Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Laguna
District of Los Baños
MAYONDON NATIONAL HIGH SCHOOL
Formerly Los Baños Integrated School

Project LEAP
(Leading Excellence in Academic Performance)

Utilizing Localized Materials: A Strategy in Improving the Reading Proficiency

Level of Grade 8 Students

Action Research

Proponents:

ROSEMARIE B. DE MESA PEDRITA P. NAVALES

Teacher II Teacher III

February 12, 2019

 I. Context and Rationale
Reading is an essential part of basic education. It is also an important gateway

to other disciplines. However, despite various reading strategies that can be used by

the teachers, both in grade school and junior high school, reading is still one of the

difficulties encountered by the learners.

In the Philippines, where English is actually the second language, conversing

and comprehending English should not pose a problem. However, in one article issued

by The Philippine Star (February 22, 2010), it is said that Filipinos’ low proficiency in

reading comprehension may threaten global competitiveness. This was manifested in

the National Achievement Test (NAT) administered to public schools. In 2006, it was

reported that the NAT results were below mastery level and up to the present it is still

happening.

In a 2007 interview, Dr. Yolanda Quijano, head of the DepEd’s Bureau of

Elementary Education, attributed “reading problems as the main culprit for the poor

performance of some students in the NAT.” This is definitely a cause for alarm because

if the upcoming generation cannot read properly, then there is a big chance they will

have difficulty in writing and speaking as well.

Same problem was traced during the conduct of the reading inventory in

Mayondon National High School formerly Los Baños Integrated School, during the said

assessment, the students are requested to read orally and silently, after each reading,

comprehension questions were given to them. Then, the results of both will tell

whether the student falls under frustration, average or fast reader level. 35% or 116

students from Grade 8 classes fall under frustration level, which means they cannot

comprehend well. Because of this, poor reading comprehension might lead the

students not to understand the lessons well. This would make them hate the subjects

which are usually taught in English. With this, reading proficiency wouldn’t be

developed among learners.

With the dilemma the learners and the educators are facing, solutions must be
offered. Since reading is certainly significant among students, developing their reading

ability is a must. To achieve it, teachers should improve reading lessons by

implementing the best method and techniques. One strategy that the researcher has

devised is the use of the localized material in teaching reading.

II. Review of Related Literature

Tizon (2011) mentioned that reading is the mother of all study skills. It is one of

the most valuable skills of a person can acquire. Reading is a complex process; thus,

it cannot be taught in isolation. Moreover, reading is not merely an ability to recognize

written or printed words, but it also refers to putting meaning to what one reads and

drawing a unified thought of what is read.

According to the National Institute of Child Health and Human Development,

“Reading is the single most important skill necessary for a happy, productive and

successful life.”

According to NCLRC (2004), developing reading exercises involves more than

identifying a text that is "at the right level," writing a set of comprehension questions

for students to answer after reading, handing out the assignment and sending students

away to do it. A fully-developed reading activity supports students as readers through

pre-reading, while-reading, and post-reading activities.

It has been perceived that reading is really an important factor in learning so it

is a necessity that reading skills should be learned by the students. According to the

readings, it must be noted that teacher’s skill in teaching reading is a requirement. The

teacher as the facilitator should think of different teaching approaches to support

learners’ reading development.

In preparing the activities for reading, one of the considerations should be the

interests of the learners. The students will definitely show interest if they are familiar

with the lessons and they will get familiar when the lessons are localized. The

localization of reading material is used in elementary and secondary to engage the

learners more in reading.

 According to Taylor (2004), as mentioned by Ballesteros in his study,

localization is the freedom for schools or local authorities to adapt the curriculum to

local conditions and relating the context of the curriculum and the process of teaching

and learning to the local environment.

According to UNESCO, curriculum content is a significant factor of a quality

education. Promoting of localized curricula is an important component of the

decentralization of education, governance and management.

Teaching reading is one of the toughest jobs of the English teachers. However,

considering the mandate set by the RA 10533, known as the Enhanced Basic

Education Act of 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, teaching-learning process shall be made more learner

centered and the performance of the learners will improve not only in reading but also

to other disciplines.

III. Research Questions

Research Topic Reading Proficiency Level

Research Problem Improving the Reading Proficiency Level of Grade

8 Calamba Students
Research Statement To improve the reading proficiency level of Grade 8
Calamba Students through utilizing localized
materials.
Research Questions 1. What are the difficulties of Grade 8 students
in terms of reading?
2. What appropriate teaching reading strategy
will be used in overcoming such difficulties?
3. Does utilizing localized materials help
improve the reading proficiency of the
students?
Research Title Utilizing Localized Materials: A Strategy in
Improving the Reading Proficiency Level of
Grade 8 Students
 IV. Scope and Limitation

The study “Utilizing Localized Materials: A Strategy in Improving the Reading

Proficiency Level of Grade 8 Students” aimed to identify the appropriate teaching

reading strategy which will help the learners improve their reading proficiency level.

