PROJECT HUSAY A READING STRATEGY DERIVED FROM GENRE BASED APPROACH TO ENHANCE SENIOR HIGH SCHOOL STUDENTS' READING COMPREHENSION

Based on the reading assessment, majority of students’ fall into almost and low proficient literacy categories. Indicates that students could read, however, their understanding of the text made it difficult for them to respond to questions. Thus, this study was designed in testing the effectiveness of Project HUSAY a Genre Based approach, reading intervention, in improving the reading comprehension skills of Grade 12 students who were struggling. The research goal was to identify the students' reading comprehension skills before and after the intervention implementation, to determine the significant difference in performance, and assess students' interest in teachers' strategies and reading activities. The subjects were 39 Grade 12 students. The methods used were classroom action research approach with a descriptive comparative research design and purposive sampling. Data was collected using reading comprehension tests, observations, interviews, and survey questionnaires. Before the intervention was employed, 17 students were categorized as frustration level, indicates lack of comprehension, while 19 students at instructional level, requiring additional support. Only 3 students were at the independent level of proficiency. After the implementation, students at the frustration level decreased to 3, while those at the instructional level increased by 21. The results of the study showed significant gain, the number of students at the independent level increase to 15, indicating an improvement in reading comprehension. Notably, a significant difference exists between the pre and post-test with the p-value (0.0080). The intervention posits a positive effect revealing to be a more effective strategy than traditional methods for enhancing students' reading comprehension skills.