CONTEXTUALIZED LANGUAGE MODULE AND STUDENTS’ READING COMPREHENSION
Reading comprehension appears to be a serious problem not only in schools but generally in the country. Thus, teachers were urged to apply various teaching methods, strategies, and approaches to enhance reading competence. In response, this study on the development of Contextualized Language Module (CLM) was conducted aimed to improve the reading comprehension of struggling readers in Maligaya National High School. It underwent validation and conveyed an excellent rate on its content, relevance, acceptability, and mechanics. Its effectiveness was tested through an experimental design involving 15 samples for the control group and another 15 for the treatment group who utilized the CLM. Using the mean, standard deviation, and paired t-test, it was found that there was no significant difference in the level of comprehension of both groups during the pretest, but a significant difference was noted in the post-test as the experimental group exhibited a higher mean and a very satisfactory performance predominantly on their literal and inferential levels. This significant difference manifested an improvement in comprehension of explicitly and implicitly stated ideas. Therefore, it can be concluded that the CLM is effective and its development is an excellent point for innovating localized materials that address the narrowing of the comprehension gap. It is recommended for use with other struggling readers in MNHS while teachers are suggested to explore and apply contextualization in their subjects to engage students in authentic, relevant, and meaningful learning. Furthermore, conducting a similar study in other areas is also recommended to validate the external findings.
Keywords: reading comprehension, contextualization, mother tongue, module
