DISSEVER METHOD OF READING: BASIS FOR COMPREHENSION DEVELOPMENT OF GRADE-SIX PUPILS OF ROJALES ELEMENTARY SCHOOL
Abstract
The most vital part to make learning to happen is to have skill in reading comprehension. Reading comprehension is the foundation in the learning process and this skill must be enhanced. This has become also the prevalent problem of the Department of Education where the learners were not being facilitated by their teachers because of the almost three years pandemic that hit around the globe. This existing problem of the elementary pupils must be given immediate intervention program. With the use of dissever method in reading, pupils were given chopped passages of the story with corresponding validated questions in order to let the pupils gradually understand the story. Results of the new strategy revealed that dissever method in reading has significant difference in reading comprehension. This further pacifies that chopping the passages of the story has great impact to the development of the reading comprehension of the elementary pupils in school. It appeared that pupils have become very satisfactory from the level of did not meet expectations in their level of proficiency and achievement. This new device is effective in enhancing the skills in reading comprehension.
I. Context and Rationale
One of the most vital aspects in learning in the Basic Education is comprehension. Comprehension is the basic foundation of learning. Learning takes place when pupils have fully understood the lesson or the story taught to them by their teachers. It plays a great role in the learning process because learners will actively and interactively respond to teacher’s evaluation as basis of determining the level of understanding of the pupils on the lessons presented or on the story being told. According to the study of Elgort and Warren (2023) it reiterated that comprehension of written and spoken language covers a range of component processes from the perception of orthographic or phonological units, through the recognition of words, to the interpretation of sentences and discourse structures. These component processes must be mastered by the learners in order for them to have full development in their level of comprehension. The study of Tighe et. al (2023) cited that reading component skills, such as decoding and language comprehension, differentially contribute to various reading comprehension assessments. The importance of comprehension development to learners must be given much focus in school because the reopening of classes due to almost three years pandemic had caused huge adjustments in coping up their comprehension gaps or problems. Based from the teachers’ assessments during the conduct of day- to- day classes, more than half of the grade-6 pupils in Rojales Elementary School have problems in comprehension. Pupils can read but can not understand what they have read. Their poor comprehension level is manifested from the results of the assessments being conducted by the subject teacher. In this case, teachers must find alternative ways and means in providing coping mechanisms to address this problem before it becomes too late.
One coping mechanism to address the poor level of comprehension of the learners is the dissever method of reading. Dissever method is a reading mechanism being devised by the teacher where the passages or short stories are chopped by passage. Each chopped passage from the story has corresponding questions to elucidate the understanding of the learners gradually with unlocking of difficulty of words. The second passage is the continuation of the short story. Before the second passage will be given, the teacher will conduct review to assess the retention of learning of the pupils. Before the last passage will be conducted, the teacher will conduct review of the previous passages. The chopped stories or passages will be in the form of workbook to be distributed to all grade six pupils. This method to be used is to gradually develop the comprehension of the learners. Learners must undergo a step-by-step process in enhancing their skills in comprehension. According to the study of Macnaught et. al (2022), it stated that handing over essential coping mechanism in developing the level of comprehension of the learners is smooth when it is done gradually and involves intensive prior collaboration.
The purpose of this action research is to determine the impact of the teacher-devised workbook in enhancing the level of comprehension of the pupils in the school. Results of the study will be the basis in the promulgation of the intervention program.
II. Research Questions
This action research aims to seek answers to the following relevant queries specifically on:
1. What is the level of comprehension of the grade-six learners in the pre-reading assessment?
2. What is the level of comprehension of the grade-six learners in the post reading assessment using the teacher-devised dissever method in reading?
3. Is there a significant difference between the pre-reading assessment and the post reading assessment?
4. What is the level of proficiency in reading using the teacher-devised dissever method as compared to the conventional pre-reading activity?
