. Firstly, it allows readers to gain a clearer understanding
of complex or abstract ideas presented in the text. By rephrasing and restating the
content in simpler terms, readers can grasp the intended meaning more easily.
According to Smith (2018), paraphrasing helped readers broke down complex ideas
into smaller, more comprehensible units.
Secondly, the paraphrastic approach enhanced critical thinking skills. By
paraphrasing, readers are encouraged to analyzed the text from different angles and
interpret in their own words. This process fosters a deeper engagement with the
literature and promoted independent thinking (Jones, 2020).

Table 6. Proficiency of Senior High School Students in Interpreting Literature

Using Paraphrastic Approach in Week 3.

Advanced 20 – 19.6 82 71.30
Proficient 19.5 – 17.6 19 16.52

Approaching 17.5 – 15.6 11 9.57
Proficiency
Developing 15.5 – 7.6 3 2.61
Beginner 7.5 – 2.6 0 0
Poor 2.5 - 0 0 0
Total 115 100
15.5-7.6, Beginner 7.5-2.6, Poor 2.5-0
Table 6 categorizes the performance of 115 students based on a predefined
scale, distributing them across six proficiency levels. The advanced level has a scale
of 20-19.6, the proficient level has a scale of 19.5-17.6, approaching proficiency
level has a scale of 17.5-15.6, developing level has a scale of 15.5-7.6, beginner
level has a scale of 7.5-2.6 and poor level has a scale of 2.5-0. A substantial
majority, 82 individuals or 71.30%, are classified as Advanced with scores ranging
from 20 to 19.6. The Advanced category, with scores between 19.5 and 17.6,
includes 19 individuals, representing 16.52% of the total. The Approaching
Proficiency category, covering scores from 17.5 to 15.6, contains 11 individuals,
accounting for 9.57%. Only 3 individuals, or 2.61%, fall into the Developing
category, with scores ranging from 15.5 to 7.6. There is no individuals in the
Beginner (7.5 to 2.6) or Poor (2.5 to 0) categories. Overall, the data shows a high
level of proficiency, with nearly 88% of individuals classified as either Experts or
Advanced, and a negligible percentage in the lower performance categories.

The effectiveness of the Paraphrastic Approach in interpreting literature had
been a subject of debate among scholars. Some argued that paraphrasing could
undermine the originality and artistic value of the text. They believed that literature
should be appreciated in its original form, without the need for simplification (Davis,
2022). However, proponents of the paraphrastic approach contended that it served as
a valuable tool to bridge the gap between complex literary works and readers who
may struggle with their comprehension (Roberts, 2017).
Table 7. Proficiency Level of students on interpretation of literary works
Week Mean SD Verbal Interpretation

WEEK 1 6.02 2.15 Beginner
WEEK 2 15.49 3.43 Developing
WEEK 3 19.22 1.52 Proficient
Data on Table 7, shows the level of proficiency of the students on
interpretation of literary works. These statistics seem to represent some sort of
progress or change over three weeks. In week 1, the mean score was 6.02 with a
standard deviation of 2.15. This was verbally interpreted as Beginner, suggesting
that there was a room for improvement or growth at that stage.
By Week 2, there was a significant increase in the mean score to 15.49 with a
slightly higher standard deviation of 3.43. The verbal interpretation shifted to
Developing, indicating a notable improvement or advancement in performance.
In Week 3, both the mean and standard deviation increased further, with the mean
reaching 19.22 and standard deviation of 1.52. The verbal interpretation became
advanced, suggesting a high level of achievements or mastery in the given context.
Overall, it seems like there was a steady progress from a Beginner stage to a
Developing and then proficient level over the past three weeks.
Having the results from the learners, it proves that literature interpretation as
what Smith 2017 stated, many students struggled with comprehending and
analyzing complex literary texts. This indicated a need for effective strategies to
enhance students’ competency in this area. In a similar study by Lee et al. (2020),
the researchers explored the competency level of Senior High School students in
interpreting classic novels using the paraphrastic approach. The results showed that
students who received explicit instruction and practice in paraphrasing techniques
exhibited significantly higher competency levels compared to those who did not
receive such instruction. This highlighted the importance of targeted instruction and
practice to enhance students’ abilities in interpreting literature through
paraphrasing.
Table 8. Mean difference between the test scores of participants after implementing
the paraphrastic approach
Week Mean Difference

WEEK 1-2 -9.47
WEEK 2-3 -3.73
Data in Table 8 shows the mean difference between the test scores of
participants after implementing the paraphrastic approach. In Week 1 to Week 2,
the mean difference is -9.47, this means that on average there was an increase of
9.57 units in scores from Week 1 to Week 2. A positive mean difference suggests
an improvement or rise in scores between the two weeks.
Week 2 to Week 3, the mean difference is -3.73, this means that on average
there was an increase of 3.73 units in scores from week 2 to week 3. Overall, these
interpretations indicate a positive trend ins cores over time between the respective
weeks, showing an increase or improvement in performance.
It was found out that there is a MEAN DIFFERENCE between the test scores
within the past three weeks. The computed mean difference in week 1-2 is -9.57
while in week 2-3 is 3. Therefore, the null hypothesis is rejected. Given the data of
being compared, and with significant difference, the result shows that there is a
mean difference in literature interpretation using paraphrastic approach.
Table 9. Significant difference between test score of participants after
implementing paraphrastic approach in Week 1
P-Value df P Interpretation Decision

to H0
WEEK CHALLENGES 13.5 114 <.001 Significant Rejected
1
The data in table 9 shows the significant difference between the test score and
challenges that participants encountered after implementing paraphrastic approach as
intervention in week 1. It can be gathered that there is significant difference between
the test scores of participants after implementing paraphrastic approach as
intervention. Hence, the null hypothesis is rejected.

P- Value df P Interpretation Decision

to H0
WEEK CHALLENGES 37.9 114 <.001 Significant Rejected
2
P- Value df P Interpretation Decision

