Abstract
The Enhanced Basic Education Act of 2013 – R.A. No. 10533 (K to 12 Program) English Curriculum Guide 2013 noted that “the country aims for graduates who are communicatively competent and multi-literate and which learners have learned both meaning and accuracy of macro skills with the strategies and activities catered by the teachers. Gabinete emphasizes that English teachers should prioritize not only reading skills but also incorporate listening, speaking, viewing, and writing abilities in various aspects of curriculum planning, material preparation, assessment, integration, and individualized learning. In this study, the researcher employed quantitative-correlation research with a pre-test and post-test- design to identify the reading comprehension level of Senior High School learners adapted to Barrett’s Taxonomy of Reading Comprehension with subcomponents such as literal, reorganization, inferential, evaluation, and appreciation; to determine the significant Relationship in the reading comprehension levels of Senior High School learners in reading subtitles of selected movie; and proposed an informational material in the classification of the reading comprehension levels of Senior High School learners in reading subtitles of selected movies. The participants of this study were the Senior High School learners who were purposively chosen. The study utilized a researcher-made pre-test and post-test instrument that was validated and pilot-tested. Data were gathered personally after the movie with subtitles was played. Data were treated using SPSS for the normality test and Spearman's rho non-parametric test. Findings revealed that in reading movie subtitles, the comprehension levels of the Senior High School learners in the subcomponents attained a qualitative index of outstanding, and there is no relationship between the subcomponents of comprehension. In line with the findings, Informational Material was developed and recommended in classifying the comprehension levels of Senior High School learners in reading subtitles of the selected movie. Based on the findings and the conclusions of the study, the following are recommended: (1) the movie subtitles may be used to attain outstanding comprehension performance levels of the learners along any of the literal, reorganization, inferential, evaluation, and appreciation comprehension; (2) the movies used in classes may be selected with high-quality content and visual characteristics, with quality subtitles, and relevant to the topic; (3) activities may vary for formative and summative assessment adhering to Barrett’s Taxonomy of Reading Comprehension; (4) for the teachers to use movie subtitles, share experiences, research in reading as a macro skill, and create specific guidelines in using movie or video subtitles in lesson plans from motivation to assessments; (5) for the school heads and curriculum or instructional developers to create local policies in using and developing movies or videos with subtitles along specific topics in various subjects, not only in English.
