Storybook Reading and the Reading Performance of Grade Four Pupils

Abstract

INTRODUCTION

The researcher would like to express her sincere thanks to SDO Camarines Sur who gave her the opportunity to join the RACE. A good reading skill will improve students' ability in gathering ideas to communicate.

This study focused on the effect of storybook reading on the reading and performance level of grade four pupils of Haluban Elementary School, the school year 2012. The main reason is that English is not the mother tongue of the pupils and the teachers, therefore, many problems arise from the learners, teachers, and facilities. To solve the problem, many teaching techniques are developed. One of these is teaching English by using a story.

METHODS

The descriptive and analytical method of research was employed in the study. The researcher assessed the level of reading performance in oral reading and written examination of grade 4 pupils in the researcher-made test and passages used in Phil-IRI. The result of the assessment served as the bases for reading activities on word recognition, vocabulary development and reading comprehension which were proposed to improve the level of reading performance of pupils.

RESULTS

The passage as used in the reading comprehension the five questions is well mastered by the majority of the pupils. Passage numbers two and five questions are mastered by the majority of the students. While passages 3 and 4 are the overall results are in the nearing mastery level. The overall result shows that of 50 pupils tested 46% are in the independent level less than of 27% in the instructional level this due to the fact that there are reading interventions made by the researcher in reading while for the mid-year assessment most of the students are in the independent level of reading. The overall results the two periodic examinations show that the pupils mastered by the majority of pupils tested under the project storybook reading.

DISCUSSIONS

Provide the students with a variety of materials to read, teachers should provide multiple opportunities for the student to absorb vocabulary, grammar, sentence structure, and discourse structure as they occur in authentic contexts. The student thus gains a more complete picture of the ways in which the elements of the language work together to convey meaning. Teachers should select strategies that are appropriate to the reading task and use them flexibly and interactively. Teachers should encourage the students to talk about what strategies they think will help them approach a reading assignment, and then talking after reading about what strategies they actually used.