Reflective Pedagogical Approach in Teaching Literature in Area II Junior High Schools, Division of Batangas Province

Abstract

INTRODUCTION

Learning literature among junior high school students calls for effective pedagogical approaches to make them appreciate the synergies between the national and global literature. The Department of Education suggested the implementation of the 2C-2I-IR pedagogical approaches and their underlying principles mandated by R.A. 10533 through Regional Memorandum No. 11, s. 2015 to better implement the Enhanced Basic Education Curriculum in all grade levels. Among the 2C-2I-IR pedagogical approaches, reflective approach has been proven to be the most effective in teaching literature although there is a single activity under this pedagogy known as TTRA or the Think-Talk-Read-Act. The lead proponent, a Grade 10 English teacher for fifteen years, aimed to identify the significance of employing this reflective pedagogical approach (RPA) in helping students appreciate and understand literature. Consequently, she and her co-author worked hard to develop other activities to maximize the use of RPA in literature class.

METHODS

The study utilized the descriptive quantitative method. Statistical methods used were percentage, frequency distributions, and mean to determine the positional distribution and extent of utilization of RPA, levels of effectiveness of RPA and classroom performance of students, and constraints met by the teachers in using this approach. The frequency also presented the actual response of the respondents to a specific question in the questionnaire. Pearson -r Moment of Correlation was used to determine the degree of relationship between the level of students' classroom performance and the assessment on the extent and level of effectiveness of RPA.

RESULTS

The extent of utilization of RPA is moderate while the level of effectiveness is moderately effective. Meanwhile, the students' level of classroom performance in the utilization of reflective pedagogical approach is satisfactory. The students' level of classroom performance is significantly related to both the extent of utilization and the level of effectiveness of RPA. On the other hand, the inadequacy of reflective activities, language barriers and large number of students in a class are the major constraints met by the teachers in the utilization of RPA.

DISCUSSIONS

The proposed reflective activities such as QTRW (Question-Think-Reflect-Write), VARD (View-Ask-Reflect-Draw), MORE (Model-Observe-Reflect-Explain), and DRTE (Describe-Reflect-Theorize-Experiment) may strengthen the use of reflective pedagogical approach in teaching literature.