Utilization of Sagada Local Literature in Enhancing Vocabulary and Developing Reading Comprehension

Abstract

This study investigates the utilization of Sagada local literature as a pedagogical tool to enhance students’ vocabulary and reading comprehension. Rooted in the principle that culturally relevant materials foster deeper engagement, the research examines how indigenous stories, oral narratives, and locally produced texts can be integrated into reading instruction to support language development. Employing a descriptive quantitative research design, the study involved Grade 7 learners who were exposed to literary materials which is based on the Sagada context over a defined period. Data collection was conducted through survey questionnaires and open-ended interviews, allowing both quantitative and qualitative insights into student learning. Findings revealed that students exhibited significant improvement in vocabulary acquisition and reading comprehension after exposure to local literature. The cultural familiarity of the texts—through context, setting, and language—enabled learners to better understand and retain new words, while also encouraging more profound interpretation of literary passages. Moreover, the integration of local literature increased student motivation and engagement, reducing classroom anxiety and promoting active participation. The study highlights that contextualized and culture-responsive materials not only improve literacy outcomes but also strengthen cultural identity and awareness among learners. By validating indigenous knowledge systems and traditions, Sagada literature serves as both an educational resource and a medium for cultural preservation. The research concludes that incorporating localized texts into the curriculum is an effective strategy for enhancing language skills while promoting inclusivity and cultural pride. It recommends that educators adopt culturally responsive approaches to teaching, ensuring that learning becomes both meaningful and transformative.