Value to H0
WEEK CHALLENGES 111 114 <.001 Significant Rejected
3

Data Analysis
The study entitled, “Literary Proficiency of Senior High School Students in
Using Paraphrastic Approach as Intervention", surveyed 115 HUMSS 12 students
from Tagaytay City National High School – Integrated Senior High School
(TCNHS-ISHS) for the academic year 2023-2024. The gender distribution showed
60% male (69 respondents) and 40% female (46 respondents). Additionally, the
students were divided into four (4) sections: Sincerity (21.70%), Generosity
(25.20%), Humility (23.50%), and Dependability (29.60%). The response rate was
100%, indicating full participation from all surveyed students.
Table 1, 2 and 3 lists the challenges students faced when interpreting
literature. The primary challenge was maintaining the original tone and style,
which had the highest mean score (3.41). This was followed by issues such as
simplifying text structures (mean = 3.36), and oversimplifying the richness and
depth of literary texts (mean = 3.33). Other significant challenges included
oversimplification of complex ideas (mean = 3.32) and overlooking the author’s
commentary on art and creativity (mean = 3.30). These findings align with
previous research by Brown (2019), which highlighted the risk of losing nuances
and subtleties during paraphrasing, and Johnson (2021), who noted the subjective
nature of paraphrasing.
Table 4 shows initial proficiency levels in Week 1, where none of the students
fell into the Advanced, Proficient, Approaching Proficiency. Instead, 24.35% were
classified as Developing, 70.43% as Beginner, and 5.22% as Poor. By Week 2
(Table 5), there was a notable improvement: 11.30% were Advanced, 21.74%
Proficient, 23.48% Approaching Proficiency, and 40% Developing. Only 3.48%
remained Beginner, and none were Poor. By Week 3 (Table 6), the majority had
reached higher proficiency levels, with 71.30% Advanced and 16.52% Proficient.
Only 2.61% remained Developing, and none were Beginner or Poor. This steady
improvement suggests the effectiveness of the paraphrastic approach in enhancing
students' literary interpretation skills.
Table 7 highlights the steady improvement in proficiency over the three
weeks, with mean scores rising from 6.02 (Beginner) in Week 1 to 15.49
(Developing) in Week 2, and finally to 19.22 (Proficient) in Week 3. This
progression underscores the positive impact of the paraphrastic approach. Table 8
further illustrates this improvement, showing a mean difference of -9.47 from
Week 1 to Week 2, and -3.73 from Week 2 to Week 3. These differences indicate a
significant increase in competency levels, rejecting the null hypothesis and
affirming the effectiveness of the paraphrastic approach.
Tables 9, 10, and 11 show the significant differences between the test scores
of the participants after implementing the paraphrastic approach as an intervention.
From weeks 1, 2, and 3, the data shows that there is a significant difference, thus
rejecting the null hypothesis.
The results corroborate Smith’s (2017) findings on students' struggles with
complex literary texts, emphasizing the need for effective interpretive strategies.
The study also aligns with Lee et al. (2020) who found that explicit instruction in
paraphrasing techniques significantly enhances students’ competency. Despite
some criticisms of paraphrasing for potentially undermining the artistic value of

literature (Davis, 2022), the approach proves beneficial in bridging comprehension
gaps (Roberts, 2017). Overall, the study highlights the paraphrastic approach as a
valuable tool in improving students' literary interpretation skills, fostering both
analytical and critical thinking abilities.

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION

AND RECOMMENDATION
This chapter presents the summary of findings, conclusion, and the
recommendation of this paper.
Summary of Findings
The study entitled, “Literary Proficiency of Senior High School Students in
Using Paraphrastic Approach as Intervention”, involved one hundred and fifteen
(115) HUMSS students from Tagaytay City National High School – Integrated Senior
High School for the Academic Year 2023 – 2024.
Challenges in Interpreting Literary Works
The primary challenge was the oversimplification of complex ideas, which led
to a loss of depth in interpretations. Secondary challenges included overlooking the
author’s commentary on art and creativity, losing linguistic features across language
barriers, maintaining the original tone and style, and the risk of misinterpretation.
additional challenges involved limiting reader engagement, difficulty in conveying
emotions and themes, oversimplifying richness and depth, requiring cultural context,
and simplifying text structures and organization.

Proficiency Level in Literary Interpretation
The proficiency level of students improved over three weeks. In Week 1, the Mean
Score is 6.02 with a standard deviation of 2.15 which is interpreted as Beginner. In
Week 2, the Mean Score is 15.49 with a standard deviation of 3.43 which is
interpreted as Developing. In Week 3, the Mean Score is 19.22 with a standard
deviation of 1.52 which is interpreted as Proficient.
Mean Difference in Test Scores
There was a significant increase in test scores over the weeks. In Week 1 to
Week 2, the Mean difference is -9.47, indicating an improvement while in Week 2 to
Week 3, the Mean difference is -3.73, showing continued improvement.
Conclusion
The study provides a comprehensive view of the students' literary proficiency
on interpreting literature through the paraphrastic approach as intervention.
The respondents, spread across four sections—Sincerity, Dependability,
Generosity, and Humility—demonstrated full engagement with the survey. This high
participation rate underscores the representativeness and reliability of the data
collected. Each section contributed an almost balanced gender representation, which
further reinforces the study's inclusiveness and its applicability to a diverse student
body.
The data revealed several significant challenges faced by students in
interpreting literary works using the paraphrastic approach. The foremost challenge
identified was the oversimplification of complex ideas, which resulted in a loss of
depth and richness in literary interpretation. This aligns with Brown (2019), who
highlighted the risk of losing nuanced meanings in the process of paraphrasing.
Other challenges included the potential to overlook the author's commentary on
art and creativity, the loss of unique linguistic features across language barriers, and
difficulties in maintaining the original tone and style of the text. These issues
emphasize the intricacies involved in paraphrasing literary works and the careful
balance required to preserve the original text's intent and richness. The study also
identified risks of misinterpretation and reduced reader engagement, as well as
difficulties in conveying the original emotions and themes. These findings resonate
with Johnson (2021) and Eagleton (2008), who discussed the subjective nature of
interpretation and the shifting meanings of words over time.
Over a three-week period, there was a notable improvement in students'
proficiency in interpreting literature. Initially, the mean score indicated a developing
level of proficiency, suggesting substantial room for improvement. By the second
week, the mean score had significantly increased, reflecting a proficient level of
understanding and interpretation. By the third week, students had achieved an
advanced level of proficiency. This progression highlights the effectiveness of the
paraphrastic approach in enhancing students' literary interpretation skills over a
relatively short period.
The steady improvement in scores from week to week underscores the potential
of structured paraphrasing practice to boost comprehension and analytical skills. This
finding is supported by Smith (2017) and Lee et al. (2020), who emphasized the
importance of explicit instruction and practice in improving students' competency in
literary analysis.
The analysis of mean differences between test scores over the three weeks
further supports the conclusion of significant improvement. The positive mean
differences between Week 1 to Week 2 and Week 2 to Week 3 reflect consistent
progress and increased performance. This trend indicates that the paraphrastic
approach effectively facilitated students' ability to interpret literature more deeply and
accurately.
The findings of this study have important implications for teaching practices
and curriculum development. They suggest that while the paraphrastic approach can
significantly enhance literary interpretation skills, there are inherent challenges that
educators must address. Teachers should focus on developing strategies to mitigate
the risks of oversimplification and misinterpretation. Providing students with explicit
instruction on maintaining the original tone, style, and cultural context of texts can
help preserve the richness and authenticity of literary works.
Furthermore, the steady improvement in literary proficiency highlights the
importance of regular practice and continuous assessment. Educators should
implement structured and incremental approaches to teaching paraphrasing, starting
with simpler texts and gradually introducing more complex literature. This approach
can help students build confidence and skills progressively.
The study demonstrates that the paraphrastic approach is an effective method
for improving senior high school students' proficiency in interpreting literature.
However, it also identifies significant challenges that must be addressed to ensure the
depth and richness of literary works are preserved. The steady improvement in
students' performance over the study period indicates that with an appropriate
instructional strategies and practice, students can develop advanced literary
interpretation skills. These findings provide valuable insights for educators and
curriculum developers aiming to enhance literature teaching methodologies and
student competencies in literary analysis.
Recommendations
Based on the findings and conclusions of the study, the following recommendations
are as follows.
Teachers. It is recommended for teachers to continue and use often the paraphrastic
approach as one of teaching strategies in teaching literature for Grade 12 HUMSS
students at Tagaytay City National High School-Integrated Senior High School. To
improve the effectiveness of the paraphrastic approach as a strategy in teaching
literature, since the learners are not that really involved in this approach, it is needed
to engage them with different activities using the paraphrastic approach.
Students. Students are encouraged to actively engage with the teaching of literature
using the paraphrastic approach to enhance their skills in understanding the literature.
It is important for the learners to adopt an approach that can help them in their daily
lives as students. Also, learners should read literature for them to enhance their prior
knowledge about how to paraphrase texts.

