Utilization of Grammar Translation in Developing Reading Comprehension

Master Of Arts in Education

This study examined the impact of the grammar translation method on the reading comprehension skills of Grade 11 Technical-Vocational Livelihood students across various specializations at Montevista Stand Alone Senior High School. Pre-test scores indicated low competency levels, with class proficiency ranging from 31% to 39%. After implementing the grammar translation method, post-test scores showed significant improvement, with proficiency levels rising to between 83% and 85%. The method proved effective in enhancing students' understanding and proficiency, surpassing the satisfactory benchmark set by the Phil IRI standard. Despite the overall improvement, there was no significant difference in performance across different specializations, suggesting the need for more tailored and contextualized teaching approaches. The findings underscore the importance of evidence-based instructional strategies, continuous assessment, and personalized learning to address students' unique needs and improve academic achievement. Further research is recommended to adapt these methods to global educational standards and enhance their effectiveness across diverse educational contexts.

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