Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN GUILLERMO ELEMENTARY SCHOOL
SAN GUILLERMO, TALISAY, BATANGAS

INTRODUCTION

Contextualization Approach is the process wherein learners obtain new

information in an environment that can relate to the interest of them. Learners
process this information in ways that make sense to them based on their frame of
reference, memory and experiences. (contextualizedteachingstrategies.weebly.com,
2020) This particular approach is very important for teachers to execute in the
teaching and learning process. These particular approaches will help the learners to
grasp the information easily by providing them an experience that can easily relate to
their own. Knowing that world is in the midst of Pandemic, teachers utilized the
distance learning approach to help their learners keep their track and progress to
acquired knowledge. The researcher believes that it is best to study the
contextualization approaches of the Teachers in San Guillermo Elementary School
to help their learners understand the subject English.

One of the reasons why the researcher chooses this particular topic is to help
the teachers for crafting materials and helping them to utilize these contextualization
approaches and to help their learners understand the English language even though
teachers are not presented physically because of the pandemic. This action research
will help the teachers to design a distance learning, that even if they are not around,
they can still guide their learners. English is one of the best subjects to integrate this
Contextualization approach knowing that most of the learners are afraid and
encountered difficulties in studying this subject. It will also open more possibility to
conduct action researches using this contextualization approach.

Address: San Guillermo, Talisay, Batangas

Telephone No.: 0917-177-9626
E-mail Address: [email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN GUILLERMO ELEMENTARY SCHOOL
SAN GUILLERMO, TALISAY, BATANGAS

REVIEW OF LITERATURE

“DepEd recognize the challenges of this school year, but if we opted for academic
freeze, we would have lost many months of the children’s learning.” - Secretary
Leonor Magtolis Briones

Department of Education provide not just online learning but also self-learning
modules and different delivery modalities to address the need, situations, resources
and support to every learners that will cover all the learning competencies that is
accessible amid the crisis of COVID-19, this is the new normal education in the
Philippines. It is also explained the integration of SLM’s through alternative learning
modalities. This will ensure that all the learners have the access to quality education.
These modalities and approached is crafted to ensure the safety and health of the
teachers and the learners. ( Hernando-Malipot 2020)

Since there is a need for the teachers to learn again another approached in
the new normal, it is a challenge fpr the teacher how will they execute the
Contextualization Strategies in the implementation of the New Normal Education in
the challenges of the pandemic. According to Bird et.al (2011) believes that
Contextualization Strategies is designed to link the learning of basic skills and
content by focused on the teaching and learning directly to concrete application in a
specific context of every learner. As defined by DepEd Order N32 S, 2015,
contextualization is the educational process that is related to the curriculum to setting
up the situation or area of application to make the competencies, important,
significant and helpful to all the learners.

California Migrant Education Resources and Best Pratices (2020) expounded

that is is important to use contextualization strategies in English subject because it
involves active engagement wherein the learners experience the content in a way
created a higher level of understanding and comprehension. By contextualization
strategy in teaching English, teachers are creating and crafting a learning
environment that ensure the learners to be more involved in the learning and are
able to access the required content.

Address: San Guillermo, Talisay, Batangas

Telephone No.: 0917-177-9626
E-mail Address: [email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN GUILLERMO ELEMENTARY SCHOOL
SAN GUILLERMO, TALISAY, BATANGAS

There are four effective strategies in Contextualization, it was discussed by

Seyyed and Barani (2018) in their research, Different Approach in Contextualization.
The first approach that is effective to use by the teacher in the Teaching is the
Gumperz Approach to Contextualization. Basically this approach ate
contextualization cues that is generally presented in speaking. This is presented to
the lexical and non-lexical cotextualization cues mostly are prosody, gesture,
posture, gaze. backchannels and and linguistic variation. The second approach to
contextualization is the contextualization through content. This process provides the
teacher to present a new information. This created a natural spiraling or reusing of
language and information with the presence of the previous lesson.. this previous
material is reviewed and activated to present a new learning or material. Teacher
provide a authentic and natural materials to that context that will be open the access
to their students and this meaningful activities that require “real” communication.

