Asia Pacific Journal of Research Vol: I. Issue XXIX, July 2015 ISSN: 2320-5504, E-ISSN-2347-4793

Asia Pacific Journal of Research Vol: I.
Issue XXIX , July 2015

ISSN: 2320-5504, E-ISSN-2347-4793
PROBLEMS ENCOUNTERED BY GRADES 1 AND 2 TEACHERS USING MOTHER TONGUE

BASED INSTRUCTION OF ALL SOUTH DISTRICT SCHOOLS IN ALICIA
Jane N. Cariaga
Professor
Philippine Normal University- North Luzon Campus
Alicia, Isabela, Philippines
ABSTRACT
The research endeavors to assess the levels of proficiency of the teachers in Grades 1 and 2 and to
determine the problems encountered by these teachers teaching different subjects using Mother –Tongue Based
in instruction like Mathematics, Science, English, Filipino. This study aimed to find the strengths and benefits
of using Mother-Tongue Based in instruction.
The respondents were comfortable in using Mother-Tongue Based as a medium of instruction in
teaching Mathematics so it is easy for them to teach the lesson. The finding shows that the respondents are
more fluent in Mathematics and Filipino subjects using Mother-Tongue Based instruction as compared to the
previous medium of instruction because it was their native language.
The study revealed that the respondents found it difficult to explain the different concepts and technical
terms in science and English using the Mother Tongue- Based Instruction.
The teachers were not fully oriented in using Ilocano as their medium of instruction that’s why it was
very hard for them to implement the Mother-Tongue Based Instruction.
Key Words: Mother Tongue- Based, Problems encountered, MTBLE,Ilocano dialect

INTRODUCTION
Language is an integral feature of educational practice in the classroom. Teacher communicates content
and instruction via language in the process of learning. The normal assumption is that the language of the
classroom is either well-known to or quickly learn by the pupils, so that educational outcomes meet specified
expectations.
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Asia Pacific Journal of Research Vol: I. Issue XXIX , July 2015
ISSN: 2320-5504, E-ISSN-2347-4793
Determining what language will be used to teach in the classroom is one of the most important decisions
that ministries of education make. The language(s) used in the classroom dramatically affects children’s
opportunity and ability to learn. Yet, this decision is often made without a careful consideration of implications
for learning outcomes. Furthermore, education improvement efforts rarely consider the impact that the language
of instruction will have when designing education projects. Instead, the use of mother tongue in familiar
language is discussed as a – political or national issue; considered a problem too complicated to tackle within the
scope of a project; or overlooked due to a lack of understanding of the central role that language plays in
facilitating access to schooling and academic achievement.
This brief discussion provides educators with key information on Mother-Tongue Based education to
assist them with the design and implementation of education policies and programs. The brief discussion
includes an overview of factors to consider when developing and implementing Mother-Tongue Based program.
Mother-Tongue Based education is instruction in a child’s first language (L1), usually with a planned
gradual transition to a second language (L2) or foreign language at a specified time in primary school. In some
cases, it may be provided as part of a bilingual or multilingual education program. In Mother-Tongue Based
programs pupils have the opportunity to learn core concepts primarily in a familiar language, and later they learn
the labels or vocabulary for those concepts in a new language Mother-Tongue Based education is especially
beneficial in early childhood programs, preschool, and the early grades (up to grades 6), when children are
learning to read and gaining new concepts.
When curriculum content is presented in an unfamiliar language, an amount of time must be spent first
teaching children to understand, to speak, to read, and to write second language (L2) or a foreign language,
something that is extremely difficult and wastes valuable years in the early grades that could be spent learning to
read and learning academic concepts in first language (L1). Moreover, children who cannot understand the
language used in the classroom is unable to demonstrate what they know ask questions and participate. In
contrast, providing children with an opportunity to learn in a language they understand starting on the first day of
school confess significant advantages for the education system, teachers, parents, and students.
Children who understand the language of instruction are more likely to enter schools at age appropriate
times and to attend school regularly; moreover, they are less likely to drop out than those who receive instruction
in a foreign language. Therefore, the language, which a child brings to the school and the manner which he or
she uses, reflects his or her perception of the world and his or her attitude towards it, because Mother Tongue is
the language that a child learns in his or her mother’s lap. It is the language which the child learns almost
without any conscience effort in his part. It is the language which the child acquires while living his own social
group. In other words, Mother Tongue is the language spoken from the cradle stage, the language of one’s
parents, the language of one know or the one uses at home.
In order to address the problem and to bring about equilibrium in learning, it is necessary that the
evaluation be checked or assessed. Its function is to provide feedback for establishing concrete and practical
educational theories on how performance level could be improved. The attempt on how to improve the teacher’s
proficiency level is in congruence with the school’s trust of providing quality education through a sound
academic program. It processes that through the teachers, the mission-vision of the school becomes a reality. The
teachers, being the ultimate agent, must be prepared and oriented to bring about the desired changes for such
improvement.
The pupils may be helped to be able to function on the academic level most suitable to them and used
not to lose with concepts or facts that are inappropriate to their ability.
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This study was conceived in the lights of a certain standard of quality. Here are certain measures are
undertaken to minimized the weaknesses, intensify the strengths and resolve issues and problems.
Statement of the Purpose:

