October 10, 2019

ARNIE C. CIDRO
School Head
Pakwan Integrated School

Sir;

Greetings of peace and goodwill!

In the continuous quest to uphold and cater quality education to our young generation, it
is my utmost desire as English Teacher of Grade IV to conduct remedial reading for them
to be fully equipped with sufficient reading and communication skills before they reaches
another extra mile on their educational journey.

In relevance to this, I would like to humbly ask your permission to conduct my study
entitled “Basa Mo, Sagot Ko: A Peer Mediated Instruction To Decrease The
Mispronunciation of Words In Oral Reading Among Grade IV Pupils” and I would be
using the Grade IV pupils as my respondents.

Your utmost consideration and response anent to this request will be very much
appreciated. Thank you and God bless.

Respectfully yours,

CHIARA YASMIN O. HANDUGAN

SST-I
 Republic of the Philippines
Department of Education
Caraga Administrative Region
Division of Surigao del Sur
BUNGA INTEGRATED SCHOOL
Lanuza, Surigao del Sur

Basa Mo, Sagot Ko: A Peer Mediated Instruction To Decrease the Mispronunciation
of Words in Oral Reading Among Grade IV Pupils of Pakwan Integrated School

Chiara Yasmin O. Handugan

SST-I

February 8, 2019
 ACKNOWLEDGEMENT

This study was wholeheartedly dedicated to the following entities who contributed

a lot in crafting this action research:

To Sir Arnie Cidro, our School Head for believing in me and for allowing me to

conduct this research.

To Ma’am Ella Armayan and Sir Benjamin Fallado, our District Research

Coordinators, for the valuable insights and encouragement that motivated me a lot to

pursue action research.

To my colleagues, for their unfaltering motivation that somehow helped me to

finish this research.

To my family, for the continuous support and for inspiring me to continue this

quest.

To my Grade IV pupils, for giving me the chance to ignite their young minds and

touch their lives.

Above all, to HIM for guiding me every step of the way.

 ABSTRACT

This action research was conducted to help decrease the mispronunciation of

words in oral reading among Grade IV pupils of Pakwan Integrated School thru Basa Mo,
Sagot Ko intervention program. The respondents were the 10 identified pupils who
marked low scores in the oral reading pre-test. Data were gathered through an informal
interview and oral reading pre-test and post-test (ORPT). Mean average was used and
quantitatively analysed. Purposive sampling was also utilized targeting those pupils who
marked low scores in the previous assessment. Findings revealed that the
mispronunciation of words among the 10 identified respondents’ decreases after
implementation of the said intervention. This simply implies that peer tutoring is an
effective way of decreasing the mispronunciation of words in oral reading of the pupils
and it is very useful in instilling both skills and confidence in the learners.
 Table of Contents

Title Page - - - - - - - - -i

Abstract - - - - - - - - - ii

Acknowledgement - - - - - - - - iii

Table of Contents - - - - - - - - iv

Context and Rationale - - - - - - - -5

Action Research Questions - - - - - - -6

Proposed Innovation, Intervention & Strategy - - - -7

Action Research Methods - - - - - - -7

a. Participants and other sources of information

b. Data Gathering Methods

c. Data Analysis Utilized

Discussion - - - - - - - - -8

Reflection - - - - - - - - - 12

References - - - - - - - - - 13

Annexes - - - - - - - - - 14

1. Declaration of Anti-Plagiarism & Absence of Conflict of Interest

2. Letter of consent to the respondents/school head/IP Community

3. Instrument/Tool

4. Time Table/Gantt Chart

5. Cost Estimates

6. Plans for Dissemination and Utilization

7. Pictorials
 8. Action Research Work Plan and Timelines

Curriculum Vitae - - - - - - - - 26
 CURRICULUM VITAE

PERSONAL DATA:

LAST NAME : HANDUGAN

First Name : CHIARA YASMIN

Middle Name/Other Names : ORILLANEDA

Home Address : Gamuton, Lanuza, Surigao del Sur

Telephone Home : NONE

Telephone Mobile : 09077166430

Telephone Office : NONE

Email 1 : chiarahandugan@deped.gov.ph

Email 2 : kiara_handugan@yahoo.com

Marital Status : Single

Date of Birth : May 8, 1992

Age : 26

Gender : Female

Nationality : Filipino

_________________________________________________________________

EDUCATION:

 Elementary : Gamuton Elementary School

 Secondary : Florita Herrera-Irizari National High School

 Tertiary : Surigao del Sur State University – Cantilan

_________________________________________________________________
WORK HISTORY:

Job Title : Secondary School Teacher I

Organization : DepEd Pakwan Integrated School

First Day of Service : June 24, 2015

Date of Last Promotion : N/A

Supervisor : Arlene B. Sumabat

Coordinatorship/s : Science Coordinator, Yes-O Coordinator

Context and Rationale:

The English language is considered a primary asset when it comes to being

competent in this ever glocalizing world. Every one of our students must be able to

communicate in a decent manner in the English language for him to compete on a global

scale.

According to Pritchard and O’hara (2018), “the solution to the language and

literacy development challenges English learners face cannot be found in a specific set of

instructional materials but depends instead on teachers capability of delivering strategic

instruction and developing strategic readers”(p.637)

The issue being focused in this study is the low reading literacy level among Grade

4 pupils. 10 out of 38 pupils are the subjects of this study due to their low performance in

the oral reading pre-test.

Peer tutoring is one of the ways to help our students learn communication skills.

Because it is the peer that teaches, it makes the learner much more confident in

practicing his skills in English. Also, the students themselves can become coaches

improving their social and people skills.

The benefits to having a peer tutoring program in your classroom or in your school

are extensive. First and foremost, peer tutoring improves reading accuracy and

comprehension in a program that uses reading partners, one older and one younger

student, the results showed that students improved between three and four times the

expected rates in accuracy and comprehension (Miller, et.al. 2010). The tutors on the

other hand, not only gain competence in the subject matter and in their reading, but in

their social skills as well.

Thus, peer tutoring appears to be a potentially powerful technique for increasing

all levels of student learning. Findings are discussed in terms of RC Andersons 3-step of

verbal learning.
 This research just attempts to prove that peer tutoring can be an effective way in

decreasing the mispronunciation of words of the 10 identified pupil respondents of Grade

4 thru Basa Mo, Sagot Ko intervention.

Action Research Questions:

Specifically, this study answered the following questions:

1. What is the reading literacy level of the Grade 4 pupils before the

implementation of Basa Mo, Sagot Ko program?

2. What is the reading literacy level of the Grade 4 pupils after the implementation

of Basa Mo, Sagot Ko program?

3. What is the difference before and after the implementation of the intervention?
 DECLARATION OF ANTI-PLAGIARISM

1. I, CHIARA YASMIN O. HANDUGAN, understand that plagiarism is the act of taking

and using another ideas and works and passing them off as one’s own. This

includes explicitly copying the whole work of another person and/or using some

parts of their work without proper acknowledgement and referencing.

2. I hereby attest to the originality of this research proposal and has cited properly all

the references used. I further commit that all deliverables and the final research

study emanating from this proposal shall be of original content. I shaal use

appropriate citations in referencing other works from various sources.

3. I understand that violation from this declaration and commitment shall be subject to

consequences and shall be dealt with accordingly by the Department of Education.

PROPONENT:

_________________________________________

PRINTED NAME: CHIARA YASMIN O. HANDUGAN

SIGNATURE : __________________________

DATE : __________________________
ANNEX 1

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, CHIARA YASMIN O. HANDUGAN, understand that conflict of interest refers to

situations which financial or other personal considerations may compromise my

judgment in evaluating, conducting or reporting research.

2. I hereby declare that I do not have any personal conflict of interest that may arise

from the application and submission of my research proposal. I understand that my

research proposal may be returned to me if I found out that there is conflict of

interest during the initial screening.

