3edborines 76-126

76
Table 2
Frequency and Weighted Mean Distribution on the Level of Quality of the Developed
Localized Material as to Suitability of Objectives
Suitability of the Objectives VS S U VU WM DR
(4) (3) (2) (1)
1.The objectives are achievable by the target users 13 7 0 0 3.65 VS
2.Learning objectives are clear and appropriate for the 14 6 0 0 3.7 VS
target learners and learning context
3.Objectives are inclined with its topic. 14 6 0 0 3.7 VS
4.Topics and activities being presented attain its objectives 14 6 0 0 3.7 VS
5.The objectives follows the SMART goal 11 9 0 0 3.55 VS
Average Weighted Mean 3.66 VS
Table 2 presents the weighted mean distribution and descriptive rating on the level of
quality as to suitability of the objectives .
Statement two (2), three (3) and four (4) has the highest computed weighted mean of 3.7
and descriptive rating of “Very Satisfactory”. The average weighted mean is 3.66 which
described as Very Satisfactory in terms of suitability of the objectives of the developed reading
material as with localized literature.
The evaluators believed that the objectives are clear, appropriate and achievable by the
target users. It is also follows the smart goal and inclined with its topic. The developed materials
is carefully planned and improved to achieve its goal and help the target users to improve their
competency level in the English language.
Gomez (2016) revealed in the finding in her study that innovative teachers in English for
holistic learning do not just share the objective with children but may involve them in
formulating it for holistic learning because innovative strategies for holistic learning involve
creative thinking and inventive behavior .

77
Table 3
Localized Material as to Relevance of the materials text and graphics
Relevance of the materials Text and Graphics VS S U VU WM DR
(4) (3) (2) (1)
Text and graphics....
1.capture the interest of the pupils to study and learn 9 8 3 0 3.3 VS
different English dimensions.
2. aim to further improve pupils’ English competency . 12 8 0 0 3.6 VS
3.make the pupils more engaged and motivated 9 8 3 0 3.3 VS
4.material make learning more effective and efficient 12 6 2 0 3.5 VS
5. introduce a new form of reference tool in the teaching of 10 10 0 0 3.5 VS
English for third graders
quality as to relevance of the materials’ text and graphics.
Statement three (3) has the highest computed mean with 3.6 and descriptive rating of
very satisfactory. The average weighted mean is 3.5 which has descriptive rating of Very
Satisfactory as to the relevant of the materials text and graphics.
The evaluators observed that the text and graphic captures the interest of the pupils , thus,
the pupils will become more engage and interested in reading the localized material. It is also
effective and efficient reference tool in teaching English subject for third graders because it can
help to improve the pupils’ skills in mastering English competency. The researcher choose
attractive text and graphics but still readable by the third graders because they are the target users
of the material.
78
Table 4
Localized Material as to Language Appropriateness
Language Appropriateness VS S U VU WM DR
(4) (3) (2) (1)
1 Provide process and instruction are carefully planned and 11 7 2 0 3.45 VS
design for third graders
2. Use instruction that can be followed easily by the third 15 4 1 0 3.7 VS
graders
3. Have stories understood by pupils 8 9 3 0 3.25 VS
4.Use language appropriate to the age and abilities of pupils 10 5 5 0 3.25 VS
5. Avoid confusing words for the third graders 7 12 1 0 3.25 VS
quality as to language appropriateness.
Statement two (2) has the highest computed mean of 3.7 with descriptive rating of Very
Satisfactory. The average weighted mean is 3.38 that falls under the descriptive rating of Very
Satisfactory.
Evaluators of the localized material observed that the materials provide clear instruction
to the target users. The language use in the localized material is appropriate to the third graders.
Researcher carefully selects the language that can be used in developing the localized material to
be easily understood by the target users. The language used is within the vocabulary of the third
graders so the instruction can be followed easily.
The teaching of English Language is anchored on the reason of developing
communicative competence, i.e.; the ability to use the language correctly and appropriately to
communicate effectively. The most wanted result of the language learning process is the ability
to communicate competently, not necessarily the ability to use the language exactly as the native
speakers of the language, (Ecarish 2014)

79
Table 5
Frequency and Weighted Mean Distribution on the Level of Quality of the Localized
Material as to Level of Difficulty
Level of Difficulty VS S U VU WM DR
(4) (3) (2) (1)
1. Challenges the learners to develop English competency 10 10 0 0 3.5 VS
skills.
2. Stimulates the learners to develop their critical and 11 8 1 0 3.5 VS
analytical thinking skills
3.Makes level of difficulty of the topics appropriate to the 9 10 1 0 3.4 VS
target users
4. Has level of questioning in exercises consisting of three 11 6 3 0 3.4 VS
levels; literal, inferential, and critical question
5. The activities equally divided into easy , average and 9 9 1 1 3.3 VS
difficult.
quality as to level of difficulty.
Statement one (1) and two(2) has a highest computed weighted mean and also equal
computed mean of 3. 5 which describes as Very Satisfactory. The average weighted mean is
3.42 under the descriptive rating of Very Satisfactory.
Evaluators observed that the level of difficulty is suited for the third graders. It has an
equal distribution of questions as to easy, average and difficult items. The localized material
challenges the skills of the target users to think critically and analytically while answering with
enjoyment the questions that follow after every localized literature they read. Researcher ensured
that the material is designed to achieved positive result in learning from the material.
Table 6 on the next page presents the weighted mean distribution and descriptive rating
on the level of quality of localized material as to accuracy of content and information