The study is limited only to fifty-four (54) respondents, who are under the Grade 8

Calamba of Mayondon National High School formerly Los Baños Integrated School for

school year 2018-2019.

V. Methodology

a. Purposive Sampling

Purposive sampling was used in this study since the respondents were

selected based on the characteristics of the population and objective of the study. The

study involved the fifty-four (54) students of Grade 8 Calamba, This section was

assessed to be having difficulty in reading.

b. Data Collection

The Reading day was implemented right after the reading inventory held June

2018. The 35% (116 cases) of the 333 Grade 8 students were identified under

frustration level and with this predicament, the researcher offered a solution which is

utilizing localized materials in reading. Prior the intervention, the researcher conducted

a pen and paper pre-test on reading comprehension among the Grade 8 sections

which are under her class. The results then were used as the basis of the study. Among

the three sections, Grade 8 Calamba got the lowest MPS (mean percentage score)

and the section was used in the study. During reading day, the teacher utilized

localized materials in teaching reading. The intervention lasted for almost four months,

from September 2018 to December 2018.

After the intervention program, post-test was given to identify whether the

localized materials helps in improving the reading proficiency level of the learners.
 Grade 8
160
140
120
100
80
60
40
20
0
Frustration Instructional Independent Non Reader
ORAL READING

Figure 1 The Oral Reading test results of the Grade 8 sections in the conduct of
the PHIL-IRI

VI. Work Plan

The study required the participation of the fifty-four (54) Grade 8 students

through the approval of the Teacher-in-Charge and the Principal. The researcher

sought necessary permits from the office of the principal.

After securing the permit, the researchers proceeded with the procedures of

the study. Pre-test was conducted among the three sections that she handles.

Whatever sections got the lowest MPS (mean percentage score) will undergo the

intervention. Grade 8 Calamba was identified with the lowest MPS therefore the

section underwent the intervention program which is utilizing localized materials during

reading day. The intervention started in September 10, 2018 until December 14, 2018

which are the covered dates for the third quarter.

Post-test was administered after the conduct of the intervention program. The

effectiveness of the intervention is based on the results of the Reading Post Test. The

results shall then be analyzed through comparison and contrast.

 VII. Action Plan

Objectives Actions/ Activity Timeline Responsibility Outcomes

Secure permit Send letters to September Researchers Approved permit
from the the principal and 10-14, 2018 Teacher-in- to involve learners
principal. explaining the charge in the study
objectives and Principal
procedures of the Learners
study
Conduct of Learners attend September Researchers Conducted
intervention the reading day 17- Grade 8 intervention
program December Calamba program
14, 2018
Administration of Learners take the January 8, Researchers Successful
the Post Test Reading Post 2019 Learners administration of
Test. Test.
Analyze the test Gather the test January 9, Researchers Results were
results. results of the post 2019 Learners gathered,
test. tabulated and
analyzed.
Prepare the Encode data January 10- Researchers Draft of Results
results and gathered and 11, 2019 and Discussion
discussion of the analyze the
study. results.
Write Carefully study January 14- Researchers Draft of
conclusions and make 15, 2019 Conclusions
conclusions
based on results
and discussion
Write Make January 16, Researchers Draft of
recommendations recommendations 2019 Recommendations
based on the
results of the
study
Submit final draft Consult a head January 17, Researchers Final edited draft
for editing and teacher to edit 2019 Head Teacher
proofreading
 and proofread the
paper
Prepare the Gather all January 21, Researchers Final bibliography
reference page sources listed 2019 page
and organize
them in the
bibliography or
reference page
Submit final Submit final January 25, Researchers Final Action
paper to proper printed copy of 2019 Principal Research Paper
authority the paper to Teacher-in-
proper authority charge

RESULTS AND DISCUSSION

This part presents the results and the discussion of the study conducted.

During the conduct of the intervention, it was found out that most of the

problems of the learners is the poor reading comprehension which includes poor

decoding and word recognition skills, limited vocabulary knowledge and

underdeveloped reading fluency. Such problems were addressed and enhanced

during the reading day.

