Reading Between the Lines: Utilizing CLT in Developing Comprehension Skills

Introduction

Reading is a foundational skill in the educational process, yet its value extends far

beyond the mechanical act of decoding text. According to Carter et al. (2020), accurate word

reading is not sufficient to build a mental representation of the meaning of the written text and

also requires language comprehension skills to assess the meaning of words and sentences. At

its core, reading is a cognitive process that requires comprehension—the ability to derive

meaning, interpret, and critically analyze the content. Without comprehension, reading loses its

educational purpose, as the reader is unable to grasp the information or insights the text is

meant to convey.

Reading serves as a foundation for learning as they advance in school—while, in

contrast, being unable to read limits future learning opportunities. Reading proficiency is also

essential for building a strong foundation in other subjects. According to 2022 data from the

World Bank on learning poverty, at least 90% of 10-year-old children in the Philippines have

difficulty reading or comprehending simple text. Reading is a complex process that involves

sensation, perception, comprehension, application, and integration. It entails constructing and

deriving meaning from printed words and symbols, serving as a medium for communication and

the exchange of information and ideas (Tomas, Villaros, & Galman, 2021). Furthermore, reading

serves as the cornerstone for academic success and lifelong learning. An article from the

Philippine Star (2010) points out, “The undeniable fact remains that the majority of Filipino

students lack both the ability and motivation to read. In today’s rapidly changing world and

advancing technology, it’s clear that reading is sometimes overlooked.”

The 2018 Programme for International Student Assessment (PISA) results showed that

fifteen-year-old students in the Philippines scored lower in reading compared to students in

most of the other participating countries and economies. Tomas, Villaros, and Galman (2021)
found that the Philippines had a notably high percentage of low-performing students compared

to other countries and economies in the PISA assessment. Specifically, 80% of Filipino students

did not meet the minimum reading proficiency level. Their poor performance in English,

Mathematics, and Science is linked to a deficiency in basic reading and comprehension skills.

A study by Mary Jane L. Tomas, Erleo T. Villaros, and Sheena Mai A. Galman in the

Schools Division of Aurora found that there is significant hope for learners with reading

difficulties, as these challenges can be overcome with an appropriate reading environment,

teaching program, and family support. The key issue to address is the specific form these

elements should take. Reading environments must be structured to help students overcome

their difficulties, making them feel comfortable and encouraging them to express themselves.

Additionally, students' learning should be supported by materials tailored to their interests and

abilities, alongside the backing of both teachers and family members.

The issue of reading comprehension that was observed by the researchers among

Grade 10 learners at a national high school, is a notable concern that reflects broader

challenges in literacy development. While students may demonstrate the ability to read aloud

sentences or paragraphs, their limited ability to respond to comprehension questions suggests a

disconnect between decoding text and truly understanding its meaning. This phenomenon,

where only a small number of students are able to voluntarily stand up and answer questions

after reading, highlights a critical gap in comprehension skills.

Reading comprehension is a foundational skill that enables the transition from 'learning

to read' to 'reading to learn.' This transition is paramount for students to engage with

increasingly complex texts and subjects. Unfortunately, poor reading comprehension can

significantly hinder academic performance across all disciplines. The 2018 PISA assessment

revealed a concerning trend, with the Philippines ranking lowest among 78 economies in

reading comprehension (Haw, 2023). Given the alarming state of reading comprehension skills
observed in classrooms, researchers propose the implementation of CLT methods as a

cornerstone for developing a comprehensive module to enhance reading comprehension.

Communicative Language Teaching (CLT) is an approach to language education that

aims to achieve communicative rather than linguistic competence through learner interaction. It

focuses on interaction as the primary means of learning. Comprehension helps students

increase their ability to absorb large amounts of information and condense it into key points and

ideas in a concise manner. As an approach to teaching reading, CLT can help students become

more active in their reading comprehension and enhance their ability to understand texts.

Doubtlessly, CLT is considered the most effective approach, as it focuses on learners'

communicative competence, which is crucial in many countries (Kaisheng, 2007).

The concept of communicative competence was introduced by Dell Hymes in 1979, as a

response to Chomsky's limited definition of linguistic competence. Hymes argued that true

language proficiency includes not only tacit knowledge of language structure but also social

knowledge and the ability to effectively use language in various contexts. Hymes described

communicative competence as the ability to communicate, understand, and negotiate meaning

in interpersonal situations under specific circumstances (Brown, 2000).

CLT is a widely recognized approach in language teaching that emphasizes the

cultivation of communicative competence in learners. In the context of teaching reading, CLT

can help students improve their reading comprehension by fostering interactive and authentic

communication, promoting collaborative learning, and enhancing student engagement with

texts. Communicative Language Teaching emphasizes interaction among students and between

students and teachers, which can help learners develop a deeper understanding of the text.

When students discuss texts collaboratively, they are able to clarify meanings and engage in

critical thinking. Additionally, incorporating tasks related to texts can facilitate reading

comprehension. By integrating specific tasks that require comprehension and application of

what has been read, students actively engage with the content. CLT also promotes collaborative
learning strategies such as group work and peer teaching, which can deepen understanding of

the reading material as students share perspectives and clarify misunderstandings.

Research underscores that Communicative Language Teaching (CLT), along with

targeted reading strategies, enhances reading comprehension skills in ESL (English as a

Second Language) learners. CLT’s interactive approach fosters engagement, allowing students

to actively process information through communicative tasks like discussions and group

exercises, which in turn deepen comprehension. For example, insights from Huang and

Naerssen (2007) and Brown (2000) suggest that when students collaborate, clarify meanings,

and exchange ideas, they better understand and retain reading material. Furthermore, when

comprehension tasks are contextualized in real-life scenarios, learners become more adept at

interpreting complex texts and applying critical thinking, as observed in CLT-based classrooms

in studies by Savignon (2007) and Kaisheng (2007).

