Final Body Template 08 31 23

GREEN VALLEY COLLEGE FOUNDATION, INC.
Km.2, Bo.2, Gensan Drive, Koronadal City

Tel No.: 228-9722 / email: info@greenvalleyph.com
SCHOOL OF EDUCATION Page |1
UTILIZATION OF MARUNGKO APPROACH IN READING INSTRUCTION
AMONG GRADE-1 PUPILS AT MARBEL 1 CENTRAL
ELEMENTARY SCHOOL
A Research Proposal
Presented to the Faculty of the School of Education
Koronadal City
In Partial Fulfillment of the Requirements for the Course
RESEARCH 1: RESEARCH IN EDUCATION
By:
FRANCISCO, LEA PEARL I.
PEROCHO, MARY ROSE F.
SOLIS, CLAIRE DENZ G.
TOLEDO, QUEENIE P.
July 2023
Francisco, Perocho, Solis,and Toledo 2023

ID: SOE-2023-0001
UTILIZATION OF MARUNGKO APPROACH IN READING INSTRUCTION AMONG GRADE-1
PUPILS AT MARBEL 1 CENTRAL ELEMENTARY SCHOOL


ID: SOE-2023-0001

CHAPTER I
INTRODUCTION
Background of the Study
Reading is a fundamental skill that serves as a gateway for individuals to
access information and cultivates values that they will carry with them throughout
their lives. Developing a love for reading at an early age is crucial as it lays the
foundation for a lifelong journey of learning (George, 2019). Proficient reading
skills enable children to acquire new knowledge, explore theories and facts,
comprehend ideas and opinions, foster creativity and imagination, expand
vocabulary, and enhance communication abilities. However, some students
encounter difficulties in reading, particularly in a language like Filipino, leading
parents to seek assistance from teachers to improve their children's proficiency.
Proficiency in reading Filipino is essential as it is the national language
and enables students to engage in effective communication and build
relationships within their community. Teachers are constantly exploring effective
teaching strategies to enhance students' reading skills in Filipino. One such
strategy is the "Marungko Approach," which has shown promise in assisting
students in developing their reading skills in Filipino. The Ministry for Basic,
Higher, and Technical Education (2019) describes the Marungko Approach as a
method designed to enhance students' reading skills by utilizing the modern
Filipino alphabet. Instead of introducing letters in a traditional sequence, they are

ID: SOE-2023-0001

arranged based on their sound, and students are taught through localized songs
and poems, providing contextualized learning experiences.
Boltron and Ramos (2021) suggest that the Marungko Approach plays a
vital role in improving students' reading performance in the early stages,
establishing a solid foundation for further development of reading competencies
and improved reading comprehension skills. Additionally, Baez et al. (2019)
argue that engaging students in Marungko Approach-based reading tasks, which
align with the natural sound sequence of the students' native language, can yield
positive results in developing reading abilities. Collado (2019) also found that the
reading ability of students participating in a Filipino reading remediation program
significantly improved when the Marungko Approach was implemented.
Despite the positive implications of the Marungko Approach as an
effective teaching strategy for reading Filipino, there is a need to investigate how
this approach is implemented by teachers in grade one. This study aims to
determine the utilization of the Marungko Approach as a teaching strategy for
reading Filipino and if it is still used by teachers in this modern era to enhance
their reading instruction for beginning readers. Furthermore, it seeks to derive
implications from the findings to enhance the understanding and utilization of the
Marungko Approach in teaching reading. The results of this study will benefit
various stakeholders, including teachers, school administrators, parents,
students, and future researchers, who can utilize the findings as related literature
in their respective areas of interest.