80
Table 6
Localized Material as to Accuracy of Content and Information
Accuracy of Content and Information VS S U VU WM DR
(4) (3) (2) (1)
The content and information ...
1.are complete in scope 19 1 0 0 3.5 VS
2. are appropriate to the community they live in. 10 10 0 0 3.95 VS
3. are reliable and is based on the history of Tayabas 17 3 0 0 3.85 VS
4.are consistently accurate and up-to-date throughout the 14 6 0 0 3.7 VS
material
5. are taken from the perspectives of the pupil. 5 10 5 0 3 S
Statement two (2) garnered the highest computed weighted mean of 3.95 that falls under
the descriptive rating of Very Satisfactory. The average weighted mean is 3.6, describes as Very
Satisfactory.
Evaluators observed that the content and information are mainly focuses on the history
of the Tayabas community. The scope of the information is complete and the sources are
reliable. Researcher are carefully developed the localized material seek guide toreferring to some
books and journals found at the library of Tayabas City .
Sahr (2015) stated that literature is important because reading about history,
anthropology, or religious studies provides a method of learning about cultures and beliefs of our
own. It allows you to understand and experience these other systems of living. We get a view of
the inside looking out, a personal view and insight into the minds and reasoning of someone else.
We can learn, understand, and appreciate it.

81
Table 7
Localized Material as to Up- to - Datedness
Up –to-datedness VS S U VU WM DR
(4) (3) (2) (1)
1.Are up-to-date and complete. 10 10 0 0 3.5 VS
2.Allow target learners can relate to the developed 11 8 1 0 3.5 VS
localized literature
3. Use topics relevant to present times. 13 7 0 0 3.65 VS
4. Inculcates present knowledge about the historical stories 18 2 0 0 3.9 VS
of Tayabas.
5. Engage the learner's prior knowledge, experience and 12 8 0 0 3.6 VS
current thinking.
quality of localized material in terms of up-to-datedness
Statement four (4) has the highest computed mean of 3.9 describes as Very Satisfactory .
The average weighted mean is 3.63 fall under the descriptive rating of Very Satisfactory.
Evaluators observed that the developed material with localized literature is up-to-date and
complete. It uses topics that is relevant to the target users so that they can easily relate to the
topics of the story. They also observed that the topics mainly focus on the history of Tayabas
City
According to DepEd Order no. 35 series of 2016, by linking new content to the local
experiences that are familiar to students, learning will be more efficient for and relevant to them.
The localization of curriculum is an essential feature of the K to 12 Curriculum. The teacher’s
guide and learners’ materials may be modified to accommodate the unique contexts of a
particular locality.
82
Table 8
Localized Material as to Suitability of Methodologies to experience
and maturation level of learners
Suitability of Methodologies to experience and VS S U VU WM DR
maturation level of learners (4) (3) (2) (1)
1.Uses questions based on English language competencies 13 5 2 0 3.55 VS
of third graders
2. The outcome of the material helps to 12 6 2 0 3.5 VS
determine the level of development of the pupils
3. Uses real life situation 12 6 2 0 3.5 VS
4 The questions are suited to help the pupils develop their 11 8 1 0 3.5 VS
skills in English.
5 The material has aesthetic, literary, and/or social values 14 6 0 0 3.7 VS
quality of localized material as to suitability of methodologies to experience and maturation
level of learners
Statement five (5) has the highest computed mean of 3.7 under the descriptive rating of
Very Satisfactory. The average weighted mean is 3.55 describes as Very Satisfactory.
Evaluators observed that the localized material contains competencies that are related in
reading English language. It may help the learners to developed their skills in developing
English language. The material is uses literature based on the real history in Tayabas
community. With this localized material, the third graders teachers can determined the pupils
development in English competencies in reading .
As cited in the study of Ranillo (2017), localization and contextualization adhere in
making the lesson flexible, fit, creative, relevant, meaningful and adaptive to the students’
understanding and instructional needs level. The concept of localization and contextualization
83
fall on idea that students learned best when experiences in the classroom have meanings and
relevance in their lives
Table 9
Localized Material as to Presentation
Presentation VS S U VU WM DR
(4) (3) (2) (1)
1.Provide a variety of selection to attain good results 10 9 1 0 3.45 VS
2.Provide skill models and examples that are interactive 10 5 5 0 3.25 VS
3.Capture the pupils’ interest through the selection 10 8 2 0 3.4 VS
4 .Stimulates and motivates the students 7 11 2 0 3.25 VS
5.Captivates the interest of the target users in learning the 12 6 2 0 3.5 VS
topic and contents through the appearance of the material
quality of localized material in terms of presentation.
The highest computed mean is 3.37 in statement five (5) that has a descriptive rating
rating of Very Satisfactory. The average weighted mean is 3.37 that has a descriptive rating of
very satisfactory.
Evaluators observed that the localized material are interactive that caught the attention of
pupils. The appearance of the material motivates the pupils to learn English. Researcher choose
five different stories about the history of Tayabas that pupils can relate to so that the learnings
become meaningful to them. It provides a way for pupils to learn history and language in a
creative way.
As cited in the study of Jacinto (2018), there were some properties of effective material
that can proposed as follows. First grammar and language expressions are introduce in the
context . Second the materials attempt to develop the four skills namely , listening, speaking,
84
reading and writing skills , Third , the character building is taught by internalized in the
activities on the materials. Fourth, the materials should be made in colourful interesting
activities. The last, the inpitsinputs and material should be colourful and related to the children’s
world.
85
Chapter V
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents summary of the study conducted. It also presents the findings’
derived from analysis and interpretation of the results. Furthermore, it gives the conclusion
framed and recommendations offered thereafter.
SUMMARY
This study was conducted to assess the least learned-competencies of the pupils as to the
following dimensions:in English like noting details , sequencing events, cause and effect
,picture clues and context clues
1.6 Capitalization
1.7 Degrees of Adjectives
1.8 To develop a localized literature that can be used in teaching English for third
graders to improve their least learned competencies. To 3. Find any significant difference in the
pretest and posttest scores of the pupils after using the localized literaevaluate the level of
acceptabilityquality of the developed localized material as to: Content,suitability of the
objectivesClarity of Localization, relevance of the materials, text and graphics,
, Relevance,language appropriateness, level of difficulty, Authenticity, andaccuracy of the
content and information,Aup-to-datedness, suitability of methodologies to experiences and
maturation level of learners and presentation.