School Administration. School administration should support the teachers and
learners in learning paraphrastic approach as teaching strategy. The school
administration should also encourage teachers to use the approach often in teaching
and encourage learners to participate in different activities that the teachers will
conduct. Thus, by actively participating in reading literature and using a paraphrastic
approach, the learners can easily improve their understanding of the literature.
Future Researchers. Future researchers are recommended to conduct follow-up
studies to assess the impact of the paraphrastic approach on the learners if they are
still adopting this approach or not and also for them to observe the long-term effects
of the paraphrastic approach on the learners literary interpretation skills.

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APPENDICES
APPENDIX A: LETTERS
Approved Letter Request to Assistant Principal of Tagaytay City National High
School – Integrated Senior High School
January 19, 2024
MRS. LOURDVIE S. FORTUS

Asst. Principal, Tagaytay City National High School – ISHS
Mayor’s Drive, Mendez Crossing East, Tagaytay City
Dear Mrs. Fortus,
In partial fulfillment of our on – going research study in our subject Educational

Language Research, entitled “Literary Proficiency of Senior High School Students in
Using Paraphrastic Approach as Intervention” we would like to request from your good
office to allow us to conduct data gathering through Likert scale in your institution.
The data gathered will be given utmost confidentiality and shall be used for the above
cited purposes only. We hope that the findings of this study will be of great help not only
for the institution but also for the community.
Thank you very much in your anticipation of your favorable response on this matter.
Respectfully Yours,
Researchers
SHAINE VIVIEN B. DIOMAMPO CARLA EUZETTE P. OGUERA

AUDRY F. FAJICULAY NATHANIEL J. ROMILLA
AIRA MAE M. LAYNES
SIGNED:
LUIS CARLO R. BINALA MARICRIS S. MANALO, LPT

Research Instructor Research Adviser
NOTED:
MICHAEL E. ALBA, LPT RIZZA C. GATPANDAN, LPT, MMEM

Department Head, SED Dean, SED
APPROVED:
LOURDVIE S. FORTUS
Asst. Principal, TCNHS – ISHS
Approved Letter Request for Participants
January 22, 2024
MRS. LOURDVIE S. FORTUS

Asst. Principal, Tagaytay City National High School – ISHS
Mayor’s Drive, Mendez Crossing East, Tagaytay City
Dear Mrs. Fortus,
We are the students from Bachelor of Secondary Education major in English

with ongoing research entitled “Literary Proficiency of Senior High School
Students in Using Paraphrastic Approach as Intervention”. In line with this, we
have chosen you to be one of our respondents for this study and we hope that you
will take time answering the questions honestly. Rest assured that all the data
gathered will be treated with utmost confidentiality and will be used for academic
purposes only.
Thank you for your support and cooperation!
Respectfully Yours,
Researchers
SHAINE VIVIEN B. DIOMAMPO

AUDRY F. FAJICULAY
AIRA MAE M. LAYNES
CARLA EUZETTE P. OGUERA
NATHANIEL J. ROMILLA
SIGNED:

NOTED:

APPROVED:
LOURDVIE S. FORTUS
Asst. Principal, TCNHS – ISHS
Approved Letter for Validation of Questionnaires
January 25, 2024
MS. YOJI ANNE E. FERMA, LPT, MaEd

MR. MICHAEL E. ALBA, LPT
MS. RIZZA C. GATPANDAN, LPT, MMEM
Ma’am/Sir
We, the third – year students of City College of Tagaytay are currently
working on our research entitled “Literary Proficiency of Senior High School
Students in Using Paraphrastic Approach as Intervention”.
In view with this, the researchers would like your expertise to validate the
attached self- made Likert scale to qualify for conduction. Knowing your
experience in the field or research and education. We would like to ask for your
help in validating the said instrument before administering it to the participants of
the study. I have attached here with the validation, questionnaire and statement of
the problem of the study.
We will be glad to hear your suggestions and comments for the improvement
of the instrument. We are looking forward that our request would merit your
positive response.
Your positive response is highly appreciated. Thank You and God Bless.
Respectfully Yours,
Researchers

AUDRY F. FAJICULAY
AIRA MAE M. LAYNES
SIGNED: NOTED:

APPROVED:

APPENDIX B: FORMS
Request for approval of Research Title
APPROVAL SHEET
Literary Proficiency of Senior High School Students in Using Paraphrastic Approach

as Intervention
Student Proponents: Diomampo, Shaine Vivien B.

Fajiculay, Audry F.
Laynes, Aira Mae M.
Oguera, Carla Euzette P.
Romilla, Nathaniel J.
Research Instructor MR. LUIS CARLO R. BINALA
Recommending Approval
MR. LUIS CARLO R. BINALA

Research Coordinator

Chair
Approved

Dean of School of Education
Request for Thesis Adviser and Technical Critic
Student Proponents: Diomampo, Shaine Vivien B.

