SITUATION
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 determines the appropriate approach to reading
comprehension. A pupil who needs to know whether she can afford to eat at a
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
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
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 affects the
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attendance that may contribute to their learning aspect. Due to these situations, the
II. PROBLEM:
understand what they were reading and able to relate the story they had read.
Problems :
The pupils misreads the text by taking words and phrases out of context
("under-reading”).
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III. GENERATION OF ALTERNATIVE SOLUTIONS
It is along this premise that the researcher would like to undertake the effectiveness
This action research was guided by the following objectives and activities to
be done.
A. Objectives
delivery what they had learned from the story they had read and able
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To enable them to become a useful pupils and develop their potentials
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
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
D. Activities to be Undertaken
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pre-test and post test result of the pre-test
and post test
E. Evaluation Criteria
The result of this action reaction shall be reported after 70% of the
activities and strategies in order to meet the needs and find solutions to the
F. Research Design
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Activities Data to be collected Statistical Treatment
Use of module intended for List of pre-requisite Percentage Method
reading in order to test skills focused on
comprehension among Grade reading
II pupils comprehension
Evaluate the outcome of the Test/result of the Percentage
module activities (Mean, PLM, T-Test)
Other Activities:
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Table 1
PRE TEST AND POST TEST RESULTS
(n=40)
PRETEST POST TEST
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
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
effective.
RECOMMENDATION
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
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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
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
Presented to:
Presented by:
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