Learning to Read, Loving to Read (L2r2): A Reading Program towards Poor Reading Comprehension among Grade 7 Students of Banaba West National High School

Abstract

INTRODUCTION

One of the academic problems of students is poor comprehension and this problem is solvable. There are some factors that contribute to successful reading comprehension. These are through adequate prior knowledge, the ability to derive conjunctures and improve language proficiency. Poor reading comprehension has been one of the oldest issues that should be alleviated instantaneously. This moved the researcher to create the reading program, Learning to Read, Loving to Read (L2R2). The reading program practiced different activities that increase the reading comprehension of students.

METHODS

This study utilized the descriptive research design with teachers and students as the respondents. It focused on finding out the reasons behind the poor reading comprehension and determining the difficulties that the respondents encountered in reading selection with comprehension in Banaba West National High School. The main instrument for the study was a survey questionnaire and interview guide to substantiate the importance of the study.

RESULTS

The study shows a positive result of the reading program after it was modeled and practiced. It showed a great improvement in the reading comprehension of Grade 7 students. Majority of students agree that they do not have enough background knowledge on what they are reading and most of them do not have the mastered vocabulary skills that affect their reading comprehension. Also, teachers strongly agree that developing interest in reading other materials written in the English language can build their reading comprehension. The Post Phil-IRI result proved that there is a significant increase in students' reading level.

DISCUSSIONS

Based on the result, a positive impact of the reading program to poor reading comprehension of 29 Grade 7 students was revealed. The total number of students under frustration level lessened from 29 to 5. This proved that the problem in poor reading comprehension can be solved through the implementation of a reading program that is monitored and supervised.