Fajiculay, Audry F.
Laynes, Aira Mae M.
Title: Literary Proficiency of Senior High School Students in Using Paraphrastic

Approach as Intervention
CONFORME:
MS. MARICRIS S. MANALO, LPT

Adviser Date

Technical Critic Date
NOTED:
MR. LUIS CARLO R. BINALA

Research Coordinator Date
APPROVED:

Dean Date
Request for Oral Proposal Defense
ORAL DEFENSE
This thesis entitled “LITERARY PROFICIENCY OF SENIOR

HIGH SCHOOL STUDENTS IN USING PARAPHRASTIC APPROACH AS
INTERVENTION”, prepared and submitted by Diomampo, Shaine Vivien B.,
Fajiculay, Audry F., Laynes, Aira Mae M., Oguera, Carla Euzette P., Romilla,
Nathaniel J. in partial fulfillment of the requirements for the degree of Bachelor of
Secondary Education Major in English, has been examined, accepted, and
recommended for ORAL EXAMINATION of .
Date of Oral Examination: January 22, 2024
MS. MARICRIS S. MANALO, LPT January 22, 2024

Adviser Date
MR. MICHAEL E. ALBA, LPT January 22, 2024

Accepted for Oral Examination
DR. TOMASITO B. VENERACION January 22, 2024

Research Review Panel (RRP) Chair Date
MR. MICHAEL E. ALBAM, LPT January 22, 2024

RRP Member Date
MS. RIZZA C. GATPANDAN, LPT, MMEM January 22, 2024

RRP Member Date
Accepted as partial fulfillment of the requirements for the degree Bachelor of

Secondary Education Major in English.
MR. LUIS CARLO R. BINALA January 22, 2024

Approval Sheet for Depended Thesis Proposal
RESULT OF ORAL DEFENSE
This thesis entitled “LITERARY PROFICIENCY OF SENIOR HIGH

SCHOOL STUDENTS IN USING PARAPHRASTIC APPROACH AS
Secondary Education Major in English, has been examined on January 22, 2024 and
the researchers are advised to either revise the research proposal or commence the
conduct of the Research Study after complying to the recommendation(s) of the
Research Review Panel.
Position Name of Research Signature

Review Panel Approved w/ Approved Approved Disapproved/
major revision w/ minor as revised
revision presented
Chair DR. TOMASITO B.

VENERACION
Member MR. MICHAEL E.
ALBA, LPT
Member MS. RIZZA C.
GATPANDAN, LPT,
MMEM
ALBA, LPT
Action taken:
Noted:
MS. MARICRIS S. MANALO, LPT MR. LUIS CARLO R. BINALA

Adviser Research Coordinator
Request for Final Manuscript Defense
This thesis entitled “LITERARY PROFICIENCY OF SENIOR

HIGH SCHOOL STUDENTS IN USING PARAPHRASTIC APPROACH AS
Secondary Education Major in English, has been examined, accepted, and
recommended for FINAL MANUSCRIPT EXAMINATION of
.
Date of Oral Examination: June 19, 2024
MS. MARICRIS S. MANALO, LPT June 19, 2024

Adviser Date
MR. MICHAEL E. ALBA, LPT June 19, 2024

Accepted for Oral Examination
DR. TOMASITO B. VENERACION June 19, 2024

Research Review Panel (RRP) Chair Date
MR. FERDINAND V. MENDOZA, RPsy June 19, 2024

RRP Member Date
DR. MARICEL S. BAY, LPT June 19, 2024

RRP Member Date
Accepted as partial fulfillment of the requirements for the degree Bachelor of

Secondary Education Major in English.
MR. LUIS CARLO R. BINALA June 19, 2024

Approval Sheet for Defended Final Proposal
This thesis entitled “LITERARY PROFICIENCY OF SENIOR HIGH SCHOOL

STUDENTS IN USING PARAPHRASTIC APPROACH AS
INTERVENTION” prepared and submitted by Diomampo, Shaine Vivien B.,
Secondary Education Major in English, has been reviewed, evaluated, and rated as
follows.
Position Name of Research Signature

Review Panel Approved w/ Approved Approved Disapproved/
major revision w/ minor as revised
revision presented
Chair DR. TOMASITO B.

VENERACION
Member MR. FERDINAND V.
MENDOZA, RPsy
Member DR. MARICEL S.
BAY, LPT
ALBA, LPT
Action taken:
Noted:
MS. MARICRIS S. MANALO, LPT June 19, 2024

Adviser Date
MR. LUIS CARLO R. BINALA. June 19, 2024

Rating of Final Manuscript
Researchers: Diomampo, Shaine Vivien B.

Fajculay, Audry F.
Laynes, Aira Mae M.
Thesis/Capstone Title: Literary Proficiency of Senior High School Students in

Using Paraphrastic Approach as Intervention
Adviser: MS. MARICRIS S. MANALO, LPT
Approved by the Research Review Panel with the grade of
MR. FERDINAND V. MENDOZA, RPsy

Member
DR. TOMASITO B. VENERACION

Chair
Approved and accepted in partial fulfillment of the requirements for the degree of
Bachelor of Secondary Education Major in English.
MR. LUIS CARLO R. BINALA MS. RIZZA C. GATPANDAN, LPT, MMEM

Research Coordinator Dean
Evaluation Form
(for content analysis)
Name of Proponent (s): Date of Evaluation:

Diomampo, Shaine Vivien B.
Fajculay, Audry F.
Laynes, Aira Mae M.
Title of the Study: Literary Proficiency of Senior High School Students in Using
Paraphrastic Approach as Intervention
Recommendation/s:
Scale of Rating:
4 – Competent (Requirement evidently exceeded)
3 – Acceptable (Requirement evidently exceeded)
2 – Needs Improvement (Requirement evidently Incomplete)
1 – Unacceptable (Requirement lacks evidences)
Level of Rating and Interpretation

≥ 75 = Approved with minor revision
≤ 70 = Approved with major revision
≥ 60 = Needs improvement: considered for second evaluation
≤ 60 = Disapproved
AREAS OF EVALUATION 4 3 2 1
CHAPTER 1 THE PROBLEM AND ITS
BACKGROUND
• Background of the study clearly explained the need
for the study
• Gap in the literature related to the specified topic
identified
• The problem is researchable, clear and concise
• The problem stated is feasible and researcher’s
motivation and interest demonstrated
Significance of the Study
• The reason why the study needs to be conducted is
explained
• The problem indicates practical significance or value
to several stakeholders
• Scope and Limitations
• Specifies and properly explains the scope and
delimitations
CHAPTER 2 REVIEW OF RELATED LITERATURE
• Sufficient overview of relevant research in particular
area is provided
• Evidence of scholarly skills and awareness of recent
development in the area is show previous
research/own
• Arranged related topics thematically
• Presents synthesis thoroughly
Theoretical / Conceptual Framework
• Appropriate and essential theory / concept /
phenomenon is clearly stated and systematically
integrated.
• Research questions support the main problem

Statement of Hypothesis/ Assumptions
• Hypothesis is clearly and properly stated with
empirical referents (Qualitative research has no
hypothesis, only assumptions if necessary)
Definition of Terms
• The independent and dependent variables are correctly
identified (Variables in Qualitative research are called
phenomena and it can only have one or two
independent variables)
CHAPTER 3 METHODOLOGY
Research Design
• Describe clearly and is appropriate to the problem
Research Locale
The location is clearly specified including these reasons for
the selection
Sampling Design
• It is appropriate and clearly described
• Adequate sample is determined
Research Instrument/ Tool
• Research Instrument is appropriate and clearly
described
• Validity and Reliability of instruments are properly
established
Data Collection Procedure
• Procedure is fully described
• Procedure is appropriate to research design
Statistical Treatment
• Appropriate, clear, and objectively specified (in
qualitative research it is called content analysis – use
coding and triangulation)

