Utilizing I learn Process in Improving Teaching-Reading Process: Basis for Reading Enhancement Program

Abstract

INTRODUCTION

Reading serves as the major foundation skills for school-based learning and strongly related to opportunities for academic success (Nell Duke, 2016). Currently, the reading performance of Rogaya Bajunaid Integrated School is 264 or 64% out of 411 students identified as frustration level from g r a d e 2 -7 . Thus, the school through the Continuous Improvement (CI) team aims to address the reading needs of the students from frustration readers to instructional or even higher to hamper the reading problems and eventually increase the performance of the pupils.

METHODS

Quasi-experimental method was used in this study. Quasi-experiments are most likely to be conducted in field settings in which random assignment is difficult or impossible. They are often conducted to evaluate the effectiveness of a treatment -perhaps a type of psychotherapy and educational intervention. The respondents were the Grade 7 students, of Rogaya Bajunaid Integrated School, school year 2016-2017. However, during the rollout, the whole school -from grades 1 -12, took part in it.

RESULTS

The team made reading materials for kindergarten -grade 12 to be used during the conduct. They placed choices for each reading comprehension question so thaht the learners would be able to answer. Results showed that having a close relationship with the students, changing their behavior, lessening the absences of students would increase the reading performance of the students and eventually, can answer the questions easily. The teachers were guided into what questions to ask, were oriented and demonstrated on how to use the iLEARN process.

DISCUSSIONS

Giving choices on the higher grades will not help students to think critically and there was no close monitoring during the implementation on the proposed process were among the gaps that needed to be given attention to improve the utilization of the iLEARN. Highlighting teachers' English Lesson Plan during the reading process, posting English Speaking Zone signboard within school vicinity, corridors and gardens, and orientation and demonstration teaching on the proposed process were the considerations made by the team to boost the awareness of the teachers and students on the implementation of iLEARN process.