3. Further, in case of any form of conflict of interest which may inadvertently emerge

during the conduct of my research, I duly report it to the research committee for

immediate action.

4. I understand that I may held accountable by the Department of Education for any

conflict of interest which I have intentionally concealed.

PROPONENT:

_________________________________________

PRINTED NAME: CHIARA YASMIN O. HANDUGAN

SIGNATURE : __________________________

DATE : __________________________
Data Gathering Methods:

The researcher employed quantitative type of research. The study focused on the

parameter defined by the questions. Oral reading pre-test and post-test were done to

assess and measure the reading literacy level of the pupils.

In data collection, the researcher conducted an informal interview to the 10

identified pupil respondents. Prior to the interview, conversation to school head, adviser,

and parents was observed. Students were notified about this research and the purposes

of the interview were explained to them for better understanding. The researcher also

took photograph for documentation purposes.

Data Analysis

To determine the effectiveness of Basa Mo, Sagot Ko: A Peer Tutoring-Based Instruction

to Improve the Reading Literacy Level among 10 identified pupil respondents of Grade 4,

the mean scores as statistical tool was used.

Discussions:

Table 1: Oral Reading Pre-Test Scores of the identified respondents before the

intervention:

Word Reading Score Oral Reading Level

97% - 100% Independent

90% - 96% Instructional
89% and below Frustration

Students Oral Reading Pre-Test Scores Description

Student A 87.14% Frustration

 Student B 84.29% Frustration

Student C 88.57% Frustration

Student D 82.86% Frustration

Student E 85.71% Frustration

Student F 88.57% Frustration

Student G 87.14% Frustration

Student H 88.57% Frustration

Student I 87.14% Frustration

Student J 85.71% Frustration

Overall Mean 86.57% Frustration

Table 1 showed the level of performance of the pupils in the oral reading pre-

test just before the intervention. In the table, ten (10) identified respondents have low

scores in the oral reading pre-test with only an average mean of 86.57 which falls directly

in the frustration level, and if not given immediate intervention it might affect the learners’

performance in school.

Table 2: Factors affecting the pupils in their low reading literacy level.

Student Absenteeism No follow-up at home Lack of Prior Knowledge

A 1 1 0

B 0 1 1

,C 1 1 1

D 0 1 0

E 0 0 0

F 1 1 1
 G 0 1 0

H 0 1 0

I 0 1 1

J 1 1 0

Total 4 9 4

Table 2 shows the common factors associated with struggles in learning

English among the learners gathered from the informal interview. Among the three

factors, no follow-up given at home is the most common one. This exhibits the fact that

lack of parents support to their children has a great impact in the reading literacy level of

the identified pupil respondents.

Table 3: Oral Reading Post-Test Scores of the identified respondents after the

intervention:

Word Reading Score Oral Reading Level

97%- 100% Independent

90%- 96% Instructional
89% and below Frustration

Students Oral Reading Post-Test Scores Description

Student A 91.43% Instructional

Student B 90% Instructional

Student C 97.14% Independent

Student D 90% Instructional

Student E 91.43% Instructional

Student F 92.86% Instructional

Student G 92.86% Instructional

 Student H 90% Instructional

Student I 91.43% Instructional

Student J 90% Instructional

Overall Mean 91.72% Instructional

Table 3 showed the oral reading post-test scores of the pupils after the

implementation of the said intervention. From the table shown, it is clear that there is an

improvement in the reading literacy level of the pupils from an average mean of 86.57%

which is classified as frustration to 91.72% average mean which falls to instructional level

after the implementation of peer tutoring.

Table 4: ORPT scores before and after the implementation of the intervention.

Student ORPT scores before the ORPT scores after Difference

intervention the intervention
A 87.14% 91.43% 4.29

B 84.29% 90% 5.71

C 88.57% 97.14% 8.57

D 82.86% 90% 7.14

E 85.71% 91.43% 5.72

F 88.57% 92.86% 4.29

G 87.14% 92.86% 5.72

H 88.57% 90% 1.43

I 87.14% 91.43% 4.29

J 85.71% 90% 4.29

Over-all 86.57% 91.72% 5.15

Mean
 It was shown in the table the result of the oral reading pre-test and post test

scores that has a great and significant improvement after the implementation of the peer

tutoring program. Based on the results, the pupil respondents have benefited from the

strategy being tutored by their peers.