The purpose of this study is to determine the problems encountered by teachers in using Mother-Tongue
Based instructions.
Specifically, this study sought to answer the following questions:
1. What is the profile of the Grades 1and 2 teachers in the variable such as:
1.1 Age
1.2 Length of years using Ilocano as a dialect
1.3 Specialization
1.4 Gender
1.5 Highest educational attainment
1.6 Grade level assignment
2. What are the levels of proficiency of the teachers in Grades 1 and 2?
3. What are the problems encountered by teachers in teaching different subjects using Mother-Tongue Based
instruction?
3.1 Mathematics
3.2 Science
3.3 English
3.4 Filipino
4. What are the strengths and benefits of using Mother-Tongue Based instruction?
5. What are the problems encountered in using Mother-Tongue Based instruction?
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Paradigm of the Study
INPUT PROCESS OUTPUT
 Age  Problems  Identify the

 Gender encountered in thing needed
 Highest using Mother- in
educational Tongue Based implementing
attainment in instruction Mother-
 Specialization  Ways to cope Tongue
 Dialect used up with those Based
 Number of problems Instruction
seminars/train  How does  Figure out the
ings attended Mother-Tongue things to be
 Number of Based affect improved in
years in their teaching Mother-
teaching process Tongue
Based
Instruction
Figure 1.1 Research Paradigm of the Study

