¹Rio Marc M. Montifar, ²Cecilia Q. Velasco

¹Talisay Elementary School, Tiaong, Quezon 4325

²Laguna State Polytechnic University, San Pablo City Campus, Philippines

DOI : https://doi.org/10.58806/ijsshmr.2024.v3i6n27

Google Scholar Download Pdf
ABSTRACT

The study aimed to enhance the reading comprehension skills of Grade Five pupils using Cloze Reading. The study used one group pre-test and post-test research design under pre-experimental. One section of Grade Five Pupils, composed of forty-two(42) pupils from Talisay Elementary School, contributed to the study. In gathering data, a modified pre-test and post-test by the researcher, depending on the learning needs and the desired outcome of the study, were the tools used. It comprises four variables: Sequencing of Events, Inferring, Noting Details and Identifying the Main Idea. The results of the pre-test and post-test scores of the respondents were manifested using figures for frequency, standard deviation, and mean percentage. To determine the difference between the pre-test and post-test scores of the respondents on reading comprehension, the hypothesis was unveiled through a 2-tailed t-test, and the hypothesis was tested at 0.05 level of significance. The study revealed significant findings that of the 42 respondents, all of them have improved reading comprehension, as shown in the results. The pretest showed that most respondents were categorized in the “Satisfactory” level and below in reading comprehension skills. In the post-test, it was reflected that all the respondents improved after utilizing the Cloze Reading. This is apparent in the increased number of learners above a satisfactory level. In addition, 100% of the respondents were leveled up to very satisfactory and outstanding. Nevertheless, all the respondents had positive movement as they improved their reading comprehension skills. The difference between the pre-test and post-test before and after the implementation of Cloze Reading is significant, as it is measured at 0.05. It implies a SIGNIFICANT DIFFERENCE between the pre-test and post-test results.

KEYWORDS:

cloze reading, reading comprehension skill, sequencing of events, inferring, noting details, identifying the main idea.

REFERENCES

1) Ngabut, (2015). Journal on English as a Foreign Language. 5, p.29.

2) Malipot, M. (2020).Understanding DepEd’s Matatag K-1o Curriculum. In Manila Bulletin

3) Olney, A. M., Pavlik Jr, P. I., & Maass, J. K. (2017, June). Improving reading comprehension with automatically generated Cloze item practice. In International Conference on Artificial Intelligence in Education (pp. 262-273). Cham: Springer International Publishing.

4) Hadijah, Selle, A., & Mujahidah. (2020). The Implementation of Cloze Procedure Technique in Enhancing Students’ Reading Ability. Inspiring: English Education Journal https://doi.org/10.35905/inspiring.v3i1.1434

5) Rosenshine, B. V. (2017). Skill hierarchies in reading comprehension. In Theoretical Issues in reading comprehension (pp. 535-554). Routledge.

6) Faturrohmah, N. I. (2023). Analysis of Reading Comprehension Ability to Determine Main Ideas and Supporting Ideas. In Proceeding of International Conference on Education (Vol. 2, pp. 157-164).

7) Febrianthi, P. R., Jaya, W. S., & Nurchurifiani, E. (2022). The Improving Reading Comprehension by Using Cloze Activities Technique at the Tenth Grade of Sma Negeri 16 Bandar Lampung In 2021/2022. Journal of English Education Students (JEES), 4(1), 1-6

VOlUME 03 ISSUE 06 JUNE 2024