This study was conducted to determine the effect of read and act approach on the Retention Skills in MTB. Specifically, it sought to find out if read and act approach significantly contribute in the retention skills of student in MTB. Descriptive-Comparative research design using paired sample T-test was used to utilized in the study. The study was carried out in Beam Extension School of Guinobatan annex of Paradise Embac Elementary School to Thirty student of Grade Two section 3. Descriptive statistics (mean & SD), Paired-Sample T-test and Eta2were used as tools in the analysis of data. Results revealed that the pre test score was high; the post test score was very high. There was a significant difference on the pretest and post test scores of pupils in read and act approach. Further, the read and act approach has large effect on the retention skills of student in MTB.

1. READ AND ACT APPROACH AND RETENTION SKILLS IN MTB OF
PARADISE EMBAC ELEMENTARY SCHOOL
WENEFREDO S. HIFARVA JR.
Abstract
This study was conducted to determine the effect of read and act approach on the
Retention Skills in MTB. Specifically, it sought to find out if read and act approach significantly
contribute in the retention skills of student in MTB. Descriptive-Comparative research design
using paired sample T-test was used to utilized in the study. The study was carried out in Beam
Extension School of Guinobatan annex of Paradise Embac Elementary School to Thirty student
of Grade Two section 3. Descriptive statistics (mean & SD), Paired-Sample T-test and Eta2were
used as tools in the analysis of data. Results revealed that the pre test score was high; the post
test score was very high. There was a significant difference on the pretest and post test scores of
pupils in read and act approach. Further, the read and act approach has large effect on the
retention skills of student in MTB.
Introduction
Vocabulary words is an essential skill common in all levels of K-12
language arts curricula. In direct instruction, students are often asked to define
and memorize definitions of new vocabulary and share their information during
written assessments. Some children encounter obstacles in learning to read
because they do not derive meaning from the material that they read. Lyon
(2002) cited that, if children are not provided early and consistent experiences
that are explicitly designed to foster vocabulary development, background
knowledge, the ability to detect and comprehend relationships among verbal
concepts, and the ability to actively employ strategies to ensure understanding
and retention of material, reading failure will occur no matter how robust word
recognition skills are. In addition, students must continue to develop their reading
ability long after they are typically considered literate (Lyon et al, 2002).

2. Drama-based techniques is embedded into K-12 subject areas. It engages
students in a collaborative process using kinaesthetic, non-linguistic
representations to explore and retain new vocabulary knowledge. In addition,
drama is highly regarded as an effective and valuable teaching strategy because
of its unique ability to engage reflective, constructivist and active learning in the
classroom as well as enhancing oral skills development (Micco). Regarding the
point that drama has an important impact on teaching, Goodwin (2001) states,
drama is a particularly effective tool for pronunciation teaching because various
components of communicative competence (discourse, intonation, pragmatic
awareness, non verbal communication) can be practiced in an integrated way Li,
et al. 2003).
This study is anchored in the idea of Poorman (2002) stated that
integrating experiential learning activities in the classroom increases interest in
the subject matter and course content. Similarly, the result of the involvement is
increased learning (Fogg, 2001). Driscoll (2005) claimed that role-playing
teaching method has been understanding derived from the idea that knowledge
is constructed by learners in their attempt to understand their experiences.
According to Jarvis et al.(2000) role-playing teaching gives life and consistency
to academic material that can be largely descriptive and/or theoretical. In
addition. the use of drama techniques and activities in the classroom provides
exciting opportunities for foreign language learners to use the language in
concrete situations.
In other countries, some study found a significant increase among
students in feeling another’s distress as their own Poorman (2002) (pg. 34).
Moreover, role-playing has also been seen to be effective in reducing racial
prejudice (McGregor, 1993). Students who role-play the part of enslaved African
Americans in a class on pre-Civil War history, for example, develop greater
empathy and come away with a better idea of the experience than they would in
a typical lecture setting (Steindorf, 2001).In role-playing the student is
representing and experiencing a character known in everyday life (Scarcella and
Oxford, 1992). The use of role-playing emphasis improves interpersonal skills

3. (Teahan, 1975), improves communication skills (Huyack,1975), and enhances
communication (Ettkin& Snyder, 1972). Drama activities help students to
communicate in the foreign language including those with limited vocabulary.
(Aldavero, 2008)
This study aimed to determine the retention skills of pupils in Mother
Tongue Based (MTB). Further, the researcher intends to investigate that Read
and Act Approach have an effect to increase the retention rate of pupils.
Specifically, it sought to answer the following research problem: 1. What is the
pre test score of the respondents before the implementation of read and act
approach in MTB? 2. What is the post test score of respondents after the
implementation of read and act approach in MTB?3. Is there a significant
difference in the pre-test and post-test score of respondents before and after the
implementation of read and act? 4. What is the effect size of read and act
approach in the retention skills of pupils in MTB?
Read and act Approach is refers to the teaching strategy which involves drama
and role-playing. This approach to classroom instruction insists that students
actively co-construct their learning process.
Retention skill is the outcome level of information, knowledge that has a long
term understanding.
Method
This study use of the Descriptive-Comparative research design using
paired sample T-test to acquire result on the difference between pre-test and
post-test. The retention skills of pupils in MTB. The respondents of this study
were the 30 pupils of grade II section 3 were identified through purposive
sampling technique. The study was conducted at Paradise Embac Elementary
School. The researcher made use of secondary data, specifically the scores in
pre-test and post-test. The statistical tools used were descriptive statistics (mean
& SD), paired-sample T-test and Eta2. The data were collated and analyzed
using SPSS IBM statistics.

4. Results and Discussions
Table 1. Pre-Test Scores
Test n mean Sd
Descriptive
Interpretation
Post-Test 30 10.26 1.74 High
Table 1 shows the pre-test scores of pupils. It shows a mean of 10.26 with
a descriptive interpretation of high.
Table 2. Post Test Scores
Test n mean Sd
Descriptive
Interpretation
Post-Test 30 14.50 .82 Very High
Table 2 shows the post test scores of pupils. It shows a mean of
14.50 with a descriptive interpretation very high.
Table 3.Paired Sample T-test on Read and Act Approach
Test n df t-value
p-
value
Remarks
Pre Test and
Post Test
30 29 -13.36 .000 Significant
Table 3 shows the Paired Sample T-Test on Read and Act Approach. It
shows that the pre-test and post-test scores generated a T-value of -13.36 with a
p-value of .000 which is interpreted as significant. The result of the study
corroborates with Poorman (2002) integrates teaching activities in the classroom
increase interest in subject matter and course content.
Table 4. Effect Size of Read and Act Approach on Retention Skills in MTB
n t-value Eta2 Remarks
30 -13.36 0.860 Large Effect
Table 4 shows the Effect size of Read and Act Approach. It generated an
Eta2 value of 0.860 which signifies large effect, thus the Read and Act approach
is effective in retention skills of pupils in MTB.

5. Conclusion
Based on the findings of the study, the following conclusions was drawn
the pretest result of grade II pupils on retention skills in MTB was high. The post
test result of Grade II pupils on retention skills in MTB was very high there was
significant difference on the pretest and post test scores of read and act
approach. The read and act approach has large effect on the retention skills of
Grade II pupils.
Recommendation
Based on the conclusions drawn, the following may be suggested, utilize the
techniques of drama, role-playing teaching as a holistic teaching method to
increased the retention skills in MTB, maintain the use of read and act as a
strategy because it was proven in this research to increased the pupils
performance in MTB. Integrate role playing/drama as an influential and beneficial
teaching strategy that can be utilized in the classroom to provide active learning.
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