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Teaching Grammar Using Localized Instructional Materials among Multilingual

Learners

Conference Paper · July 2018

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Teaching Grammar Using Localized Instructional Materials among

Multilingual Learners
Princess H. Policarpio
Graduate School, Centro Escolar University, Manila Philippines
Email : policarpio.princess@auf.edu.ph

Abstract
The purpose of this study was to investigate the effects of using localized instructional
materials in teaching grammar on the academic performance in English among multilingual
learners, using experimental method. These students were enrolled in Bamban Central
Elementary School in the province of Tarlac, Philippines. Tarlac is one of the 81 provinces in the
Philippines. It is known for having a diverse and multilingual community, with three languages,
namely: English, Filipino and Kapampangan; the schools in this province are committed in
maintaining and preserving their culture and identity. A 40- item pretest and posttest were
developed to measure the students’ competency in grammar before and after the implementation
of using localized instructional materials and the traditional instructional materials techniques on
two groups of respondents. Interview was also conducted to gather information from teachers
who used localized instructional materials. The results showed that the performance of the
experimental group using localized instructional materials was significantly better than the
performance of the control group using traditional instructional materials. The finding revealed
that the use of localized instructional materials in teaching grammar is indeed more effective.
Consequently, the study recommends developing authentic, contextualized and localized
instructional materials in English subjects to enhance the English language skills of the students

Keywords : Multilingual, Localized Instructional Materials, Traditional Instructional Materials

and Grammar
Introduction
English is recognized as an international language spoken by many countries around the
world. In the Philippines, it is the formal language of business and the medium of instruction
especially in the secondary and tertiary levels, thus it is taught as a course from Grade 4 to the
early years of college. English can help Filipinos obtain and pursue more career opportunities in
the global market.
Unfortunately, according to the statement issued by Government-Academe-Industry
Network (GAIN, 2018), the Philippines’ perceived advantage in English is narrowing, after a
recent study found that Filipino university graduates as a group scored below the target grade for
high school graduates in some Southeast Asian countries during the Test of English for
International Communication (TOEIC). This finding has challenged teachers of English to give
more time and effort in thinking of appropriate teaching techniques in delivering the subject.
One of the responses to this challenge is RA 10533 or The Enhanced Basic Education
Act of 2013 Sec 10.2 (d) and (h) – Implementing Rules and Regulations, which recommends that
“The curriculum shall be CONTEXTUALIZED and global”; “The curriculum shall be flexible
enough to enable and allow schools to LOCALIZE, INDIGENIZE, and enhance [the curriculum]
based on their respective educational and social contexts”. According to Margana (2015),
Contextualized Language Instruction provides paramount ways of establishing young learners’
English proficiency because they are made to engage in tasks and topics which relate to the
circumstances and situations that require the use of language. Localization approach is a subfield
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of Contextualization where teachers utilize the tradition, locality and culture of the students in
assessment and instruction. Also, Localization is the process of relating learning content
specified in the curriculum to local information and materials from the learner’s community.
With the use of this framework, young learners are able to conceptualize the presented English
materials and to drag and store language in a long-term memory space because the language data
are presented in meaningful and contextual ways.
According to Sharma (2014), learning becomes meaningful when it is transferred from
one context to another. Learners’ knowledge should be connected with the phenomena of where
and how they are living. To make learning effective, knowledge must be contextualized with the
prior understanding of the learners. Teachers as the facilitator can play the role of a catalyst to
evoke the past memories of the learners and help to connect the present in their practical skills.
Such types of previous knowledge now have to link with the real world.
Furthermore, in the contextual curriculum, learners are encouraged to learn within the
compatible environment for learning. This compatible environment for learning is mainly
associated with community centered, learner centered and knowledge centered learning (Sharma,
2014). In this sense, contextual curriculum enhances the social and/or public pedagogy (Giroux,
2004 as cited in Sharma, 2014) and personal pedagogy (Crick, 2009 as cited in Sharma, 2014)
for the contextual learners. Contextual learners set the environment of learning where knowledge
is connected with the context. Sharma (2014) explained, “Our conceptual and analytic tools must
acknowledge the importance of the local. This is a call for a multiplicity of critical cases, and
teacher practitioners study across nation, race, region, class, gender, and local circumstances that
highlight the contexts, conditions, and processes of teaching and learn from them.”
Because of these claims, the Department of Education now gives greater emphasis to the
use of localized instructional materials in teaching subject matter. Also, this has been used and
applied in some science-related subjects that produced promising and positive results. In line
with these developments, the researcher attempted to investigate if using localized instructional
materials would also produce significant difference on students’ academic performance in
English subjects, specifically grammar.

