PRACTICE READING APPROACH AND READING SOFA SYLLABLES

IN THE KEY OF C

FE F. NADERA
Teacher III
MATINA APLAYA ELEMENTARY SCHOOL

Abstract
This study is intended to test the significant difference of using PR Approach in the skills of
reading sofa syllables in the key of C among the Grade 5 students in Matina Aplaya Elementary School.
The researcher used the descriptive-comparative research design and purposive sampling technique.
The data extracted were analyzed using mean, Sd, T-test, and Eta2. The results yielded a significant
difference over the pre-test and post test score of the respondents after using the PR Approach as
intervention. Thus, it recommended to apply PR Approach to improve the students skills of reading sofa
syllables.

Introduction
Scripp (2000) indicated that the study of music adds a new set of considerations
for introducing a wider set of representations into the elementary school curriculum.
Most obviously, the mere presence of conventional music programs in the elementary
schools invariably injects a new symbol system (that is, music notation) into the school
curriculum. To many teachers and students, the notation system functions mostly as a
support for performing standard musical literature (often by memory) after extensive
rehearsal. Kyme (1960) bridged the gap between elementary music teaching and how
to teach the skill of reading music at sight by comparing the effectiveness of several
approaches to music reading including one making use of shape notes.
The structure, arrangement, and purpose of music education vary widely
between countries, and yet, global values of music education include that music is
taught musically (Mills, 2007). Renzi, Vassos, Catarci, & Kimani (2015) conducted an
initial experiment wherein the accuracy, effectiveness, and user acceptance of the
gesture-based interface among children can be used to facilitate the teaching of music
concepts.

NATIONAL

LOCAL

The purpose of this study is to meet the demands in uplifting the competency in
music particularly in reading sofa syllables. The researcher is determined to uncover the
effectiveness of employing peer teaching in developing the skills of the students in
reading sofa syllables in the key of C.
Further, this study aimed to determine whether the developed intervention presented
will have an effect on the students skill in reading sofa syllables in the key of C.
Particularly, it sought to answer the following:
1. What is the pre-test score of the respondents before the implementation of PR
Approach?
2. What is the post test score of the respondents after the implementation of the PR
Approach?
3. Is there a significant difference in the scores of the respondents before and after
the implementation of the PR Approach?
4. What is the effect of PR Approach to the skills of Grade 5 Makiling students in
reading sofa syllables in the key of C?
5.
In addition, the following terms were operationally defined:
PR Approach refers to the teaching strategy by using peer teaching in reading
the sofa syllables in the key of C.
Reading sofa syllables in the key of C is one of the competencies in Music
which is listed among the least learned by the Grade 5-Makiling students.
Method
This study used the descriptive-comparative design of research applying pairedsample T-test in analyzing the data extracted utilizing PR Approach in the skills of
reading Sofa syllables. The Researcher employed purposive sampling technique among
the 37 Grade 5 Makiling students in Matina Aplaya Elementary School as the

respondents of the study who took 20-item multiple choice test. Furthermore, the study
applied mean, SD, and T-test as statistical tests in the treatment of data carefully
analyzed and statistically interpreted using Statistical Packages for Social Science
(SPSS) software version 16.0.
Results and Discussion
The findings of the study are tabulated below:

Table 1. Pre-test scores

Test
n
mean
Pre-test
37
6.94

Sd
1.89

Descriptive Interpretation
Low

Table 1 shows the pretest scores of students before the use of PR Approach. It
shows a mean of 6.94 with a descriptive interpretation of Low.
Table 2. Post test scores
Test
n
mean
Post test
37
19.49

Sd
1.12

Descriptive Interpretation
Very High

Table 2 shows the scores of pupils after using the intervention PR Approach
among the students. It shows a mean of 19.49 with a descriptive interpretation of Very
High.
Table 3. Paired Sample T-Test on PR Approach
Test
n
Mean df
t-value
Pre-test
37
236
-32.85
Posttest

p-value

Remarks

.000

Significant

Table 3 shows the Paired sample test on PR Approach. It shows that the pretest
and posttest scores generated a t-value of -32.85 with a p-value of .000 which is
interpreted as significant. Therefore, there is a significant difference in the pre-test and
post test scores of the respondents after the intervention PR Approach is used.
Table 4. Effect Size of PR Approach
n
t-value
37
-32.85

Eta
0.968

Remarks
Large Effect

Table 4 shows the Test Effect size of PR Approach. It generated an Eta value
of 0.968 which signifies large effect, thus the PR Approach is effective in improving the
skill of Grade V Makiling students in reading Sofa-syllables in the key of C.

Conclusion
Based on the findings, the following conclusions are drawn: The Grade
students have low score before the use of PR Approach intervention. The Grade
students have high scores after the PR Approach intervention was used. There is
significant difference the pre-test scores and post test scores. The PR Approach has
large effect on the skills of Grade 5 students in reading Sofa syllables.

5
5
a
a

Recommendation
PR Approach is recommended to be adapted by the teachers teaching MSEPP in
Matina Aplaya Elementary School to escalate the skills of the students in reading Sofa
syllables in the key of C. Furthermore, similar study may be conducted to justify the
validity and effectiveness thereof.
References
Kyme, G. H. (1960). An Experiment in Teaching Children to Read Music with Shape
Notes. Journal of Research in Music Education , Vol. 8, No. 1, pp. 3-8.
Magno, C. (2007). The Role of Teacher Efficacy and Characteristics on Teaching
Effectiveness, Performance, and Use of Learner-Centered Practices. The Asia Pacific
Education Researcher , Vol. 16, No. 1 .
Mills, J. (2007). Conceptions, functions and actions: teaching music musically. Revista
da ABEM, Porto Alegre, V. 18, , 7-14.
Renzi, M., Vassos, S., Catarci, T., & Kimani, S. (2015). Touching Notes: A GestureBased Game for Teaching Music to Children. Proceedings of the Ninth International
Conference on Tangible, Embedded, and Embodied Interaction , 603-606.
SCRIPP, L. (2000). INTRODUCING MULTIPLE REPRESENTATIONS OF MUSIC INTO
THE ELEMENTARY SCHOOL CURRICULUM. Journal for Learning Through Music ,
28-31.