An Assessment of the Contextualized Graphics-Based Reading Material to University Students

Abstract

Reading is now described as a process of constructing meaning from a written document, rather than just decoding printed symbols and recognizing words. Local literature, on the other hand, was described as an informative booklet written in the local or native language about environmental events. As can be seen today, some adults are unable to read well, which is concerning, especially for their children. Most learners do not understand what they are reading, they know the words but they do not know the real meaning. This study evaluates the effectiveness of contextualized graphics-based reading material (CGBRM) on its readability and usefulness for the students. There were five participated and five English teachers including the adviser of the students took part in the evaluation of the reading material. A quasi-experimental research design was adopted by the researcher. Using a quasi-experimental study approach, it is possible to determine if educational interventions have an effect on academic performance and conduct (Longva & Foss, 2018). The findings of the study proved that the utilization of the CGBRM as a reading material in school is effective in teaching-learning scenario. The general opinions and suggestions made by the teacher-evaluators are used to identify areas for development and enhancement of the instructional materials.