The third approach is Constructing approach to Contextualization this process

involves about how the teacher help his/her learners to construct language for a
given situation. It is an effective process for constructing the language in the
classroom setting that has both cognitive and social aspect presented in the teaching
and learning process. In cognitive process this means that the teacher help the
learners to construct their own meaning and knowledge form they receive. And the
social aspect make the environment to process collaboration in the classroom
setting. Lastly is Sociocultural approach to contextualization. This approach stress
the social nature of real world activities. This is a process of effective of learning
requires not only the acquisition that has active application of knowledge, skills and
processes. This also encourage transfer to other context, effective learning and
acquisition of a complex knowledge base including content knowledge and skills.

This approaches and strategies are use by the researcher to reveal the
contextualization strategies and how this approaches are used in the new normal
education. Modular distance is the preferred by San Guillermo Elementary School
this was the modality presented and this was the process of the contextualize
strategies in English.

RESEARCH QUESTIONS

Address: San Guillermo, Talisay, Batangas

Telephone No.: 0917-177-9626
E-mail Address: [email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN GUILLERMO ELEMENTARY SCHOOL
SAN GUILLERMO, TALISAY, BATANGAS

The main purpose of this research is to answer the following questions: This study
described the Contextualization Approaches in Teaching of the Teachers of San
Guillermo Elementary School in the New Normal Education.
Specifically, this study sought answers to the following questions:
1. What is the respondents’ profile in terms of:
1.1. sex;
1.2. educational attainment;
1.3. field of specialization; and
1.4. years of teaching?
2. How do the respondents assess their Contextualization Strategies in teaching
English:
2.1. Gumperz’ approach to contextualization;
2.2. Contextualizing through Content;
2.3. Constructing approach to contextualization; and
2.4. Sociocultural approach to contextualization?
3. What course of action may be proposed to enhance the Contextualization
approaches in teaching English in the New Normal Education?

SCOPE AND LIMITATION

This study focused on the contextualization approaches in teaching English in

the new normal education of the teachers of San Guillermo Elementary School. The
respondents of the study were the students from the teachers. The respondents’
personal variable includes sex, years of teaching, educational attainment, and
teaching position.
The researchers used checklist in gathering data as the mean to measure the
contextualization strategies of the respondents as the administered questionnaire is
composed of the questions related to the statement of the problem. The data
gathered were then subjected to appropriate statistical treatment.
The study focused on how the respondent assesses their listening strategies
as to Gumperz’ approach, contextualizing through content, Constructing approach, ,
and Sociocultural approach. The researchers did not evaluate the relationship of the
respondents’ variables and their contextualization approaches. It was focused on
their contextualization strategies. The study was limited to the data collected from
the respondents. Also, the results were limited to the variables under study.

Address: San Guillermo, Talisay, Batangas

Telephone No.: 0917-177-9626
E-mail Address: [email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN GUILLERMO ELEMENTARY SCHOOL
SAN GUILLERMO, TALISAY, BATANGAS

RESEARCH METHODOLOGY
SAMPLING
DATA COLLECTION

This basically deals with the components of the statement of the problem. It
presents the numerical data gathered in the investigation. Included are the
interpretation of data with corresponding justification. The results of the analysis are
presented in the manner that the statement of the problem is organized.
1. Respondents’ Profile

This portion of the study deals with the profile of the respondents used as a
variable of the study. The profile includes sex, years of teaching, educational
attainment, and Teaching position.
1.1 Sex
The first variable stated on the respondents’ profile is sex. It refers to a
person’s biological status and is typically categorized as male or female. The
researchers believed that this variable is significant to the study. The table below
presents the profile of the respondents when they are clustered according to sex.
Table 1
Frequency Percentage Rank
Male 2 29 2
Female 5 71 1

Total 7 100

Sex

Address: San Guillermo, Talisay, Batangas

Telephone No.: 0917-177-9626
E-mail Address: [email protected]
 Male Female

Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN GUILLERMO ELEMENTARY SCHOOL
SAN GUILLERMO, TALISAY, BATANGAS

The Table above shows that from the 7 respondents answer the questionnaire, there
were 2 or 29% of the respondents are male and 5 or 71% of the respondents were
female. The results showed that there is greater number of female respondents than
male. This means that most of the respondents who are teachers were female
because females were known for being caring and nurturing. The numerical
difference can be attributed to the ideas that females are more engaged in listening
activities that males.

