Effectiveness of Localized English Reading Materials in Enhancing the Reading Skills of the Grade two Pupils

Authors

  • Shermaine D. Rafael San Cristobal Elementary School, Philippines
  • Victoria E. Tamban Laguna State Polytechnic University, Philippines

DOI:

https://doi.org/10.31098/jefltr.v2i2.1126

Keywords:

Localized English Reading Materials, Reading Skills, Teaching-learning Process

Abstract

Students today are 21st-century learners who prefer digitization and reading is not their top priority, teachers at the same time should meet the needs of these students. English teachers, specifically in reading skills, should have the capability and knowledge to craft methods to use in dealing with students who have difficulty with reading. This study aimed to determine the effectiveness of localized english reading materials in enhancing the reading skills of grade two pupils. The reading skills of the pupils in this research were determined through match pairing. The participants came from the total population of 32 pupils from section orange in grade two, who were grouped into two through match pairing based on their pretest results. There was 16 match paired pupil-participants included in this study. These pupil-participants were the advisees of the researcher for the school year 2021-2022 in modular distance learning. Another group of respondents were the 20 teacher-validators who assessed the crafted localized reading materials using the survey questionnaire. The pretest showed that both groups are at the beginning level in terms of their reading skills. The findings of this study indicated that the experimental group got much higher mean scores than the comparison group on their formative and post-test. The computed t-values for lesson 1 gained a t-value of 2.368, lesson 2 with a t-value of 2.885; lesson 3 with a t value of 5.085; and lesson 4 having a t-value of 8.259 showed extremely significant differences between the formative means scores of the participants. A similar result found a highly significant difference between the post-test mean scores performance of the experimental group and the comparison group with a t-value of 3.966 and a p-value less than 0.01 level of significance. All results indicated the rejection of null hypotheses and acceptance of alternative ones. These findings implied that teachers must use tactics and practices such as learning by doing, manipulative, and practical learning to integrate localization and contextualization into the teaching-learning process.

Keywords:   localized English reading materials, reading skills, teaching-learning process

References

Aragón-Mendizábal, E., Aguilar-Villagrán, M., Navarro-Guzmán, J. I., & Howell, R. (2017). La mejora del sentido de número en niños de preescolar con bajo rendimiento en matemáticas. Anales de Psicología / Annals of Psychology, 33(2 SE-Psicología evolutiva y de la educación), 311–318. https://doi.org/10.6018/analesps.33.2.239391

Bugtong, M. S. (2017). Localization and Contextualization in Teaching. Sun.Star Baguio. https://www.pressreader.com/philippines/sunstar-baguio/20170905/281676845057318

Chew, K. (2008). The development of authentic and localized instructional materials for the teaching of business English to Year I BBA (Honours) students at Hong Kong Baptist University. Hong Kong Baptist University, Hong Kong.

Chiang, I.-C. A., Jhangiani, R. S., & Price, P. C. (2015). Quasi-experimental research. Research Methods in Psychology-2nd Canadian Edition.

Collier, E. (2019). Why is Reading so Important for Children? High Speed Training. https://www.highspeedtraining.co.uk/hub/why-is-reading-important-for-children/

Dioneda, I. (2019). Localization and Contextualization in Teaching Biology for Grade 7 Students of Paliparan National High School for School Year 2018–2019 IOER

Egcas, R. A., Tabotabo, M. T. L., & Geroso, M. J. S. (2017). Localized Curriculum on the Reading Achievement of Grade 8 Students. Asia Pacific Journal of Multidisciplinary Research, 5(3), 137–142. http://www.apjmr.com/wp-content/uploads/2017/07/APJMR-2017.5.3.16.pdf

Laylo, J. (2018). Localized, Contextualized and Indigenized Strategic Intervention Material (SIM) - LCI SIM-BAKAS. Hundred.org. https://hundred.org/en/innovations/localized-contextualized-and- indiginized-strategic-intervention-material-sim-lci-sim-bakas #87e5624b

Lear, M. (2020). Effectiveness of the Contextualized and Localized Sinama Instructional Material For Grade 1. Sci.Int.(Lahore),32(1),37-40,2020 ISSN 1013-5316; CODEN: SINTE 8. http://www.sci-int.com/pdf/ 637164049456632018.pdf

Mahabadi, S. (2013). The role of localized materials in learning of FFL students. Journal of Languages and Culture. https://academicjournals.org/journal/JLC/article-abstract/41522432052

Philippine Star. (2010). How Do Filipino Students Rate in Reading? Philstar GLOBAL. https://philstar.com/lifestyle/health-and-family/2010/03/02/553720/how-do-filipino-students-rate-reading

Sharma, G. (2014). Should curriculum be universalized or contextualized? A seminar paper in curriculum and instruction. https://www.researchgate.net/publication/311952592

Shuttleworth, M. (2008). Pretest-Posttest Designs. Explorable. https://explorable.com/pretest-posttest-designs

UNESCO. (2009). Curriculum localization. Challenges and opportunities. In Training Tools for Curriculum Development. A Resource Pack. http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/Resource_Packs/TTCD/sitemap/Module_4/Module_4_2_concept.html

Visconde, L. & Lasaten, R. (2018). Effects of Contextualized and Localized English Classroom Tasks on Students’ Performance. The Asian EFL.

Downloads

Published

2022-09-30

How to Cite

Rafael, S. D. ., & Tamban, V. E. (2022). Effectiveness of Localized English Reading Materials in Enhancing the Reading Skills of the Grade two Pupils. Journal of English As A Foreign Language Teaching and Research, 2(2), 67–77. https://doi.org/10.31098/jefltr.v2i2.1126