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Lau
“ENGAGING EFFECTIVE
TEACHING LEARNING
ACTIVITIES AMONG
STUDENTS WHO
PERPRETTED IN READING
COMPREHENSION AND
PRONUCIATION ERRORS”
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I. CONTEXT
AND
RATIONALE

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Early efforts to apply knowledge of dialect differences to reading
stressed the importance of the distinction between differences in
pronunciation and mistakes in reading the text is a true reading error by
observing the semantic impact of the given pronunciation on the
students reading and pronunciation of the text that immediately follows.

In this study, learners reading, pronunciation and use, particularly

subject verb agreement rules, were improved through the use of
effective teaching activities. The teacher avoided giving out direct
instructions, instead guiding the students through exercises and
questions to explore, discuss, and verbalize their understanding.

This action research intends to students investigate how effective,

learner centered and learning activities can assess in correcting their
subject verb agreement issue and enhancing their reading
comprehension and pronunciation errors.

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II. ACTIONS
RESEARCH
QUESTIONS

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This study will identify reading comprehension and
pronunciation errors made by students in their subject-
verb agreement, reading, pronunciation and use through
learning activities in reading and pronounce every words
properly and also constructive teaching. It especially
seeks to respond to the following research queries.
1.) Are constructive teaching and learning activities can
help students to improve the pronunciation of the
students?
2.) If you will provide him/her with correct pronunciation
without any humanities it can be help for students to
learn?
3.) What is the possible plan to proposed/improve of
implementation of constructive teaching and learning
activities for communication.
4.) Are teaching activities can help students to improve
their pronunciation in every single words?

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III. PROPOSED
INNOVATION,
INTERVENTION AND
STRATEGY

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Teachers’ beliefs are thought to have a profound influence on their classroom
practices. An understanding of this relationship is important for the improvement
of teachers’ professional preparation and the successful implementation of new
curricula. However, there is little previous research on this issue in the
Lithuanian university context. This evaluative-interpretative study investigated
the relationship between the beliefs of teachers and their practices in the
teaching of reading and pronunciation to advanced learners.

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 Intervention activities

The intervention activities will follow the effective teaching style with all
the activities being learner-centered, which will include word reading,
language comprehension, intralingual errors, interference errors.
Throughout the intervention period, the students will complete word
analysis that involve understanding the different parts of word. The
word analysis One intervention strategy that can be used to help
students improve their reading skills is word analysis.

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A. Mini-lessons B. Oral Activity

C. Peer Groups D. One-On-One Conference

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IV. ACTION
RESEARCH METHODS

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 Participants

Participants in the research will include eleven (11) students in seventh-graders in snsu dc
campus and twenty (20) students in section 1 and 25 students in section 2 seventh-
graders in school of mt carmel and 25 students in section 1 and 30 students in section 2
seventh-graders in school of dc- nhs from various programs who committed reading
comprehension and pronunciation errors.

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 Data Collection

The data for this study will be gathered through interviews,

oral reading tests, focus group discussions, and an
observation checklist. The observation checklist and oral
reading tests provided quantitative data. And the focus group
discussions and interviews provided qualitative data.

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A. Focus Group Discussion B. Oral Reading Test

C. Observation Checklist D. Interviews

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V. ACTION
RESEARCH WORK
PLAN AND TIMELINES

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 Months
Activities 2023
Jan (2023) Feb Mar April May June July
(2023) (2023) (2023) (2023) (2023)
(2023)
1. Kick off meeting
2. Data collection
- Focus group discussion
- Observation checklist
- Oral reading Test
- Interviews
3. Intervention

- Mini-lessons
- Oral activity

- Peer groups
- One-on-One
conference
4. Evaluation of
intervention activities
5. Copyright application

6. Reproduction of
activities

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 Objective Activity Person(s) Materials Cost Time Success indicator
Involved Needed estimates frame
To asses student’s 1. Kick off meeting Students and Pen & paper 50 1hr Students and teacher have
knowledge on reading teacher a consensus agreement
comprehension and during the kick off meeting
pronunciation errors
To assess student’s 1. Data collection Participants/ Audio 100 2hrs Researchers/participants/
capability on effective - focus group discussion students/ recorder, 2hrs students will fully gather
learning activities - observation checklist researchers projector, 2hrs the data needed for
- field note paper, pen 1hrs assessment of student’s
- oral test capabilities
- interviews
To evaluate the output 1. Evaluation of Researcher Summary of 40 2hrs Researcher will reach of
of the activities in Intervention activities evaluation evaluation of the output for
orders to assess the instrument the intervention
intervention to be made

To create a new works 1. Copyright application Researcher Full paper 70 5hrs Researcher will be able to
and to make those accomplish and pass all
works available to the the requirements for the
public to enjoy application
To provide additional 1. Reproduction activities Teachers, Printer, bond 30 7hrs There will be a 100% of
materials for effective community, paper, ink activities across school
learning activities students
across the school

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VI. PLANS FOR

DISSEMIATION AND
UTILIZATION

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 DISSEMINATION ACTIVITIES September October November December January February March
(2023) (2023) (2023) (20230 (2024) (2024) (2024)
1. Research proposal to
school head for school
implementation of the research
output
2. School implementation of
the output of the research study

3. Post valuation of the

research study implementation
4. Result of post evaluation
after school implementation, gone
through series of revisions and
planning for proposal to the campus
for adoption of the study

5. Community proposal
through the barangay officials for
the possible extension of the
implantation of the project for wider
spread of its conduct

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6. Meeting with possible
community tutors (barangay citizen
as volunteer teachers/tutors) with
the cooperation of the barangay
officials

7. Campus proposal of outputs

for possible adoption
8. Campus system
implantation of the output of the
research study
9. Results of post evaluation
after campus implementation, gone
through series of revisions and
planning for proposal to the district
level for adaption of the study

10. University proposal of

outputs for possible adoption

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