DIGITIZED PLAYING WORD-DRILL VIDEO IN ENHANCING READING

FLUENCY OF SELECTED GRADE 6 PUPILS

DANNY DANTE E. TAMESIS

Researcher

INTRODUCTION

CONTEXT AND RATIONALE

After a couple of year of modular-print modality, I was not shocked

of the result that there were still pupils from Grade 6 belonged to Frustration
Level, some of them were slow readers. According to Sumitra Pokhrel, et al
(2021) Research Analyst, that the non-contact teaching to elementary during
pandemic consequently bring learning-gap which has detrimental impact in the
learning performance of the learners.

Unfortunately, it is very alarming there are still learners belong to

Frustration and Instructional levels which undoubtedly manifested in their
grades. These learners need an intervention to address their reading fluency
issues in order for them to get along with their lessons. If failed to address,
consequently, they will hardly cope the most important learning competencies
especially when they proceed in the higher level. According to Jordan
Ackerman (2019) both reading interventions are equally as effective for raising
students’ reading levels. Both raised the students’ reading levels very slightly,
at a very similar rate. These results were what I had expected because both
interventions provide students with focused practice on a reading skill that can
be applied to their everyday reading instantly. Students in both groups made
improvements, which tells me that each students’ individual needs should be
assessed before administering them one of these interventions to make them
even more effective.

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 The possible cause of this problem may be attributed to the health
status of the learners, educational background, and socio-economic status,
other factors might be lack of support of parents in teaching their children at
home, lack of motivation of learners to learn, and long no-contact teaching of
learners and teachers during pandemic which disrupted the normal way of
teaching which the pupils used to.

As a researcher and adviser of Grade 6, the intervention for this

problem is to introduce to the respondents the digitized playing word-drill video
in enhancing the reading fluency of selected Grade 6 of Vicente Rapacon
Memorial Elementary School which adopted from Dolch Basic Sight Words.

ACTION RESEACH QUESTION

1. What is the profile of the incoming Grade-6 Rizal of Vicente Rapacon

Memorial Elementary School under Frustration and Instructional levels
in terms of?

a. Health Status
b. Educational Background of Parents
c. Socio-economic Status

2. What is the level of reading fluency of the pupils before the repetitive
playing word-drill video?
3. What is the reading fluency after the repetitive playing word-drill video?
4. Is there a significant difference between the reading fluency before and
after the repetitive playing word-drill video?
5. To what extent is the difference of their reading fluency before and after
the intervention?
6. What is the effect size of the intervention to the reading fluency of the
learners?
7. What are the experiences of the respondents in the implementation of the
intervention?

PROPOSED INNOVATION, INTERVENTION AND STRATEGY

The teacher-researcher will prepare the video materials downloaded from

Dolch Sight Word website or from Youtube that will be used as instructional

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materials for 15 days of instructions. The researcher believes in the principle of
repetitive teaching which will eventually help the respondents to familiarize
and memorize the words being presented to them.

The respondents will be divided into two sets according to their reading
proficiency level. Frustration level will be scheduled in the morning session
after their official classes and after lunch of those under Instructional Level.

Respondents will undergo pre-reading assessment and post-reading

assessment. This reading intervention will last only for two months.

ACTION RESEARCH METHODS

A. Research Design
The research design to be used is Explanatory Sequential Research
Design wherein the Quantitative Data will be gathered first and followed by the
Qualitative Data. Thus, the qualitative data is used in the subsequent
interpretation and clarification of the results from the quantitative data
analysis.
B. Respondents and Other Sources of Data and Information

This action research will focus on the Grade-6 Rizal learners of Vicente
Rapacon Memorial Elementary School in the District of Midsayap Southwest.
Learners Instructional and Frustration Reading Level in terms of Philippine
Informal Reading Inventory will receive the intervention so, they are considered
as participants of the study. The researcher makes sure the confidentiality of
the vital information of the respondents.

C. Sampling Procedure

This action research will make use of purposive sampling since the
respondents are identified as Instructional and Frustration Reading Level in
terms of Philippine Informal Reading Inventory.

D. Data Gathering Methods

To gather the data, identify the respondents of the study. Choose of the
respondents using purposive sampling method, crafting and validating of the
research instrument, distribution of research instrument, distribution of

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 research instruments, gathering of data, interpreting of data, drawing of
conclusion and frecmmendation.

E. Data Analysis Plan

To interpret the data to be gathered, the researcher will use the

Percentage to describe the demographic Profile of the Grade-6 Rizal pupils. To
further analyze the data, the mean, standard deviation and sample-paired
statistical tools is being used by the researcher, Paired-test and eta2 are used
in this study.

Mean and standard deviation will be used in describing the pre and
post-performance of the pupils. Independent T-test will utilize to determine the
significant difference in the performance before and after the implementation.
Eta2 will be computed to measure the effect of strategy in solving the problem.

ACTION RESEARCH READING ACTIVITIES

No. Task Start Finish Duration Persons Involved

I Arrival Time and
Preparation of 7:00 am 7:10 am 10 min. Teacher
Materials
II Teaching Session
1 11:45 12:00 15 min. Pupils and Teacher
am am
III Teaching Session 12:30 12:45 15 min. Pupils and Teacher
pm pm
IV Gather Data Researcher
V Analyze/
Interpret Data Researcher/
Statistician

Prepared by:

DANNY DANTE E. TAMESIS

Proponent

Noted by:

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JELYN D. SOLIZA
Teacher-in-Charge