"Improving Reading Comprehension of Grade VI Pupils in Walay Elementary School Through the Use of Project M.A.G. I.C."

Abstract

INTRODUCTION

Reading comprehension is a necessary skill throughout schooling and a vital component of the successful transition to adult responsibilities. It is the complex outcome of the process of constructing meaning from print. Students' success in comprehension is influenced by how interesting and relevant they find the textthey are reading; their competencies in recognizing, decoding, and pronouncing words fluently and accurately; their awareness of the different purposes associated with reading and facility with comprehension monitoring strategies. The top-down model advocates reading instruction that emphasizes skills and focuses instead on a holistic approach to read.

METHODS

This research used the descriptive method of research to identify the level of reading comprehension in English of grade six pupils at Walay Elementary School.

RESULTS

I used PHIL IRI as a tool to determine the level of reading comprehension before and after. I also used a questionnaire to gather the weaknesses in reading comprehension.

DISCUSSIONS

Based on the table above, on the distribution ofage, the pupils composed of 20 with 13 male and 7 females. The male included the age of 10 years old (0) with 0%. At the age of 11 were (12) males with 60% and the age of 12 we have (1) male with 5%. The female respondents at the age of 10 were (1) pupil with 5%. At the age of 11 were (6) pupils with 30% and the age of 12 was no respondents with 0%. Based on the table above, these are the results of the knowledge of the pupils in reading comprehension. Only item number 1 for strongly disagree, for items 2,8 and13 were undecided, and disagree for items 3, 4, 5, 6, 7, 9, 10, 11, 12, 14, and 15.

Based on the table above, the computed value of 4.98 and the critical value of 2.101 rejects the hypothesis, but the total correlation got 0.76, which is interpreted as strongly agree. See the summary table of the result of a significant difference in the reading comprehension level in English of Grade IV pupils of WES before and after.In the first test, some students got a high score and some low score. In item 1 got 12 correct, item 2 and 3 got 10 correct, item 4 got 8 correct, item 5 got 3 correct and the item 6 and 7 got 1 correct.

In the second test, in item 1 got 15 correct, item 2 got 10 correct, item got 7 correct, item 4 got 5 correct, item 5 got 6 correct and the item 6 got 2 correct and item 7 got 4 correct. Therefore, some of the students increased their score that affects the second result.