Comprehension Level of Grade V Pupils in Reading Short Stories at Barualte Elementary School

Abstract

INTRODUCTION

Reading is an activity with a purpose. It is an interactive process that goes on between the reader and the text, resulting in comprehension. The purpose of reading also determines the appropriate approach to reading comprehension. But English has always been noted as one of the most difficult subjects among the pupils of Barualte ES, particularly for Grade V. One of the problems include pupils can read but it is very hard for them to comprehend. Illiterate parents usually don't have any interest in the education of their children. Some parents want their children to help in their household and farm chores. That's why research writing appears to be a difficult task among the learning leaders.

METHODS

The descriptive method was utilized in this study since it involved collecting and gathering information needed in this study. The tool used in the study was the Phil-IRI result administered to the Grade 5 pupils. This tool used to determine students' growth in reading comprehension. The teacher observation checklist was used by the researchers to gather data throughout the intervention. This tool provided information about changes in how pupils understand and use reading comprehension in reading a short story.

RESULTS

The reading speed level of grade 5 pupils in Barualte ES for the SY 2016-2017 was AVERAGE. The comprehension level of grade five pupils in reading short stories in Barualte ES was INSTRUCTIONAL. In noting details (recall), results showed that out of 45 respondents, 9 or 20% are dependent, 19 or 42% are instructional, and 17 or 38% are frustration. In noting details (identification), 13 or 29% are independents, 19 or 42 % are instructional, and 14 or 31% are frustration. In getting the main idea, 13 or 29% are independent, 23 or 51% are instructional, and 9 or 20% are frustration. In inferring, 9 or 20% are independent, 19 or 42% are instructional, and 17 or 38% are frustration. In sequencing, 8 or 18% are independent, 21 or 47% are instructional, and 17 or 38% are frustration.

DISCUSSIONS

In the light of the findings of this study, we conclude that the reading speed level of grade V pupils in Barualte ES was average and their comprehension level in terms of noting details, getting the main idea, inferring, and sequencing the events was instructional. We, the researchers, recommend that pupils should be encouraged to make reading a habit and also we advised the English teacher that more assignments in reading, particularly for getting the main idea of the stories, must be given.