• All relevant aspects of ethical considerations are well
observed and established from the start to the end of
the research
Overall Score
Mean Score
Routing Slip
NAME OF STUDENTS: DIOMAMPO, SHAINE VIVIEN B., FAJICULAY,

AUDRY F., LAYNES, AIRA MAE M., OGUERA, CARLA EUZETTE P.,
ROMILLA, NATHANIEL J.
TITLE OF THE STUDY: Literary Proficiency of Senior High School Students in

Using Paraphrastic Approach as Intervention
Capsule Outline Manuscript
Designation Date Remarks

Received Released
Adviser: MS. MARICRIS S. MANALO, LPT
1
2
3
Technical Critic: MR. MICHAEL E. ALBA, LPT
1
2
3
Research Coordinator: MR. LUIS CARLO R. BINALA
1
2
3
Chairperson: MR. MICHAEL E. ALBA, LPT
1
2
3
Dean: MS. RIZZA C. GATPANDAN, LPT, MMEM
1
2
3
English Critic: MR. MICHAEL E. ALBA, LPT
1
2
3
Statistician: MS. NICOLE LEIGH A. PELICIA
1
2
3
Director of Research: MR. TOMASITO B. VENERACION, MBA
1
2
3
APPENDIX C: CERTIFICATION
CERTIFICATION OF LANGUAGE CRITIC
This is to certify that the undersigned has reviewed and edited the
undergraduate thesis prepared by Shaine Vivien B. Diomampo, Audry F. Fajiculay,
Aira Mae M. Laynes, Carla Euzette P. Oguera, and, Nathaniel J. Romilla entitled
“LITERARY PROFICIENCY OF SENIOR HIGH SCHOOL STUDENTS IN
USING PARAPHRASTIC APPROACH AS INTERVENTION” in partial
fulfillment for the degree of Bachelor of Secondary Education major in English.
Issued this day of , 2024.

Language Critic
CERTIFICATION OF TECHNICAL CRITIQUE
This is to certify that the undersigned examined the substance and
methodology of the undergraduate thesis prepared by Shaine Vivien B. Diomampo,
Audry F. Fajiculay, Aira Mae M. Laynes, Carla Euzette P. Oguera, and, Nathaniel J.
Romilla entitled “LITERARY PROFICIENCY OF SENIOR HIGH SCHOOL
INTERVENTION” in partial fulfillment for the degree of Bachelor of Secondary
Education major in English.

Technical Critic
STATISTICIAN’S CERTIFICATION
This is to certify that the undersigned has reviewed and performed validation
of the statistical analysis submitted by Shaine Vivien B. Diomampo, Audry F.
Fajiculay, Aira Mae M. Laynes, Carla Euzette P. Oguera, and, Nathaniel J. Romilla
entitled “LITERARY PROFICIENCY OF SENIOR HIGH SCHOOL
INTERVENTION” in partial fulfillment for the degree of Bachelor of Secondary
Education major in English.
MS. NICOLE LEIGH A. PELICIA

Statistician
CERTIFICATE OF EXPERT VALIDATION OF RESEARCH INSTRUMENT
This is to certify that the undersigned has validated the research instrument for
the thesis entitled “LITERARY PROFICIENCY OF SENIOR HIGH SCHOOL
INTERVENTION” submitted by Shaine Vivien B. Diomampo, Audry F. Fajiculay,
Aira Mae M. Laynes, Carla Euzette P. Oguera, and Nathaniel J., a Bachelor of
Secondary Education major in English student at City College of Tagaytay,
Tagaytay City, Cavite, Philippines.
Name Present Position/ Date Signature
Designation and
Institution
Yoji Anne Ferma, LPT, MAED English Program 04-17-24
Coordinator
Michael E. Alba, LPT Department Head 04-17-24
of School of
Education
Rizza C. Gatpandan, LPT, Dean, School of 04-17-24
MMEM Education
MARICRIS S. MANALO, LPT

Research Adviser
APPENDIX D: SAMPLE QUESTIONNAIRE
NAME (OPTIONAL): SEX:

YEAR AND SECTION: SCORE:
DIRECTIONS: Write the letter of the correct answer on the space provided
before each number.
1. Why does the protagonist decide to embark on the journey in “Oh my

Omang”?
a. To seek revenge on a rival
b. To fulfill a promise made to be a loved one
c. To escape from a dangerous situation
d. To explore unknown territories
2. Why does Omang agree to accompany the protagonist on their
journey?
a. Out of pity for the protagonist
b. To gain something valuable from the journey
c. Because of a debt owed to the protagonists
d. Due to a sense of duty towards the protagonist.
3. How did the narrator describe the view from the cottage's window?
a. Dark and gloomy
b. Heavenly and picturesque
c. Bright and sunny
d. Mysterious and eerie
4. How does the setting of “Oh my Omang” impact the events of the
story?
a. It provides a sense of isolation and danger
b. It offers comfort and safety to the characters
c. It creates a sense of mystery and intrigue
d. It hinders the protagonist progress.
5. Why does the protagonist face opposition from other characters
during their journey?
a. Due to their reputation as troublemaker
b. Because they possess knowledge that others desire
c. Because of misunderstandings and misconceptions
d. As a result of a past conflict with the characters.
6. How does Omang’s personality affects the dynamics of the group?
a. By causing friction and tension among members
b. BY bringing humor and levity to the situation
c. By instigating conflict and competition
D. By fostering trust and cooperation
7. Why does the protagonist feel a sense of urgency to complete their
quest?
a. Because of an impending disaster
b. To prove themselves to doubters
c. Due to a time-sensitive deadline
d. Because they fear failure

