Enhancing Reading Comprehension Level of Grade 6 Pupils Using Think-Pair-Share Strategy in Abung Elementary School

Abstract

INTRODUCTION

Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. Without the solid foundation of reading skills, the researcher feels the children will be struggle hard through their schooling. By learning the best comprehension strategies and how to best teach these strategies to the pupils, the researcher hopes to provide the solid foundation need to succeed.

METHODS

A descriptive method through questionnaire was used to gather data. The questionnaires concisely develop to determine the enhancement of reading comprehension level of grade six pupils. Thirty-six Grade Six pupils responded to a set of questions.

RESULTS

Based from the data being tabulated from the questionnaire, the common difficulties encountered by the respondents that really affect their reading was their nervousness. Difficult or boring content of the text, shortage of time reading, content, word / vocabulary difficulties and unusual sentence length were also affecting the reading abilities of pupils. The data suggest that using think-pair-share strategy facilitates increased student participation in class discussion and reading comprehension that increases the quality of students responses.

DISCUSSIONS

The results demonstrate the need of teachers to use think-pair-share strategy in their classes since it helps to improve their achievements and increase cooperation, motivation and increases the reading comprehension level. Students should be encouraged to apply this strategy in speaking and reading lessons to develop their comprehension skills. Furthermore, the curriculum designers need to increase the activities that use the think-pair-share strategy since it helps to develop the critical thinking skills.