Using Task-based Supplementary Material for the Enhancement of Reading Proficiency of Grade VI Pupils

Abstract

This study was conducted to focus on determining if using task-based supplementary material would bring out an enhancement to the level of reading proficiency of the pupils. This study utilized an experimental research design, and the respondents of this study were 30 Grade VI, pupils. The respondents of the study were selected using purposive sampling because the researcher had prior knowledge about the characteristics of the respondents participating in this study. The researcher used a researcher-made task-based supplementary material, and pre-test and post-test instruments in gathering the data of the respondents’ reading proficiency levels in terms of noting details, sequencing of events, cause and effect, and predicting outcomes. Regarding respondents’ post-assessed proficiency level in noting details, they were at approaching proficiency to an advanced level; approaching to advanced level of proficiency in the sequencing of events; approaching proficiency to an advanced level in cause and effect, and approaching to advanced level in predicting outcomes. These results revealed that there is a significant difference between their test scores before and after their exposure to the task-based supplementary material. The use of researcher-made task-based supplementary material has significantly influenced the reading proficiency levels of the respondents in terms of noting details, sequencing of events, cause and effect, and predicting outcomes. Keywords: Task-Based Supplementary Material, Reading Proficiency, Pupils’ Reading Performance