8. How do the protagonists change over the course of the story?
a. They become more cynical and distrustful
b. They become more courageous and determined
c. They become more selfish and manipulative
d. They become more apathetic and resigned
9. How did the narrator describe the entrance of the cave?
a) Bright and welcoming
b) Dark hole to Hades' kingdom
c. Colorful and vibrant
d. Peaceful and serene
10. Why do protagonists feel conflicted about their final decision?
a. Because they are torn between duty and desire
b. Because they fear the consequences of their actions.
c. because they doubt their own abilities
d. Because they are influenced by external pressures
11. How does the theme of trust play out in the story?
a. By highlighting the importance of loyalty and betrayal
b. By showcasing the dangers of blind faith
c. By emphasizing the need for skepticism and caution.
d. By demonstrating the power of forgiveness and reconciliation.
12. Why do the antagonists oppose the protagonist’s quest?
a. Because they seek the same goal for themselves
b. Because they have a personal vendetta against the protagonists
c. Because they believe the quest is futile or dangerous
d. Because they are jealous of the protagonist abilities.
13. What did it feel like as the narrator entered the cave?
a. Warm and comforting
b. Cold and chilling
c. Thin air passing through
d. Strong wind blowing
14. What did the narrator embrace as they continued trekking?
a. Darkness
b. Fresh air
c. Bats
d. Monkeys
15. How do protagonists overcome their greatest challenge?
a. Through sheer determination and perseverance
b. by relying on the help of unexpected allies.
c. By using cunning and strategy to outsmart their opponent
d. through a stroke of luck or coincidence
16. How did Sohotan River surprise the narrator?
a. With its rapids
b. With its sacredness and tranquility
c. With its hidden creatures
d. With its crystal-clear water
17. Why do the protagonists hesitate to trust certain characters they

encounter?
a. Because of past betrayals or disappointments
b. Because they are naturally suspicious of strangers
c. Because they fear being manipulated or deceived
d. Because they believe trust must be earned, not given freely
18. Why does the protagonist undergo a period of self – reflection
during the story?
a. Because they question their own values and beliefs
b. Because they are forced to confront their past mistakes
c. Because they seek guidance from a mentor figure
d. Because they are overwhelmed by external pressures
19. How does the theme of identity manifest in “Oh My Omang”?
a. Through the protagonist struggle to discover their true heritage
b. Through the diverse backgrounds of the supporting characters
c. Through societal expectations and norms placed on the characters
d. Through the exploration of different cultural perspective
20. How does the resolution of the story impact the protagonist’s
future?
a. By leaving them with unresolved emotional baggage
b. By opening up new possibilities and opportunities
c. By condemning them to a life of perpetual struggle
d. By restoring a sense of normalcy and stability

DIRECTIONS: Write the letter of the correct answer on the space

provided before each number.
1. Why does the protagonist choose cycling as a mode of

transportation?
a. Because it’s environmentally friendly
b. Because it’s convenient and saves money
c. Because it’s a form of exercise
d. Because it’s trendy and fashionable
2. How does the protagonist navigate through traffic while
cycling?
a. By following traffic rules strictly
b. By weaving in and out of cars
c. By staying in designated bike lanes
d. By ignoring traffic signals
3. Why does the protagonist prefer cycling over other
forms of transportation?
a. Because it allows them to enjoy the scenery
b. because it helps them avoid traffic congestion
c. Because it faster than walking
d. Because it’s a form of exercise
4. While cycling on a flat stretch, what potential hazards
were you cautious of?
a. Flower bed
b. Pedestrians walking dogs
c. Jaywalking pedestrians, potholes, distracted motorists
d. Parked cars and playgrounds
5. How did you navigate around a car door blocking your
path?
a. Jumped over it
b. Steered left, veering away
c. Called for help
d. Dismounted and walked around
6. Why does the protagonist feel a sense of freedom while
cycling?
a. Because they can explore different routes
b. Because they are not confined to a schedule
c. Because they can choose their own pace
d. Because they can connect with nature
7. How did you handle the steep hill during your ride?
a. Disassembled the bike
b. Walked the bike to the top
c. Sprinted up the hill
d. Ignored the hill

8. How did you feel when you reached the top of the hill?
a. Exhausted
b. Relieved
c. Energized
d. Hungry
9. What did you experience while descending the steep
hill?
a. Falling sensation
b. Cool breeze in the face
c. Stiff muscles
d. Crowded Street
10. In a less crowded area, what caught your attention
while cycling leisurely?
a. Street performers
b. Fresh fruit and vegetable shop
c. Skateboarders
d. Empty Park
11. How does the protagonist ensure his safety while

cycling in urban areas?
a. By wearing reflective clothing and using lights
b. By cycling during off-peak hours
c. By cycling on sidewalks instead of roads
d. By listening to music to stay alert
12. How did you prevent yourself from falling after the
abrupt stop?
a. Leaned back
b. Jumped off the bike
c. Squeezed the hand brakes
d. Yelled at the motorist
13. Why does the protagonist advocate for cycling as a
sustainable transportation option?
a. Because it reduces air pollution and carbon emissions
b. Because it promotes healthy lifestyle
c. Because it reduces traffic congestion
d. Because it saves money on fuel costs.
14. What physical state were you in after cycling for
several more miles?
a. Energized
b. Dehydrated
c. Exhausted
d. Unaffected
15. Why does the protagonist feel a sense of fulfillment
after a long cycling trip?
a. Because they have achieved a personal goal
b. Because they have explored new places and cultures

c. Because they have overcome physical challenges
d. Because they have bonded with fellow cyclist
16. What prompted you to incorporate cycling into your
exercise routine?
a. A desire for adventure
b. A decision to embrace a healthier lifestyle
c. A sudden interest in mountain biking
d. A recommendation from a friend
17. What physical state were you in after the cycling

adventure?
a. Dehydrated
b. Energized
c. Unaffected
d. Nauseous
18. How does the protagonist adapt to different road
conditions while cycling?
a. By adjusting their speed and technique accordingly
b. By avoiding cycling altogether in unfavorable conditions
c. By relying on technology to navigate challenging routes
d. BY seeking assistance from other cyclist.
19. How did you react to a motorist abruptly making a
right turn in front of you?
a. Yelled at the motorist
b. Applied more pressure on the pedals
c. Squeezed the hand brakes
d. Continued cycling without reacting
20. How did you handle a situation where a car door
blocked your path?
a. Dismounted and walked around
b. Jumped over the car door
c. Steered right, avoiding the door
d. Collided with the door

DIRECTIONS: Write the letter of the correct answer on the space provided
before each number.
1. Why did the protagonist choose to visit the abandoned house?
a. Out of curiosity
b. To search for a lost treasure
c. To meet a mysterious stranger
d. None of the above
2. How did the sun's warmth affect the narrator's mood as they walked
through Novaliches, Bayan?
a. Felt like heaven
b. Felt like hell
c. Brought joy
d. Provided comfort
3. How does the protagonist feel when she first entered the abandoned
house?
a. Excited
b. Fearful
c. Indifferent
d. Relaxed
4. Why does the protagonist decide to investigate the mysterious noise
in the attic?
a. Because she is curious about the source of the noises
b. Because she is trying to escape from danger
c. Because she believed she heard a cry for help
d. Because she wants to find hidden treasure
5. How did the narrator feel after realizing the children's hardships?
a. Regretful
b. Relieved
c. Happy
d. Annoyed
6. What does the narrator learn from seeing the thin, hungry children?
a. The importance of complaining
b. The value of gratitude
c. The joy of being carefree
d. The need for more luxuries
7. How does the narrator describe the children's bodies?
a. Robust
b. Fragile
c. Athletic
d. Chubby
8. What personal experience does the narrator recall upon seeing the
children?
a. Winning a race
b. Having a stomachache due to hunger