III. Research Methodology
Research Design
This action research used quasi-experimental research design. It aimed to find out significant difference of the pre-reading comprehension assessment results and post reading comprehension assessment results. Results of the two assessments were compared as to its level of effectiveness. This is also to determine the impact of the newly teacher-devised dissever method of reading as basis in enhancing the comprehension skills of the pupils.
Participants of the Study
The subject of the study were the grade-six pupils of Rojales Elementary School under the advisory of Mr. Raul A. Lausa. The study used complete enumeration of the respondents wherein all bona fide grade-six learners were the respondents of the action research study.
Research Instrument
This action research study adapted short stories from the internet with proper adherence on the acknowledgment of the authors and the respective questions as to the assessment of the level of comprehension of the learners were crafted by the researcher. The instruments in the form of workbook were validated by In obtaining the data, the researcher downloaded two stories from the internet and crafted questions based from the story. The questions were being validated by Mr. Norman T. Cahati, a language teacher from Carmen National High School, Elvie S. Wabe, an English teacher from Carmen National High School and Mrs. Lornalita B. Cuaton, school principal II of Rojales Elementary School. In the pre-reading activity, all the participants were given each passage of the whole story and let them answer the questions of the stories in elucidating their comprehension skills. Each story comprised 20 questions and after the pre-reading activity, the story was chopped into four passages. Each chopped passage comprised of five questions. After having read all the passages, they were being evaluated on the whole story they have read. And their corresponding scores were being tabulated. The study used the level of proficiency and development used by the Department of Education. Results or scores of the pre-reading and post reading activities were being transmuted in percentage using the template of the electronic class record or e-class record of the Department of Education. The corresponding transmuted percentage of the scores was based on the School Form 5 or the Promotion and Level of Proficiency and Achievement of the Department.
LEVEL OF PROFICIENCY AND ACHIEVEMENT
Data Gathering Procedure
Upholding the proper ethical standards in doing research, the researcher handed in the letter of permission to the school principal Mrs. Lornalita B. Cuaton, principal II of Rojales Elementary School, allowing the researcher to conduct a study. After its approval from the principal, letter of consent was sent to the parents of the pupils since the respondents are minors and they still need proper guidance from their parents or guardians. The parents and the respondents were oriented as to the purpose of the action research study. All the data being gathered were treated highly confidential.
IV. Results and Discussions
This part of the action research discusses the results of the reading activities conducted to the grade-six Rizal pupils of Rojales Elementary School.
Table 1
Level of Comprehension on Pre-Reading Activity
This table presents the results on the pre-reading activity in assessing the comprehension level of the grade-six pupils.
In the above table, data show that out of 35 respondents, only 6 or 20% passed the pre-reading activity assessment on the level of reading comprehension. The total mean percentage got 71.77%, this means that majority of the learners had difficulty in understanding the passage of the story. It implies that these learners were greatly affected by the pandemic for almost three years wherein they were not being facilitated by their teachers precisely in the development in their reading comprehension skills. It further explains that no one got on the proficiency level on the assessment of the reading comprehension based on the Level of Proficiency under the Department of Education school form 5.
The above result of the study was negated by the study of Kuan (2021) that reiterated the crucial aspect of reading comprehension to be taught to the learners because effective learning takes place where learners were able to understand the texts or the whole passage of the story. Learning happens in the classroom when learners are able to deeply understand the story or the passage of the story. This skill on reading comprehension is very vital because literacy is not only about having the skills in basic reading but it is about comprehension.
Table 2
Level of Reading Comprehension on Post-Reading Activity
This table presents the results of the post reading activity to the grade-six pupils.
From the above-mentioned results of the survey, data show that 13 or 37.14% of the total respondents got 90%- 100% with level of proficiency and development as proficient. This indicates that dissever method of reading provides achievers in the class. This further signifies that chopping the story into passages helps improve the reading comprehension skills of the pupils. Furthermore, dissever method or chopping of story into passages eliminates the possibility of having failures inside the classroom during reading comprehension activities.
