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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 determines the appropriate approach to 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 affects the

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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”).

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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

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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
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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)

Pretest and Post-Test to Perform pretest and Pre-test and Post-Test


determine the effect of post-test to mean
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 POST TEST

No. Of Pupils who took the test 40 40


No. Of Test Items 10 10
Highest Score Obtained 10 10
Lowest Score Obtained 1 4
No. Of Pupils who achieved 75% level of 12 34
mastery
Class means 6.45 9.03
PLM 25.8% 36.90%
Achievement Rate 30% 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
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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

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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