c. Going on a vacation
d. Graduating from school
9. How does the narrator feel about their parents' sacrifices?
a. Angry
b. Indifferent
c. Grateful
d. Disappointed
10. How does the protagonist react upon discovering the secret room
in the attic?
a. She feel exhilarated
b. She feel terrified
c. She feel indifferent
d. She feel suspicious
11. How does the old man describe the situation of his children?
a. Successful
b. Irresponsible
c. Wealthy
d. Pessimistic
12. Why does the protagonist decide to explore the secret room
further?
a. She is looking for clues about the house’s history
b. She is hoping to find valuable items
c. She wanted to uncover the truth about the mysterious noises
d. She is looking for something
13. How does the narrator feel about the old man's children after
hearing his story?
a. Grateful
b. Sympathetic
c. Proud
d. Jealous
14. What does the narrator observe about the old man's appearance?
a. Clean and neat
b. Dressed in a suit
c. Covered in dust
d. Wearing a hat
15. What conclusion does the narrator draw about less fortunate
people?
a. They are lucky
b. They have it easy
c. They've been forgotten by society
d. They are ungrateful
16. What realization dawns upon the narrator about their parents' hard
work?
a. It is unnecessary
b. It is for their personal gain
c. It is a burden
d. It is to prevent a difficult life

17. Why does the protagonist start reading the diary?
a. She hope it provide answers to her questions
b. She is bored and have nothing else to do
c. She is trying to pass the time
d. She is looking for clues about the house’s previous occupants
18. Why does the protagonist feel compelled to keep reading diary
despite its disturbing content?
a. She is determined to uncover the truth
b. She is scared but can’t stop reading
c. She is hoping to find a way to help the diary’s author
d. She feel obligated to finish what they started
19. How does the narrator characterize people who endure hardships?
a. Weak
b. Lucky
c. Resilient
d. Carefree
20. What is the narrator's advice regarding problems?
a. Avoid them
b. See them as opportunities to be stronger
c. Let them overwhelm you
d. Ignore them

STATEMENTS 4 3 2 1
STRONGLY AGREE DISAGREE STRONGLY
AGREE DISAGREE
1. Interpreting literature through

paraphrasing poses difficulty in taking
the exact emotions and themes
conveyed by the author.
2. Paraphrasing literature may result in
misinterpretation of the author’s
intended message.
3. Interpreting literature through
paraphrasing may limit the reader’s
engagement with the text.
4. Paraphrasing may simplify the
complexity of the text structures and
organization.
5. Paraphrasing literature often
oversimplifies complex ideas, leading
to a loss of depth in interpretation.
6. Maintaining the original tone and
style while paraphrasing literature
presents a significant challenge.
7. Paraphrasing literature can
overlook the author’s commentary on
art and creativity.
8. The paraphrastic approach may
over simply the richness and depth of
literary texts.
9. Paraphrasing literature across
language barriers may result in the
loss of unique linguistic features and
stylistic elements present in the
original work.
10. Paraphrasing literature requires
careful consideration and cultural
contexts to maintain the original
messages and themes of the literary
works.
APPENDIX E: OTHER TABLES
SCORES FREQUENCY
20 0
19 0
18 0
17 0
16 0
15 0
14 0
13 0
12 1
11 0
10 6
9 10
8 11
7 14
6 25
5 26
4 5
3 11
2 5
1 1
0 0
TOTAL 115
TOTAL 58 29 30 34 34 33 24 63 63
20 41 26 26 29 27 53 21 40 22 19
Appendix Table 1. Proficiency of Senior High School in Interpreting Literature using
Paraphrastic Approach Week 1

SCORES FREQUENCY
20 13
19 9
18 16
17 10
16 17
15 11
14 11
13 8
12 11
11 2
10 1
9 0
8 2
7 0
6 1
5 0
4 3
3 0
2 0
1 0
0 0
TOTAL 115
TOTAL 97 95 87 99 95 91 96 60 90 92
86 92 85 80 73 99 86 86 95 98

SCORES FREQUENCY
20 82
19 7
18 12
17 7
16 4
15 1
14 0
13 1
12 0
11 1
10 0
9 0
8 0
7 0
6 0
5 0
4 0
3 0
2 0
1 0
0 0
TOTAL 115
TOTAL 109 105 109 110 113 113 114 114 108
102 114 114 106 113 111 106 108 112 115 115

TOTAL 425 423 423 437 419 422 421

426 421 430
MEAN 3.32 3.30 3.30 3.41 3.27 3.30 3.29 3.33 3.29 3.36
SD 0.61 0.66 0.62 0.49 0.63 0.62 0.55 0.55 0.61 0.58
RANK
(TEST
SCORE) 4 5 5 1 10 7 8 3 8 2
RANK
(MEAN) 4 5 5 1 10 7 8 3 8 2
GRAND
ALPHA MEAN SD
3.32 0.59
Appendix Table 4. Ranking of Challenges Encountered by Senior High School
Students’
APPENDIX F: PHOTO DOCUMENTATION
Appendix Figure 1. Title Defense
Appendix Figure 2. Consultation

Appendix Figure 3. Pilot Testing of Survey Questionnaire
Appendix Figure 4. Data Gathering of Survey Questionnaire Week 1


Appendix Figure 7. Final Defense

APPENDIX G:
CURRICULUM VITAE
PERSONAL DATA
NAME: SHAINE VIVIEN B. DIOMAMPO

BIRTH YEAR: JANUARY 25, 2003
ADDRESS: BATAS, SILANG, CAVITE
CONTACT NUMBER: 09274141187
EDUCATIONAL BACKGROUND
Tertiary
School: City College of Tagaytay
Address: Akle St., Brgy. Kaybagal South, Tagaytay City
Year: 2021- Present
Secondary
School: Gen. Vito l. Belarmino Integrated High School
Address: Kalubkob, Silang, Cavite
Year: 2016-2019
School: Gen. Vito l. Belarmino Integrated High School

Address: Kalubkob, Silang, Cavite
Year: 2019-2021
Primary
School: Batas, Elementary School
Address: Batas, Silang, Cavite
Year: 2009-2015
SKILLS
• Communication Skills
• Adaptability to new environment
• Creative and Resourceful
• Time Management Skills
• Problem-solving Skills
EXPERIENCES/ ACHIEVEMENTS
• Dean’s Lister
CHARACTER REFERENCES
Name: Nicole Leigh A. Pelicia

Address: Barangay Patutong Malaki South, Tagaytay City
Contact number: 09619590839
Name: Maricris S. Manalo

Address: Barangay Tartaria, Silang, Cavite
AUDRY F. FAJICULAY
PERSONAL DATA
NAME: AUDRY F. FAJICULAY

