Improving the Reading Comprehension Skills of Grade 6 Pupils

Using a Locally Developed Short Reading Passages (LD-SRP)

Jenifer C. Macadangdang, LPT, Teacher II

Ronel A. Buduan, LPT, Teacher III
Janice M. Onza, LPT, Teacher II

I. CONTEXT & RATIONALE

Reading is one of the most important elements of a language. Through constant

reading, learners may obtain information which can help them comprehend and solve
various problems which come constantly in their lives.

English is mostly the medium of instruction of all the subjects of Grade 6 pupils, thus,
comprehension is a vital tool in processing the bulk and complexities of
knowledge, information, and skills in various learning activities that endeavors the learners’
progress.
It has been noted that in the last school years, the prevalent concern among English
teachers and other subject teachers who use English language as their medium
of instruction, pupils have poor comprehension, which mainly the reason why pupils could
hardly cope up with their lessons. Much more now that we are facing this time of pandemic.
The Nagbacalan Elementary School Grade 6 teachers had conducted a series of
assessment like Phil-IRI, Reading remediation etc. to ascertain if learners’ comprehension
level suit to their grade level. Based on the results, had been found out low reading
comprehension and has not yield satisfactory results.
Since reading comprehension is indispensable tool in learning and understanding
other subjects, therefore interventions were provided to enhance reading comprehension
among the Grade 6 Pupils of Nagbacalan Elementary School.
Also, with the implementation of the K to 12 Basic Education Curriculum with an aim
to produce graduates that are globally competitive, enhancing reading comprehension is a
must, so this Action Research was conceptualized
With the aforementioned observation by teacher-researcher, an action research
titled, “Improving the Reading Comprehension Skills of Grade 6 Pupils Using Short Reading
Selection of Nagbacalan Elementary School” is hereby proposed.

II. ACTION RESEARCH QUESTIONS

The action research seeks to improve the reading comprehension skils among the

Grade VI pupils of Nagbacalan Elementary School for the school year 2021 – 2022.

Specifically, it seeks to answer the following questions;

 1. What is the level of the Grade 6 learners in terms of Reading comprehension

skills before and after the intervention program?

2. Is there a significant difference in the level of redoing comprehension skills

among the Grade -III learners before and after the use of the intervention?

III. PROPOSED INNOVATION, INTERVENTION, & STRATEGY

This action research, the researchers highly suggest and propose the combined face-
to-face and online conduct of the learning activities using the prepared and established
short story reading materials of researchers via applications like google meet, zoom or chat
room to improve reading comprehension reading skills of the Grade 6 pupils.

IV. ACTION RESEARCH METHOD

a. Participants and/or Other Sources of Data and Information

The participants in the study will be the 30 Grade 6 pupils who are presently enrolled at
Nagbacalan Elementary School, Paoay District, Schools Division of Ilocos Norte. The
researchers will be using the Locally Developped Sgort Redaing PAssges made by the
teachers of Nagbacalan ES. Since we are still experiencing pandemic, the proposed
innovation/strategy can be done through online platforms such as google meet, zoom or
facebook messenger. Yet, Reading materials will be distributed to all the respondents ahead
of time.

b. Data Gathering Methods

This research will be conducted similar to the conduct of reading remediation

activity that will focus on reading comprehension therefore, SRS Technique will be used.

In order to have data for the said study, Pre-Test and Post- Test of the Quality
assured and published Teacher-made Contextualized and localized reading materials
prepared and established by the researchers will be used.

c. Data Analysis Plan

The effectivity of this research will be determined by comparing the pre-Test and the
post-test in areas of both the reading comprehension and word recognition.

The researchers will select five (5) reading selections with 200 – 250
words or comprises with three to five (3-5) paragraphs and will construct five (5) -
ten (10) comprehension questions for every selection.

Ten (10) to fifteen (15) minutes prior to the presentation of the lesson
proper during the English class or during remediation class will be allotted for oral
 reading of the selection and the answering of the comprehension questions. The
researcher will read/facilitate in the reading of the selections.
Scores will be recorded to ascertain the trend of the pupils’ comprehension
level.
The Post-test will then be conducted in February to March.

Simple statistics or formula will be used to identify the average

comprehension level like the formula used in the Phil-Iri before and after the
implementation.

Formula:

Number of correct answer X 100

Total number of Questions

Improvement of the reading comprehension level of the learners will be

measure through comparison method from the pre-test and post-test.

V. ACTION RESEARCH WORK PLAN AND TIMELINES

GANTT CHART
PART TASK NAME TIMELINE
January February March April May June
I. Planning for Research
II. Action Research
Implementation
III. Data Gathering
IV. Analysis & Interpretation
of Data Collected
V. Results, Conclusion, and
Recommendation
VI. Finalization of Action
Research Paper

VI. COST ESTIMATES

PARTICULARS COST
1 Internet and Mobile Data Php 1, 000.00
2 Printing of the Materials Php 800.00
3 Travel Expenses Php 1000.00
4 Book Binding Process Php 1000.00
5 Production of Proposal and Final Paper Php 1000.00
6 Other Miscellaneous Expenses Php 500.00
 TOTAL Php 5,300.00

VII. PLANS FOR DESSIMINATION AND UTILIZATION

As the specific objectives of this research, its outcome will be beneficial

among the student-respondents by increasing their comprehension level through
reading comprehension and by using short selections that could capture their attention.
It is therefore, projected that there will be positive result in pupils’ participation in other
subject areas, since they are likely to be motivated to participate in the class lectures
and activities since most of the subjects uses English as the medium of instruction.
Moreover, researchers’ aim is to impart knowledge and best practices to be learned
from the study will be imparted to other teachers in the district through the conduct of
Learning Action Cell (LAC) Session and In-Service training

VIII. REFERENCES

[1] Al Rajab, Irvan. 2007. Intruduction to Literature. Fakultas Keguruan dan Ilmu Pendidikan
Universitas Muhammadiayah Parepare.

[2] Badolo, Mas’ud, 2008. PedomandanTeknikPenulisanSkripsi.Parepare: Universitas

Muhammadiyah Parepare.

[3] Brown, Douglaes, H. 2001. Teaching by Principle and Interactive Approach to Language
Pedagogy Second Edition. San Fransisco: Logman.

[4] Schmitt, M. (1990). ‘A questionnaire to measure children’s awareness of strategic

reading processes’. In: The Reading Teacher 43.7, pp. 454–461.

[5] Schunk, D. (2000). Learning theories: An educational perspective. 3rd ed. Upper Saddle
River, N.J: Merrill Prentice Hall.