86
The following were different stages of activities undertaken in developing localized
reading material. The researcher browsed sources and references necessary to serve as
foundation of the study. She developed localized literature focusing histories that happened in
Tayabas community based on least learned competency skills of selected third graders in
Tayabas City. . She constructed diagnostic test for data gathering as well as the questionnaire
for the quality of the material. The developed localized material was made considering
competencies like noting details, sequencing events, cause and effect, picture clues and context
clues. The study used mixed method design. The respondents of the study were 140 third graders
pupils and 20 grade teachers from different schools in Tayabas through purposive sampling .To
determine least learned competency of the third graders , a test was formulated consisting of 30
multiple choice items. It was given to 140 third graders pupils in different school in Tayabs
City. Using the frequency and percentage, English language skills of the pupils were revealed.
To interpret the level of quality of the workbook consisting of localized literature , weighted
mean was used.
Findings
The findings of this study were the following:
1. The third graders of selected school of Tayabas city has low performance in terms of English
competency skills. The pupils did not meet the expectations. They are not aware of what they
read made it difficult for them to understand the meaning of the text and idea being presented in
the story.
2. Workbook using localized Literature was developed which included different competencies:
87
noting details, sequencing events, cause and effect, picture clues and context clues based on the
least learned competencies revealed.
3. The average percentage result of the diagnostic test taken by the third graders is 60% with
qualitative rating of “Did Not Meet Expectation”
4. The level quality of the workbook using localized literature is 3.51 with overall descriptive
rating of Very Satisfactory was obtained from the teachers.
Conclusions
Based on the findings, the researcher derived the following conclusions:
1. Most pupils get low scores in the diagnostic test which prompted the researcher to develop
workbook using localized literature.
2. The use of competency skills based on the curriculum guide of the third graders and finding
their least learned competency skills is very helpful in remediating their weakness in the English
subject.
3. The use of the workbook using localized literature help the pupils to became aware about the
history in their community as well as understanding English language and become more
interested in doing activities in English subject because they are familiar with the topic
presented.
4. The validation result about the workbook using localized literature can be an effective material
to remediate the third graders weaknesses in the English subject.
Recommendations
88
Based on the conclusions and views of the researcher, the following are hereby recommended:
1. The workbook using localized material may be enhanced using variety of activities.
2. The localized literature may also be used in teaching students other competencies like
vocabulary and grammar.
3. Teachers may adopt the use of workbook or other materials with localized literature to
enhance the skills of pupils in English competencies .
4. Workshop, trainings and seminars may also be conducted focusing on how to developed
localized materials like workbooks, magazines, books and etc.
5. Parallel studies may be conducted to assess thoroughly the quality of the developed localized
reading material in actual learning process.

89
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https://link.springer.com/chapter/10.1007/978-981-10-7528-5_
Verdeflor Roxette V(2017). The Teaching of English in K to 12 Curriculum.Retrieved 23

December 2018 from https://www.slideshare.net/ChetVerdeflor/the-teaching-of-english-
in-k-to-12
95
Veniegas. Ophelia P (2018). Ensuring the Effectiveness and Quality of Learning Materials: How
to Use and Evaluate Literacy/ CE Materials. Retrieved 28 December 2018 from
http://www.accu.or.jp/litdbase/pub/dlperson/pdf0106/rpp24_1.pdf
Watson Vaugh W M. (2018).Building Literature Identities on What Already Exist. English.

Journal Volume 107 no, 5 pp10-13
Yabbiram Majeh 2016. Noting Details.Retrieved 19 Novemeber, 2018 from

https://www.slideshare.net/majehYabbiram/noting- details-50685126
Zorfass Judy, Tracy Gray, and PowerUp WHAT WORKS (2018) .Using Context Clues to
Understand Word Meanings. Retrieved 16 November,2018
http://www.ldonline.org/article/61511/
Zhou, L. (July-Dec 2011), Effects of Text Types on the Advanced EFL Learners’ Reading
Comprehension Journal of Language and Culture Vol. 30 No.2
96
APPENDICES
97
Appendix A
COMMUNICATIONS
Republic of the Philippines

Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Lucban, Quezon
March 2019
CATHERINE P. TALAVERA, CESO VI

Schools Division Superintendent
Division of Tayabas
City of Tayabas
Madam:
Greetings of peace!
The undersigned is a graduate student of Southern Luzon State University and is currently conducting a research
entitled “LOCALIZED LITERATURE IN TEACHING ENGLISH FOR THIRD GRADERS UNDER K-12
EDUCATION” for the completion of her degree in Master of Arts in Elementary Education.
In this connection, she would like to ask permission from your good office to allow her to conduct this study in
elementary school in Tayabas and the approval on the distribution of questionnaire among faculty members.
She is earnestly hoping for your favorable action on this request. Rest assured that any information that will be
gathered will be treated with utmost confidentiality and will use solely for the purpose of this study. Your
preferential attention and indulgence will merit this research.
Thank You and God Bless.

98
Respectfully yours,
ELAINE D. BORINES
Researcher
Noted:
ARSENIA A. ABUEL Ph. D.

Research Adviser
Approved:
CATHERINE P. TALAVERA, CESO VI

Schools Division Superintendent
Lucban, Quezon
March 2019
JOY BUBAN GO, Ph. D.