According to Stufflebeam (1971), the Input-Output (IPO) Model is a functional graph that identifies
the inputs, outputs, and required processing tasks to transform inputs into outputs. The model is sometimes
configured to include any storage that might happen in the process as well. The inputs represent the flow of data
and materials into the process from the outside. The processing step includes all tasks required to effect a
transformation of the inputs. The outputs are the data and materials flowing out of the transformation process.
Particularly, the inputs are their age, gender, educational attainment, field of specialization, dialect used,
and number of attended seminars/trainings about the Mother-Tongue Based Instruction. The process involves
the problems encountered in using Mother-Tongue Based in instruction, ways to cope up with those problems
and the things they do in order to cope up with it as well. In the final stage of the study, the data collected from
the responses of the teachers were expected to identify the things needed in implementing Mother-Tongue
Based instruction and figure out the things to be improved in Mother-Tongue Based instruction.
Theoretical Framework
Cummins (1984-1991) developed the Interdependent Theory which explains that concept and skills
acquire in the first language is transferable to the second language and affect the rate and the level of
development in the second language. The idea is that the greater the first language abilities and the more
underlying linguistic knowledge availablejjto support the development of the second language, the more rapid
and complete an acquisition.
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Dr. Ricardo Nolasco(2010), who is an associate professor of the Department of Linguistics, University
of the Philippines, Diliman, explains that such research has consistency by showing the learner’s first language.
Cognitive development and language are in extricable lied. You cannot think in a language that you don’t know.
In developing deeper thinking skills, you must use language that allows us to examine ideas and articulate your
own through process.
Based on the theories of Multilingual Education that are spelled out here Andhra Pradesh and Orissa
have adopted a thematic approach to multilingual education. Using a seasonal calendar with in a relevant
cultural context has provided a space to the tribal children of Orissa and Andhra Pradesh to rediscover their
culture through their language. The Multilingual Education in this approach emphasizes first language first in
the child taking the socio-cultural curriculum in to classroom culture and then bridge to the second language. In
addition to the basic theory of Paulo Freire on critical pedagogy, Gramscian’s theory on education, Lev
Vygotsky’s scaffolding and Piaget’s theory of cognition is applied in the Multilingual Education. The unique
thing in this approach is to involve the community in creating their own curriculum and minimize the
theoretical hegemony, thereby creating new set of people who believed in the ethics of creating and sharing
knowledge for the society than to limit it to the theoreticians.
The principle of monolinguals is the idea that they should essentially banish your student’s Mother
Tongue from the foreign language classroom. This notion, which is very convenient for teachers who do not
know the native language of the students they are teaching, has many advocates. This practice is essentially a
product of the twentieth century. In no other age have language teachers been forbidden as a matter of principle
to communicate with their student in their native language (Peter Mckenzie-Brown, 2006)
RELATED LITERATURE
The origin of the term “Mother-Tongue” harks back to the notion that the linguistics skills of the child
are privileged by the mother and therefore the language spoken by the mother would be the primary language
that the child would learn. The term was used by the Catholic Monks to designate a particular language they
used, instead of Latin, when they are “speaking from the pulpit” – that is, the “Holy Mother of the church” this
term inherited from Christianity as part of their colonial legacy. However, the foreign missionaries in the
translational period made an effort by switching over from 18th century mercantile capitalism to 19th century
industrial capitalism in India (Khuzwayo, 2005).
In countries such as Kenya, India, Singapore and various East Asian countries, “Mother Tongue” or
“native language”, is used to indicate the language of one’s ethnics group. The “first language” refers to
English language that was established on the island through British colonization which is “lingua franca” for
most post-independence Singaporean they used this language as instruction in government schools and as a
working language. First language also called native language, mother tongue, arterial language, or first language
it is the language person has learned from birth or within the critical period or that a person speaks the best and
so often the basis for socio-linguistics identity.
The term “native language” is used to indicate a language that the person is a proficient as native
individual of that language’s based country, or a proficient as the average person who speaks no other language
but language. Sometimes, there can be no more one mother-tongue, (for example, when the child’s parents
speak different language). Those children are called bilingual.
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In the contest of the population, censuses conducted on the Canadian population, Statistics Canada
defines Mother Tongue as the first language learned at home and still understood by the individual at the time
of census. It is quite possible that the first language learned is no longer a speaker’s dominant language. This
includes immigrant children, whose family has moved to linguistic environment, as well as children who
learned their mother-tongue as a young child at home (rather than the language of the majority in the
community) who may have lost, in part or in totality, the language they have first acquired.
There was no common language in the Philippine archipelago when the Spanish arrived in the 16 th
century. The three major lingua Franca were Kapampangan, Ilocano, and Visayan. As the Philippine languages
are all closely related and therefore easy for Filipinos to learn, most speakers of smaller languages spoken two
or more regional languages.
On November 12, 1937, the first national assembly approved a law creating a National Language
Institute to make a study and survey of each existing native language, hoping to choose which was to be the
base for a standardized national language. The three main contenders were Tagalog, Visayan, and Ilocano.
In July 2009, the Department of Education issued Order No. 64, or the Mother-Tongue Based -
Multilingual Education (MTB-MLE), which prescribed the use of student’s mother-tongue as a means of
instruction in all subjects.
As of the school year, almost 200 schools have reportedly fully implemented the order. Full
implementation entails using the mother-tongue, not only through the teachers’ verbal communication, but also
through textbooks and other available printed resources as well.
A series of reports by Save the Children explores the role that language plays in the success or failure of
educational endeavours in multilingual communities. One report by Helen Pinnock addresses the issue of
language used in education by exploring why Mother-Tongue Based - Multilingual Education is the key in
developing learning skills, which in return fosters student success and curbs dropouts. Mother-Tongue Based -
Multilingual Education is particularly crucial in what Save the Children describes as “fragile” countries where
oftentimes children are expected to receive instruction at school in a language that is not spoken at home. The
report concludes that education ministers, national leaders and donor agencies must take action to put Mother-
Tongue Based -Multilingual Education in place with urgency in these communities.
The report “Language and Education: Missing Link” considers how the language of instruction can at
best, deliver quality education and improve the performances of students and at worst undetermined all efforts
to educate. The report defines Mother-Tongue Based - Multilingual Education as learner-centered, active basic
education which starts in the Mother-Tongue and gradually introduces one or more other languages in a
structured manner, linked to children’s existing understanding in their first language or mother-tongue,
“Pinnock advocates teaching predominantly in the mother-tongue for at least six years as other language skills
are developed in order to deliver high quality educational outcomes.” In the forward, Nobel Laureate
Dr.Rigoberta Mnchu writes, “Many people know what it is like to struggle in school.” Others know it is like to