1.2 Year in Teaching

The second respondents’ profile is the Years in Teaching. Years in teaching is
the length of the teachers in serving in the educational system. It is the term used to

describe the level or year of attendance of a Teacher in the profession. Table 2

presents the profile of the respondents when they are grouped according to their
years of teaching as an educator

Table 2

Years in Frequency Percentage Rank

Teaching
0-3 years 2 29 1

Address: San Guillermo, Talisay, Batangas

Telephone No.: 0917-177-9626
E-mail Address: [email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN GUILLERMO ELEMENTARY SCHOOL
SAN GUILLERMO, TALISAY, BATANGAS

4-6 years 5 71 2
7 and above 0 0 3
years

Total 10 100

Years in Teaching

0-3 years 4-6 years 7 and above

The table above shows that from the respondents of 7, there were 2 or 29%
in 4-6 years in teaching , and 5 or 71 percent in their 7 and above years in teaching
or service. The aftermaths indicated that there is high number of teachers who
served as in the 4-6 years of teaching .The result revealed that the in teaching
English

1.3 Educational Attainment

Address: San Guillermo, Talisay, Batangas

Telephone No.: 0917-177-9626
E-mail Address: [email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN GUILLERMO ELEMENTARY SCHOOL
SAN GUILLERMO, TALISAY, BATANGAS

The third variable under profile is the Educational Attainment. This is a

discipline in which teachers wishes to undergone professional development as
he/she seek improvement and development on his/her skills in teaching..

Table 3
Educational Frequency Percentage Rank
Attainment
4 57 1
With Master’s 1 14 2
Degree unit
Master’s Degree 2 29
With Phd/EdD unit 0 0
Phd/EdD 0 0

Total 7 100

Educational Attainment

Baccalaureate Degree With Master’s Degree unit Master’s Degree

With Phd/EdD unit Phd/EdD
Table 3 indicates that the overall of the 10 respondents answered the
checklist of their questionnaire, there were 4 or 57 % of teachers who have
baccalaureate degree and there were 1 or 14 percent who have Master’s degree unit
and 2 or 29 % teachers with have Master’s Degree. This implies that there were a
Address: San Guillermo, Talisay, Batangas
Telephone No.: 0917-177-9626
E-mail Address: [email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN GUILLERMO ELEMENTARY SCHOOL
SAN GUILLERMO, TALISAY, BATANGAS

majority of teachers who have baccalaureate degree. This is one of the requirements
of the teacher in Philippines to complete the four year course to practice the teaching
profession the school community. According to article of All Star staff (2018) you will
get a hand-on teaching experience as Teacher with baccalaureate degree
experience the student teaching requirement for teacher certification. This will help
them to gain opportunity and actual practice on your feedback on your teaching skills
before graduating. This will help them in the essential in teaching profession.

1.4 Teaching Position

The fourth variable listed on the respondents’ profile Teaching Position.
Teaching Position is conceptualized as the social standing or class of an individual
or group in accordance with the hierarchy of the social structure in teaching
profession. Teaching position status depends on the combination of the variables
such as, education, professional development and income. The table below reveals
the profile of the respondents when classified according to their teaching position
status.

Teaching Frequency Percentage Rank

Position
3 43 1
Teacher II 3 43 1
Teacher III 1 14 2
Master Teacher I 0 0
Master Teacher 0 0
II

Total 10 100

Sales

Address: San Guillermo, Talisay, Batangas

Telephone No.: 0917-177-9626
E-mail Address: [email protected]
 Teacher I Teacher II Teacher III
Master Teacher I Master Teacher II
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN GUILLERMO ELEMENTARY SCHOOL
SAN GUILLERMO, TALISAY, BATANGAS

Table 4 clearly exposes the Teaching Postion of the respondents. The results
show that there were 3 teachers who belonged to the Teacher I, 3 teacher belonged
to the Teacher II, and 1 teacher belonged to the Teacher III. The result ascertains
that most of the respondents belonged to the Teacher I and it shows also that most
of teacher have only the baccalaureate degree as it reflects on their own position

DISCUSSION OF RESULTS AND RECOMMENDATION

2. Respondents’ Contextualization Strategies in teaching English

This portion of the study deal on the contextualization strategies used by the
teacher in teaching English. The contextualization strategies are, Gumperz
Approach,, Contextualization through Content, constructing approach to
contextualization and Socio Cultural approach through contextualization

Address: San Guillermo, Talisay, Batangas

Telephone No.: 0917-177-9626
E-mail Address: [email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN GUILLERMO ELEMENTARY SCHOOL
SAN GUILLERMO, TALISAY, BATANGAS

2.1 Gumperz’ Approach to Contextualization

Table 4
Statements Weighted Interpretation
Mean
Whenever I teach English I….
Gumperz’s approach to contextualization 3.4 Agree
use articles and expressions that carry
conventional implicatures
use articles and expressions that honorifics 3.3 Agree
languages.
use contextualization cue or flag in my 3.6 Strongly Agree
discussion ( such as an increase in loudness,
code-switching)
motivate my learners to interact and tell their 3.7 Strongly Agree
experiences about my topic.
repeat the important phrases or words to help 3.8 Strongly Agree
them receive the information properly.
helping the learners in developing appropriate 3.3 Agree
use of language.
helping the learners to activate the 3.5 Strongly Agree
background knowledge to make it more
meaningful.

