ABSTRACT
This action research is grounded in the belief that when learners are provided with purposeful and engaging reading activities, they can develop the skills necessary for academic success and lifelong learning through the implementation of Direct Reading Activity (DRA) integrated with chunking strategy wherein the text will be chunked into 5 to 6 parts and will stop after each chunk to answer comprehension questions. This study aimed to enhance the reading comprehension skills of the pupils and addressed the Grade VI-Ephesians learners’ difficulty in grasping meaning, understanding, interpreting, and analyzing texts, making predictions, and drawing inferences while reading, which hindered their overall academic performance.
The researcher employed the Action Research Design using the Plan-Act-Observe-Reflect (PAOR) cycle to identify the reading comprehension skills of the learners. Data were gathered through pre-tests and post-tests, formative assessments, classroom observation and learners’ outputs to measure improvement in reading comprehension. Findings revealed that pupils showed significant progress in their ability to understand and interpret texts after the implementation of the DRA. Their performance increased from a pre-test mean score of 9.3 (46.5%, Frustration Level) to a post-test mean score of 15.6 (78%, Instructional and Independent Levels), showing an improvement of 6.3 points (31.5%) after the intervention. The structured and interactive nature of the method encouraged learner participation, improved comprehension, and fostered confidence in reading. The study concludes that the DRA is an effective approach to developing reading excellence among Grade VI pupils. It is recommended that teachers adopt and sustain this method to further enhance learners’ comprehension skills and support their academic growth.
Keywords: chunking, improving, understanding, reading comprehension, and Direct Reading Activity (DRA)
INTRODUCTION
Reading is one of the most essential skills that every learner must develop, as it serves as the foundation for acquiring knowledge across all learning areas. Comprehension, in particular, is vital because it enables pupils not only to read words but also to understand, interpret, and apply ideas to real-life situations. However, despite continuous efforts in instruction, many elementary pupils continue to face challenges in reading comprehension, which greatly affects their academic performance and confidence.
At Bauan East Central School, the Grade VI–Ephesians pupils were identified to have difficulties in difficulty in grasping meaning, understanding, interpreting, and analyzing texts, making predictions, and drawing inferences while reading. These challenges highlighted the need for an effective intervention that would help learners engage actively in reading and develop higher-order thinking skills.
To address this, the researcher implemented the Direct Reading Activity (DRA), a structured method that guides learners through pre-reading, during-reading, and post-reading activities. This approach is designed to prepare students for the text, monitor their understanding while reading, and assess comprehension afterward. Moreover, in this approach, the text will be chunked into 5 to 6 parts. Pupils will read each chunk in group and will stop after each chunk to answer comprehension questions.
This project aims to enhance the reading comprehension of Grade VI–Ephesians pupils using the Direct Reading Activity (DRA). By employing this method, the researcher hopes to improve pupils’ vocabulary, comprehension, and critical thinking, thereby empowering them to become more confident and independent readers. This action research is grounded in the belief that when learners are provided with purposeful and engaging reading activities, they can develop the skills necessary for academic success and lifelong learning.
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