Author: Dr. Cindy Pearl M. Quita Summary: The research primarily evolved on the use of Genre-Based Instructional Material (GB-IM) as an inte...
Author: Dr. Cindy Pearl M. Quita
Summary:
The research primarily evolved on the use of Genre-Based Instructional Material (GB-IM) as an intervention material that integrates the Genre-Based Approach (GBA) to improve the reading proficiency of Grade 7 students for School Year 2022-2023. This paper employed a quasi-experimental research design where one group (experimental) with 38 students utilized the GB-IM, while the other group (control) with 36 students was exposed to the Non-GB-IM in the teaching of Expository Texts. It follows the four stages of the GBA Model, which are Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT), and the design of Research and Development (R&D) by Gall and Borg. This study investigated the effects of Genre-Based Instructional Material (GB-IM) on the student’s reading proficiency. Specifically, it sought to determine the level of the teachers’ and students’ evaluation of the GB-IM, identify the reading proficiency level of the GB-IM and non-GB-IM groups in the pretest and post-test, ascertain if there is a significant difference in the evaluation of the teachers and students on the GB-IM, and assess if there is a significant difference between the pretest and posttest scores in the GB-IM and non-GB-IM groups. Results revealed that teachers and students had higher mean scores on the GB-IM evaluation. Moreover, the student’s proficiency level significantly differs between the GB-IM and non-GB-IM groups& with #39 mean scores in the post-test results. Though both groups improved their scores, the GB-IM group scored higher than the non-GB-IM group. Hence, school administrators, curriculum implementers, and teachers may develop instructional materials with the integration of appropriate approaches/es such as GBA and by adopting the steps in IM development, such as the Research and Development model.
Cindy Pearl M. Quita has been an English teacher at Dologon National High School–Kiharong Annex, Kiharong, Maramag, Bukidnon, Philippines, since 2013. She is handling English grades 7 and 10. She finished her tertiary education with a Bachelor of Secondary Education major in English and her graduate studies with a Master of Art in Language Education at Central Mindanao University (CMU) and is currently a Doctor of Philosophy in Language Education student at the same university.
At school, she has been the Reading Coordinator, Campus Journalism Coach, the current School Officer-in-Charge (OIC), and a class adviser for over a decade.
Her passion and dedication as a teacher paved the way for her outstanding accomplishments. She is a winning coach in campus journalism, a consistent extemporaneous speaking coach awardee at the municipal level, a classroom evaluation awardee, awarded as the Most Outstanding English Teacher in the District Level, and a finalist in the Division level in 2023.
She takes an interest in the teaching of reading, public speaking, and conducting action research. Though a novice researcher, she will continue to explore and learn in the world of research and fulfill her desire to contribute significantly to addressing issues and concerns in her field. Her research interests include integrating approaches that would help students improve their reading proficiency, writing ability, and academic achievement.
Article link: https://journalspress.com/LJRS_Volume24/Effects-of-Genre-Based-Instructional-Material-on-Students-Reading-Proficiency.pdf