be forced to drop out. For many children, this deep frustration and disappointment is not caused by physical or
momentary barriers, but by the decision to teach in a language which they do not understand. “Without skills in
the mother-tongue, schooling in a foreign is nearly impossibility.” “The reports attribute lower than expected
student performance in many countries to the language of instruction.”
The case for Mother-Tongue Based - Multilingual Education is therefore simple and powerful: children
learn best in a language that is familiar to them. Although, children can learn a language other than their
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mother-tongue, they learn best, especially in the early years, in an environment in which the language used to
teach is also the one they speak in their home, with their parents, siblings and friends. This is especially true in
the environments where children have little or no exposure to a second or foreign language. Moreover, since the
school is a new social environment to children starting their education, learning in a mother-tongue language
also helps to ease this transition, providing a bridge from the “known” to the “unknown”.
The goal of Mother-Tongue Based, Bilingual and Multilingual programs is to make children literate in
their first language, as well as to help children acquire fluency in a second language. This doesn’t have to be an
either a scenario indeed. Children who learn to read their first language first are more likely to acquire a second
language.
RELATED STUDIES
Teaching of English in a Foreign Language (EFL) context faces numerous problems, among which is
the matter of language instruction; more precisely, the use of mother-tongue as a medium of instruction in
English classroom. The question is whether or not teachers should use the mother-tongue as a medium of
instruction in the English classroom. If they consider the classroom as a microcosm of a larger society reflecting
the larger forces of society, then the use of the native language should be avoided. The English classroom
should be designed to be a natural or an authentic environment for learning a language. In addition, students
need to be trained to understand the learned language without outside aid and need to be encouraged and forced
to use and think in the target language. A number of related issues will be discussed including the need to place
learners in a real life environment, the consequences of using native language as the medium of instruction, the
need to place learners in a real life environment, the importance of only using English as the medium of
instruction, and the perspectives of students, teachers, and language educators of using native language as a
medium of instruction in English classroom. At advanced levels, where students have mastery over the
language, nothing other than the learned language should be allowed. Students need a natural setting to help
them acquire the language more effectively. They need the kind of environment where they hear, are exposed
to, and interact with the target language properly. As a result, when students are out of class, they will encounter
the same or similar experiences as they had in the classroom. In contrast, if a teacher tends to teach by relying
on the native language, this means students are learning in a less effective environment because most students
view classrooms as a very real and authentic place. They expect to go to class to hear and use the language in a
meaningful way(Khalid Al-Seghayer,Ph.D.).
This study is related to the present study because they are talking about the problems arises in using the
Mother Tongue-Based Instruction. This study is discussing about the disadvantage of using Mother Tongue-
Based Instruction. In using the Mother-Tongue Based Instruction the pupils may possibly learn the lesson easily
but there’s a possibility that it will lessen the skill of the learner to express them in English language.
Elementary school children are at the stage in which they are still mastering their mother tongue. They
need time to focus and attain the full mastery of their mother tongue to understand complex science concept.
Because as stated in the study - “Only when we adopt as a medium of instruction the language which our
students can use naturally and with ease could we expect them to advance their knowledge to levels that could
enable them to cope up with the modern world”(Dr. Roman L. Kintanar).
Likewise with the present study, it correlates the problem that arises when using Mother Tongue-Based
in instruction. Problem Encountered by Grades I and II in using Mother Tongue-Based in Instruction. Some
teachers say, “They should remove Mother Tongue in instruction because they just make learning harder, in
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science. Instead of reading the lesson the children may now be distracted because their focus is to master and to
attain their mother tongue to understand the concept.”
(Education, 2002) One of the most recent and important education policies in Malaysia is the usage of
English language in the Teaching of Mathematics and Science Subjects (ETEMS). The Malaysian government
has announced the change in the medium of instruction for mathematics, Science and technical subjects from
Malay language to English following a growing concern over the decrease in the standard of English among
Malaysian students. This change policy was deemed necessary to ensure that Malaysians are able to keep
abreast with scientific and technological development that is mostly recorded the English language. At the same
time, this move is envisaged to provide opportunities for students to use the English language and therefore
increase their proficiency in the language.
In the same focus, the study is related to the present study because of the use of Mother Tongue Based
Instruction. The government approved the use of Mother-Tongue Based Instruction to enhance the learning of
the Grades I and II pupils in their learning. As the teacher use the Mother Tongue Based in instruction the
problem arises because the pupils find a hard time with the new type of language that the teacher is using and
also in the using of Mother Tongue, it has a great impact to the pupils when it comes in using the international
language which is English. There is a tendency that the pupils may become incompetent in using the Standard
English.
METHODOLOGY
Research Design
The study made use of the descriptive method. Descriptive method was used in the first phase of this
study. The method was deemed appropriate since the three primary purposes of the study was to determine the
prevailing difficulties encountered by the grades I and II teachers of Alicia South District using Mother Tongue
in instruction.
Participants
The participants in this study were the thirty-four grades I and II teachers from eleven schools of Alicia
South District. It was decided to focus the research on the two levels (grade I and II) because grades I and II
teachers are using Mother-Tongue Based instruction.
Instruments
The survey questionnaire was used to serve as the source of information for the research investigation.
The questions concentrated on the proficiency of the teachers in teaching different subject matter using
Mother-Tongue Based instruction. The teacher’s survey forms were consisted of the instructional difficulties
encountered by the grades I and II teachers using Mother-Tongue Based. Interviews were also conducted to
validate the information gathered from the survey. Brief descriptions of the survey instruments are given
hereunder:
The Questionnaire For Teachers - This is an instrument developed by the researcher through the
assistance of the teachers. The questions were composed of the items about the problems encountered by the
grades I and II teachers using Mother-Tongue Based Instruction. It includes the proficiency of the teachers in
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using Mother Tongue, difficulties in teaching different subject matters, strengths and benefits of the teachers as
they use Mother-Tongue Based instruction.
Source of Data
The source of data for the investigative study was made by twenty-nine grades I and II teachers of Alicia
South District. The same numbers of teacher- respondents was targeted to accomplish the survey, and it turned
out that twenty-nine teachers had returned the questionnaires. Thus, the teachers- respondents were pegged to a
total number of respondents from grades I to II.
This research selects all the teachers of Alicia South District to support or concretize data or specific
responses gathered from the whole group. Moreover, the reports gathered were used to provide information for
their elaboration of data and give specific situation to describe the condition. Likewise, similar numbers of
respondents gathered were all considered.
Data Gathering Procedure

