Project I-Connect: Teaching English Using Buddy System Strategy an Intervention to Enhance Reading Skills with Accuracy among Grade V-Abokado Pupils of Salcedo Elementary School

Abstract

INTRODUCTION

Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learning to read is complex. Children don't learn one reading-related skill and then move on to the next in a step-by-step process. Instead, they must develop competency in four areas simultaneously: word identification, comprehension, fluency, and motivation. Many of learners nowadays are suffering difficulty in reading. Most of the learners reading profile falls under slow reader especially in reading stories with comprehension.

METHODS

Descriptive method was used by the researcher to identify the reading profile of the pupils. The research was conducted to increase reading performance among pupils of grade V-Abokado at Salcedo Elementary School. The researcher will evaluate pupils with the least performance in reading with accordance to their reading profile result. The student respondents were the proponent’s own students. To measure pupils' reading ability, the proponent used Pretest, Pairing System and Posttest available reading materials in Project I-Likha. The teacher will give materials to all pupils on pretest. Students who failed are the respondents of the Project I-CONNECT/Buddy System Strategy. After connecting, respondents will be given post-test to measure if they have improvement in reading.

RESULTS

During the pretest, Out of the 32 pupils, 15 got the passing rate and the rest failed. The Mean of the pretest was 68.20%. With the help of Project I-Connect, the pupils who passed on the pretest chose a reading buddy among the students who failed to increase their reading accuracy. After a week of tutoring among slow reader with the fast reader, the proponent gave the same reading materials as their posttest. To evaluate slow readers reading ability with accuracy, the evaluation was enhanced through the help of the Project I-CONNECT. The result increased from 68.20% to 91.25%.

DISCUSSIONS

Using the I-CONNECT intervention, the study develops confidence specifically with the use of I-Likha materials provided by the schools. Support of parents and teachers at the start of the intervention has helped a lot in the performance of the pupils. Based on the results and observation, regular interconnection of pupils among each other through buddy system can develop more self-confidence. Sustaining pupil's interest in reading can best be improved through collaboration and support of peers as peers are one of the great influence to a child.