Using thematic cues that that lexicalized and 3.5 Strongly Agree
localized
Encourage the learners to use interpersonal 3.4 Agree
communication.

COMPOSITE MEAN 3.51 Strongly Employed

Table 4 revealed that majority of the teacher used the statement repeat the
important phrases or words to help them receive the information properly, with a
weighted mean of 3. 8. This means that teachers always use to repeat information
whenever theya re teaching English. It is for the learner to comprehend and
understand well the topic being discussed in English. According to Ferlazzo (2020)
this particular process is used for the learners to be encouraged to practice
Address: San Guillermo, Talisay, Batangas
Telephone No.: 0917-177-9626
E-mail Address: [email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN GUILLERMO ELEMENTARY SCHOOL
SAN GUILLERMO, TALISAY, BATANGAS

pronunciation and develop more self confidence when learning and speaking in
English
2.2 Contextualizing through Content
Table 5
Statements Weighted Mean Interpretation

Contextualizing through Content 3.4 Agree

present new information through the context
of the known information.
use an authentic materials and authentic 3.7 Strongly Agree
activities that require real communication.
let them watch Movies or Videos that target 3.3 Agree
cultures to note about local behaviors.
Provide an engaging in activities that activate 3.6 Strongly Agree
real world knowledge.
present a review about previously learned 3.6 Strongly Agree
politeness language.
Help the learners to contextualizes key 3.6 Strongly Agree
vocabulary and concepts by simplifying them.

Using visual support in in a strategy in which 3.4 Agree

language used in instruction
Using patterning chart where students create 3.4 Agree
a sentence by placing words in the
appropriate columns
Encouraged to construct relevance between 3.5 Strongly Agree
the instructions they receive
Using of real world application 3.4 Agree

3.4 Employed
COMPOSITE MEAN

In the table, which is about the contextualizing through content, the highlighted
statement is the use an authentic materials and authentic activities that require real
communication, which has a weighted mean of 3.7. this reveals that teachers who
taught English in their classroom are majority focused on the use of authentic
material. This will help the learners to grasp and easily understand the nature of
language. Lanford (2014) cited the advantages of using authentic experiences in the
classroom. (1) it help the
Address: San Guillermo, Talisay, Batangas
Telephone No.: 0917-177-9626
E-mail Address: [email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN GUILLERMO ELEMENTARY SCHOOL
SAN GUILLERMO, TALISAY, BATANGAS

learners for the real world communication. (2) guide them towards to their need. And
(3) motivate the leaerns to communicate real.
2.3. Constructing approach to contextualization

Weighted Mean Interpretation

Statements

Constructing approach to contextualization 3.5 Strongly Agree

Help learners to construct their own meaning
or knowledge from the input they receive.

Help learners to understand ideas, context 3.7 Strongly Agree

and opportunities to group work.
Provide them an appropriate body language, 3.4 Agree
register and expected behaviors.
Provide a learning environment that is useful 3.5 Strongly Agree
and accurate.
Provide support for learners’ effort. 3.5 Strongly Agree
Teaching the learners that is concern woth 3.5 Strongly Agree
the cultural transmission and knowledge.
Mediate learners in learning between 3.7 Strongly Agree
knowledge that is familiar with knowledge that
is typically taught in schools
Help the learners to build bridges of 3.6 Strongly Agree
meaningfulness between home and school
Helping the learners to acquire the prior 3.6 Strongly Agree
knowledge as fund of knowledge through
personal, cultural and communal knowledge.

