Increasing MPS of 10 Grade V Narra Pupils in English through Language Experience Approach (LEA)

Abstract

INTRODUCTION

Children's literacy development begins at birth as babies hear language and begin to understand meaning from spoken word. It has been determined that the level of exposure to language during early years influences a child’s language and literacy development. Differences in developing literacy skills can influence children's academic success and competence as adults (Byington and Kim, 2016). The study investigated the effectiveness of the Language Experience Approach (LEA) as an intervention to help increase the MPS of 10 Grade V Narra pupils in Mandus Central Elementary School for the school year 2018-2019.

METHODS

The researcher used a localized or contextualized tool in language for three quarters of 10 Grade V Narra pupils of Mandus Central Elementary School, S.Y. 2018-2019. After the conduct of the First Quarter Examination in English, 10 pupils got low scores which contributed to a low MPS in English. These means that the five skills of language and literacy domains, namely: Listening, Speaking, Reading, Writing, and Viewing, were not fully developed. The researcher used the descriptive-comparative method to know whether there is a comparative difference after the implementation of the Language Experience Approach.

RESULTS

After the data analysis, it came out that there is an increase of MPS during the Second and Third Quarter, after the Language Experience Approach (LEA) was implemented.

DISCUSSIONS

Based on the results presented there is a comparative difference in using the LEA strategy to increase the MPS of pupils because the language skills of pupils have developed. The pupils have mastered the learning competencies by sharing their experiences. LEA uses experience in its lessons. It uses a pupil’s experience that is related to the topic. Pupils become interested because they are given a chance to express their ideas from experience. Materials are learner-generated. All communication skills-Listening, Speaking, Reading, Writing-were integrated. Difficulty of vocabulary and grammar are determined by the learner’s own language use. Learning and teaching are personalized, communicative, and creative.