Weekly Reading Day: its Impact to the Comprehension of Grade 10-Ezequiel

Abstract

INTRODUCTION

The ability to read and more so to comprehend are essential factors in academic success. However, over the years’ studies reveal that students lack the skills of comprehension. Several factors have been attributed to the low level of reading comprehension. At this point, the role of the English teachers is to provide the learners with more time to read. The result of the Pre IRI given last June 2017 reveals that 34or 85% out of 40 students from Grade 10 -E were identified as Instructional. Instructional students are those who could read but still finds difficulty in answering comprehension questions both on Oral and Silent reading. This action research was conducted to test the impact of a weekly-reading test and using a teacher-made module as supplementary reading materials on the reading comprehension of Grade 10-St. Ezequiel students.

METHODS

The pre-test was given to the respondents and then afterward a six-part module was given to them during each reading day. Each module was focused on enhancing a specific reading competency. The students used the teacher-made reading module as a manipulative tool in enhancing the reading ability of the students. A pretest was given after the sixth module to test whether there was any significant change after the implementation of the weekly reading day.

RESULTS

The finding reveals that there is a significant difference between the pre and post-tests results, having a p-value of 0.000 which is lower than the 0.05 level of significance. The lowest score and the highest score during the pre-test were 11 and 40, has a weighted mean of 23.91, a standard deviation of 6.069. After the sixth week of implementing the weekly reading day, their scores in the post-test increased with the lowest score of 16 and highest score of 43, obtaining a weighted mean of 31.05, a standard deviation of 6.975. It can be gleaned the scores of the respondents, their post-test results are higher than the pre-test result. This may imply that the implementation of a regular weekly reading day and using the teacher-made module as supplementary reading material to enhance the reading skills of the students.

DISCUSSIONS

The finding reveals that there isa significant difference between the pre and post-tests results, The researcher found that is not always a lack of reading material that affects the reading comprehension of a student. There are instances that the lack of opportunity to read also affects the level of their reading comprehension. With this, the researcher recommends that using students must be trained to develop their habit of reading. Reading short passages or excerpts before a lesson begins is a good way of enhancing students' reading ability.