Research Objectives and Conceptual Framework

The purpose of this study was to determine the effectiveness of teaching grammar among
multilingual learners using localized instructional materials.
Specifically, the study sought to answer the following questions:
1. What were the scores of the students in the:
1.1 pretest
1.2 posttest?
2. Was there a significant difference in the pretest and posttest results of each of the two
groups of students before and after using their respective instructional materials?
3. How did the posttest scores of the Experimental Group compare with those of the Control
Group?
4. What localized instructional materials were commonly used by the teachers in teaching
grammar?
5. What measures may be proposed to further enhance the teaching of grammar based on the
findings of the study?
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Figure 1
Effects of Using Traditional and Localized Instructional Materials on Students’ Academic
Performance in English

This framework explains the paradigm of the research. It shows that the researcher used
two instructional materials in teaching grammar, i.e. localized instructional materials and
traditional instructional materials to two groups of students and compared the results by
investigating whether a significant difference in the academic performance of the students, using
pretests and posttests, occurred. Based on the findings, the researcher proposed measures to
improve or enhance the teaching of grammar in English.

Methodology
Method of the Research
The researcher utilized the experimental research method specifically, between group
pretest-posttest design in order to determine the effectiveness of using localized instructional
materials in teaching English grammar to Grade 6 learners, and qualitative research design to
identify and discuss the localized instructional materials used by teachers.
The researcher also ensured complete control over the extraneous variables, so she could
confidently conclude that the effects on the dependent variable were directly due to the
manipulation of the independent variable.

Research Instruments
The researcher constructed two sets of semi-detailed specialized lesson plans for four (4)
lessons for the experimental and control grammar classes integrating localized and traditional
instructional materials, respectively. The focus of the two approaches in the lesson was on the
motivation, lesson proper, evaluation and agreement. The researcher made used of authentic
materials such as, localized examples, town songs, local stories, town maps, local politicians and
local places.
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As part of the gathering of data in the study, the researcher utilized and constructed a 40
objective-type pretest and posttest to determine the effects of using localized instructional
materials after its implementation and developed a structured interview questionnaire to find out
other localized instructional materials that were commonly used by the teachers in teaching
grammar.

Data and Data Collection

The participants of this study were two sections of Grade 6 learners and six English
teachers from different grade levels, in Bamban Central Elementary School located at the
Municipality of Bamban, Tarlac, Philippines. The students’ ages in this level ranged from 10-12
years old. The teachers interviewed were teaching English courses in various grade levels.
In order to examine the grammar proficiency of the Grade 6 learners exposed to the
localized instructional materials, pretest and posttest were implemented. The results of which
were determined through their scores.
The researcher developed a forty (40) - item test questionnaire, four (4) Localization and
four (4) Traditional Lesson Plans that were validated by experts. Then, the researcher conducted
a pretest for comparability and formation of the control and experimental groups. After two
weeks, the traditional technique was implemented in the control group, while the localization
technique was implemented to the experimental group. The researcher conducted 10-item post-
test after each session for four (4) consecutive sessions. Next, the researcher conducted a
structured interview of six English teachers from different grade levels in elementary education
about the localized instructional materials they were using. And, lastly, researcher examined,
compared and analysed the resulting data.

Data Analysis
The mean of the scores of the students in pretest was extracted in order to formulate the
control and experimental groups. The two groups with comparable mean scores in pretest were
picked in which one group was taught using the traditional instructional materials while the other
one was taught using highly localized instructional materials. Individualized and Paired T- Test
were used to compare the pre-test and posttest scores of the two groups. Also, analysis was used
to enumerate and discuss the localized instructional materials used by the teachers in teaching
grammar. This statistical treatment was done in order to determine if there is a significant
difference between the scores of two groups in both pretest and posttest.

Results and Discussion

Scores of the Students in the Pretest and Posttest
Table 1: Scores of the Students

The average scores of the pretest of both groups were 16.29 for the Experimental
Group and 16.63 for the Control Group. These values indicating the comparable scores of both
groups show that they had the same beginning level of English grammar proficiency. On the
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other hand, the average scores of both groups in the posttest were 27. 05 for the Experimental
Group) and 21.45 for the Control Group. This indicates that both groups had increased their
competency in basic English grammar after the implementation of both instructional materials,
though the increase in the Experimental Group had raised its English proficiency to Approaching
Proficiency while the slight increase in the Control Group’s scores shows that it remained in the
Beginning level.