PRELIMINARY PREPARATION
A written permit to conduct the study was sought by the researcher from the District Supervisor of Alicia South
District, right after the approval of this proposal, although a verbal request had been made prior to writing of the
proposal to get the assurance that the study could be conducted.
The researchers also tried to seek the endorsement of the principals in all Alicia South District for the
floating of questionnaires. The researchers personally requested the principals for the retrieval of the entire
questionnaire from the teacher- respondents. Likewise teacher’s cooperation was sought for accomplishing the
questionnaires and for the piloting of survey format.
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RESULTS AND DISCUSSION
1. Profile of the Respondents
Table 1. Frequency and Percent Distribution of Respondents According to Age
Age Frequency Percent Distribution
21-30 4 13.8
31-40 8 27.6
41-50 8 27.6
51-60 9 31.0
Total 29 100.0
1.1 Age
Table 1 shows that there are respondents within the age bracket of 21 to 30 years old (13.8%) and the
respondents from 31 to 40 years old and 41 to 50 years old (27.6%). Majority of the respondents are from 51 to
60 years old (31.0%).
1.2 Length of Years using Ilocano as Dialect

Table 2.Frequency and Percent Distribution of Respondents According to Length of Years using Ilocano
as Dialect
Length of Years using

Frequency Percent Distribution
Ilocano as Dialect
0-30 13 44.8
31-40 6 20.7
41-50 3 10.3
51-60 7 24.1
Total 29 100.0
Table 2 shows the length of years of respondents in using Ilocano as their dialect. Most of the respondents
used Ilocano as their dialect for almost 30 years (44.8%), compared to the 3 teachers who used this dialect for
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almost 40 to 50 years (10.3%). It can be inferred that most of the respondents are using Ilocano as their dialect to
communicate and express themselves.
1.3 Specialization
Table 3.Frequency and Percent Distribution of Respondents According to Specialization
Specialization Frequency Percent Distribution
General 18 62.1
Science and Health 2 6.9
English 6 20.7
H.E 1 3.4
Mathematics 1 3.4
Filipino 1 3.4
Total 29 100.0
In Table 3, it displays that majority of the respondents took General Education as their specialization
with the frequency of 18 out of 29 (62.1%), while the least of the respondents took Mathematics, Filipino and
Home Economics as their specialization each with frequency of 1 (3.4%). Hence, the result shows that the
Grade 1 and 2 teachers are verticalized or teaching their specialization.
1.4 Gender
Table 4. Frequency and Percent Distribution of Respondents According to Sex
Sex Frequency Percent Distribution
Female 29 100.0
Male 0 0
Total 29 100.0
The teacher-respondents in grade 1 and 2 are all females.
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1.5 Educational Attainment
Table 5.Frequency and Percent Distribution of Respondents According to Educational Attainment
Highest Educational
Frequency Percent Distribution
Attainment
BEEd 12 41.4
BSEd 11 37.9
MA Level/Graduate 6 20.7
Total 29 100.0
As can be seen from table 5, most of the respondents are holders of Bachelor in Elementary Education
(BEEd) graduates, comprising of 41.4% with l2 respondents, holding Bachelor in Secondary Education (BSEd)
graduates with 37.9% with 11 respondents, and 6 respondents with 20.7% finished their Master of Arts degree
already.
1.6 Grade Level Assignment

Table 6.Frequency and Percent Distribution of Respondents According to Grade Level Assignment
Grade Level Assignment Frequency Percent Distribution
Grade I 13 44.8
Grade II 16 55.2
Total 29 100.0
Table 6 shows that the teachers assigned in Grade II have higher frequency which is 16 or (55.2%),
while teachers assigned in Grade I have a frequency of 13 or (44.8%).
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2. Proficiency of the Respondents
Table 7. Proficiency of the Respondents in using Mother–Tongue Based Instruction
Std. Qualitative
Proficiency Mean Deviatio Rank description
n
1. I am comfortable in using Mother -

Tongue Based as a medium of
instruction in teaching.
1.1 Mathematics 2.79 0.62 3 High Proficiency
1.2 Science 2.43 0.51 12.5 Moderate

Proficiency
Moderate
1.3English 2.34 0.77 17.5 Proficiency
Moderate
1.4 Filipino 2.34 0.94 17.5 Proficiency
2. I can explain further the lesson

using Mother-Tongue Based in
teaching.
Moderate
2.2 Science 2.36 0.84 16 Proficiency
Moderate
2.3 English 2.48 0.78 9 Proficiency
Moderate
2.4 Filipino 2.48 0.83 9 Proficiency
3. I am fluent in using Mother-Tongue

Based in teaching.
Moderate
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Moderate
3.3 English 2.43 0.69 12.5 Proficiency
Moderate
4. I am fluent in using Mother-Tongue

Based than the previous medium in
instruction
Moderate
Moderate
4.4 Filipino 2.54 0.74 7 High Proficiency
5. I am using vernacular language even

there are non-Ilocano speakers in my
class.
Moderate
5.1 Mathematics 2.07 0.66 22 Proficiency
Moderate
Moderate
Moderate
6. I can relate the lesson using the 2.82 0.77 2 High Proficiency
vernacular language in my class.
7. I can easily use vernacular language 2.57 0.63 6 High Proficiency