Findings presented were consistent with the findings of Annis (2017) that peer

tutoring thus appears to be a potentially powerful technique for increasing all levels of

student learning.
References:

Cole, Mikel W. (2012). Effectiveness of Peer-Mediated Learning for English Language

Learners: A Meta-Analysis., Nashville, Tennessee. Vanderbilt University

Lyttle, Leigh Anne (2011). Do peer tutors help teach ESL students to learn English as a

second language more successfully?

Lee, Stacy (2011). Supporting comprehension among English language learners. St.

John Fisher College

Annis, Linda F. (2017). The process and effects of peer tutoring. Human Learning:

Journal of Practical Research & Applications.

Proposed Innovation, Intervention & Strategy:

The Department of Education has its flagship program, “Every Child A Reader

Program” which aims to make every Filipino child a reader and writer at his/her grade

level. Before a teacher can design and provide appropriate reading instruction for his

learners, he should be armed with information about his students’ current reading levels

and abilities.

It is with this view that prompted the researcher to conduct peer tutoring

program to help improve the reading literacy level of ten (10) Grade 4 pupils who were

identified as respondents of this study because of their low scores in the oral reading pre-

test. Prior to the conduct of this study, respondents, school head, and parents were

notified about this study through letter of consent duly signed by the above mentioned

entities and informal interview was also observed.

Action Research Methods:

Participants and other sources of data and information

Purposive sampling was used targeting learners who marked low scores in the

oral reading pre-test using an individually administered PHIL-IRI graded passage. As a

result, 10 out of 38 Grade IV pupils have low reading literacy level based on the oral

reading pre-test administered.

This study is focused on improving the reading literacy level among the 10

identified pupil respondents of Grade 4 thru the Basa Mo, Sagot Ko program. Oral

reading pre-test scores of each respondent were calculated before the implementation of

the intervention and oral reading post-test scores were also calculated and analysed if

there is an improvement after the implementation of the peer tutoring program.

Reflection:

In the continuous quest to uphold and cater quality education to our young

generation, the Department of Education initiated its flagship program which aims to

make every Filipino child a reader.

Thus, as the prime mover of this educational wheel, it is our job as educator to

ensure that nobody is left behind. We must exhaust all means for our school children to

learn not just the basics but for them to be able to compete in the working world and in

the global arena.

This prompted the researcher in crafting this action research to address the

issue that has been besetting the school children of Pakwan Integrated School for so

many years. Since it is the mandate of the Department that every school children should

know how to read, the researcher initiated the Basa Mo, Sagot Ko: A Peer Tutoring-

Based Instruction to help improve the reading literacy level of the 10 identified

respondents.

The study showed that peer tutoring is an effective way to teach language

subjects to students. It also showed based on the responses, the pupils exhibited

improvement in their reading literacy and that is always a good sign for the learners as

they continue their journey throughout their schooling.

It would also be recommended that peer tutoring be one of the main strategies

in teaching English as it is very useful in instilling both skills and confidence in the

learners. That way, the teacher’s work would be cut short and he would just be facilitating

the whole process.

ANNEX 6

Action Research Work Plan and Timelines

TIMELINE ACTIVITY FOCAL PERSON

August 6, 2018  Conduct of oral ELLN Trained Teacher,

reading pre-test English Teacher, Grade 4
using the PHIL-IRI pupils
individual graded
passage
August 20, 2018 –  Conduct of oral English Teacher, Grade 4
December 15, 2018 reading remedial pupils
session every after
class thru peer
tutoring
January 14, 2019  Conduct of oral ELLN Trained Teacher,
reading post-test English Teacher, 10 Grade
using PHIL-IRI 4 pupils
graded passages