In addition to CLT, explicit reading strategies have proven valuable for ESL learners.

Studies by Gorsuch et al. (2015) and Javed et al. (2015) demonstrate that structured activities,

such as pre-reading tasks and keyword identification, increase reading fluency and

comprehension. Metacognitive strategies, like summarization, intuitive pauses, and note-taking,

allow learners to process information more deeply and efficiently, especially when combined

with CLT's collaborative approach. These strategies help students engage with texts more

actively, fostering better comprehension outcomes. For example, inferential questioning, as

developed in reading modules by Javed et al., challenges students to make connections within

the text, aiding both comprehension and retention.

Research thus indicates that blending CLT’s interactive framework with structured

reading activities supports ESL learners’ comprehension. Studies confirm that combining CLT

with techniques like inference-making and group discussions helps bridge the gap between

decoding text and meaningful understanding, enabling ESL students to gain confidence and
improve across academic subjects. Together, these methods form a strong foundation for both

communicative and reading proficiency in language learners.

In light of the alarming reading comprehension levels among Filipino students, as

evidenced by the 2018 PISA assessment, a comprehensive approach is imperative to address

this pressing issue. The integration of Communicative Language Teaching (CLT) principles into

reading instruction offers a promising avenue to enhance students' reading comprehension

skills. By emphasizing authentic communication, collaborative learning, and meaningful tasks,

CLT can foster a dynamic and engaging learning environment that motivates students to actively

engage with texts. Future research should delve deeper into the specific CLT strategies that are

most effective in developing reading comprehension skills among Filipino learners. By

prioritizing reading comprehension and adopting evidence-based instructional practices, we can

empower Filipino students to become proficient readers and critical thinkers.

Research Questions

This study aims to find out the effectiveness of the activities in improving the reading

comprehension of Grade 10 learners.

Specifically, this study sought to answer the following questions:

1. What is the level of competence in reading comprehension among Grade 10 learners as

a group before and after the activities?

2. What specific reading skills are the least and most improved among Grade 10 learners

after participating in the activities?

3. How did the activities improve the reading skills of Grade 10 learners?
References

Musti, S., Telesman, A. O., & Nobel, M. M. (2023). Reading intervention case studies for school

psychologists: Evidence-based implementation and analysis. In Reading Intervention Case

Studies for School Psychologists: Evidence-Based Implementation and Analysis (pp. 231-249).

Routledge.

Haw, J. Y., & King, R. B. (2023). Understanding Filipino students’ achievement in PISA: The

roles of personal characteristics, proximal processes, and social contexts. Social Psychology of

Education.

Brown, H. D. (2000). Principles of Language Learning and Teaching. New York: Addison Wesley

Longman, Inc.

https://media.neliti.com/media/publications/232429-the-communicative-language-teaching-appr-

3d20a903.pdf

International Journal of English Education and Linguistics, (n.d.). IMPROVING STUDENTS’

READING COMPREHENSION THROUGH COMMUNICATIVE LANGUAGE TEACHING(CLT).

https://jurnal.itscience.org/index.php/ijeal/article/download/1699/1241

ULM Online. (2024, April 22). The Communicative Language approach in ESL education.

https://online.ulm.edu/degrees/education/med/curriculum-and-instruction/communicative-langua

ge-approach/

Norton, L. S., & Norton, J. M. (2017). Using Communicative Language Teaching in the

Classroom: Perspective of a Novice ESL Teacher. Education and Information Technologies,

22(3), 1125-1140.
Lin, Y. (2020). Analysis of the Teaching Methods between Communicative Approach and

Task-based Approach. Academic Journal of Humanities & Social Sciences, 3(11).

https://doi.org/10.25236/ajhss.2020.031104

Philippine Star (2010). How Do Filipino Students Rate in Reading?

https://philstar.com/lifestyle/health-and-family/2010/03/02/553720/how-do-filipino-students-rate-r

eading

Programme for International Student Assessment (PISA) Results from PISA 2018.

https://www.oecd.org/pisa/publications/PISA2018_CN_PHL.pdf

Teh, W. (2021). Communicative Language Teaching (CLT) in The Context of Online Learning: A

Literature Review. International Journal of TESOL & Education, 1(2), 65-71

Tomas, M. , Villaros, E. and Galman, S. (2021) The Perceived Challenges in Reading of

Learners: Basis for School Reading Programs. Open Journal of Social Sciences, 9, 107-122.

doi: 10.4236/jss.2021.95009.

Kaisheng, H. (2007). Reconsideration on CLT in College English: Theory and Practice.

Canadian Social Science, 3(1), p.87-90.

World Bank. (2022, June). Philippines Learning Poverty Brief. [Report].

https://documents1.worldbank.org/curated/en/099000207152223103/pdf/IDU002b5536c0db410

4ec3087d809906ec2eae56.pdf
Gorsuch, G. J., Liao, H.-C., & Xu, H. (2015). Investigating the relationship between reading
strategy use and ESL reading comprehension: A longitudinal study. TESOL Quarterly,
49(2), 284-312. https://doi.org/10.1002/tesq.156

Huang, J., & Naerssen, M. V. (2017). The relationship between group work and second
language reading comprehension: A case study. TESOL Quarterly, 21(1), 147-170.
https://doi.org/10.2307/3586392

Javed, M., Zafar, M. I., & Saeed, M. (2015). The role of reading strategies in improving ESL
learners’ comprehension skills. International Journal of English Linguistics, 5(4), 37-48.
https://doi.org/10.5539/ijel.v5n4p37

Savignon, S. J. (2017). Communicative language teaching: Linguistic theory and classroom