Special Luminary Issue
2024 IJRSE – Volume 13 Issue 2
Available Online: 5 May 2024
Author/s:
Mede, Janet
Benguet State University, Philippines (j.mede@bsu.edu.ph)
Abstract:
Providing contextual lessons is one of the emphasis of the K to12 Curriculum. According to the Implementing Rules and Regulations (IRR) of the Enhanced Basic Education Act of 2013, the curriculum should be contextualized. Teachers need to be aware of the local context in order to relate it to the students’ situations for better understanding and longer retention. This study was conducted to identify the level of contextualization of the text used in reading by the grade 11 students in one of the secondary schools at Bauko, Mountain Province for the school year 2017-2018, find out what contextualized reading materials can be developed to improve the students’ reading skills, and determine the level of the validation of the developed contextualized materials in reading in Filipino subject. The questionnaires used to determine the level of contextualization and level of validation of the contextualized reading materials were developed by the researcher based on the Contextualized Teaching and Learning Approach and some were taken from the Department of Education’s Evaluation Rating Sheet for Print Supplementary Materials (SRMs) of the Department of Education (DepEd). Based on the results, the level of contextualization of the texts in reading used by the students was low according to the perception of the students and teachers. The developed contextualized materials deal with indigenous knowledge, beautiful scenes, views, policies, and trends in events in the locality of the students. Meanwhile, the level of the validation of the developed contextualized reading materials according to the validation of the Filipino teachers is high. The result of the study indicate that the developed contextualized reading materials satisfies the weakness of the materials used in reading by the of Grade 11 students in one of the secondary schools in Bauko, Mountain Province.
Keywords: text analysis, instructional materials, indigenous knowledge, level of comprehension, localization
DOI: https://doi.org/10.5861/ijrse.2024.24802
Cite this article:
Mede, J. (2024). Pagbubuo ng Kontekstuwalisadong Kagamitan sa Pagbasa. International Journal of Research Studies in Education, 13(2), 19-30. https://doi.org/10.5861/ijrse.2024.24802