Principal II
Dapdap Integrated School
Madam:
I am conducting a research entitled “LOCALIZED LITERATURE IN TEACHING ENGLISH FOR

THIRD GRADERS UNDER K-12 EDUCATION” as part of the requirements for the degree in Master
of Arts in Elementary Education.
In this regard, I would like to ask permission from your good office to allow me to conduct my study in
this school and utilize Grade 3 teacher as respondent. It aims to validate and evaluate my material and
questionnaire.
I am assuring you that the data to be collected will be treated with confidentiality.
Respectfully yours,
ELAINE D. BORINES
Researcher
99
Noted:

Research Adviser
Approved:
JOY BUBAN GO Ph.D.

Principal II

Lucban, Quezon
March 2019
NATALIA A. ANDAYA
Head Teacher III
Lawigue Elementary School
Madam:

this school and utilize Grade 3 teachers as respondents. It aims to validate and evaluate my material and
questionnaire.
Respectfully yours,
ELAINE D. BORINES
Researcher
100
Noted:
ARSENIA A. ABUEL Ph. D

Research Adviser
Approved:
NATALIA A. ANDAYA
Head Teacher III

Lucban, Quezon
March 2019
DENNIS LABITA
Principal I
Tayabas West Central School I
Sir:

questionnaire.
Respectfully yours,
ELAINE D. BORINES
Researcher
101
Noted:

Research Adviser
Approved:
DENNIS LABITA
Principal I

Lucban, Quezon
March 2019
RONAN R. RANILLO
Principal I
Tayabas West Central School II
Sir:

questionnaire.
Respectfully yours,
ELAINE D. BORINES
Researcher
102
Noted:

Research Adviser
Approved:
RONAN R. RANILLO
Principal I

Lucban, Quezon
March 2019
LEAH C. CLADO
Principal I
Tayabas West Central School III
Madam:

questionnaire.
Respectfully yours,
ELAINE D. BORINES
Researcher
103
Noted:

Research Adviser
Approved:
LEAH C. CLADO
Principal I

Lucban, Quezon
March 2019
ALONA C. CRISANTO, Ed. D.

Principal II
Tayabas West Central School IV
Madam:

questionnaire.
Respectfully yours,
ELAINE D. BORINES
Researcher
104
Noted:

Research Adviser
Approved:
ALONA C. CRISANTO, Ed. D.

Principal II

Lucban, Quezon
March 2019
MA. LINA L. AYANGCO

Principal III
Tayabas East Central School
Madam:

questionnaire.
Respectfully yours,
ELAINE D. BORINES
Researcher
105
Noted:

Research Adviser
Approved:
MA. LINA L. AYANGCO

Principal III
106
Appendix B
INSTRUMENTS
Table of Specification
TABLE OF SPECIFICATION
2018-2019
No. Competencies No. Weight/ No. of Item 60% 40%

of Percentage Items Remembering
Placement Understanding Applying Analyzing Evaluating TOTAL
Days
1 Noting details 1,2,7,13,

4 20% 6 1,2 7 13 19 25 6
19,25,
2 Sequencing 3,8,9,14,
4 20% 6 3 8,9 14 20 26 6
events 20,26
3 Cause and 4,10,15,
4 20% 6 4 10 15,16 21 27 6
Effect 16,21,27
4 Pictures Clues 5,11,17,
4 20% 6 5 11 17 22,23 28 6
22,23,28
5 Context Clues 6,12,18,
4 20% 6 6 12 18 24 29,30 6
24,29,30
TOTAL 20 100% 30 1-30 6 6 6 6 6 30
107
Name__________________________________________________
Grade and Section _______________________________________
Diagnostic Test
English 3
Write the letter of the correct answer in the blank.
The Legend of Tayabas

Juan is a resident where there is a ripened and sweet fruit of
“Bayabas”. One day the very tired and hungry Spanish couple passed
along the place. They saw the tree full of bayabas fruits and think that it is
edible so the husband picked few of fruits and shared it to his wife. The
couple wanted to know the name of the fruit so they asked what is the
name of the fruit to Juan. He did not understand the question of the
Spaniards instead he thought that they ask him what is the name of the
place so he said “Tayabas”. When the couple reach their destination, they
tell the news about the fruit that they discovered and invited them to go and
gather the fruits. As the story goes, the fruit gatherers named the place
Tayabas.
_____1.Who is the resident in the place?

A. Juan C. Spaniards and Juan
B. Spaniards D. Juan ,fruit gatherer and
Spaniards.
_____2. What did the husband pick in that place?

A. fruit B. vegetables C. stone D. wood
_____3. Which of the following is in the right sequence of event?

1. The fruit gatherers named the place Tayabas.
2. When the Spaniards misunderstood the name of Tayabas from the
fruit bayabas.
3. The couple asked the name of the fruit.
4. The tired and hungry Spanish couple passed along the place ,
A. 4-3-2-1 B. 4-2-3-1 C. 1-2-3-4 D. 1-3-4-2
108
_____4. Why did the husband picked few of the fruits and shared it to his
wife?
A. because they were very tired and hungry .
B. because they saw the tree full of bayabas fruits and think that it is
edible.
C. because they wanted to know the name of the fruit.
D. because they wanted to reach their destination.
_____5. Identify the word that the pictures show in the sentence.
Juan is a resident where there is a ripened and sweet fruit of______
A. lemon B. papaya C.bayabas D. passion fruit
_____6. They saw the tree full of bayabas fruits and think that it is EDIBLE
so the husband picked few of fruits and shared it to his
wife.What is the meaning of the word EDIBLE?
A.The bayabas fruit are safe to eat.
B.The bayabas fruit cannot be eaten.
C.The bayabas fruit is colourful.
D.The bayabas fruit is delicious.
Bandstand of Tayabas
The Banstand of Tayabas was built on the year 1925 and early
1930’s. The society of “Lend a Hand ” that founded it on May 24, 1918,
were the group that pursue to built it. It was reconstruct in the year 1955 by
the same society and it became the place for different political and cultural
event. It was being called “Sirenatahan ng Bayan” at Liwasang Bayan. It
became the place of movie marathon of Darigold and the overnight singing
and dancing.
This was the place where the oath taking of the new elected official
happens. In the year 1961 the place around the bandstand was being
beautify to became a skating rink under the group “The Wheel” .It is one of
the historical place in Tayabas because it became the part of inculcating
the mind, culture and tradition of Tayabenses.
109
____ 7.When did the bandstand of Tayabas built?