one at a time.
Moderate
Proficiency 2.45 0.45 11 Proficiency
Table 7 indicates that the respondents have high proficiency in statements 1.1, 2.1, 3.1, 4.1, 4.4, 6 and 7. In
item 1.1, the respondents are comfortable in using Mother-Tongue Based as a medium of instruction in teaching
Mathematics so it is easy for them to teach the lesson. In item 2.1, the respondents can easily explain their lessons
because they know how to deliver their topic in Mathematics subject using Mother Tongue Based Instruction. In
item 3.1, the respondents are fluent in using Mother Tongue based in teaching Mathematics, so they can easily
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deliver the lesson. In items 4.1 and 4.4, the respondents are more fluent in Mathematics and Filipino subjects using
Mother-Tongue Based instruction compared to the previous medium of instruction because it was their native
language. In item number 6, the respondents can relate the lesson using the vernacular language in their class so the
students can easily understand and pick up the lesson. In item number 7, the respondents can easily use the
vernacular one at a time which means that the teachers can use the vernacular naturally.
They are moderately proficient in items 1.2, 1.3, 1.4, 2.2, 2.3, 2.4, 3.2, 3.3, 3.4, 4.2, 4.3, 5.1, 5.2, 5.3 and
5.4. In item 1.2, 1.3 and 1.4 the respondents are not that comfortable in using Mother Tongue Based as a medium of
instruction in teaching Science, English and Filipino so it is hard for them to teach the lesson. In items 2.2, 2.3 and
2.4, the respondents cannot easily explain their lessons because they don’t know how to deliver it well in Science,
English and Filipino subject using Mother Tongue Based Instruction. In items 3.2, 3.3 and 3.4, the respondents are
not fluent in using Mother Tongue based in teaching Science, English and Filipino, so they can’t easily deliver the
lesson. In items 4.1 and 4.3, the respondents are more fluent in Science and English subjects using the previous
medium of instruction than the Mother-Tongue Based instruction. In items 5.1, 5.2, 5.3 and 5.4, the respondents
cannot easily use the vernacular language in Mathematics, Science, English and Filipino subjects because there are
non-Ilocano speakers in their class.
The proficiency of the respondents using the Mother-Tongue Based instruction has an overall mean of 2.45 which
is determined as moderate proficiency so it means that it is not easy for them to use Mother Tongue Based
Instructions in different subjects.
3. Difficulties Encountered by the Respondents

Table 8.Instruction in Different Subjects
Mea Std.
n Ran Qualitative
Difficulty Deviatio
k Description
n
1. It is easy to explain different

concept and technical terms in
Mother-Tongue Based
instructions.
1.1 Mathematics 2.07 0.66 20 Moderately Difficult
1.2 Science 2.65 0.78 1 Difficult
1.3 English 2.54 0.84 2.5 Difficult
1.4 Filipino 2.41 0.73 7 Moderately Difficult
2. The children can understand
terms, even if there are no
corresponding words Mother-
Tongue Based instructions.
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2.2 Science 2.44 0.63 6 Moderately Difficult
2.3 English 2.29 0.60 14 Moderately Difficult
3. All terms are words have equal
meanings in their own respective
vernacular used.
4. It is always easy to explain
highly technical term using
Mother-Tongue Based approach
4.4 Filipino 2.33 0.62 11.5 Moderately Difficult
5. All terms and concepts can be
translated in their own vernacular
meaning
5.1 Mathematics 2.33 0.83 11.5 Moderately Difficult
5.3 English 2.54 0.64 2.5 Difficult
5.4 Filipino 2.50 0.79 4 Difficult
DIFFICULTY 2.35 Moderately Difficult
Table 8 shows the difficulties encountered by the respondents using Mother Tongue Based Instruction in
different subjects. Statement 1in subjects Mathematics and Filipino have a qualitative description of Moderately
Difficult which means they can still explain the Mother Tongue Based Instruction concepts and technical terms. In
subjects Science and English have a qualitative description of Difficulty which means teachers are hard-up in
teaching Mother Tongue Based Instruction concepts and technical terms. statement 2, all the subjects have a
qualitative description of Moderately Difficult which means teachers can relay the words and their students can
understand them without any respective vernacular words.
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In statement 3, all of the subjects also have a qualitative description of Moderately Difficult which
means teachers cannot easily think of words which have equal meanings in their own respective vernacular
words.
In statement 4, all of the subjects have a qualitative description of Moderately Difficult which means
they cannot easily explain highly technical terms while using Mother Tongue Based Instruction.
Statement 5 in the subject Mathematics and Science have a qualitative description of Moderately
Difficult which means teachers can still translate the technical terms and concepts in their own vernacular
meaning. In subjects English and Filipino have a qualitative description of Difficulty which means teachers are
hard-up in translating vernacular words.
The computed mean in the difficulties in teaching different subjects is 2.35 with a qualitative description of
Moderately Difficult which means they have difficulties in translating technical terms and concepts into Mother
Tongue based Instruction.
4. STRENGTHS AND BENEFITS OF RESPONDENTS
Table 9. Strengths and Benefits of the Respondents in using Mother-Tongue Based Instruction
Std. Qualitative
Strengths And Benefits Mean Rank
Deviation Description
1. It is easier to communicate instruct my 3.10 0.72 2 Agree

pupils using Mother-Tongue Based.
2. In Mother-Tongue Based, pupils can

easily understand instruction given by the 3.07 0.80
teachers. 3.5 Agree
3. All students can express their interest

and insights well by using Mother- 3.14 0.80
Tongue Based. 1 Agree
4. The progress of the pupils in class

discussion is observable because of
Mother-Tongue Based. 4
2.86 0.64
Agree
5. All pupils are actively participating in

