Republic of the Phillipines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
DISTRICT OF TAYTAY II
ROSARIO OCAMPO ELEMENTARY SCHOOL

THE EFFECTS OF INTERACTIVE APPROACH IN TEACHING READING TO THE

GRADE SIX PUPILS OF ROSARIO OCAMPO ELEMENTARY SCHOOL

A Research Proposal

MEL GIAN A. REVES

Teacher I
 I. INTRODUCTION OF THE RESEARCH

Reading is an important role in the learning process of the students nowadays and

should be taught and be learned systematically. There are skills that should be acquired

especially by grade six pupils for them to be able to comprehend. They are listening,

speaking, writing and reading skills. Reading and Listening are categorized as receptive skills

while writing and speaking are categorized as productive skills. All of those skills are

necessary to be carried out in every English teaching and learning class since they are all

connected with each other and can give a big influence in the improvement of learning.

The reading skill is one of those four macro-skills that is very important and useful

for grade six pupils to get information in the daily life. It is because a lot of information

about many aspects of life require reading skill as a mean to understand them. The reading

skill can help the students to understand some English words that they may find in their

activities outside the school. For example, the students can understand the instructions of

using public facilities, remote controllers, cell phones, computers, and other devices that

exist in the real world. Moreover, the reading skill can also help the students in

understanding learning references that can be useful for their study, such as from text

books of English, magazines, newspapers, letters, and even labels of product that they can

find in the daily life.

However, reading in English for grade six is not a simple matter. There are several

reasons related to this phenomenon. First, English is not their mother tongue. It may have

some differences in terms of grammar, pronunciation, and spelling which makes the reading

text looks difficult to read. Second, they do not utilize the use of English language at home
that is why the pupils still have a hard time understanding the English language. Third, not

all pupils have a good motivation in learning to read.

Moreover, in learning reading, Grade Six Talisay students should be able to

understand not only the meaning of the text but also the content and the use of the text. As

the evidence, most of the students sometimes get bad marks as the result of these

difficulties in learning reading comprehension. If there is no solution for those problems,

they can cause other negative chain reaction effects to the students. If their reading skill is

not good, the students will have more difficulties in learning other macro-skills in English,

such as listening, speaking, and especially writing. In this case, teachers have responsibility

to help students to achieve reading skill. One thing that teachers can do to solve the

problems is to teach the students using an appropriate approach for teaching reading

classes based on students’ level and students’ ability.

In terms of using approaches, teachers tend to use the bottom-up approach which

begins with teaching the students from the smallest part of the reading text such as, words,

phrases and clauses. This approach is good for certain levels especially a beginner level but

this approach is a waste of time for intermediate and advanced levels. Therefore, grade six

students’ reading comprehension quality needs to be improved by using a better approach.

The interactive reading approach, a combination between the top-down and the

bottom-up approach, can be said as the solution to face the problems. This approach is an

appropriate approach that can be conducted for beginners, intermediate, and advanced

learners, for example vocational high school students.

II. LITERATURE REVIEW

 According to Smith, Interactive Approach in teaching reading have multiple benefits:

the instructor can easily and quickly assess if students have really mastered the material

(and plan to dedicate more time to it, if necessary), and the process of measuring student

understanding in many cases is also practice for the material—often students do not

actually learn the material until asked to make use of it in assessments such as these.

Techniques under Interactive approach were enumerated by an article of Marlana

Martinelli and these are that follows: Reciprocal Teaching, Think Pair Share/ Turn and Talk,

Interactive Reading Journals, Close Reading and Socratic Seminars.

III. RESEARCH QUESTIONS

Specifically the action researcher will aim to answer the following questions

1. What is the reading performance on the pupils before the intervention?

2. What are the approaches employed by teachers in teaching pupils to read?

3. What is the performance of pupils after remediation?

4. Is there a significant relationship between the interactive approach and bottom-

up approach in teaching reading?

IV. SCOPE AND LIMITATION

This study focused on the effects of interactive approach in teaching reading

to the Grade Six pupils of Rosario Ocampo Elementary School, San Juan, Taytay,

Rizal
 The respondents of the study will come from the sections that the researcher

is currently handling to be chosen through purposive sampling technique.

The study is limited to the Grade Six Pupils of Rosario Ocampo Elementary

School.

V. RESEARCH METHODOLOGY

a. SAMPLING

The research is categorized as quasi-experimental, it will use two sections which will

serve as the controlled group and the experimental group. Pupils will be selected by using

the purposive sampling technique.

b. DATA COLLECTION

Data collection will be done by administering a pre-test and a post-test to the pupils

who will be the respondents of this study. Therefore, the instruments of this study will be

the pre-test and post-test instruments.

c. ETHICAL ISSUES

Data gathered from the respondents will be handled with outmost confidentiality.

d. PLAN FOR DATA ANALYSIS

The data will be analyzed quantitatively by using the descriptive analysis and inferential

analysis including the normality test, which will be done with the Klomogorov – Smirnov

formula. The homogeneity test, which will be done by using the F-test formula, and the
 hypothesis test, which will be done by using the t-test formula in the Microsoft Office Excel

2016.

Activities Aug Sept Oct Nov Dec Jan Feb March

1. Presents the
research proposal
2. Preparation of
materials for
testing.
3. Administration of
the materials to
the pupils
4. Gathering the data
5. Administration of
the intervention
6. Re administration
of the materials
7. Gathering and
analyzing the data.
8. Interpreting the
data gathered.
9. Implementation to
other sections
handled.
TIME TABLE/ GANT CHART

VI. COST ESTIMATES

Materials that which will be used in the conduct of the study will be provided

by the researcher and may ask the help of the school if needed in accomplishing

this study.
VII. PLANS FOR DISSEMINATION/ ADVOCACY

The objective of this action research is to find out whether using the

interactive approach is more effective than bottom-up approach in improving the

reading ability of the Grade Six Pupils of Rosario Ocampo Elementary School.

The researcher would like to know a more effective way in teaching reading

to the pupils of Six Talisay and to other pupils.

VIII. REFERENCES

Smith, Karen I., Faculty Center for Teaching & Learning, Assesment, Retrieved
from https://www.fctl.ucf.edu/teachingandlearningresources/coursedesign/
assessment/content/101_tips.pdf

Martinelli, Marlana (2015, March 26), Best of Teacher HELPLINE!: 6 Interactive

Reading Strategies to Boost Student Engagement, Retrieved from
https://www.weareteachers.com/best-of-teacher-helpline-6-interactive-reading-
strategies-to-boost-student-engagement/