Difference in the Pretest and Posttest Scores of Each Group

Table 2: Comparison
of the Pretest
and the
Posttest
Scores of
each Group

Table 2 shows a very significant (VS) improvement of the scores of both groups, from the
pretest to the posttest, suggesting an improvement in their English proficiency after being
exposed to their respective instructional materials. However, it can be observed that the
improvement in the Experimental Group (27. 05) is bigger than that of the Control Group
(21.45), showing that students who were taught using localized instructional materials performed
better than those who were taught using traditional instructional materials.

Table 3: Comparison of the Posttest Scores of the Two Groups

Table 3 reveals that the posttests of both control and experimental groups showed a p-
value of less than 0.01 which indicates a very significant difference. The experimental group
which was taught using localized instructional materials got a 5.6 higher mean compared to that
of the control group. Clearly, this shows that localized instructional materials are more effective
than traditional instructional materials in teaching grammar.
This finding strongly supports the claim of Mahabadi (2013), that using localized
materials is like valuing and appreciating the cultural and social identities of the students.
Students, indeed, appreciate this, and their motivation to learn the language will increase.
Consequently, they can understand the contents better and enhance their performance on English
course more.
This result supports the claim of Sharma (2014), that learners’ knowledge should be
connected with the phenomena of where and how they are living, and that learning becomes
meaningful when it transfers from one context to another.
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Lastly, the study further supports the claim of Chew (2008), that there is a significant
improvement in using authentic and localized instructional materials for language teaching.

Localized Instructional Materials Commonly Used by Teachers in Teaching Grammar

All teachers interviewed mentioned that they were using various localization instructional
materials in teaching grammar. Two out of six key informants said that they had learned the
concept of contextualization in their K-12 seminars. On the other hand, four out of six or the rest
of the key informants mentioned that they got the idea of localization in their In-Service Training
(INSET) and School Learning Action Cell (SLAC) program. All key informants used authentic
materials like and local stories whenever they taught literature.
Key Informant 1 gave emphasis on giving local based sentences when teaching grammar.
“For me, reading comprehension, guided and answered questions, familiarized pupil with
difficult words will help learners build or construct sentences based on the topics will enhance
their speaking ability.” Key Infomant 3 stated that she usually translated stories written in
another language to the student’s native language. “There are stories which include highly
technical terms that need to be revised in order for the students to understand it better.” Also, she
made sure that the names, places, and situations, in any reading passages were those of the
immediate community or something familiar to the students. In terms of teaching grammar; Key
Infomant 6 stated that, it would be best to teach grammar using paragraphs and sentences that
were kapampangan-related. “I teach grammar using kapampangan-related words like, kilayin
(pork meat cooked in vinegar), kamaru (crickets), tugak batte (stuffed frog), etc. with this, they
would understand more the message of the writer.”
Fortunately, all key informants agreed that different localized instructional materials help
in making the academic achievement of the students higher.

Proposed Measures to Further Enhance the Teaching of Grammar

The results of this study showed that using localized instructional materials had a positive
effect on the students’ skills in English grammar as shown by their posttest scores. Based on this
finding, the following are the proposed measures to enhance the teaching of grammar.

1. Localize teaching methodology, procedures, and techniques.

The school heads, principals and education program supervisors can provide
seminars in localized formulation of instructional materials, and the creation of teacher-
made authentic materials, techniques in teaching these multilingual learners of English.
These programs would not only support the English proficiency program in education
but also the Mother Tongue Based-Multilingual Education Program of Department of
Education.
2. Integrate culture into lesson content.
Garin (2017) stated that the problem on students’ diversity with diverse needs still
persists nowadays. To address this problem, the teachers need to be conscious of their
student’s socio-cultural background and integrate values and culture into the lesson so as
to benefit everyone in the classroom.
3. Write teacher-made localized and authentic strategic instructional materials with
relevance, quality, and flexibility.
The teachers can prepare and maximize the use of localized instructional
materials in delivering their lesson. Authentic materials establish interest to the students,
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and will raise their motivation levels. For example, in teaching direction to the students,
instead of showing them a conventional and universal map, the teacher could provide
their town map so the students can relate. Also, the teacher can use other authentic
materials such as town chants, local poems and stories, politicians, delicacies, beliefs and
cuisine on their examples and activities. In these way, the teacher strengthens the
nationalism of students and teaches them to nurture their culture.
4. Prepare a grammar module using local context.
The teachers from one locality can collaborate and prepare modules which
contain grammar exercises based on local news, local stories and local beliefs that the
students could answer during their grammar classes. In this way, the students can
comprehend the lessons better and they can participate actively in learning.