ID: SOE-2023-0001


ID: SOE-2023-0001

Statement of the Problem
This study aimed to determine the Utilization of Marungko Approach in Reading
Instruction Among Grade-1 Pupils At Marbel 1 Central Elementary School.
Specifically, this study sought to answer the following:
1. What is the demographic profile of the respondents in terms of:
1.1 Age;
1.2 Sex; and
1.3 Years in teaching?
2. What is the level of Marungko Approach utilization among Grade 1 pupils
in terms of:
2.1 Frequency of practice
2.2 Teachers’ monitoring
3. Is there a significant difference in the Marungko Approach utilization
among Grade 1 pupils in terms of:
3.1 Frequency of practice
3.2 Teachers’ monitoring

ID: SOE-2023-0001

Research Objectives
The research objectives of this study are to determine the implementation
of the Marungko Approach in reading instruction among Grade 1 pupils. This
approach was first introduced by two Filipino teachers from De Los Santos
Community School in Marungko, Angat, Bulacan, Philippines (Ali & Urbano,
1967). In line with this information, this approach was a traditional approach that
was utilized by generations of generations. The researcher will try to seek
information if this approach is still being utilized by the teachers in their reading
instruction. The finding of this study will also give the researchers a venue to
formulate a recommendation to the possible involved persons.
Hypothesis
From the problem stated in number 4, the hypothesis is formulated, and it
will test using α = .05 levels of significance.
H0: There is no significant difference among teachers in utilizing Marungko
Approach.
Significance of the Study
The finding of this research is beneficial to the following:
Teachers. To improve knowledge about the implementation of the
Marungko Approach and may use instructional materials that are anchored on
this teaching approach in teaching pupils to read in Filipino and improving their
skills in that area.

ID: SOE-2023-0001

School Administrators. To scheme regular monitoring, feedback,
coaching, and evaluation activities for teachers and parents to facilitate the
Marungko Approach as a teaching approach in reading Filipino.
Parents. To become well aware of the Marungko Approach, for instance,
its function and procedure, to aid in enhancing the method to teach children at
home how to read Filipino and become proficient in communication.
Students. To obtain knowledge about the Marungko Approach as a
teaching approach in reading Filipino, for instance may develop their interest
toward the subject and may serve as a guide or reference undertaking similar
literatures.
Future Researchers. To help conduct a similar study on teaching Filipino
using the Marungko Approach to primary grades in other divisions and regions
for validation.
Limitations of the Study
This study is limited only to the teachers teaching grade one at Marbel 1
Central Elementary School during the academic year 2022-2023.
Determining the implementation of the Marungko Approach towards
reading instruction among Grade 1 pupils at Marbel 1 Central Elementary School
in Filipino was the focus of this research. The information needed would be
gathered using a survey questionnaire for the teachers about the utilization of the

ID: SOE-2023-0001

Marungko Approach as reading instruction. This study's information and
conclusions were obtained solely by these groups of teachers at the said school.
Conceptual Framework
Figure 1 presents the conceptual model of the study. The horizontal line
connects the independent variables to the dependent variables to suggest its
relationship. The first frame consists of three parts: the first part is the level of
demographic profile of the respondents in terms of: age, sex, and years in
teaching. Second part is the level of the utilization of Marungko Approach among
Grade 1 pupils in terms of: Frequency of practice and Teacher’s monitoring.
The second frame contains the dependent variable which is the learners’ reading
intervention which using some variables are collected and synthesized. After
identifying the relationship between the two sets of variables, the study attempted
to recommend a reading intervention in the last frame.
Figure1. The Conceptual Paradigm of the Study
Input Process Output
I. Demographic profile Analysis of data

through:
II. Marungko Approach
Utilization among Grade 1 a. Questionnaire
Reading Intervention
pupils in terms of:
b. Informal Interview Program
 Frequency of practice
c. Statistical and
scientific treatment
 Teachers’ monitoring

ID: SOE-2023-0001

SCHOOL OF EDUCATION P a g e | 10
Operational Definition of Terms
The following terms are operationally used in this study:
Marungko Approach - It is designed to improve students' reading skills
through the use of the modern Filipino alphabet.
Utilization – The use of Marungko Approach in teaching reading.
Reading Instruction- It stresses the development of comprehension and
interpretive skills, including knowledge and interpretation of the elements of
literature.
Filipino subject - This is a subject that is typically studied in the
Philippines.
Frequency of practice – The level of distance learning of Marungko
Approach in terms of Frequency of practice attained a mean score and a
standard deviation.
Teachers’ Monitoring - It is a method of instructing some materials and
giving some workshop to the parents, help beginning readers attain reading
fluency.
M1CES – Marbel 1 Central Elementary School