class discussion because they can easily
grasp the ideas given by the teacher 3.5
3.07 0.70
Agree
Mean 3.05 0.62 Agree
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As can be gleaned in Table 9, the strengths and benefits of the respondents in using Mother-Tongue Based
Instruction in the classroom settings are shown where all the items agree with the statements. Item 3 “All students
can express their interest and insights well by using Mother-Tongue Based” got the highest mean of 3.14 which
means that this statement is almost evident in everyday lesson in classroom settings. By using their Mother-Tongue
the pupils can easily voice out their thoughts and point of views in their lessons. Followed by item 1 “It is easier to
communicate and instruct my pupils using mother tongue” with the mean of 3.10. In using Mother-Tongue,
teachers can easily interact and converse with the pupils because they can understand each other better as shown in
the table. The item 2 “In Mother-Tongue Based, pupils can easily understand instruction given by the teacher” and
item 5 “All pupils are actively participating in class discussion because they can easily grasp the ideas given by the
teachers” has the same mean with 3.07. In item 4 “The progress of the pupils in the class discussion is
observable because of Mother-Tongue Based” has the lowest mean of 2.86. It indicates that this statement is
moderately evident in classroom settings. The progress of a pupil is not clearly observable in a class discussion.
Mother-Tongue Based strengths and benefits in classroom settings has an overall mean of 3.05 with a
qualitative description of Agree. Pupils are able to understand instructions and able to express their self-using the
Mother-Tongue Based instruction. In this manner, all students are actually participating in class discussions because
they can easily cope up with the ideas given to them.
5. PROBLEMS ENCOUNTERED BY THE RESPONDENTS
Table 10. Problems Encountered by the Respondents in using Mother-Tongue Based Instruction
PROBLEMS Mean Std. Rank Qualitative

ENCOUNTERED Deviation Description
1. Lack of textbooks 2.83 1.04 2 Most of the time

2. Fluency of the teacher to
speak the vernacular 3.10 0.72 Most of the time
1
3. Lack of Ilocano 2.72 1.13 4 Most of the time
vocabulary
4. Vernacular not
accustomed in using at 2.61 0.96 Most of the time
home or school 5
5. Vernacular is not used by
the pupils at home 2.38 1.08 Sometimes
6
6. Test construction using
Mother- Tongue Based 2.79 0.90 Most of the time
3
7. No seminar about Ilocano 2.28 0.75 7 Sometimes
Mean 2.67 0.57 Most of the time
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Table 10 displays the problems encountered by the respondents in using to Mother-Tongue Based
Instruction. The table also shows that statement No. 2 “Fluency of the teacher to speak the vernacular” got the
highest mean of 3.10 with a qualitative description of most of the time problem that the teachers encountered.
This means that the respondents can’t fully deliver and used their vernacular in teaching because not all the
respondents originate from that place. Followed by the statement No. 1 “Lack of textbooks” with the mean of
2.83 is described as one of the problems encountered most by the teachers. It means that the teachers don’t
have enough references where they can get their lessons. Then statement No. 6 “Test construction using
Mother-Tongue Based” with the mean of 2.79 is also got the same descriptive interpretation. The teachers had
a hard time constructing test questions using Mother-Tongue because there are terms that don’t have definite
meaning in some perspective subjects. Statement No. 3 “Lack of Ilocano vocabulary” with the mean of 2.72 is
also described as one of the most problems that encountered by the teachers. There are terms in different
subjects that don’t have corresponding translation or meaning in Ilocano. Statement No. 4 “Vernacular not
accustomed in using at home or school” with the mean of 2.61 is also described as one of the problems
encountered most by the teachers. There are pupils who don’t practice speaking using the vernacular of their
respective places or at home that’s why the teachers encountered difficulties in explaining their lessons using
the vernacular of the place. Statement No. 5 “Vernacular is not used by the pupils at home” with the mean of
2.38 or sometimes encountered by the teachers. This statement is the same with statement No. 4 “Vernacular
not accustomed in using at home or school”. The last statement “No seminar about Ilocano” with the mean of
2.28 or sometimes encountered by the teachers. The teachers were not fully oriented in using Ilocano as there
medium of instruction that’s why it is hard for them to implement the Mother-Tongue Based Instruction.
The problems encountered by the respondents in using Mother-Tongue Based Instruction have an
overall mean of 2.67 or most of the time these problems were encountered by the teachers. The teachers can
identify the different problems that they had encountered, and might be encountering by the prospective
teachers in the future.
SUMMARY OF FINDINGS
1. ON THE PROFILE OF THE TEACHERS:
a. Age
The least number of the respondents are 21 to 30 years old with corresponding percentage of 13.8
followed by the respondents aging ranging from 31 to 40 years old and 41 to 50 years old has the same
percentage of 27.6. Majority of the respondents are from 51 to 60 years old with the percentage of 31.
b. Length of years using Ilocano as dialect

