Use of Larawan-Pantig-Salita (LPS) Technique in Decreasing the Number of Grade one Non-Readers in Yawe Elementary School

Abstract

INTRODUCTIONThe ability to read well is one of the most valuable skills that a person should acquire and develop because it plays a very essential role in everything we do. The mastery of this skill is likewise important to the learning of other academic subjects. The child who succeeds in reading finds other subjects accessible, but a child who cannot read well often encounters difficulty. Moreover, it is our responsibility to give these first graders a good foundation in terms of reading. However, due to diversity of children in a heterogeneous class, theextensive difference on their level of reading readiness and reading ability adds up to the challenge. Hence, a teacher has to think of tools, strategies and techniques which may be used to address the needs of the learners in terms of reading. This is ofthe same scenario with the Grade 1 pupils of Yawe Elementary School; wherein it is hard to teach pupils having different reading capabilities, particularly the slow readers and non-readers on how to acquire the skill. Thus, the said problem urged the researcher to look for a technique that will improve their reading level especially in Filipino.METHODSThe experimental quantitative design was applied in this study that utilized 21 non-readers and 8 slow-readers out of 36 grade one pupils Yawe Elementary School last S.Y. 2017-2018. Wherein, the reading level of the grade 1 pupils were identified using the reading index indicated in Phil-IRI during the second week of June before the LPS (Larawan Pantig Salita) technique was used in teaching the respondents on how to read. It was also be used after the implementation of the technique at the end of the second quarter. The researcher conducted the Phil-IRI Oral Test that used predetermined set of criteria. To compare the difference between the respondents' performance before and after the implementation of the technique, T-test of the weighted average mean was used.RESULTSBefore the use of the technique, there were 21 non-readers and 8 slow readers, while after the use of the LPS Technique, the numbers decreased into 3 non-readers, 10 slow readers and the rest of the respondents became instructional readers.DISCUSSIONSAfter getting the whole group performance, T-test was used wherein the null hypothesis "There is no significant difference" was rejected. Therefore, the use of larawan-pantig-salita technique is effective.