The teaching of grammar in Filipino using collected localized Batangueño literature [Ang pagtuturo ng gramatika sa Filipino gamit ang mga tinipong lokalisadong panitikang Batangueño]

This study aimed to determine the extent of strategies employed by teachers in enriching grammar-related competencies in teaching the Filipino subject, as well as the challenges they encounter. The research was conducted among Filipino teachers in the First Congressional District of Batangas. Results revealed that most of the teachers were women aged 21–40, graduates of BSED Filipino, and had teaching experience of more than five years. They often used grammar-centered strategies such as essay writing, identification of root words and affixes, and the use of technology as an aid in instruction. Despite this, the use of localized reading materials to expand local vocabulary was found to be inconsistent. The study also identified challenges faced by teachers, such as students’ lack of interest in reading, unfamiliarity with literary works, and limited comprehension of non-localized texts. Some challenges received a high level of agreement from teachers, particularly the use of non-localized literature, which negatively affects students’ expression of ideas and deeper comprehension. Furthermore, the analysis showed that academic degree, major, and years of teaching experience had significant relationships with the level of strategies employed by teachers in grammar instruction. On the other hand, age, gender, and number of seminars attended were not found to have significant relationships. In connection with these findings, the study recommends a more active use of localized Batangueño literature as supplementary instructional material to enhance students’ competence and interest in grammar.