Films as a Supplementary Tool in Enhancing Students’ Reading Comprehension of English Texts in Senior High School

Abstract

This study explored the effectiveness of films as a supplementary tool in enhancing the reading comprehension of Grade 11 HUMSS students at Fe del Mundo National High School. It compared the impact of traditional print-based instruction with film-based teaching on four key reading skills: identifying main ideas and supporting details, summarizing, making inferences, and identifying themes and motifs. Using a quasi-experimental design, 60 students were divided into two groups. Both groups took pretests and posttests to measure progress. The experimental group used selected scenes from The Great Gatsby film adaptation, while the control group used printed excerpts from the same novel. Results showed significant gains in the experimental group across all reading skills. Many of these students achieved “Outstanding” levels, particularly in summarizing and inferencing. Visual and auditory cues from the film helped students grasp complex ideas and engage more deeply with the content. In contrast, the control group showed moderate improvement. The findings suggest that films, when paired with structured classroom activities, can strengthen reading comprehension and better support diverse learning styles. This study highlights the potential of integrating films in English instruction to address gaps in student engagement and understanding.