A. The Bandstand of Tayabas was built on May 24, 1918.
B. The Bandstand of Tayabas was built on the year 1955.
C. The Bandstand of Tayabas was built on the year 1920.
D. The Bandstand of Tayabas was built on the year 1925 and early
1930’s.
_____8.Which of the following sequence of event is in correct order?

1. It is also a place where the oath taking of the newly elected officials
took place.
2. It became a place for movie marathon of Darigold
3. The banstand became a historical place in Tayabas.
A. 132 B.321 C. 123 D.213
_____9.Identify what happened next in the following sequence of event?

1. The Banstand of Tayabas was built between 1925 and early 1930.
2. At first, the society “Lend a Hand” was eager to built it.
3. It was reconstructed in the year 1955.
4.
_______________________________________________________
A.It was beautify to become a skating rink under the group “The
Wheel
B.It was being called “Sirenathan ng Bayan” at Liwasang Bayan
C.It became the place for different political and cultural event
D. It became the place of movie marathon of Darigold and the
overnight singing and dancing.
_____10. The banstand is one of the historical place in Tayabas because

it became part of inculcating the mind, culture and tradition of
Tayabenses. Why should we consider the bandstand a
historical place in Tayabas?
A. It was the part of inculcating the mind, culture and tradition of
Tayabenses
B. It was one of the historical place in Tayabas
C. It was one of the mysterious place in Tayabas.
D. It was the part of daily lives of Tayabas.
110
Identify the word that the pictures show in the sentence

____11. It became the place of movie marathon of Darigold and the
overnight ____ and dancing.

A. talking B. debating C.singing D.walking
____12. The society of “Lend a Hand” that FOUNDED the bandstand on

May 24, 1918, were the group that pursue to built it. What do you
mean by the word FOUNDED?
A.took the first step to built it.
B.strenghten the bandstand.
C.made the bandstand popular
D.used some materials to built it.
Life of Hermano Pule

Apolinario dela Cruz also called Hermano Pule leaves a memories to
Tayabense. Hermano. Pule was born in Lucban Quezon that died in the
town in Tayabas
Apolinario wished to become a priest but was disappointed when not one of
the religious orders in Manila wanted to accept him because he was a
native Filipino. He was a faithful Filipino so he wanted to lead the
Tayabense by serving God.He still formed a Confradia,his own church and
many Filipinos joined him.
Apolinario started the Cofradia with 19 members and called himself,
being the leader, as hermano mayor, thus, he became widely known as
Hermano Pule. On November 1, 1841, Spanish authorities attacked his
camp, killing hundreds of his men. Hermano Pule escaped to Sariaya
where he was finally captured, tried, and sentenced to die .
_____13.What happened when the authorities attacked the camp of

Hermano Puli?
A. killing hundreds of animal
B. killing hundreds of people
C. killing hundreds of women
D. killing hundreds of priest
111
_____14. Which of the following is the right sequence of event based on

the story?
1. He form a Confradia
2. Hermano. Pule was born in Lucban Quezon
3. lf He was killed by the Spaniards
A. 132 B.321 C. 123 D.213
_____15. No one in the religious orders in Manila wanted to accept

Hermano Pule because he was a native Filipino. Why there was no one
in the religious orders in Manila wanted to accept Hermano Pule?
A. because he is a Filipino
B. because of the religious orders
C. because they just don’t want him
D. because he forms a rebellion against them
_____16. He was a faithful Filipino so he wanted to lead the Tayabense by

serving God.What could be the effect of being faithful Filipino of
Hermano Pule based on the statement given?
A. He wanted to serve God alone
B. He just wanted to be in Tayabas province
C. He wanted to lead the Tayabense by praying.
D. He wanted to lead the Tayabense by serving God
_____17. Apolinario wished to become a ______. What is in the picture?

A. teacher B. priest C.nun D. soldier
_____18. He still formed a CONFRADIA, his own church and many

Filipinos joined him.What is the meaning of CONFRADIA?
A a fraternity.
B.a church building’
C.a simple organization
D. a religious organization
112
Mystic Tale of Mount Banahaw

Once upon a time, there was a group of Rizalista who believed that
Rizal is the God instead of being our national hero .They stayed at the foot
of Holy Mountain of Banahaw. Amang,the leader of the group Rizalista
named one of the cave in the mountain as Cave of God the Father (Kweba
ng Diyos Ama).They prayed inside the cave and walked . There is also a
cave that when you go to the inside and returned back with many
scratches, a person is believed to be sinful but when your body is clean,
the person is a good one. It is called as the Cave of Judgement.
Rizalista also believe in blessed water in rivers because it can cure
illnesses.In Mount Banahaw there are also called anting –anting or charm
against bad spirits. People believed in its mystical story and they
considered Mount Banahaw as one of the beautiful mountain in province.
_____19.What do we call the group who stayed at the foot of the

mountain?
A.Rizalista B. activista C. realista D.heroes
_____20.Which of the following choices tells the right sequence of event

