The Effects of Five-Finger Retelling in Teaching Reading Comprehension of Grade Four Pupils

Abstract

INTRODUCTION

Autonomy or the capacity to take charge of one's learning is seen not only as a favorite topic but also as a crucial needs in language learning. This research aimed to capture the practice of learner autonomy. Five-Finger Retelling strategy, which has planning, monitoring, and evaluating process are necessary for learners' autonomy to boost the students' reading comprehension. In this study I learned other technique to improve the reading comprehension of children, that was aground in evidence and theory.

METHODS

The descriptive-experimental design was used. Each group composes of 21 pupils with a total of 42. There was a total of 303 identified frustrated readers, I used the Slovin's formula to get the number of respondents. To determine the level of reading comprehension of the control and experimental group before and after exposure to five finger retell technique in terms of 5 elements of story, mean, and standard deviation was used. Independent t-test was utilized to determine if there is significant difference on the level of reading comprehension of the two groups.

RESULTS

It was found out that the experimental group had an increased result in mean percentage as compare to the control group. The respondents gained more knowledge and skills in reading comprehension with the intervention applied even though the focus groups went through minor problems with assessment, innovation, and strategy which head primarily from 1) The experimental group of respondents obtained a high performance in the post test with the use of Five-Finger Retell Reading Technique. 2) There is significant difference on the performance of control and experimental group of respondents in reading comprehension in the pretest and post-test in terms of the variables in the Technique. 3)This technique is one of the effective tools to achieve reading comprehension skills acquisition among the identified frustrated readers.

DISCUSSIONS

After being exposed to Five-Finger Retell Reading Technique many participants in our focus group became aware of the elements of the stories. This could mean that the respondents in the experimental group gained more knowledge in reading comprehension and has an increased effect on their performance with the applied intervention rather than those who underwent traditional remediation sessions. Formulation of an action plan is necessary to have organized step by step plans of actions and activities to be conducted to achieve the desired goal.