ASSESSMENT OF TEACHERS INSTRUCTIONAL STYLE IN RELATION TO THE READING COMPREHENSION SKILLS OF GRADE 5 ENGLISH STUDENTS

Abstract

Reading comprehension is a crucial skill that involves a range of cognitive processes, such as extracting and integrating information from a text to form a coherent understanding. Scholars like McNeil and Adler (2019), Wibowo et al. (2020), and Adeani et al. (2020) have extensively explored these processes. To investigate how teachers' instructional styles impact students' reading comprehension, the researchers employed a correlational research method. By analyzing these connections, the study aimed to uncover effective teaching strategies that could enhance students' ability to comprehend and engage with reading material more effectively. The study involved a sample of ten Grade 5 English teachers from Tandang Sora Elementary School. Most of the teachers were women, aged between 40 and 45, with 10 to 15 years of teaching experience. All participants held bachelor’s degrees and were recognized for using effective instructional methods in their classrooms. These characteristics were highlighted to provide a clearer understanding of the teachers' professional background and their approach to teaching, offering valuable context for the study’s exploration of instructional styles and their influence on students’ reading comprehension abilities. The study's results reveal that although teachers expressed strong support for instructional strategies aimed at improving reading comprehension, statistical analysis showed no significant correlation (p-value > 0.05, r(s) value) between these teaching methods and the students’ reading comprehension performance. Consequently, the null hypothesis was accepted, indicating that teachers’ instructional styles did not significantly influence the enhancement of students' reading comprehension skills. To better support academic success, future research should investigate alternative methods or factors that could more effectively improve reading comprehension outcomes. The findings of the study reveal no significant correlation between teachers’ instructional styles and students’ reading comprehension skills. This outcome aligns with Schema Theory, which emphasizes that effective reading comprehension support should be provided regardless of the teaching approach (Barlett Frederic, 2019). Based on these findings, it is suggested that the school adopt a more holistic and consistent reading comprehension program. Such a program would ensure that all students receive the necessary support to improve their reading abilities, regardless of the instructional style used. This approach would ultimately help reduce reading difficulties and enhance overall comprehension across the student body.