ID: SOE-2023-0001

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review of different local and foreign related
literature and related studies to provide impetus and relevance to the study. Also,
it gives information that is useful in extracting ideas or concept related to this
study.
Reading serves as the foundation for every other skill that are necessary
for learners to thrive in their academic endeavors. Oftentimes, this essential skill
is correlated with positive academic performance across disciplines. Thus, the
role of any elementary school within this contention is to transform pupils into
skilful readers. This noble aim rationalizes the Philippines’ implementation of a
teaching approach in reading instruction that would help teachers to lead children
or beginning readers to understand letter-sound correspondence in order to
recognize words instantly specifically in the area of Filipino subject. One of the
teaching approach which also considered as traditional way is the Marungko
Approach. Through this kind of approach, teachers can be able to help beginning
readers attain reading fluency with the aid of frequency of practice of the
Marungko Approach and teachers’ monitoring.
Marungko Approach
The Marungko approach is designed to equip Grade One learners the
necessary reading skills to improve their reading achievement.

ID: SOE-2023-0001

Basically, according to Ali and Urbano (2017), Marungko approach being
associated with phonics was first introduced to two teachers in De Los Santos
Community School in Marungko, Angat, Bulacan, Philippines. Guided by this
reading approach, Laud and Reyno (2014) pointed that children are taught to
know the letter sound of the Filipino alphabet. Hence, this was embraced as a
Philippine program for phonics instruction intended to improve the
comprehension skills of beginning readers through the needed materials
according to Talley (2017).
The Marungko Approach in reading instruction is being recognized as a
powerful tool in enhancing the prerequisite reading skills among learners to help
them develop reading fluency. This reading intervention supplies culture-based
language acquisition. Its instruction begins through capitalizing on the most
common to the least common occurring sounds from the learners’ native
language (Bañez & Urayan, 2019).
In the study of Bustos-Orosa and Ferrer (2013), they discovered that in
several public schools in the Philippines such as the case of Mananao
Elementary School in San Manuel, Isabela, Philippines, the beginning reading
teachers used Marungko approach being considered as an alternative approach
in teaching reading for beginning readers, instead of following the La Cartilla de
Gretel approach which is a completely phonetic approach to reading and writing
that takes the learners from the simple to the complex stage of competencies. In

ID: SOE-2023-0001

other words, the student will learn to read and write by first learning the letter
sounds, then syllable sounds and then forming words.
Moreover, according to Bustos-Orosa and Ferrer (2013), traditionally, the
phonics instruction program used in Philippine schools is the La Cartilla de Gretel
approach. This has its roots in the country’s colonial past with Spain and in both
languages having a regular orthography. The new Filipino alphabet is composed
of the following 28 letter- sounds:
a b c d e f g h i j k l m n o p q r s t u v w x y z
Of these letters, 20 letters are from the traditional Filipino alphabet, called
abakada, and 8 letters are from the Spanish alphabet.
c f j ñ q v x z
Spanish instruction in letter-sound correspondence has rationally been
syllabic (Moustafa & Colon, 2013).
The La Cartilla de Gretel approach is based on this method of breaking
down and analyzing a word into syllables. Children are taught a group of
syllables, following on the sequence of the consonants of the alphabet, that are
then varied by one vowel.
i e ba be bi bo bu

ID: SOE-2023-0001

They are then taught to mix these syllables into words, (e.g. /ba/ /ta/ for
bata, meaning child in Filipino) or to breakdown up these syllable chunks to a
printed word. Bustos-Orosa and Ferrer (2013) added that in recent years
however, the Marungko Approach has been used as an alternative beginning
reading program, in lieu of the La Cartilla de Gretel approach, in most public
schools in the Philippines. In the Marungko Approach, letter-sound
correspondence is taught at the phonemic level. There is a specified sequence of
letter and letter sounds to be taught to the children.
The Marungko sequence is arranged according to the most frequent to the
least occurring letters in the Filipino language. The sequence of letter-sounds
taught in the Marungko approach is as follows:
m s a i o b e u t k l y n g ng p r d h w c f j ñ q v x z
Unlike phonics instruction programs in English wherein vowels are
introduced after the consonants, the Marungko Approach introduces vowels at
the start of the sequence alongside with some consonants. For example, the
sequence starts with the letters, m, s, and a. Phonemic manipulation of blending
letter sounds into words is introduced at this level. Children are then encouraged
to form up words using these three (3) letters (“masa”, “sama” etc). For instance,
after teaching the letter sounds of m, s, a, i, o, b, e, u, students are asked to read
the subsequent words: ube (purple yam), ubo (cough), uso (modern), usa (deer).

