I.

Title

Generating Excellent-Readers with Mastery in Multilingual Aided Disciplines

Program (GEMMA Program)

II. Background of the Study

The Villa Clara Elementary School’s reading scores during the conduct
of the PHIL-IRI (Philippine-Informal Reading Inventory) Pretest showed that
nearly a quarter of six-graders read under the Frustration Reading Level
Category. Worse, almost 50 percent of six-graders scored below the
Independent Reading Level. Compounding the problem, the school has limited
library resources. This is a sad fact that can be observed especially in public
schools since there is a great number of pupils in the classroom that makes it
hard for the teachers to focus on reading. The bottom line of the problem is,
with poor reading comes poor learning. Acquiring basic skills is essential in
widening the knowledge and discovering more about learning. In the absence
of the aforementioned skill, pupils’ learning cannot be maximized and pupils’
knowledge will be limited only to what they can perceive.

To answer this problem, the class adviser of Grade VI - A conceived an

idea of having a special reading program integrated in their English and Filipino
subject as well as during their Remedial/Enrichment Activities. It was an
inspired plan that the pupils would spend the entire school year executing: the
pupils will read a total of five hundred minutes in a maximum of 9 months. The
program is called the Generating Excellent-Readers with Mastery in
Multilingual Aided Disciplines Program.

III. Problem Identification

This study aimed to test the effectiveness of the Generating Excellent-

Readers with Mastery in Multilingual Aided Disciplines Program.

This action research sought to answer the following questions:

1. What is the profile of Grade VI-A pupils in terms of reading during PHIL-IRI
Pretest and Post-test?
 2. How far did the pupils improve in terms of their reading test result?

3. What are the manifestations that the pupils had improved their reading skills?

4. How can parents help in improving the reading skills of the pupils?

IV. Analysis of the Problem

In the preliminary investigation conducted by the researcher, she found

out that most of the Grade Six pupils in school were observed to lack interest
in reading. It was also observed that pupils were not encouraged to read by
their teachers as well as their parents.

The initial investigation revealed that the school has limited library
resources and that there are a lot of other academic activities that needs to be
given attention to by the teachers as well as the pupils.

1. It could be inferred then that the possible causes of the poor reading skills
of the pupils were: The pupils do not possess the good attitude towards
reading.

2. The parents do not encourage their children to read books at home.

3. The school does not have adequate library resources.

V. Experimentation and Action

The researcher proceeded with the following actions:

1. Met with the parents to inform them regarding the need of improving the
reading skills of pupils. They were involved in identifying the ways of
improving their skills. The parents committed to encourage their children to
read books at home. They also agreed to donate reading materials such as
story books and educational magazines that the pupils could use during
their Remediation/Enrichment Activities.

2. Integrated the Generating Excellent-Readers with Mastery in Multilingual

Aided Disciplines Program in the Language subjects and during their
Remedial/Enrichment Activities with duration of 15 to 30 minutes from 11:05
to 11:35 a.m. daily.

3. Monitored and sustained the implementation of the program.

 4. Evaluated the results of their reading skills through Teacher-made Reading
Test as a Post Test, Periodic Grades in English and Filipino subjects, and
observable positive attitude towards reading.

VI. Evaluation of Results and Findings

The table below was taken from the result on the conduct of 2016-2017
Reading Test of English and Filipino, Silent and Oral for Grade VI – A.

READING PRETEST FOR ENGLISH (SILENT)

SPEED
FAST AVERAGE SLOW TOTAL

9 10 16 35

COMPREHENSION
INDEPENDENT INSTRUCTIONAL FRUSTRATION TOTAL

9 10 16 35

READING LEVEL
INDEPENDENT INSTRUCTIONAL FRUSTRATION TOTAL

0 10 25 35

READING PRETEST FOR FILIPINO (SILENT)

SPEED
FAST AVERAGE SLOW TOTAL

6 11 18 35
 COMPREHENSION
INDEPENDENT INSTRUCTIONAL FRUSTRATION TOTAL

8 10 12 30

READING LEVEL
INDEPENDENT INSTRUCTIONAL FRUSTRATION TOTAL

8 10 12 30

READING PRETEST FOR ENGLISH (ORAL)

INDEPENDENT INSTRUCTIONAL FRUSTRATION TOTAL

M F M F M F M F T

0 0 2 3 14 16 16 19 35

READING PRETEST FOR FILIPINO (ORAL)

INDEPENDENT INSTRUCTIONAL FRUSTRATION TOTAL

M F M F M F M F T

0 0 3 6 13 13 16 19 35

The table above shows that pupils under Frustration Level are ranging
from 36% to 75% of the class and pupils who belong to Instructional Level are
between 24% and 48% only. However, pupils who belong to Independent Level
returned to 0% to 33%. Furthermore, this data is a clear manifestation that the
pupils lack the average reading skill in terms of speed, and comprehension
level.

