Improving the English Reading Fluency of Grade III-Molave Pupils Through Contextualized and Localized Reading Materials

Abstract

INTRODUCTION

The grade III-Molave class of San Carlos Elementary School got a (PHIL-IRI) Reading performance level of 82.40% for (NR) Nonreader level and 17.60% (F) Frustration level. This is why the researcher conducted an action research. There is a need to provide the pupils with basic reading knowledge and skills to improve reading and learning abilities. Grade 3-Molave class was the respondents, thirty-one pupils undergone the pre-test and post-test. This study utilized descriptive survey research using the PHIL-IRI reading materials/instruments. The intervention was provided through a Contextualized and Localized English Reading Material prepared by the researcher. The reading activities were conducted before the start of the afternoon session every day. It was found out that the mean during the pre-test which was equivalent to 16.42 was raised to 26.32 during the post-test. It was also proven that there was a significant difference between the pre and post-test results. There is a need to maximize and sustain the reading intervention using Contextualized and Localized English Reading Materials by utilizing it in the teaching of reading to improve reading fluency of the pupils.

METHODS

The pre-test and post-test will serve as a means to gather data. The interpretation of data will be done by the researcher after collecting the necessary information related to the conduct of this action research. Every learning environment is a goldmine of useful data. (Richard Sagor) Statistics are necessary for any form or research. The data and the use of statistics provide the tool to decide. It gives a solid foundation on which base decision, big or small. (J. Steytler). The data to be collected by the researcher have to undergo some analysis to answer the pupil respondents. The scores also need to be interpreted. To help the researcher in analyzing the data she gathered, she will make use of some statistical tools.

RESULTS

The result shows that the implementation of the reading intervention was successful. Localized and contextualized English reading materials were suitable to the need of the learners. D. Perin, (2011) states that the perceived value of contextualized teaching and learning is that this method can create a commonsense structure with which to focus instruction. The teacher's guide and learner's materials may be modified to accommodate the unique contexts of a particular locality. ( Dep Ed no.35, s.2016, SLAC)

DISCUSSIONS

One of the main features of the K-12 is the delivery of the lessons through Localization and Contextualization (Torres, 2015). It is stipulated in D.O no. 43 s. 2013, that the curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. Localization and contextualization can be done in all learning areas. Localization and contextualization can maximize materials, activities, events and issues that are readily available in the local environment (Bringas, 2014).