1. .help the learners to integrate students; s 3.7 Strongly Agree

cultural knowledge into their decision-making
process.
COMPOSITE MEAN 3.57 Strongly Employed

Table 6
Table 6 revealed that constructing approach to contextualization has gained a
composite mean of 3.57 or strongly employed. This means that most of the teacher
used this strategy in contextualization the topic or lessons in English. The least
among the statement is the Provide them an appropriate body language, register
and expected behaviors, which has a weighted mean of 3.4.or strongly agree it is

Address: San Guillermo, Talisay, Batangas

Telephone No.: 0917-177-9626
E-mail Address: [email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN GUILLERMO ELEMENTARY SCHOOL
SAN GUILLERMO, TALISAY, BATANGAS

revealed that in teaching these particular ideas such as non-verbal communication

need to communicate differently. These cues should covey warmth and empathy
reminding them that teachers are approachable to help them grow. (Williamson,
2019)

2.4 Socio Cultural Approach to Contextualization

Table 7
Statements Weighted Mean Interpretation

Sociocultural approach to
contextualization
Stresses the social nature of real world.
3.8 Strongly Agree

Provide them an incidental learning that 3.7 Strongly Agree

acquired social context.
Help them build a conducive community 3.5 Strongly Agree
within the classroom.
Encourage them to transfer knowledge into 3.7 Strongly Agree
context.
Provide them the importance of context and 3.7 Strongly Agree
culture in which it takes place.
Developed experiences of individuals and 3.7 Strongly Agree
often carry unsystematic.
Using lived experiences in teaching 3.6 Strongly Agree
Using experiences as understanding new 3.5 Strongly Agree
concepts and knowledge
Using cultural engagement in constructed 3.8 Strongly Agree
tools such as language, materials and signs
Using social interaction in classroom setting. 3.9 Strongly Agree

COMPOSITE MEAN 3.69 Strongly Employed

Table 7 revealed that socio-cultural approach is one of the highest

contextualization strategies that is being employed by the teacher. One of the
highlighted statements is the Using social interaction in classroom setting., which
gained a weighted mean of 3.9 or strongly agree. This means that teacher always
used the social interaction for the learners to learn in English. Waldron (2014)
believed that the role of the teacher in helping the students to acquire social skills is

Address: San Guillermo, Talisay, Batangas

Telephone No.: 0917-177-9626
E-mail Address: [email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN GUILLERMO ELEMENTARY SCHOOL
SAN GUILLERMO, TALISAY, BATANGAS

critically important. Teacher is the central role in providing social skills support, it
provides the learners in their own social skills and provide strategies in interacting
with other. Teachers encourage students to be assertive in expressing their needs
and preferences to ensure the development of positive self esteem, self confidence
and sense of identify. 

Effective Strategies to develop Teaching - Learning Communities Developing and

delivering the learning course at a distance requires teachers to consider many
factors including how to overcome problems they encountered to effective and
efficient implementation of distance learning education. To be successful in
delivering learning, as a Teacher we must provide specialized attention to the pupils
by different platforms. To attain the recommended interventions, the researchers
provided different ways on how to disseminate and conduct the said interventions.
To implement these, the school may seek assistance to the stakeholders for the
additional resources needed, and use different methods including the following:
First option is to use different online and offline platforms to disseminate the audio or
video recorded lessons and the audio book narration. Teachers may use Facebook
and messenger by creating closed group or private page for the parents and pupils
and YouTube by creating channel wherein they can upload their recorded audio and
video files. And they may also use CDs as an offline resource wherein the files are
saved. The second option is to use different online application to conduct the virtual
activity performance and virtual kumustahan. Teachers may use Google meet and
zoom application. They may also use of the chat rooms in the Facebook and
messenger for those who do not have strong internet connection.

Recommendations
In the light of views and the study’s findings and conclusion, the
researchers were able to construct the following recommendations:
1. Department of Education are encouraged to promote the Professional
development to gained more knowledge about the contextualization
strategies. To create more effective and efficient learning of English in
the part of the learner
2. School Heads are encouraged to help their teachers in utilizing
Contextualizing through content in order for the students to understand
well the topics and lesson in English.

Address: San Guillermo, Talisay, Batangas

Telephone No.: 0917-177-9626
E-mail Address: [email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
SAN GUILLERMO ELEMENTARY SCHOOL
SAN GUILLERMO, TALISAY, BATANGAS

3. Future researchers may conduct similar studies using different

variables to further clarify other factors that might influence the
teaching skills and strategies of the respondents.

DISSEMINATION AND ADVOCACY PLAN

Effective delivery of learning t

Address: San Guillermo, Talisay, Batangas

Telephone No.: 0917-177-9626
E-mail Address: [email protected]