Increasing the Performance in Pronunciation of Consonant Cluster in English of Grade Four-Hornbill of infanta Central Elementary School for S.Y. 2017-2018 through "RASH"

Abstract

INTRODUCTION

Oral reading is a complex task done by students. Paradoxically one can learn to read by reading. One significant point of learning to read is to understand how written language and oral language correspond. The English writing system is based on alphabetical principles of spoken word. Therefore, to understand the alphabetical principle, one must recognize that spoken words consist of a sequence of sounds and this understanding is called phonemic awareness (Mc Cornick, 1999). Oral reading is a means by which one gets information and enjoyment. However, the information acquired through reading depends on one’s interpretation. Different people could have different interpretations despite reading the same material. When it comes to any oral reading activity, the person is a unique individual that is trying to make meaning of the text.

METHODS

This study used the descriptive method and employed survey techniques. Best (2001) states that the descriptive method is a fact-finding study characterized by an adequate and accurate interpretation of findings. It describes and emphasizes what actually exists, i.e., current conditions, practices, situations, or any other phenomenon.

RESULTS

The level of performance of Grade-4 Hornbill pupils were affected by the type of activities. The performance levels increased after the implementation of RASH. Project RASH was a big help to teachers and pupils. Pronunciation of consonant clusters in English saw an improvement.

DISCUSSIONS

The pronunciation of consonant clusters falls under frustration level before the intervention but was classified as instructional post-intervention. It can be concluded that Project RASH enhanced students’ micro-skills in reading, e.g. pronunciation, spelling, writing, composing sentences, agility, and comprehension.