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Abstract
The major goal of this study was to see how effective explicit teaching strategy is compared to traditional lecture based at Cebolin Elementary School, which offers a lifelong and meaningful learning. Two groups, control and experimental were subjected to comparison through their pretest and posttest. Reading comprehension passages were used to determine their learning in the three-comprehension level, literal, inferential, and evaluative. The experimental group, the recipient of the intervention, was provided of the explicit teaching while the control group used traditional lecture-based method. Pretests and posttests were administered before and after of the experiment through paper and pen test, after were compared as achievements of the students. The study resulted to the conclusion that there was a significant difference between the achievement levels of the students’ pretest and posttest in the experimental group. There was a significant difference in the achievement level of the students’ posttest in the experimental and control group. As a result, it was demonstrated that using the explicit teaching boosted students' learning while also allowing them to experience fun in learning. Pupils who were employed explicit teaching performed better than the conventional lecture-based method. Because of the favorable outcomes of the trial, the researcher advised instructors to utilize explicit teaching strategy to enhance reading comprehension of the pupils.