Most of the respondents used Ilocano as their dialect for almost 30 years, 13 teachers has 44.8%, compared
to the 3 teachers who used this dialect for almost 40 to 50 years with the percentage of 10.3. This means that most
of the respondents are using Ilocano as their dialect in communicating and expressing themselves.
c. Specialization
Majority of the respondents finished Bachelor in Elementary Education with the frequency of 18 out of
29 or (62.1%), while the rest of the respondents took Mathematics, Filipino and Home Economics as their
specialization each with a frequency of 1 or (3.4%).
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d. Sex
All of the teacher- respondents in Grades 1 and 2 were all female.
e. Educational Attainment
Most of the respondents were graduate of Bachelor in Elementary Education (BEEd) , comprising of
41.4% or l2 respondents, Bachelor in Secondary Education (BSEd) graduates with 37.9% or 11 respondents, and 6
respondents or 20.7% finished their Master of Arts degree already.
f. Grade Level Assignment
The teachers assigned in Grade II have the higher frequency which is 16 with the percentage of 55.2,
while the teachers assigned in Grade I have a frequency of 13 with the percentage of 44.8.
2. PROFICIENCY
The proficiency of the respondents using the Mother-Tongue Based instruction has an overall mean of 2.45
which is determined as moderate proficiency so it means that it is not easy for them to use Mother Tongue Based
Instructions in different subjects.
3. DIFFICULTY
The computed mean in difficulties in teaching different subjects were 2.35. The difficulties encountered by
the teachers using Mother-Tongue Based Instruction in different subjects got a qualitative description of
moderately difficult
4. STRENGHTS AND BENEFITS
Mother-Tongue Based strengths and benefits in classroom settings has an overall mean of 3.05 with a
qualitative description of Agree. Pupils are able to understand instructions and able to express themselves using the
Mother-Tongue. Hence, all students were actively participating during class discussions because they can easily
grasp the ideas imparted by the teachers to them.
5. PROBLEMS ENCOUNTERED
The problems encountered by the respondents in using Mother-Tongue Based Instruction received the
overall mean of 2.67 .
CONCLUSIONS
Based from the findings, the following conclusions were extracted.
1. The teachers cannot deliver the lesson well because of the limitations in using their Mother
Tongue in administering the lesson such as lack of books and instructional materials.
2. Not all pupils were able to cope with the lesson because they don’t have similar Mother-
Tongue.
3. Teachers don’t know how to implement the Mother Tongue Based Instruction effectively
because they lack the capacity and did not have the chance to attend seminars/trainings.
4. The teachers differ in the length of teaching experiences in using the Mother-Tongue.
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5. The school administration do not provide enough support in terms of materials needed in
implementation of the Mother Tongue Based Instruction such as Ilocano dictionaries,
Ilocano references, Ilocano reading materials etc.
BIBLIOGRAPHY
1. Khuzwayo, L.M. (2005). URL: retrieved from http://hdl.handle.net/10530/534.

2.DepEd to start mother tongue in June, retrieved from
http://www.philstar.com/article.aspx?articleid=784412&publicationsubcategoryid=20.
3. ESP World, Issue 1(22), Volume 8, 2009, http://www.esp-world.inforetrieved from
http://mlephil.wordpress.com/2009/09/26/the-importance-of-mother-tongue-base-based-scholling-for-
educational-quality.
4. Nolasco, Ricardo et. al.(2010). Starting where the children are. University of the Philippines, Quezon City.
5. Stufflebeam, Daniel L. (1971). Educational evaluation and decision making. Itasca III.:Peacock,
6. Wikipedia, the free encyclopedia (March 2008).Medium of Instruction.
7. http://search.freezone.com.ph
8. Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation. All rights reserved.

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Asia Pacific Journal of Research Vol: I.

Issue XXIX , July 2015

PROBLEMS ENCOUNTERED BY GRADES 1 AND 2 TEACHERS USING MOTHER TONGUE

Key Words: Mother Tongue- Based, Problems encountered, MTBLE,Ilocano dialect

Statement of the Purpose:

 Age  Problems  Identify the

Figure 1.1 Research Paradigm of the Study

Data Gathering Procedure

Age Frequency Percent Distribution

1.2 Length of Years using Ilocano as Dialect

Length of Years using

Specialization Frequency Percent Distribution

Sex Frequency Percent Distribution

The teacher-respondents in grade 1 and 2 are all females.

Table 5.Frequency and Percent Distribution of Respondents According to Educational Attainment

1.6 Grade Level Assignment

Grade Level Assignment Frequency Percent Distribution

1. I am comfortable in using Mother -

1.1 Mathematics 2.79 0.62 3 High Proficiency

1.2 Science 2.43 0.51 12.5 Moderate

2. I can explain further the lesson

2.1 Mathematics 2.83 0.66 1 High Proficiency

3. I am fluent in using Mother-Tongue

3.1 Mathematics 2.66 0.72 4 High Proficiency

4. I am fluent in using Mother-Tongue

4.1 Mathematics 2.62 0.86 5 High Proficiency

4.4 Filipino 2.54 0.74 7 High Proficiency

5. I am using vernacular language even

7. I can easily use vernacular language 2.57 0.63 6 High Proficiency

3. Difficulties Encountered by the Respondents

1. It is easy to explain different

1. It is easier to communicate instruct my 3.10 0.72 2 Agree

2. In Mother-Tongue Based, pupils can

3. All students can express their interest

4. The progress of the pupils in class

5. All pupils are actively participating in

Mean 3.05 0.62 Agree

PROBLEMS Mean Std. Rank Qualitative

1. Lack of textbooks 2.83 1.04 2 Most of the time

b. Length of years using Ilocano as dialect

1. Khuzwayo, L.M. (2005). URL: retrieved from http://hdl.handle.net/10530/534.

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