Project Power of Two P2 (Teacher and Parent Collaboration in Reading)-a Reading Intervention Using Marungko Approach for Grade One Pupils in Sulsugin Elementary School

Abstract

INTRODUCTION

Teachers continually develop suitable and useful reading materials for intervention and remediation. These interventions and remediations are implemented but not all are applicable to the needs of the pupils. In this study, we used the marungko approach as an aid for pupils who are identified as slow and non-readers. The research questions guiding this study are: Are marungko materials effective in achieving a higher level of reading among grade one pupils? What were the pupils’ level in reading before the implementation of the program? What were the pupils’ level in reading after the implementation of the program? Did the pupils’ level become higher after the implementation of the program?

METHODS

Frequency distribution and percentage was used. 12 out of 17 Grade-One pupils of Sulsugin Elementary School were assessed and remediated. The raw scores of selected pupils were assessed. The assessment tool classified readers into five categories: non-reader, slow reader, average reader, fast reader, and independent reader. Assessment is done before and after implementation. Reading materials were given to the parents for follow up reading at home.

RESULTS

Based on the assessment tool given, the reading level of the pupils increased after the implementation. One of the non-readers before the implementation became a slow reader. Two of the non-readers became average readers and two of the non-readersbecame fast readers after the implementation. In addition, four of the slow readers became fast readers while three of the slow readers became independent readers.

DISCUSSIONS

The results show that the material used is appropriate for Grade-One pupils. Reading can be achieved through appropriate material and approach. Marungko approach is effective way of remediating pupils.