I. SITUATION
Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for reading guide the reader's selection of texts. The purpose for reading also also determines the appropriate appropriate approach to reading reading comprehension. A pupil who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed. A person reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but does not need to identify main idea and supporting details. However, a person using a scientific article to support an opinion needs to know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as hypotheses and givens. Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is. English has been always noted as one of the most difficult subjects among the pupils of Urdaneta Central School particularly for Grade II. One of the problems is the shortage of textbook and workbooks that will develop the pupil’s skills. Poor attendance of the pupils also affects their learning. Sometimes, calamities calamities affects the 1
attendance that may contribute to their learning aspect. Due to these situations, the researcher prompted to find out the effect of module to enhance reading comprehension of Grade II Pupils of Urdaneta Central School.
II. PROBLEM:
This action research aims to determine the effectiveness of the module to enhance reading comprehension of Grade II Pupils of Urdaneta Central School, on how to improve their reading comprehension in order to achieve 75% of level of mastery specifically in reading comprehension, improving their proficiency and vocabulary, their understanding on the reading materials, to improve their ability to understand what they were reading and able to relate the story they had read. Problems :
Decoding of polysyllabic words;
Low vocabulary level;
Poor phonological awareness;
Deficiencies in short and long term memory;
Rhyme recognition, awareness of pitch and sense of rhythm.
Language processing difficulties
The pupils can’t understand the text at all.
The pupils misreads the text by totally changing its meaning
The pupils misreads the text by taking words and phrases out of context ("under-reading”). 2
III. GENERATION OF ALTERNATIVE SOLUTIONS
This study aims to determine the effectiveness of the module to enhance reading comprehension of Grade II Pupils of Urdaneta Central School. This module is one of the innovative means to teach English particularly in enhancing reading comprehension. The advantage of using module is considered useful and effective. It is along this premise that the researcher would like to undertake the effectiveness of the English Module as a means to improve pupils’ understanding on reading, in which as a result, they will able to enjoy reading in all aspect. IV. PLAN OF ACTION
This action research was guided by the following objectives and activities to be done. A. Objectives
Develop and enhance the reading comprehension of the Grade II pupils of Urdaneta Central School.
Enhance vocabulary words and develop ability of the pupils to delivery what they had learned from the story they had read and able to answer provided questions.
To help in the full implementation teaching guidelines for pupils of Urdaneta Central School
To motivate the pupils of Grade II- Urdaneta Central School participate in classroom activities
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To enable them to become a useful pupils and develop their potentials in order to participate effectively in the school.
To provide opportunities for the pupils express and show their potentials by motivating them that they were productive pupils despite their inferiorities.
B. Time Frame
The time frame for this action research will be conducted during the school year 2010-2011. Including two session of reading activities to rate the reading comprehension of the students. C. Target Subjects:
Target pupils for the study are the grade II pupils of Urdaneta Central School during the A.Y. 2010-2011. There were 23 boys and 17 girls participated in the activity. D. Activities to be Undertaken
Target students
Teachers
Activities
Expected Results
Involved Grade II pupils
Provide a reading
Enhance reading
materials intended for comprehension of the reading class
the Grade II
instruction Ability to reflect Provide test after
what they had read
reading intended for
as evidence by the 4
pre-test and post test
result of the pre-test and post test
Other Expected Results:
Determine the prerequisite skills required on learning English
Development of Exercises to test the comprehension of the pupils.
Evaluate the outcome of the reading class instruction
Understand aspects where the pupils find several difficulties and aspects they were struggling much
E. Evaluation Criteria
The result of this action reaction shall be reported after 70% of the pupils o have improved in their reading comprehension and improve in English in general, the design shall be revised by investigating other strategies to improve the reading comprehension of the pupils using other activities and strategies in order to meet the needs and find solutions to the arising problems among Grade II concerning reading.
F. Research Design 5
Activities Use of module intended for
Data to be collected Statistical Treatment List of pre-requisite Percentage Method
reading in order to test
skills
comprehension among Grade
reading
focused
on
II pupils comprehension Evaluate the outcome of the Test/result of the module Pretest
Percentage
activities and
determine
Post-Test
the
effect
(Mean, PLM, T-Test)
to Perform pretest and Pre-test and Post-Test of
post-test
mean to
reading class instruction on determine the result the achievement of pupils
Other Activities:
Prepare a letter of request to conduct the action researcher at Urdaneta Central School duly endorsed by the principal.
Prepare set of questions to be asked after the reading session, this will be the basis in determining the reading comprehension of the pupils and determine if the proposed module is effective.
V. PRESENTATION AND INTERPRETATION OF RESULTS
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Table 1 PRE TEST AND POST TEST RESULTS (n=40)
PRETEST
No. Of Pupils who took the test No. Of Test Items Highest Score Obtained Lowest Score Obtained No. Of Pupils who achieved 75% level of mastery Class means PLM Achievement Rate
POST TEST
40 10 10 1 12
40 10 10 4 34
6.45 25.8% 30%
9.03 36.90% 85%
Mastery Level of the Pupils by a 75% cut off
Table 1 presents the Mastery Level of the Pupils by a 75% cut off. The distribution of the pupils based on pretest and post test shown in Table 1 which shows the detailed and complete frequency distribution of the number of students fall with the achievement rate. The 75% performance level of mastery of the pretest was 30%
while in post test was 85%. As shown in the table, 34 pupils are
distributed on above 75% performance level of mastery during post test and only 12 pupils on the pretest who got 75% level of mastery. In the Pretest level 12 out of 40 pupils fall below the 75% level of mastery, and in the post test there were 34 out of 40 pupils fall below 75% level of mastery.
V. CONCLUSION
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The detailed and complete frequency distribution of the number of students fall with the achievement rate shows that the 75% performance level of mastery of the pretest was 30% while in post test was 85%. This suggests that the proposed module as the strategy in improving the reading comprehension of the pupils is effective.
RECOMMENDATION
The researcher therefore recommends the following strategies as to recruitment and budget.
Introduce motivations and learning modules for pupils in reading
comprehension suited to their needs to be improved.
Additional learning modules for pupils to motivate them more to focus
attention in dealing with reading
Encourage teachers to become more resourceful and aware of several
problems.
REFLECTION:
Engaging the reader in reading activities is my goal both with pupils in the classroom in order to deal with the problem. Similarly, the need to demonstrate academic achievement as a prerequisite for elementary students has given way to the 8
belief that pupils should not be denied the opportunity that they learn how to comprehend. These proposal can be of great help in their mastery of the pupils as to comprehension during reading class or at home under the guidance of their parents. For the fast learners, the proposed materials can serve to reinforce their comprehension skills along the objectives which the materials seek to develop.
BIBLIOGRAPHY
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Mill, F. (1997) Fun in English. Cambridge University Press Johnston, S & Watson, J. (1999) Reading. Literacy & Learning April/May McGuinness, D. (1998) Why Children Can’t Read. London: Penguin. McGuinness, D. (1998) Why Children Can’t Read. London: Penguin. SOEID (1996) Methods of Teaching Reading: key issues in research and implications for practice.
URDANETA CITY
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ACTION RESEARCH About
The Effect of Module to Enhance Reading Comprehension of Grade II Pupils of Urdaneta Central School
Presented to:
Presented by:
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