THE EFFECTIVENESS OF THE MODULE TO ENHANCE

READING COMPREHENSION OF GRADE III-PALMA

PUPILS OF CUPANG ELEMENTARY SCHOOL ANNEX
SY 2018-2019

Elizabeth
Z. Tiston
Teacher I, Cupang Elementary School Annex
elizabethtiston@yahoo.com

ABSTRACT
This study aims to determine the effectiveness of the
module to enhance reading comprehension of Grade III-Palma
Pupils of Cupang Elementary School Annex. This module is one of
the innovative means to teach English particularly in enhancing
reading comprehension. The advantage of using module is
considered useful and effective. It is along this premise that the
researcher would like to undertake the effectiveness of the English
Module as a means to improve pupils’ understanding on reading,
in which as a result, they will able to enjoy reading in all aspect.

INTRODUCTION
Reading is an activity with a purpose. A person may read in
order to gain information or verify existing knowledge, or in order
to critique a writer's ideas or writing style. A person may also read
for enjoyment, or to enhance knowledge of the language being
read. The purpose(s) for reading guide the reader's selection of

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texts. The purpose for reading also determines the appropriate
approach to reading comprehension. A pupil who needs to know
whether she can afford to eat at a particular restaurant needs to
comprehend the pricing information provided on the menu, but
does not need to recognize the name of every appetizer listed. A
person reading poetry for enjoyment needs to recognize the
words the poet uses and the ways they are put together, but does
not need to identify main idea and supporting details. However, a
person using a scientific article to support an opinion needs to
know the vocabulary that is used, understand the facts and cause-
effect sequences that are presented, and recognize ideas that are
presented as hypotheses and givens.
Reading is an interactive process that goes on between the
reader and the text, resulting in comprehension. The text presents
letters, words, sentences, and paragraphs that encode meaning.
The reader uses knowledge, skills, and strategies to determine
what that meaning is.
English has been always noted as one of the most difficult
subjects among the pupils of Cupang Elementary School Annex
particularly for Grade III-Palma. One of the problems is the
shortage of textbook and workbooks that will develop the pupil’s
skills. Poor attendance of the pupils also affects their learning.
Sometimes, calamities affects the attendance that may contribute
to their learning aspect. Due to these situations, the researcher

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prompted to find out the effect of module to enhance reading
comprehension of Grade III-Maya Pupils of Cupang Elementary
School Annex.
STATEMENT OF THE PROBLEM
This action research aims to determine the effectiveness of
the module to enhance reading comprehension of Grade III-
Palma Pupils of Cupang Elementary School Annex, on how to
improve their reading comprehension in order to achieve 75% of
level of mastery specifically in reading comprehension, improving
their proficiency and vocabulary, their understanding on the
reading materials, to improve their ability to understand what
they were reading and able to relate the story they had read.
Problems :
 Decoding of polysyllabic words;
 Low vocabulary level;
 Poor phonological awareness;
 Deficiencies in short and long term memory;
 Rhyme recognition, awareness of pitch and sense of
rhythm.
 Language processing difficulties
 The pupils can’t understand the text at all.
 The pupils misreads the text by totally changing its
meaning

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  The pupils misreads the text by taking words and phrases
out of context ("under-reading”).
PLAN OF ACTION
This action research was guided by the following objectives
and activities to be done.
A. Objectives
 Develop and enhance the reading comprehension
of the Grade III- Palma of Cupang Elementary
School Annex .
 Enhance vocabulary words and develop ability of
the pupils to delivery what they had learned from
the story they had read and able to answer
provided questions.
 To help in the full implementation teaching
guidelines for pupils of Cupang Elementary School
Annex.
 To motivate the pupils of Grade III- Cupang
Elementary School Annex in classroom activities
 To enable them to become a useful pupils and
develop their potentials in order to participate
effectively in the school.
 To provide opportunities for the pupils express and
show their potentials by motivating them that they
were productive pupils despite their inferiorities.

