I. RATIONALE
The Remedial Instruction Program in English (RIPE) with its so many
hindrances, regrettably did not turn out as it was expected to be. This is to add to the
low achievement of students in the National Achievement Test administered last
school year. The school ranked among the lowest in the Division, thus pulling down
the overall achievement of Las Piñas.
II. OBJECTIVE
It is the intention of this action research to follow - up on the remedial
instruction program carried out during the previous school year to second year
students. In its humblest effort, it aims to enhance whatever the previous students
have absorbed from the remedial instruction they have received.
III. STRATEGIES
With the construction of six (6) additional classrooms, class size has been
reduced and the school terminated its three-shift scheme. Along with the remedial
class in reading for first year non-readers, the Department intends to inject strategic
intervention materials involving six (6) activities which are expected to help the third
year students help level of mastery of least mastered skills to near mastery.
The strategic intervention materials are made as additional activities for
the subject students and their performance is to be reflected in the computation of
their periodic grade. It is expected that with the instruction received using strategic
intervention materials, the students' performance will gradually be enhanced.
IV. LEARNING MATERIALS
The package is composed of six (6) sets of materials. Each set begins with a Guide which gives direction how the reader will use the material and what the material is all about. This is followed by 3 to 5 Activities to help development of skill in focus. The Assessment measures how much learning the student attained. Other activities to further apply the skill developed are provided in the Enrichment. The References offers some important points to remember and a list of books to read for more information about the skill in focus.
- Synonyms and Antonyms. Knowing a variety of synonyms and antonyms can add color and variety to the student's working vocabulary.
- Using definitions, examples and illustrations as context clues. Clues provided by the words that surround them will help the reader to understand words he does not understand.
- Defining a word through logic and contrast. There are times when the meaning of the difficult word is not directly stated. In those cases, it is calls for logical analysis and background knowledge.
- Predicting outcome. Provides exercises in different ways: First, completing series of a set of figures. Also, predicting outcomes based on a given set of comic cartoon strips. Finally, predicting outcomes based on given situations.
- Drawing conclusions though pictures and situations. Exercises provided will show the reader how to make conclusions that are valid or based on evidence.
- Interpreting and paraphrasing lines. The Reader will choose which interpretation suits a message to make its meaning simpler but clearer.
V. MONITORING & EVALUATION
The progress or failure of the program will be assessed through summative
tests involving items on least mastered skills. The performance of the students in the
periodic tests will be considered as additional indicator. Other factors such as drop
out rate will be considered as well.
VI. TEAM STRUCTURE
Mrs. Hannah Angeles, third year teacher in English has been designated to
carry out the research among her students in III-Rizal, III-Bonifacio, III- Del Pilar
and III-Jacinto.
STRATEGIC INTERVENTION: VENUE for ENHANCEMENT
I. Introduction
Every year, more Grade VI non-readers are promoted to first year. Every year, the class size increases. In 2002, the Basic Education Curriculum was implemented with the hope that it will remedy the deep-rooted problem in the educational system - the continuous decline in achievement in the basic subjects. Teachers believe they do their part in the instruction of their students faithfully but gain mostly frustration and worst of all gets the blame for the poor achievement of students.
Drawings and illustrations have been proven effective to draw interest in any learning activity. It is successful in encouraging small children to read. High school students are equally excited when introduced to illustrations.
II. Objective
It is the intention of this action research to follow - up on the remedial
instruction program carried out during the previous school year to second year
students. In its humblest effort, it aims to enhance whatever the students
have absorbed from the remedial instruction they have received.
This research aims to prove that strategic intervention materials is beneficial to enhance reading comprehension of the third year students at Las Piñas Golden Acres National High School.
III. Strategies
With the construction of six (6) additional classrooms, class population
has been deflated and the school terminated its three-shift scheme. Along with the
remedial class in reading for first year non-readers, the English Department intends
to inject strategic intervention materials involving six (6) activities which are
expected to help the third year students their mastery of least mastered skills.
The strategic intervention materials are made as additional activities for
the students. The teacher records their performance to be included in the computation of
their periodic grade. It is expected that with the instruction received using strategic
intervention materials, the students' performance will gradually improve.