One effective strategy is the use of the localized reading materials. It was

observed during the study that reading is more interesting when learners are familiar

with what they read. Since learners are familiar with the text, they enjoyed not only in

reading the materials but also in accomplishing the tasks given after each readings.

With the use of the localized materials, learners become more active in discussions

and during activities.

Before the intervention, the researcher conducted a Reading Assessment

among the sections she handles. The results were gathered and analyzed through a

graphical presentation.
 READING ASSESMENT PRE-TEST
70.00

60.00

50.00

40.00
51.13
30.00
44.48 42.93
20.00

10.00

0.00
Grade 8 Grade 8 Grade 8
Grade 8 Dasmariñas
Dasmariñ as GradeSan
8 San
PabloPablo Gade Calamba
8 Calamba

Figure 2 The Pre-test results of the Grade 8 sections in Reading Assessment.

Figure 2 shows the pre-test results of the three sections in the reading

assessment conducted by the researcher. It clearly shows that Grade 8 Calamba got

the lowest MPS.

After the intervention program, Grade 8 Calamba took the post-test. The results

were gathered, analyzed and presented in a graphical presentation.

Grade 8 Calamba Reading Assessment

70
15.85
60

50
58.78
40

30
42.93
20

10

PRE-TEST POST-TEST

Figure 3 The Pre-test and Pot-Test results of the Grade 8 Calamba in Reading
Assessment
 Figure 3 presents the results of both the pre-test and post-test of the reading

assessment of Grade Calamba. It can be perceived that there is a significant increase

of 15.85% in the MPS of the learners after the intervention has made.

Based on the data presented, it can be observed that the intervention offered

and conducted to the students is effective. It can be noticed that the use of the localized

materials helped the learners in coping with their difficulties in reading.

CONCLUSIONS

Based on the analysis of the test results the following are the significant findings

of the researcher:

1. Teacher should assess the reading level of the learners and design necessary

interventions to cater the needs of the students. Each student has his/her own

behavior and interest that should be considered. Therefore, knowing the

learners well would be a great help.

2. Identifying each learner’s difficulties is important in designing a certain

intervention for the whole class.

3. The students’ academic performance may rely on their reading ability,

therefore, improving the skill will be a great for them.

4. Conducting intervention programs, engaging the learners in active reading

class discussions may help improve their skills. Thus, teachers may allot time

in such as they were found effective interventions in enhancing the reading

level of the learners.

5. Utilizing localized materials is an effective tool to engage the learners in reading

since they can make connections with what they read. Thus devising such tool

not only in reading may help them improve their literacy in all disciplines.

RECOMMENDATIONS

1. Make the reading class enjoyable and interesting for the learners. Most of the

learners are not motivated well so they are not giving much attention during

class discussion.
 2. Teachers must consider learners’ culture and temperament. His knowledge on

the nature of each learner will help him assess each behavior. Understanding

their behavior can aid the teacher in designing an intervention program

appropriate for the learners.

3. Teacher is the curriculum maker, one has the right to devise his/her own

teaching materials that may help his/her learners in improving their skills.

4. Teachers may conduct similar study for his/her learners’ benefit and for his/her

own growth. His or her study can be used as reference in the future.

5. There is no substitute to interesting learning environment. The teacher must

therefore make sure that every period is an interesting learning experience for

every learner. An instruction that addresses individual differences and is

engaging shall surely make every learner attentive.

VIII. List of References

NCLRC (2004). Teaching reading. Developing reading activities. The National

Capital Language Resource Center, Washington, DC. Retrieved from
http://www.nclrc.org/essentials/reading/developread.ht

Tizon, M. (2011). Comprehension ability of Grade VI pupils of Kinangay Sur

Elementary School, Clarin, Misamis Occidental, La Salle University,
Seminar Proper

UNESCO retrieved from http://www.ibe.unesco.org/fileadmin/user_upload/COPs/

Pages_documents/Resource_Packs/TTCD/sitemap/Module_4/Module_4_2_
concept.html (August 3, 2018)

https://www.academia.edu/26424467/Localization_and_Contextualization_
of_Science_Activities_in_Enhancing_Learners_Performance
(August 13, 2018)

https://www.philippinesbasiceducation.us/2015/02/the-problem-with-reading.html
(August 13, 2018)

https://www.philstar.com/lifestyle/business-life/2010/02/22/551404/
low-proficiency- reading-comprehension-may-threaten-global-competitiveness
(August 13, 2018)

RA 10533 Enhanced Basic Education Act of 2013

Post-Test Results of the Reading Assessment of Grade 8 Calamba

Pre-Test Results of the Reading Assessment of Grade 8 Students