As a result of the series of actions taken by the researcher together with

the parents, the following are the findings:

The teacher made use of the Generating Excellent-Readers with

Mastery in Multilingual Aided Disciplines Program that made the pupils develop
their reading skills, enjoyed their Reading Time Sessions because they can
read story books of their choice, challenged to retell the story that they have
read, and increased their comprehension level due to exposure to reading
activities both in English and Filipino reading materials.

Every Reading sessions, the Reading teacher records the time spent by
the pupils in reading. The time accumulates every time the pupils joined the
sessions. A minimum of 75 minutes will be spent by the pupils in reading in a
week. A maximum of 2700 minutes will be spent by a pupil in reading for the
entire school year if there is no disruption of classes and no absences.

The table below was taken from the result on the conduct of 2016-2017
Reading Post-Test of English and Filipino, Silent and Oral for Grade VI – A.

READING POST TEST FOR ENGLISH (SILENT)

SPEED
FAST AVERAGE SLOW TOTAL

15 15 5 35

COMPREHENSION
INDEPENDENT INSTRUCTIONAL FRUSTRATION TOTAL

13 17 5 35

READING LEVEL
INDEPENDENT INSTRUCTIONAL FRUSTRATION TOTAL

10 20 5 35

READING POST TEST FOR FILIPINO (SILENT)

SPEED
FAST AVERAGE SLOW TOTAL

13 19 3 35
 COMPREHENSION
INDEPENDENT INSTRUCTIONAL FRUSTRATION TOTAL

15 20 0 35

READING LEVEL
INDEPENDENT INSTRUCTIONAL FRUSTRATION TOTAL

16 17 2 35

READING POST TEST FOR ENGLISH (ORAL)

INDEPENDENT INSTRUCTIONAL FRUSTRATION TOTAL

M F M F M F M F T

9 12 6 7 1 0 16 19 35

READING POST TEST FOR FILIPINO (ORAL)

INDEPENDENT INSTRUCTIONAL FRUSTRATION TOTAL

M F M F M F M F T

12 15 4 4 0 0 16 19 35

The table above shows that pupils under Frustration Level have
decreased and pupils who belong to Instructional Level have increased.
Furthermore, pupils who belong to Independent Level returned have increased
dramatically as well. This is a clear manifestation that all the pupils of Grade
VI-A had improved in terms of reading skill in both English and Filipino.

The comparative graph below was taken from the quarterly ratings of
Grade VI – A in English and Filipino Subject during the 1st Quarter (prior to the
 implementation of the program) and the last quarter (at the end of
implementation period).

QUARTERLY RATINGS OF GRADE VI-A PUPILS

90
89.17
89 88.64

88

87 86.42

86
85.14
85

84

83
1ST QUARTER 4TH QUARTER

ENGLISH FILIPINO

The mean averages of the pupil’s rating in English subject are as follow:
First Grading 85.14, and Fourth Grading 88.64. The mean averages of the
pupil’s rating in Filipino subject are as follow: First Grading 86.42, and Fourth
Grading 89.17 The result showed that the pupils had improved in their
academic standing specifically in their Reading related subjects.

VII. Conclusions and Recommendations

A. Conclusions

With the use of special activities that focuses on reading, giving more
time on reading, creating a habit of frequent reading, and giving the pupils
motivating experiences in reading, the pupils had improved dramatically in their
reading skills, obtained higher marks in Reading related Subject, and
successfully developed positive attitude towards reading.

Involving their parents in the realization of the Special Reading Program

by donating books and giving good follow through at home, the Generating
Excellent-Readers with Mastery in Multilingual Aided Disciplines Program had
been a successful one.
B. Recommendations

To further improve the reading skills of the pupils, teachers should not
only make use of the different ways utilized in this action research from every
year but must also explore other strategies and techniques practiced by other
schools in developing the skills of the pupils in terms of reading.

Since education is a shared responsibility both of the school and home,

parents must also be tapped to take part and contribute to the attainment of the
goals and objectives of the school. They must constantly be informed and
involved in the planning of the developmental goals for their children.

To verify the effectiveness of this program, I therefore recommend a

replication of this study in another setting.
 Department of Education
Region XII
Division of Sultan Kudarat
District of East Isulan
VILLA CLARA ELEMENTARY SCHOOL
Sampao, Isulan, Sultan Kudarat

Prepared by:

GEMMA D. DELOS REYES

Teacher II/Grade VI -A Adviser

Noted:

GEORGE S. MOYET
Principal 1