Improving the Achievement of the BaEs Grade III Pupils through Project ReAction During the School Year 2016-2017

Abstract

INTRODUCTION

Learning to read in a second language is a process that involves learning skills, learning new vocabulary and cultivating the ability to transfer skills from the classroom to the real world where English may be used. However, the thing that many pupils find difficulties in reading activity is to comprehend. Most pupils have a problem in comprehending reading text, in the four reading sub-skills. In connection with this, it is important to take consideration to solve the problem and improve the pupils' achievement in reading comprehension one thing that must be taken into consideration is the study call project ReAction, a reading strategy mostly used in reading books. The Researchers conducted this study with the purpose of improving the Grade III pupils in reading comprehension.

METHODS

This study made use of the quantitative method to find out the number of respondents of the Grade III pupils of BaEs that were covered by the survey. The quantitative data were formulated by 100% respondent by the population of the Grade III pupils. The survey questionnaire as the instrument focuses mainly on the effects of project ReAction to the achievement level and reading comprehension of the Grade III pupils that might be beneficial or non-beneficial to them. The survey questionnaires contain ratings to be given by the respondents with 10 as the highest, with1 as the lowest point.

RESULTS

The data shows that the mean pretest is 4.44 and posttest 7.00 using project ReAction. The result in the pretest SD is 1.24and posttest 1.19. It was determined that pupils who used reading strategies in reading demonstrated strong reading comprehension skills. Also, pupils with strong reading comprehension skills often performed better on comprehension tests, getting high comprehension scores. In this study, the results mirrored this statement.

DISCUSSIONS

It was determined that students who used reading strategies while reading demonstrated strong reading comprehension skills. Also, pupils with strong reading comprehension skills often performed better on comprehension tests, getting high comprehension scores. In this study, the results mirrored this statement. After completing a comprehension pretest, the students were given a strategy to practice and use while taking the post-test. The result showed an increase in pupils' comprehension, which was indicated by higher post-test scores for almost all of the pupils. There were no pupils comprehension levels that diminished during the study.