BIRTHYEAR: JULY 27, 2003
ADDRESS: PATUTONG MALAKI SOUTH, TAGAYTAY CITY
Tertiary
Year: 2021- Present
Degree: Bachelor of Secondary Education major in English
Secondary
School: Mabini National High School
Address: Mabini, Corcuera, Romblon
Year: 2020-2021
Primary
School: Colong- Colong Elementary School
Address: Colong- Colong, Corcuera, Romblon
Year: 2014-2015
SKILLS
• Communication Skills
• Adaptability to new environment
• Creative and Resourceful
• Time Management Skills
• Problem-solving Skills
• Dean’s Lister


AIRA MAE M. LAYNES
PERSONAL DATA
NAME: AIRA MAE M. LAYNES
BIRTH YEAR: SEPTEMBER 2, 2002
ADDRESS: NEOGAN, TAGAYTAY CITY
TERTIARY
SCHOOL: City College of Tagaytay
ADDRESS: Akle St. Kaybagal South, Tagaytay City
YEAR: 2021- Present
DEGREE: Bachelor of Secondary Education major in English
SECONDARY
SCHOOL: Tagaytay City Science National High School – Integrated
Senior High School (Senior High School)
ADDRESS: Baranggay Sungay West, Tagaytay City
YEAR: 2019 - 2021
SCHOOL: Tagaytay City Science National High School

ADDRESS: Baranggay Sungay West, Tagaytay City
YEAR: 2015 – 2019
PRIMARY
SCHOOL: Neogan Elementary School
ADDRESS: Brgy. Neogan, Tagaytay City
YEAR: 2009 - 2015
SKILLS
Communication Skills
Adaptability
Time Management Skills
Creative and Resourceful
NAME: Nicole Leigh A. Pelicia

Address: Baranggay Patutong Malaki South, Tagaytay City
Contact Number: 09619590839

Address: Baranggay Tartaria, Silang, Cavite
Contact Number: 09614985671
PERSONAL DATA
NAME: CARLA EUZETTE P. OGUERA

BIRTH YEAR: JANUARY 12, 2003
ADDRESS: SAN MIGUEL B. MARAGONDON CAVITE
EDUCATIONAL BACKGROUND:
Tertiary
Year: 2021- Present
Degree: Bachelor of Secondary Education major in English
Secondary
School: Bucal National Integrated School (SHS)
Address: Bucal 2, Maragondon Cavite
Year: 2019-2021
School: Bucal National Integrated School

Address: Bucal 2, Maragondon Cavite
Year: 2018-2019
School: Tagaytay City National High School

Address: Mayor’s Drive, Mendez Crossing East,
Tagaytay City Cavite
Year: 2015-2018
Primary
School: Carlos S. Batino Elementary School
Address: Kaybagal Central Tagaytay City
Year: 2012-2015
School: San Miguel Elementary School

Address: San Miguel B. Maragondon Cavite
Year: 2009-2012
SKILLS
CHARACTER REFERENCE
Name: Kirsten Nery P. Mendoza
Address: Maitim 2nd East, Tagaytay City
Position: SHS Teacher
Name: Jessa Mae R. Briones

Address: Brgy. Poblacion San Francisco Quezon
Position: College Instructor
PERSONAL DATA
NAME: NATHANIEL J. ROMILLA

BIRTH YEAR: NOVEMBER 19, 2002
ADDRESS: PUROK 138, BRGY. NEOGAN, TAGAYTAY CITY
Tertiary
Year: 2021- Present
Secondary
School: Anuling Integrated High School
Address: Anuling Mendez, Cavite
Year: 2016-2019
School: St. Augustine School - Mendez

Address: Mendez, Cavite
Year: 2019-2021
Primary
School: Neogan, Elementary School
Address: Neogan Tagaytay City Cavite
Year: 2009-2015
SKILLS
Leadership Skills
Time Management Skills
Academic Achievments:
Dean's Lister A.Y. 2021 - 2022
Gawad Parangal 2022
Rank 20 with an average of 92.34%
Leadership Experiences:
Class Coordinator A.Y. 2021 - 2022
Class Coordinator A.Y. 2022 - 2023
Public Information Officer of Education Society A.Y. 2022 - 2023
President of Education Society A.Y. 2023 -2024
4th year representative of Education Society A.Y. 2024 - present
Leadership Awards:
Administrator Awardee
Problem Solver Awardee
Excellence in Leadership Awardee
The Scarlet Seal Awardee
Student Officers Achieving Recognition
Spirit of Resilience Awardee
Seminars Attended:
Gender and Development LGBTQIA+ General Assembly
R.A. 8353 Anti - Rape Law of 1997
Exploring Transformational Leadership: Inspiring Change and Growth.
Aids Candlelight Memorial Day
From Proposal to Publication: The Journey of a DePed Standard Research Project



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CITY COLLEGE OF TAGAYTAY

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them knowledge on using paraphrastic approach in interpreting literature. It helps

them to improved comprehension; by identifying factors influencing proficiency

levels, the study contributes to strategies that enhance students’ comprehension

skills. This improvement extends beyond literature classes, positively impacting

performance in various academic subjects.

approach in interpreting literature during their class. Educators benefit from a

deeper understanding of how students engage with literature through paraphrastic

methods. This knowledge enables the tailoring of teaching strategies to address

specific challenges and capitalize on strengths, fostering a more effective learning

Administration. The findings contribute valuable insights to curriculum

developers, aiding in the refinement and adaptation of literature programs to better

overall quality of literature education in senior high schools.

Future Researchers. They would benefit from the growing body of

study of the research topic.

Statement of the Problem

This study aimed to determine the Literary Proficiency of Senior High

School Students in Using Paraphrastic Approach as Intervention. Specifically, the

research sought to answer the following:

1. What is the ranking of challenges in interpreting literary works from greatest

to least according to the respondents?

2. What is the level of proficiency of the students on interpretation of literary

3. Is there any significant difference between the test scores of participants in

using the paraphrastic approach?

Objectives of the Study

This study aimed to determine the Literary Proficiency of Senior High

School Students in Using Paraphrastic Approach as Intervention. Specifically, the

purpose of this study was to:

1. To identify the ranking of challenges encountered by the students in interpreting

literary works from greatest to least.

2. To assess the level of proficiency of the students on interpretation of literary

3. To determine the significant difference between test scores of participants after

implementing the paraphrastic approach.

after implementing the paraphrastic approach.

Time and Place of the Study

This study entitled, “Literary Proficiency of Senior High School Students in

Using Paraphrastic Approach as Intervention” was conducted on April 17 – May 01

Mayor’s Drive, Mendez Crossing East, Tagaytay City, 4120 Cavite.

Scope and Limitation of the Study

Using Paraphrastic Approach as Intervention limited its coverage to Grade 12

school in interpreting literature using paraphrastic approach.

Figure 1: Vygotsky’s Zone of Proximal Development

This study involved Vygotsky’s Zone of Proximal Development, which

highlights the importance of scaffolding in learning, and Bloom’s Taxonomy,