ID: SOE-2023-0001

After reading words, students read phrases with words made from these letters
(e.g. ang ubas sa mesa, grapes on the table) the phrases for students’ progress
to sentences using letter combinations (e.g., May ubas si Ela. Ela has grapes.).
According to De Dios (2019), numerous programs on developing Filipino
children’s capacity to read had been undertaken by the Department of Education
(DepEd) which include the Every Child A Reader Program (ECARP), the Mother
Tongue-Based Multilingual Education (MTB-MLE), and other school based
reading activities (Cristobal, 2019). DepEd initiatives purposed to develop and
strengthen Filipino children’s capacity to read in the early grades. These include
“Every Child A Reader Program (ECARP),” “project D.E.A.R (Drop Everything
and Read),” “Reading Assistance Program,” “Summer Reading Camp,” the
observance of “National Reading Month” every November and other school-
based reading activities. Some pupils have difficulty reading, particularly in a
language like Filipino, and some parents have trouble teaching their children; as
a result, they ask teachers for assistance so that they can teach them and help
them become proficient.
But according to the Ministry for Basic, Higher, and Technical Education
(2019), the Marungko Approach is designed to improve students’ reading skills
through the use of the modern Filipino alphabet. Instead of introducing letters
arranged traditionally, letters are arranged based on the sound of the letters. The
letters are then introduced in localized and contextualized songs and poems for
the students to remember and learn them better.

ID: SOE-2023-0001

Enclosure 2 of the Division Memo No.93, s. 2013 presents the strategy in
teaching reading using the Marungko Approach. According to the enclosure, the
sequence of the letter-sounds to be taught, the recommended phonemes in each
grading period and the four levels/steps in reading using Marungko are all
essential in order to achieve mastery of all the sounds.
Hence, this study determined the efficiency and effectiveness of the
Marungko approach-based reading remediation program in developing reading
ability of pupils with frustration reading level. The result of the difference analysis
between the pre-test and posttest of the participants on reading comprehension
in their first language revealed the effectiveness of the reading remediation
program utilizing the Marungko approach in increasing pupils’ reading
comprehension performance. Assessment made by parents of the participants
and teachers involved in the program affirmed the efficiency of the reading
remediation program as it was implemented with a high level of consistency and
conformity while utilizing instructional material that can provide teachers with
precise directions for teaching letter-sound relationships (Bañez & Urayan,
2019).
This was strengthened by a statement imposed by Baez et al. (2019),
which contended that engagement in Marungko Approach-based reading tasks
designed to develop pupils’ enjoyment and appreciation of reading through
instruction that greatly considers the natural sound sequence of the pupils’ native
language can yield favorable results in developing reading ability.

ID: SOE-2023-0001

Phonemic Awareness
Phonemic awareness as a predictor of Word Decoding ability among
BS-IT students using a total enumeration technique that involves students
enrolled in the course program. Moreover, it sought to determine the significant
relationship between the two variables (Genelza, 2022).
In addition the interactive books reading activities had significant effects of
the development of the children's phonemic and print awareness skills
(Altinkaynak, 2019). Awareness to identify phoneme by initial, medial, and final
sound correlates to the blending and segmenting skills which influence the
comprehension of word. The more the students are able to identify phoneme
based on its sound, the more the students will be able to blend and segment
phoneme. Lastly, the ability to identify English phonemes is proven to be a skill
that supports EFL learners on their productive and receptive skills. Then being
able to identify its phonemes will assist on recognizing and processing English
words appropriately so that English language teaching can be associated with
the use of phoneme-based instruction on its teaching process (Rokhman et al.,
2020).
As what Yayen (2018) pointed out that when certain patterns of letter
sounds are already taught; the phonemic manipulation of blending sound letters
is presented to create words and that the learners are encouraged to produce
words using the letters that are learned from the pattern of letters. Then the