according to the story?
1. The group named Rizalista stay at the foot of the mountain
2. They decided to consider Dr. Jose Rizal, the Philippine's national
hero, as their God
3. They prayed inside the cave and walked
4.They called the place Mt. Banahaw
A. 2-1-3-4 B. 1-2-3-4 C. 4-3-1-2 D. 4-3-2-1
_____21. There was a group of Rizalista who believed that Rizal is the
God instead of being our national hero .They stayed at the foot of Holy
Mountain of Banahaw. Why did the group of Rizalista stay at the foot
of the mountain?
A. because they just want to go there and pray.
B. because the mountain is holy.
C.because they consider Dr. Jose Rizal, as their God.
D.because Amang told the followers to stay there.
113
Identify the words that the pictures show in the following sentences(22-23)
_____22.Once upon a time the group named Rizalista stay at the foot of
the_______
A.land B. hill C. mountain D.falls
____23. Amang ,the leader of the group Rizalista who named one of the
the mountain as Cave of God the Father (Kweba ng Diyos
Ama)”..
A. caves B. stones C. holes D. homes
_____24. Once upon a time, there was a group of RIZALISTA who

believed that Rizal is the God instead of being our national
hero.Based from the sentence. RIZALISTA means
A.people live in the cave
B.people in the mountain
C.people who believed that Rizal is the God
D.people. believed that Rizal is the our national hero.
The Minor Basilica of St. Michael

The Minor Basilica of St. Michael the Archangel is a Roman
Catholic church located in Tayabas,City. It is the oldest and largest church
listed in the history knowned for having the shape of the key for a long time
ago. Local people or the people of Tayabas often refer to the church as
Susi ng Tayabas. During the Spanish colonial years, this church was made
of indigenous or native materials. In 1590 the church underwent
renovations that were supervised by St. Pedro Bautista, and designed after
St. Michael the Archangel. In 1600 the church was once again rebuilt, this
time using bricks.
Unfortunately, in 1743 a major earthquake destroyed the church.
Over the years the Basilica was repaired several more times and
transformed. However,it remains one of the most lovely Catholic churches
in the Philippines. The Minor Basilica as its name was decided by Pope
John Paul II. This historical church serves as a place where people in
everywhere pray and do their religious services there.
114
_____25.What is the shape of the oldest and largest church in history?

A.circle B.heart C. square D. key shape
_____26.Identify the correct sequence of event in the following choices.

1. In 1600 the church was once again rebuilt, this time using bricks.
2. During the Spanish colonial years, this church was made of
indigenous or native materials
3. In 1590 the church underwent renovations
4. In 1743 a major earthquake destroyed the church.
A. 2-3-1-4 B. 1-2-3-4 C. 4-3-2-1 D.3-2-4-1
_____27.The minor basilica of Tayabas is having the shape of the key so

people called it as “Susi ng Tayabas”. The underlined word is ____
A. cause B. effect C. subject D. predicate
_____28. In 1600 the church was once again rebuilt, this time using______
Identify what is in the picture?
A. stone B. cement C. bricks D. hollowblocks
_____29 The Minor BASILICA of St. Michael the Archangel is a Roman

Catholic church located in Tayabas,City. It is the oldest and largest
church listed in the history .BASILICA means _______
A. church B. home C. city D.province
_____30. LOCAL PEOPLE or the people of Tayabas often refer to the

church as Susi ng Tayabas. What do you mean by the word
LOCAL PEOPLE?
A. People living outside Tayabas City
B. People living near Tayabas
C. People living in Tayabas
D. People living in Lucena City.
115
Formatted: Top: 1.5", Header distance from edge: 0.49",

Key to Correction Footer distance from edge: 0.49"
1.c 16.c
2.c 17.c
3.b 18.b
4.a 19.b
5.b 20.b
6.a 21.c
7.a 22.c
8.d 23.a
9.b 24.c
10.a 25.d
11.b 26.a
12.a 27.d
13.d 28.c
14.d 29.a
15.a 30.a
116
Questionnaire for Teachers’ Quality of Localized Literature
Dear Respondents
The researcher is currently working on her thesis entitled “Localized Literature in
Teaching Third Graders under K-12 Curriculum
In this case,she is asking for your wholehearted cooperation by answering the questions
below. There will be no right or wrong answers. Your answers will be kept confidential and
strictly for validation purposes only
Kindly answer all that are stated below
Part I Professional Profile of the Respondents

Name(Optional)
______________________________________________________________________________
School
_____________________________________________________________________________
Age:_________________________________________________________Gender:__________
Lenght of Teaching Service :_________________________________Service Taught_________
Part II Level of Quality

Kindly rate the quality of the developed localized literature material based on the
following criteria: suitability of the objectives, relevance of the material text and graphics,
language appropriateness, level of difficulty, accuracy of the content and information, up-to-
datedness, suitability of the methodologies to experiences and maturation of the learners,
presentation and overall evaluation. Read the following statement carefully and check your
answers at the appropriate column that corresponds to your answers at the appropriate column
that corresponds to your answers.
Kindly used the following scales.
4-Very Satisfactory(VS)
3- Satisfactory (S)
2- Unsatisfactory (U)
1- Very Unsatisfactory (VU)
Criteria VS S U VU
Suitability of the Objectives
1.The objectives are achievable by the target users
2.Learning objectives are clear and appropriate
for the target learners and learning context
3.Objectives are inclined with its topic.
4.Topics and activities being presented attain its
objectives
5.The objectives follows the SMART goal
117
Relevance of the materials Text and Graphics