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 B. Time Frame
The time frame for this action research will be
conducted during the school year 2018-2019. Including
two session of reading activities to rate the reading
comprehension of the students.
C. Target Subjects:
Target pupils for the study are the grade III-Palma
pupils of Cupang Elementary School Annex during the S.Y.
2018-2019. There were 23 boys and 17 girls participated in
the activity.
D. Activities to be Undertaken
Target Teachers Activities Expected Results
students Involved
Grade III Provide a Enhance reading
pupils reading comprehension
materials of the Grade II
intended for
the reading Ability to reflect
class what they had
instruction read as evidence
by the result of
Provide test the pre-test and
after reading post test

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 intended for
pre-test and
post test

Other Expected Results:

 Determine the prerequisite skills required on
learning English
 Development of Exercises to test the
comprehension of the pupils.
 Evaluate the outcome of the reading class
instruction
 Understand aspects where the pupils find several
difficulties and aspects they were struggling much
E. Evaluation Criteria
The result of this action reaction shall be reported
after 70% of the pupils o have improved in their reading
comprehension and improve in English in general, the
design shall be revised by investigating other strategies to
improve the reading comprehension of the pupils using
other activities and strategies in order to meet the needs
and find solutions to the arising problems among Grade III-
Palma concerning reading.

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METHOD

Activities Data to be collected Statistical

Treatment
Use of module List of pre-requisite Percentage Method
intended for reading in skills focused on
order to test reading
comprehension among comprehension
Grade III pupils
Evaluate the outcome Test/result of the Percentage
of the module activities (Mean, PLM, T-Test)

Pretest and Post-Test to Perform pretest and Pre-test and Post-

determine the effect of post-test to Test mean
reading class determine the result
instruction on the
achievement of pupils

Other Activities:

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  Prepare a letter of request to conduct the action
researcher at Cupang Elementary School Annex
duly endorsed by the principal.
 Prepare set of questions to be asked after the
reading session, this will be the basis in
determining the reading comprehension of the
pupils and determine if the proposed module is
effective.
PRESENTATION AND INTERPRETATION OF RESULTS
Table 1
PRE TEST AND POST TEST RESULTS
(n=40)
PRETEST POST TEST

No. Of Pupils who took the test 40 40

No. Of Test Items 10 10
Highest Score Obtained 10 10
Lowest Score Obtained 1 4
No. Of Pupils who achieved 75% level of 12 34
mastery
Class means 6.45 9.03
PLM 25.8% 36.90%
Achievement Rate 30% 85%

FINDINGS
The distribution of the pupils based on pretest and post
test shown in Table 1 which shows the detailed and complete
frequency distribution of the number of students fall with the

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achievement rate. The 75% performance level of mastery of the
pretest was 30% while in post test was 85%. As shown in the
table, 34 pupils are distributed on above 75% performance level of
mastery during post test and only 12 pupils on the pretest who
got 75% level of mastery. In the Pretest level 12 out of 40 pupils
fall below the 75% level of mastery, and in the post test there
were 34 out of 40 pupils fall below 75% level of mastery.
CONCLUSION
The detailed and complete frequency distribution of the
number of students fall with the achievement rate shows that
the 75% performance level of mastery of the pretest was 30%
while in post test was 85%. This suggests that the proposed
module as the strategy in improving the reading comprehension
of the pupils is effective.
RECOMMENDATION
The researcher therefore recommends the following
strategies as to recruitment and budget.
 Introduce motivations and learning modules for pupils in
reading comprehension suited to their needs to be
improved.
 Additional learning modules for pupils to motivate them
more to focus attention in dealing with reading
 Encourage teachers to become more resourceful and
aware of several problems.

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REFERENCES

Mill, F. (1997) Fun in English. Cambridge University Press

Johnston, S & Watson, J. (1999) Reading. Literacy & Learning

April/May

McGuinness, D. (1998) Why Children Can’t Read. London:

Penguin.

McGuinness, D. (1998) Why Children Can’t Read. London:

Penguin.

SOEID (1996) Methods of Teaching Reading: key issues in research

and implications for practice.

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