ID: SOE-2023-0001

learners are guided to read the different words that are produced. Eventually, the
words that were produced can be put together to create units of thoughts in form
of phrases or sentences which consequently will be read by the learners said
Bustos-Orosa and Ferrer (2013).
Correlation of phonemic awareness and the knowledge of alphabetic
principles to word reading and the development of the phonics teaching
programs and the Marungko approach (Cicerchia, 2023).
The sequencing of sounds is being considered with the pupils’ native
language and being reinforced with literature-based activities to stimulate interest
and delight in reading (Bustos-Orosa et al., 2013).
Reading Instruction
According to George (2019), children should learn to read because it is one
of many skills they should acquire, as it will enable them to learn new
information, discover theories and facts, comprehend ideas and opinions about
what they read, foster creativity and imagination, increase vocabulary, and
improve communication.
Teaching strategies are like blueprint of a house where it needs to carefully
plan in order to come up with a good outcome. It must be appropriate to all kinds
of learners even to the pupils who belonged to the indigenous group. Thus the
teachers shared seven strategies which includes 1) translation of lessons/ideas
from Bahasa Sug to Sinama, 2) using different visual aids such as pictures,

ID: SOE-2023-0001

flashcards and graphs, 3) reading strategies like Marungko approach, phonetic
approaches, vocabulary and storytelling, 4) differentiated activities/strategies like
lecture and discussion, 5) using additional textbooks in Bahasa Sug, Filipino and
English, 6) Using Teacher-made Instructional Materials and 7) peer coaching
(Puno et al.,2022).
In conclusion according to Pagcaliwagan (2019), reading is so complex
that it requires the synthesis of factors such as skills, abilities, experiences and
many types of knowledge. Difficulties in any of these areas can impede reading
development. Among the popular approaches was the Marungko Approach in
reading where letters were taught according to the most common and familiar
letter for the children.
The remedial reading program highly depends on the rigor of its
implementation and availability of culturally and age-appropriate instructional
resources that are designed to address the needs of the learners (Bañez &
Urayan, 2019). Parental involvement of the struggling readers is much needed to
efficiently implement the said reading intervention. The second one is the C-V-C
pattern reading approach. C-V-C means consonant vowel-consonant. A C-V-C
word is a three-letter word that follows the spelling pattern of a consonant, then a
vowel, and then another consonant. C-V-Cs composed of earlier-acquired
sounds differed significantly in probability and density from those composed of
later-acquired sounds, although this effect was relatively small and is less likely
to present significant methodological challenges to future studies (Storkel, 2023).

ID: SOE-2023-0001

Partial correlation analyses reveal that only language comprehension is
significantly associated with reading comprehension as measured by the
standardized tool. Regression analyses show that while executive functions
shared variance with word recognition and language comprehension in predicting
reading comprehension, they were not found to have a significant direct effect on
reading comprehension beyond the two traditional measures of reading (Garcia,
2022).
The most critical predictors in order of importance included reading difficulty
self-concept, socioeconomic status, grade repetition, school belonging, and fixed
mindset among others. Hierarchical linear modeling broadly indicated similar
results with small to moderate effect sizes. Theoretical and practical implications
were discussed (Haw & King, 2023).
Thus, it is recommended by this paper to have more studies on ways of
improving level of comprehension and grit. In addition, integrative and holistic
teaching are also recommended to focus not only the intellectual aspect of the
students but also the behavioral aspects (Augusto, 2022).
Moreover, students are encouraged to read more reading materials written
in Filipino language for them to be exposed in the said language. On the other
hand, teachers must also seek help from the school registered guidance
counsellor to monitor the behaviour of the students (Augusto, 2022).