The result of the study was affirmed by the study of Kuo and Chen (2021) that post reading activities significantly enhance the reading comprehension of the learners. Deeply understanding the story or the passages are vital in the learning process. Comprehension is the most vital component in learning precisely in the reading. Another study of Cheng and Wu (2020) supported the significant impact of post reading activity on motivation and comprehension in second language reading. This further signifies that post reading activity encourages the learners to do better in their academic pursuits in school.
Table 3
Significant Difference on the Pre-Reading and Post-Reading Activities on Reading Comprehension
This table presents the impact of dissever method on reading comprehension to the grade-six pupils.
Level of significance is ≤ 0.05
Based from the aforementioned table, data show that the dissever method on reading comprehension has significant impact to the reading comprehension skills of the learners in school. This signifies that dissever method on reading or chopping the story into passages helps develop the comprehension skills of the learners. It further explains that this method is effective in developing the comprehension skills of the learners inside the classroom setting.
This result of the study was affirmed by the study of Bjork and Bjork (2011) reiterated that success in reading precisely in developing the comprehension of the learners takes a gradual process. It needs a step-by-step method in enhancing their comprehension skills. It further emphasizes that there is a need of deeper processes in improving the skills of the learners.
Table 4
Comparative Table on the Pre-Reading and Post Reading Activities
From the aforementioned table, data show that pupils got a failing level of proficiency and achievement during the pre-reading activities. This means that majority of them can read but can not comprehend of what they have read. They lack comprehension in reading which is crucial in the learning process. It further explains that these pupils were not exposed to constant reading sessions at home during pandemic time. However, with the use of the dissever method in reading, the level of comprehension has improved a lot. This means that this type of method is effective in addressing the poor level of comprehension of the pupils in reading.
The result of the study was supported by the study of Kendeou and Christ (2016) that reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. This further pacifies that there is a need to devise mechanism on coping up the problem of poor reading comprehension among the pupils in Elementary.
V. Intervention Program
Chopping of Passages of a Story: An Alternative Strategy in Enhancing Reading Comprehension
Rationale: This intervention program is designed to develop the reading comprehension skills of elementary pupils as it is vital factor in the learning process.
General Objectives: This program intensifies the importance of reading comprehension as vital factor in learning. It aims to emphasize its positive impact to the learning process of the learners inside the school.
This study used the A.D.D.I.E (Analyze, Design, Develop, Implement and Evaluate) model in crafting the training program as an intervention to the existing problem of the study.
Conclusions
Based from the presented tables in the results and discussions of this action research, the following are the driving statements:
1. Pupils during the pre-reading activity did not meet expectations in their level of proficiency and achievement. This implies that majority of them were not able to comprehend to the given passage of the story. It further connotes that these pupils were not able to practice reading at home during pandemic time.
2. Post reading activity with the use of dissever method of reading where passages are chopped got very satisfactory result. This manifests that the new technique in reading has increased the level of proficiency among the pupils. This mechanism is effective in elevating the reading comprehension level of the pupils.
3. Dissever method of reading has significant difference in improving the level of proficiency and achievement among pupils in reading comprehension. This means that the new method or technique has great impact to the development of the reading comprehension of the learners.
4. There is a big percentage mean difference between pre-reading activity and post reading activity. This further implies that the new method of enhancing the reading comprehension skills of the pupils is concrete evidence as an effective tool in improving their skills in reading comprehension.
Recommendations
The findings of this study are highly recommended to the following:
DepEd, Caraga Region – this is useful new strategy in developing the skills of reading among pupils to be adapted to all schools within the region in addressing issues and concerns relative to poor reading comprehension of the pupils.
Agusan del Norte Division – this is beneficial to the division office as coping mechanism to the prevalent problem on poor reading comprehension among elementary pupils who had been affected by the pandemic for almost three years.
School Principal – this is helpful to schools that have prevalent cases of poor reading comprehension among pupils in school.
Teachers -this is of great contribution to adapt this new method of enhancing the reading comprehension of the pupils.
Stakeholders – this could serve as basis in giving support to the school relative to solving problems on reading comprehension.
