Contextualized Folktales and Community Narratives as Reading Skills Enhancers among the Select Students of Ungos National High School in Real, Quezon

Abstract

INTRODUCTION

This study aims to establish contextualized folktales and community narratives as a means of improving learners' reading levels in English. This is in lieu of the learners' difficulties in reading particularly in comprehending a reading passage, as evident in the results of the annually conducted reading test. Moreover, this paper intends to establish a connection between the learners' reading skills and culture through contextualized literature.

METHODS

This study made use of quasi-experimental design where the two groups' reading levels were pre-assessed and post-assessed after the experimental group's exposure to the intervention. The sample ofthe study comprised one section of forty-five students in the experimental group and another section with the same number in the control. This came from a population of Grade-10 students.

RESULTS

It has initially been found out that most students from both groups have difficulties in reading, with numbers of learners identified as having a "frustration" level of reading. The reading level of students in the control group remained as it was before; however, students in the experimental group, after the intervention, had significant improvements from "frustration" to "instructional" readers and from "instructional" to "independent".DISCUSSIONSThere has been a host of studies in reading and various approaches have also been offered to solve existing problems in said competency. However, this study underscores that literature contextualization and community narratives bring in opportunities toward learners' maximum enhancement in reading. Reading difficulties are often attacked through academic intervention; whereas this research further establishes the intrinsic role of culture.