Abstract
The Philippines faces significant challenges in improving English language proficiency, particularly in reading comprehension, as evidenced in international assessments like PISA. This research investigated the efficacy of the Integrated Grammar Approach in Teaching Philippine Literature to Grade 7 MATATAG learners at Tacurong National High School, focusing on English grammar skills and comprehension of complex texts. The study employed a quantitative, true-experimental design with control and experimental groups, utilizing a lottery method to randomly select 40 students from each group. Data were collected through pre-tests, post-tests, and experts’ validations of the integrated grammar worksheets. The study found that using an integrated grammar approach significantly improved the grammar skills of both control and experimental groups, in enhancing the students' understanding and use of grammatical concepts within the context of Philippine literature. The developed Integrated Grammar Approach in Teaching Philippine Literature worksheets revealed a very high level of validity in terms of content, organization, mechanics, and overall package. The study concluded with a promising strategy for connecting grammar lessons to real-life situations of Grade 7 learners. The study recommends that the Department of Education may prioritize the development and dissemination of integrated grammar materials, promote professional development programs focusing on this approach, and encourage use of diverse instructional strategies and materials to enhance student engagement and learning, ultimately contributing to the nationwide effort to strengthen English proficiency, foster critical reading skills, and prepare Filipino learners to meet the demands of global communication and 21st-century literacy standards, thereby equipping students with the essential competencies needed for academic success, career readiness, and active participation in an increasingly interconnected world.
