Improving the Reading Level of Grade 7 Students of SINHS Through Oplan Tutok Basa

AUTHOR(S)

Catalina P. De Tobio

ABSTRACT

The primary concern of this action research is to develop among students Independent Readers through OPLAN TUTOK BASA. As reflected in the Reading Pretest conducted by the English Teacher, there were twenty (20) non-readers (37.04%), twenty (20) frustration readers (37.04%), seven (7) instructional readers (12.96%) and seven (7) independent readers (12.96%) among fifty-four (54) Grade 7 students of San Isidro National High School, Padre Burgos District. This study was concerned in Improving the Reading Level of SINHS Grade 7 Students through Oplan Tutok Basa. Specifically, this study was aimed to answer the following questions:
1. What is the reading level of Grade 7 Students of SINHS before and after implementing OPLAN TUTOK BASA?
2. Is there any significant difference in the reading level of Grade 7 Students before and after the implementation of OPLAN TUTOK BASA?
3. What is the implication of the findings of this action research for the improvement of SINHS Grade 7 Reading level
The fifty-four (54) respondents of this study were drawn from the Grade 7 students of San Isidro National High School. In obtaining data, the researcher used the descriptive survey through test analysis given before and after they undergo this project which contains the Pretest and the Post Test given by the Reading Teacher. The researcher used mean analysis to determine the improvement of Grade 7 students’ reading level before and after they took the program.
To interpret the results and determine the Improvement in the Reading level of Grade 7 students, mean and standard deviation were utilized both in the pre and posttest. Comparative analysis was made by the researcher using this scale.
WEIGHTED MEAN SCALE DESCRIPTION
3.25-4.00 I Independent Readers
2.5-3.24 INS Instructional Readers
1.75-2.49 FR Frustration readers
1.00-1.74 NR Non-Readers
After the implementation of OPLAN TUTOK BASA, the results show that outof 54 Grade 7 students, there were 48 Independent readers or 88.88% of the total population. They were those students who can determine meanings through context clues and other word parts. They can successfully recognize words and interpret their meanings. 9.25% or 5 students were classified as Instructional Readers. Those students who can recognize words, can interpret the meaning of what they read, but they can hardly grasp or understand what they read from the reading materials. 1.85% or only one student who was frustration readers. They can recognize words but void in meaning and nothing less but mere uttering words. Lastly, 0% of the total population can’t recognize words, stutter, stammered, and repeat and repeat in reading per words. This reader cannot understand the words they read and they could not see its relation to other word parts. In general, Grade 7 students were independent readers, they only needed to develop their vocabulary skills to further understand the reading context. Still, as a whole, they can recognize words rightly.
The research findings imply that SINHS Administration and staff must enhance the reading program to fully attain its purpose of having optimum free reading environment. Based on the findings, it is imperative to integrate the reading program in all learning areas since all homeroom teachers are reading teachers. To fully realize its objectives, reading program must be given not only in 5 weeks but continuously allowing the students to read activity to sustain the demand of creating independent readers among all students.
Since most of the students nowadays are digital citizens or natives, it is also imperative to develop another reading program that will suit students’ interest and agenda such as Comprehension Program through Electronic Class and a Reading Kiosks within a garden to inspire them to read the best classical materials on their best.