Summary
1. What were the scores of the students in the pretest and posttest?
The average scores of the pretest of both groups were 16.29 for the Experimental Group
and 16.63 for the Control Group. On the other hand, the average scores of both groups in the
posttest were 27. 05 for the Experimental Group and 21.45 for the Control Group.

2. Was there a significant difference in the pretest and posttest results of each of the two groups
of students?
There was a very significant (VS) difference in the pretest and posttest scores of each of
the two groups of students.

3. How did the posttest results of the Experimental Group compare with those of the Control
Group?
The posttest results after the implementation of the Instructional materials showed a very
significant difference in the performance of both groups. However, the students exposed to
localized instructional materials performed better with a 5.6 higher mean than the students
exposed to traditional instructional materials, showing that the use of localized instructional
materials is a more effective tool in teaching English grammar.

4. What localization instructional materials were commonly used by teachers in teaching

grammar?
Based on the structured interview given by the researcher, most teachers agreed that
teaching using localized instructional materials helped students to understand the lessons more.
They cited the following strategies as effective:
• Teachers used authentic materials and local stories in teaching grammar.
• Sentences/ Paragraphs used as springboard to the lesson were about the places, things,
occupations that can be found in the locality
• Examples used in lessons started with those in the locality
• Names, situations, setting needed to give context to test questions or problem-solving
exercises were those of the immediate community
• Local materials were used as often as possible in making instructional materials
• Local stories were used in the language learning areas
• A story written in another language was translated to the native language of the learners
(Mother Tongue Based-Multilingual Education).
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What measures may be proposed to further enhance the teaching of grammar based on the
findings of the study?
The following are the proposed measures to enhance the teaching
of grammar:
1. Localize teaching methodology, procedures, and techniques.
2. Integrate culture into lesson content.
3. Write teacher-made localized and authentic strategic instructional materials with
relevance, quality, and flexibility.
4. Prepare a grammar module inspired from its locality.

Conclusion
Based on the findings of the study the following conclusion is drawn. The use of
localized instructional materials appears to be an effective tool in teaching English grammar.
Consequently, the study recommends developing authentic, contextualized and localized
instructional materials in English subjects to enhance the English language skills of the students

References
Chew, K. (2008). The development of authentic and localised instructional materials for the
teaching of business English to Year I BBA (Honours) students at Hong Kong Baptist
University. Hong Kong Baptist Univerisity, Hong Kong.
Garin, R., Reyes, R., Domantay, G., & Rosals, J. (2017). Contextualized and Localized Teaching
as a Technique in Teaching Basic
Government-Academe-Industry Network (2018). Retrieved on
https://www.bworldonline.com/phl-graduates-english-edge-seen-narrowing/
Mahabadi, S. (2013). The role of localized materials in learning of FFL
Students. Sharif University of Technology, Iran.
Margana. (2015). Teaching Young Learners with the Use of Contextualized Language
Instruction. State University of Yogyakarta.
Mediha, N., & Enisa, M. (2013). A comparative study on the effectiveness of using traditional
and contextualized methods for enhancing learners’ vocabulary knowledge in an EFL
classroom. Yeditepe University, Department of English Language Education, Istanbul,
Turkey.
RA 10533. The Enhanced Basic Education Act of 2013 Sec 10.2 (d) and (h).
Sharma. G. R. (2014). Should curriculum be universalized or contextualized? A seminar paper in
Curriculum and Instruction. University of Science and Technology of China.

Author
Princess H. Policarpio is a College Instructor at Angeles University Foundation, Pampanga,
Philippines. For three years Princess developed a passion and personal commitment in helping
her students succeed, her formal education includes a Bachelor of Secondary Education Major in
Speech and Theater Arts (English) in Philippine Normal University, Manila, and Master of Arts
in Applied Linguistics (English) in Centro Escolar University. Her main research interest are
Teaching Strategies, Contrastive Analysis, Teacher Development, Language Acquisition and
Drama in Education.

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