Effectiveness Of Phonics Usage to The Fluency Skills as Reading Performance of The Grade 1 Pupils

AUTHOR(S)

Gayle Catherine T. Tamelin

ABSTRACT

This study aimed to determine the Effectiveness phonics usage to the fluency skills in reading performance of the Grade 1 pupils. The findings of the study served as a basis of a proposed enhancement plan. This study applied the Quasi-Experimental type of research design in determining the Effectiveness of the Phonics usage to the fluency skills in reading performance of the Grade 1 pupils. The researcher utilized Universal Sampling in identifying the respondents of the study. The Table 3 Presents The test of difference between the scores in the pre-test and posttest performances as well as shows also the computed t value and critical t value based from the performances that they have gained before and after the integration of the innovation in teaching reading through Phonics usage for 4 weeks implementation. The test of difference on the performance of the Grade 1 pupils is based on the skills presented or those things that the learners should be learned based on the skills listed for certain period of time that the intervention is implemented. Based from the table 3 presented which was definitely comes from the pretest and posttest performance of the Grade 1 pupils before and after experiencing the intervention in order to test whether the intervention is effective or not. The results shows that in the pretest performances gained by the identified respondents before they were engaged to the intervention given by the teacher in reading is lower in value compared to the posttest performance. Considering the big difference in the pretest and posttest performances of the Grade 1 pupils and resulted to the computed t value higher than the critical t value. So the hypothesis which is state that there is no significant difference between the pretest and posttest before and after the integration of the phonics usage to the fluency skills of the grade 1 pupils in reading in rejected.
The results in table 3 on the test of difference based on the given results made by the grade 1 pupils before and after the integration of the intervention is significantly effective considering that the computed t value is greater than the critical t value which we can make a verdict that the intervention is really effective in improving the performance of the Grade 1 pupils. The results also mean that that the respondents which are the grade 1 learners even though they have already gained skills specifically in fluency skills in reading before they enter into the next level and have already minute ideas about reading fluency after the utilization of the intervention, their learning was improved which means that the respondents have really enjoyed learning and improving their fluency skills in reading with the of the intervention It has been said that during this time in the full face to face as the teacher delivers the new learning embedding in the delivery of the most essential learning competencies, really helps them and help them also to improve their motivation in learning the subject.