Utilization of Language-Based and Content-Based Approaches in Strengthening Literary Comprehension Skills

Abstract

INTRODUCTION

The action research entitled "Utilization of Language-Based and Content-Based Approaches in Strengthening Literary Comprehension Skills" intends to fortify students' comprehension skills through the use ofthe approaches in teaching literature and to develop educators' appreciation of teaching literature to 21st century learners so that a teacher knows how to apply and use proper approach in teaching literature to make classes interesting and fun for students.

METHODS

The study was limited to Grade 12 students GAS 1 and 2 sections of Sta. Catalina Integrated National High School from August to October 2017. Quasi-experimental method was used to gather necessary data. In addition, Pretest and Post-test were administered to see if neither changes nor differences occurred in the performance of both groups. After the researcher underwent the teaching of literature to learners, the data gathered were subjected to statistical treatment to be interpreted and to answer the formulated questions of the researcher.

RESULTS

The result of the pretest in the controlled and experimental groups both showed developing level of performance while the post-test revealed that the experimental group with language-based instruction showed advanced level of performance and proficient performance under content-based instruction. Also, the controlled group showed proficiency in utilizing the traditional approach. With regards to the difference between the experimental and controlled groups' performance, no significant difference was found on the pre-test performance. A significant difference was noted on the post-test mean scores of the students from the controlled and the experimental groups. The difference in the students' performance in the Pre-Test and Post-Test, was disclosed between the pre-test and post-test mean scores of the students in the controlled and experimental groups. It was found that there was a significant difference between the pre-test performances of the students from the two groups. A significant difference was also noted on the post-test mean scores of the students from the controlled and the experimental groups.

DISCUSSIONS

The results showed that the kind of teaching strategies employed in literature class really mattered in the outcome of students' performance. In this case, teachers must be empowered with the proper and most suited teaching strategy in teaching literature necessary to further improve their teaching competencies and most importantly enhance students' performance.