Master’s thesis (Education (Major in English), Master of Arts in)—Graduate School, 2024.

Includes bibliographical references and appendices.

Abstract

This study investigated the effectiveness of literacy strategies on students’ English
language proficiency in vocabulary, reading comprehension, and written expression. It
also sought to determine students' perceived effectiveness of these strategies and
whether this perception influenced their English language proficiency. The researcher
employed a quasi-experimental and descriptive-correlational design. The respondents
were the 10th-grade students of Camanjac National High School. The study used parallel
45-item pre-and post-tests and a researcher-made survey questionnaire to fit the
purpose of the study. All test and survey materials were subjected to content validation
by experts. The respondents underwent the entire procedure: the pretest, the utilization
of literacy strategies, and the post-test. The researcher used weighted mean, percentage,
t-test, and Spearman Rank Correlation Coefficient in treating the data. In the pretest, the
students scored below expectations in vocabulary, reading comprehension, and written
expression, with mean scores of 73.42 percent, 69.27 percent, and 70.58 percent,
respectively. The posttest revealed that the level of English proficiency after using
literacy strategies improved to 82.19 percent in vocabulary, 81.72 percent in reading
comprehension, and 82.08 percent in written expression. Furthermore, the t-test results
indicate that the students’ performance significantly improved. In addition, an analysis of
the results revealed that most students perceived vocabulary and reading
comprehension strategies as “highly” effective, while written expression strategies were
perceived as “moderate.”
Keywords: Literacy Strategies, English Language Proficiency, Reading Comprehension,
Vocabulary, Written Expression