1.capture the interest of the pupils to study and
learn different English dimensions.
2. aim to further improve pupils’ English
competency .
3.make the pupils more engaged and motivated
4.material make learning more effective and
efficient
5. introduce a new form of reference tool in the
teaching of English for third graders
Language Appropriateness
1 Provide process and instruction are carefully
planned and design for third graders
2. Use instruction that can be followed easily by
the third graders
3. Have stories understood by pupils
4.Use language appropriate to the age and abilities
of pupils
5. Avoid confusing words for the third graders
Level of Difficulty
1. Challenges the learners to develop English
competency skills.
2. Stimulates the learners to develop their critical
and analytical thinking skills
3.Makes level of difficulty of the topics
appropriate to the target users
4. Has level of questioning in exercises consisting
of three levels; literal, inferential, and critical
question
5. The activities equally divided into easy ,
average and difficult.
Accuracy of Content and Information
1.are complete in scope
2. are appropriate to the community they live in.
3. are reliable and is based on the history of
Tayabas
4.are consistently accurate and up-to-date
throughout the material
5. are taken from the perspectives of the pupil.
Up –to-datedness
1.Are up-to-date and complete.
118
2.Allow target learners can relate to the

developed localized literature
3. Use topics relevant to present times.
4. Inculcates present knowledge about the
historical stories of Tayabas.
5. Engage the learner's prior knowledge,
experience and current thinking.
Suitability of Methodologies to experience and
maturation level of learners
1.Uses questions based on English language
competencies of third graders
2. The outcome of the material helps to
3. Uses real life situation
4 The questions are suited to help the pupils
develop their skills in English.
5 The material has aesthetic, literary, and/or social
values
Presentation
1.Provide a variety of selection to attain good
results
2.Provide skill models and examples that are
interactive
3.Capture the pupils’ interest through the
selection
4 .Stimulates and motivates the students
5.Captivates the interest of the target users in
learning the topic and contents through the
appearance of the material
Comments and Suggestions to further improve the localized literature, if any

______________________________________________________________________________
______________________________________________________________________________
119
Appendix C
Raw Data
120
Appendix D
Item Analysis
Number of Items Total Scores Perfect Scores Percentage Qualitative

Interpretation
1 120 140 86% Passed
2 95 140 68% Failed
3 71 140 51% Failed
4 72 140 51% Failed
5 113 140 81% Passed
6 75 140 54% Failed
7 124 140 89% Passed
8 55 140 39% Failed
9 77 140 55% Failed
10 67 140 48% Failed
11 45 140 32% Failed
12 64 140 46% Failed
13 116 140 83% Passed
14 84 140 60% Failed
15 98 140 70% Failed
16 66 140 47% Failed
17 125 140 89% Passed
18 80 140 57% Failed
19 86 140 615 Failed
20 90 140 64% Failed
21 61 140 44% Failed
22 102 140 73% Failed
23 93 140 66% Failed
24 40 140 29% Failed
25 79 140 56% Failed
26 64 140 46% Failed
27 63 140 45% Failed
28 101 140 72% Failed
29 86 140 61% Failed
30 84 140 60% Failed
121
Appendix E
Noting Details
Item Number Percentage Qualitative Description
1 86% Passed
2 68% Failed
7 89% Passed
13 83% Passed
19 61% Failed
25 56% Failed
Total 74% Failed
Sequencing Events
3 51% Failed
8 39% Failed
9 55% Failed
14 60% Failed
20 64% Failed
26 46% Failed
Total 53% Failed
Cause and Effect

4 51% Failed
10 48% Failed
15 70% Failed
16 47% Failed
21 44% Failed
27 45% Failed
Total 51% Failed
122
Picture Clues
5 81% Passed
11 32% Failed
17 89% Failed
22 73% Failed
23 66% Failed
28 72% Failed
Total 69% Failed
Context Clues
6 54% Failed
12 46% Failed
18 57% Failed
24 29% Failed
29 61% Failed
30 60% Failed
Total 51% Failed
123
Appendix F
Table 1
Summary of Diagnostic Test Percentage Score and Qualitative Interpretation
COMPETENCIES Percentage Qualitative Interpretation

