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· Volume III Issue III


This Action Research was conducted to test the effectiveness of Interactive Task Strategy (ITS) in improving the skills in identifying the transitional signals of the Grade 6 pupils of Alcala East Central School for the school year 2020 – 2021. The subjects of this study were the 16 learners under the researcher’s advisory class. The subjects were composed of 10 males and 6 females. One-Group Pretest-Posttest Research Design was used utilizing the pretest and posttest as the main source of data. A teacher-made questionnaire was utilized and was quality assured by the school head, master teacher, and District Supervisor. The results of the study revealed that there is an increase in the posttest scores of the subjects as compared to their pretest scores. This implies that the intervention used in this study has caused a significant difference in the mean score. Cohens-d value also revealed that ITS has caused a huge effect in improving the skills in identifying the transitional signals. This further implied that the intervention is an effective tool in increasing the performance of the subjects in identifying the transitional signals. It is suggested that Grade 6 teachers may consider the utilization of the intervention in their classes to increase their learner’s performance. School heads may also consider the findings of this research in crafting instructional supervisory plans or programs in their respective schools.  

Keywords: Interactive Task Strategy (ITS), transitional signals, graphic organizers, informational texts


I. Introduction

Reading varied structures of informational text can be quite challenging and tricky. Aside from comprehending the text, the learner also has to identify the purpose to grasp its meaning. However, prior to determining the purpose and type of text, learners need to familiarize the functions of transitional signals so it could help them comprehend the whole text.

The competency in identifying the purpose, key structural and language features of various types of informational/factual text (EN6RC-IIIa-3.2.8) is such a huge chunk of competency that is needed to be unpacked. Thus, the proponent had to address the difficulty by going to the basic knowledge which is identifying the transitional signals for each key text structure.

According to Mahendra and Dewi (2017), teachers should provide practice exercises that activate the learners to comprehend the transitional signals. The teacher gives model text and the learners identify transitional signals and their functions. Similarly, Djahimo (2018) concluded in her study that students familiarizing about the functions of transitional signals can improve their reading comprehension for informational text. 

Pyle, et, al. (2017) and Garwood, Ciullo, and Brunsting, (2017) noted that when learners could identify the functions of transitional signals, they could create graphic organizers for informational or factual text that show their comprehension and inferential skills.

As to the legal basis, DepEd memorandum no. 173 series of 2019 

known as Hamon: Bawat Bata Bumabasa, the 3Bs initiative helps strengthen the Every Child a Reader Program (ECRAP).  Likewise, DepEd memorandum no. 45 series of 2002 known as Reading Literacy Program which was amplified by Regional Memorandum No. 12 series 2020 Reiteration on Intensifying Remedial and Balanced Reading Program through DAP-ELLN, PRIMALS, PHIL-IRI and PROJECT RELC, intensifies the full implementation of remedial and balanced reading program.

In Alcala East Central School, 16 of the 24 pupils of Grade 6 under the proponent’s advisory class have difficulty in identifying the functions of transitional signals in informational texts. Practice exercises and summative test were given but 8 or 33% of the learners passed. Moreover, the proponent received phone call complaints from the parents that the content of this competency is beyond their knowledge and ability. Consequently, it is not surprising that the mean average grade of the learners in the second quarter is 80.75.

It is from the above premise that this action research was conducted in order to improve the skills of the pupils in identifying transitional signals using Interactive Tasks Strategy (ITS) at home together with their parents, guardians, or elder members of their family. While they do their SLMs, ITS will be an additional activity as reinforcement to improve the skills. 

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