Project IRAL: a Reading Intervention for Pupils Under Frustration Level of Pantihan II Elementary School

Abstract

INTRODUCTION

Reading is one of the macro skills to be learned by pupils. To be a reader, one must understand what they read. The reader must know how to communicate and share information and ideas. It aims to find out the impact of the Project IRAL (Improving the Reading Ability of Learners) towards Grade 4-6 pupils of Pantihan II Elementary School who belong to the frustration level.

METHODS

PHIL-IRI tools were used in measuring the reading ability. In the Group Screening Test (Silent reading test), pupils read sets of short stories. They answered the 20-item test. Pupils with scores of 14 and below were required to take the oral test. The level of stories they read depends on their scores. In the oral test, the teacher recorded the time they spent reading. After computing, the teacher identified the reading level as independent, instructional, and frustration. Pupils with a low reading level were given remedial reading and peer reading.

RESULTS

The researchers found out that many pupils from grade 4 to grade 6 belonged to the frustration level. Based on the pre-test, 41 out of 95 pupils were considered in the frustration level, 32 were in the instructional level and 27 in the independent level. On the other hand, based on the post-test result, there were 19 pupils who were still in the frustration level, 37 in the instructional level, and 36 in the independent level.

DISCUSSIONS

It shows that teachers need to intensify the reading program since it is known that no one will be able graduate from grade six if they do not read properly.