Noting Details 74% Fairly Satisfactory
Sequencing Events 53% Did not meet expectation
Cause and Effect 51% Did not meet expectation
Picture Clues 69% Did not meet expectation
Context Clues 51% Did not meet expectation
Average Percentage 60% Did not meet expectation
Table 2
Localized Material as to Suitability of Objectives
Suitability of the Objectives VS S U VU WM DR
(4) (3) (2) (1)
1.The objectives are achievable by the target users 13 7 0 0 3.65 VS
2.Learning objectives are clear and appropriate for the 14 6 0 0 3.7 VS
target learners and learning context
3.Objectives are inclined with its topic. 14 6 0 0 3.7 VS
4.Topics and activities being presented attain its objectives 14 6 0 0 3.7 VS
5.The objectives follows the SMART goal 11 9 0 0 3.55 VS
Table 3
Localized Material as to Relevance of the materials text and graphics
Relevance of the materials Text and Graphics VS S U VU WM DR
(4) (3) (2) (1)
1.capture the interest of the pupils to study and learn 9 8 3 0 3.3 VS
different English dimensions.
2. aim to further improve pupils’ English competency . 12 8 0 0 3.6 VS
3.make the pupils more engaged and motivated 9 8 3 0 3.3 VS
4.material make learning more effective and efficient 12 6 2 0 3.5 VS
5. introduce a new form of reference tool in the teaching of 10 10 0 0 3.5 VS
English for third graders
124
Table 4
Localized Material as to Language Appropriateness
Language Appropriateness VS S U VU WM DR
(4) (3) (2) (1)
1 Provide process and instruction are carefully planned and 11 7 2 0 3.45 VS
design for third graders
2. Use instruction that can be followed easily by the third 15 4 1 0 3.7 VS
graders
3. Have stories understood by pupils 8 9 3 0 3.25 VS
4.Use language appropriate to the age and abilities of pupils 10 5 5 0 3.25 VS
5. Avoid confusing words for the third graders 7 12 1 0 3.25 VS
Table 5
Frequency and Weighted Mean Distribution on the Level of Quality of the Localized
Material as to Level of Difficulty
Level of Difficulty VS S U VU WM DR
(4) (3) (2) (1)
1. Challenges the learners to develop English competency 10 10 0 0 3.5 VS
skills.
2. Stimulates the learners to develop their critical and 11 8 1 0 3.5 VS
analytical thinking skills
3.Makes level of difficulty of the topics appropriate to the 9 10 1 0 3.4 VS
target users
4. Has level of questioning in exercises consisting of three 11 6 3 0 3.4 VS
levels; literal, inferential, and critical question
5. The activities equally divided into easy , average and 9 9 1 1 3.3 VS
difficult.
Table 6
Localized Material as to Accuracy of Content and Information
Accuracy of Content and Information VS S U VU WM DR
(4) (3) (2) (1)
1.are complete in scope 19 1 0 0 3.5 VS
2. are appropriate to the community they live in. 10 10 0 0 3.95 VS
3. are reliable and is based on the history of Tayabas 17 3 0 0 3.85 VS
4.are consistently accurate and up-to-date throughout the 14 6 0 0 3.7 VS
material
5. are taken from the perspectives of the pupil. 5 10 5 0 3 S
125
Table 7
Localized Material as to Up- to - Datedness
Up –to-datedness VS S U VU WM DR
(4) (3) (2) (1)
1.Are up-to-date and complete. 10 10 0 0 3.5 VS
2.Allow target learners can relate to the developed 11 8 1 0 3.5 VS
localized literature
3. Use topics relevant to present times. 13 7 0 0 3.65 VS
4. Inculcates present knowledge about the historical stories 18 2 0 0 3.9 VS
of Tayabas.
5. Engage the learner's prior knowledge, experience and 12 8 0 0 3.6 VS
current thinking.
Table 8
Localized Material as to Suitability of Methodologies to experience
and maturation level of learners
Suitability of Methodologies to experience and VS S U VU WM DR
maturation level of learners (4) (3) (2) (1)
1.Uses questions based on English language competencies 13 5 2 0 3.55 VS
of third graders
2. The outcome of the material helps to 12 6 2 0 3.5 VS
3. Uses real life situation 12 6 2 0 3.5 VS
4 The questions are suited to help the pupils develop their 11 8 1 0 3.5 VS
skills in English.
5 The material has aesthetic, literary, and/or social values 14 6 0 0 3.7 VS
Table 9
Localized Material as to Presentation
Presentation VS S U VU WM DR
(4) (3) (2) (1)
1.Provide a variety of selection to attain good results 10 9 1 0 3.45 VS
2.Provide skill models and examples that are interactive 10 5 5 0 3.25 VS
3.Capture the pupils’ interest through the selection 10 8 2 0 3.4 VS
4 .Stimulates and motivates the students 7 11 2 0 3.25 VS
5.Captivates the interest of the target users in learning the 12 6 2 0 3.5 VS
topic and contents through the appearance of the material
126
Sample Computation of the Weighted Mean
WM= 4f + 3f + 2f + f
n
= 4(13) +3 (7) +2 (0) +0

20
= 52 + 21 + 0 + 0
20
= 73
20
=3.65 (VMA)
Sample Computation of the Grand Mean
GM= WM+WM+WM+WM+WM
5
= 3.65+3.7+3.7+3.7+3.55
5
= 3.66 (VMA)
127
CURRICULUM VITAE
ELAINE D. BORINES
40 Blue St. Greenheights Subd. Brgy. Lalo Tayabas City
Mobile Number:09098737444
Email Address:elaine.borines@deped.gov.ph
PRESENT Elementary School Teacher

EMPLOYMENT Dapdap Integrated School
Graduate Studies
EDUCATIONAL Master of Arts in Elementary Education
ATTAINMENT At present
Lucban, Quezon
Tertiary
Bachelor of Elementary Education
SKILLS AND -Computer Literate

QUALIFICATIONS -Drawing Skills
- Good Intrapersonal Skills
Date of Birth:December 02, 1990

PERSONAL
Age: 28
INFORMATION
Religion : Apostolic Christian
Nationality: Filipino
Civil Status: Single

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76

quality as to suitability of the objectives .

material as with localized literature.

competency level in the English language.

creative thinking and inventive behavior .

quality as to relevance of the materials’ text and graphics.

Satisfactory as to the relevant of the materials text and graphics.

quality as to language appropriateness.

graders so the instruction can be followed easily.

The teaching of English Language is anchored on the reason of developing

speakers of the language, (Ecarish 2014)

quality as to level of difficulty.

3.42 under the descriptive rating of Very Satisfactory.

on the level of quality of localized material as to accuracy of content and information

books and journals found at the library of Tayabas City .

We can learn, understand, and appreciate it.

quality of localized material in terms of up-to-datedness

The localization of curriculum is an essential feature of the K to 12 Curriculum. The teacher’s

quality of localized material as to suitability of methodologies to experience and maturation

development in English competencies in reading .

As cited in the study of Ranillo (2017), localization and contextualization adhere in

relevance in their lives

quality of localized material in terms of presentation.

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

framed and recommendations offered thereafter.

,picture clues and context clues

1.7 Degrees of Adjectives

acceptabilityquality of the developed localized material as to: Content,suitability of the

objectivesClarity of Localization, relevance of the materials, text and graphics,

, Relevance,language appropriateness, level of difficulty, Authenticity, andaccuracy of the

content and information,Aup-to-datedness, suitability of methodologies to experiences and

maturation level of learners and presentation.

The following were different stages of activities undertaken in developing localized

mean was used.

The findings of this study were the following:

least learned competencies revealed.

qualitative rating of “Did Not Meet Expectation”

rating of Very Satisfactory was obtained from the teachers.

Based on the findings, the researcher derived the following conclusions:

workbook using localized literature.

to remediate the third graders weaknesses in the English subject.

vocabulary and grammar.

enhance the skills of pupils in English competencies .

localized materials like workbooks, magazines, books and etc.

reading material in actual learning process.

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_17. Apolinario wished to become a __. What is in the picture?