Intensive Reading and Task- Based Approaches: A Relevant Viewpoint in Improving Students’ Reading and Writing Proficiency

Abstract

The gap that exists between reading and writing proficiency in English continues to grow. Moreover, the poor performance of the students is alarming when it comes to reading and writing. The kind of approach, strategy, and method has a big impact and factor which would affect the students’ performance. The purpose of this study is to determine the significant difference of Intensive reading approach in reading proficiency in terms of word recognition, comprehension, and speed. Also, to determine the significant difference of Task- based approach in the writing proficiency of the students in terms of sentence structure, vocabulary, cohesion, and transition device. Consequently, the intensive reading approach with the components of Know, want, and learn (KWL) Chart, Vocabulary Self Selection strategy (VSS), and Story maps used during the execution of the lessons. However, in the task – based approach which has the components of Listing, Ordering/sorting, Comparing/contrasting was used as part of the writing test. The findings show that there was significant difference in intensive reading approach in the reading proficiency of the respondents in terms of word recognition and comprehension. There were constant changes every time the treatment was being used. However, in speed, the changes were being manifested. It implies that the longer the time you use the treatment, the higher the chance that the speed of the students will be improved. The length of time of the intervention was another factor that may have caused these non-significant results. In the same manner, there was significant difference in task- based approach in the writing proficiency of the respondents in terms of sentence structure, vocabulary, cohesion, and transitional devices. The writing proficiency was all improved across the three post tests using the intervention. The findings show that there was improvement in the three consecutive posttests of Grade 8 respondents in reading and writing proficiency after the exposure to the intensive reading and task-based approaches. The use of the said approaches shows positive results in enhancing reading proficiency in terms of word recognition, comprehension, and speed. Moreso, in writing proficiency in terms of sentence structure, vocabulary, cohesion, and transitional devices.

Keywords: Intensive Reading Approach, Task- based Approach, Reading Proficiency, Writing Proficiency.