The Effect of Peer Group in Oral Reading Skills of Grade Eight Students of Anastacio G. Yumul High School

Abstract

Introduction

Peer teaching is a process by which students learn from students that are more experienced and knowledgeable about the subject material. Even though most of the Language teachers studied strategies and methods to develop the students' oral reading skills, teachers still had problems in teaching oral reading to students. Often, students are afraid of reciting and being corrected by the teacher, which results in poor participation of students in oral reading. According to the Tennessee Teaching and Learning Center, most students feel comfortable reading or asking questions to other students, rather than their teachers. This result just showed that students reading with peer group will develop their oral reading skills if they will read with peers, who were experienced and knowledgeable in reading.

Methods

The study made use of the descriptive-experimental method of research to draw responses from the Grade 8 high school students of Anastacio G. Yumul High School of the school year 2014-2015. It considered five peer groups for reading where twenty students of English 8 will be expected to group with four members each and twenty students will be reading individually.

Results

From the result of the study, the following conclusions in response to the hypotheses posted earlier are hereby drawn that there is a significant difference between the pre-test scores of the experimental group and the control group. This is necessary to make the data valid because both groups have little or no knowledge on the topic read. The result of the post-test scores of the experimental and the control groups was significantly different. That there is a significant difference between the pre-test and post-test scores of the experimental and control group. The pre-test and post-test scores of the experimental group were higher than the control group. This implies that peer grouping is more effective than traditional classroom reading and discussion. This concludes that students had gained higher pacing reading ability in oral reading after being exposed to peer-group reading.

Discussions

From the aforementioned findings and conclusions, it is hereby recommended that teachers could utilize peer groups in oral-reading. Further studies of a peer group in oral reading as a delivery mode in teaching the second language can be conducted and a study could be conducted in developing a tool assessment in evaluating peer group performance of students in different subject areas.