ID: SOE-2023-0001

Automatic syllabication was optimized in the context of children's Filipino
read speech. Using the Children Filipino Speech Corpus, prosodic features were
automatically extracted which were then classified according to human rater
assessment of fluency. Furthermore, it has been found that all of the
interventions employed by the Grade I teachers were very effective in addressing
the learning difficulties of the Grade I pupils in cognitive domain (literacy and
numeracy), communication domain, and social domain (Aviles, 2022).
Meanwhile, according to Collado (2019), the reading ability of the pupils who are
under the reading remediation program for Filipino increased when the Marungko
Approach was used to improve their reading capabilities, which achieved levels
of reading proficiency that were positive. Also, the results are attributed to the
orthography of the Filipino language and the contextual variables that affect
developing reading abilities among the sample group.
In addition, it was stated that the suggested reading programs and activities
may form part in the creation of contextualized reading curricula and be used as
reading literacy initiatives in the schools. These initiatives are categorized as
Literacy Program, Individual Reading Recovery Program and
Enrichment/Enhancement Program (Tomas, 2021).
Reading Programs related to Marungko Approach
10 minute daily reading habit ng mga bulilit. The purpose of this project was to
determine if the school’s reading interventions program would increase the basic reading

ID: SOE-2023-0001

readiness skills of Kindergarten learners. This focuses on the learners’ performance in
letters and sounds recognition, syllabications and word recognition. This present
innovation and strategy would be important as this attempted to develop the reading
readiness of the young learners (Bjiga, 2019).
Project Power of Two P2 (Teacher and parent collaboration in Reading). In this
study with the help of teacher and the parents, young learners and the help of assessing
tool given the reading level of the pupils will increased after the implementation of this
program ( Mojica, 2019).
Integrating Multimedia: A reading intervention. The researchers created a user-
friendly reading materials for a beginners in two dialects namely: Mother Tongue and
Filipino using marungko approach where letters presented were not alpha etically
arranged but with s different sequence. A video on how to write each letter was also
incorporated in these reading materials. For English reading intervention, the researcher
provided video/presentation using fuller approach (Briñes, 2019).
Project KAP (Kaklase Aakay sa Pagbasa). In this study the researchers said that
during reading remediation with the help of his classmates the respondent was able to
recognize the letter of the alphabet and eventually recognized simple words in Filipino
(Panganiban, 2019).

ID: SOE-2023-0001

CHAPTER III
METHODOLOGY
Research Design
The researchers have utilized a quantitative method, specifically a
descriptive research design. According to Voxco (2021), descriptive research
design is a type of research design that aims to systematically obtain information
to describe a phenomenon, situation, or population. More specifically, it helps to
answer the what, when, where, and how questions regarding the research
problem rather than the why. This design helped the researchers to describe the
level of Marungko utilization of teachers in giving instructions to the readers.
Sources of Data
The researcher utilized an adopted research questionnaire that was
administered to gather the needed data as our primary source of data, which was
then interpreted to formulate a recommendation for this study. The secondary
source of data was the respondents to this study, whose responses have been
used to get the results of this study.

ID: SOE-2023-0001

Research Locale
The research
was conducted at Marbel 1 Central Elementary School, City of Koronadal, South
Cotabato, Philippines. The respondents to the study were the Grade 1 teachers
Respondents
This research is intended to investigate the utilization of the Marungko
Approach in the reading instruction of first-grade pupils. Therefore, the
respondents to the study were teachers teaching Grade 1 pupils at Marbel 1
Central Elementary School. The researcher chose them as the respondents
because they are the teachers responsible for teaching a student who is
beginning to read. Thus, they answered the research instrument that helped the
researcher obtain the needed data.
Sampling Technique
To get precise data, the researcher has utilized the total population
sampling method. Total population sampling is a type of purposive sampling
technique that involves examining the entire population (i.e., the total population)
that has a particular set of characteristics (e.g., specific attributes or traits,

ID: SOE-2023-0001

experience, knowledge, skills, exposure to an event, etc.). Thus, the researcher
examined the entire population due to the minimal number of Grade 1 teachers
at Marbel 1 Central Elementary School. All teachers in Grade 1 were selected
through total sampling. Marbel 1 Central Elementary School has 9 teachers
whose advisory are grade 1 pupils.
Research Instruments
The research instrument must be able to assist in answering the research
aims, objectives, and research questions, as well as prove or disprove the
hypothesis of the study. A good research instrument is one that has been
validated and has proven reliability (DiscoverPhDs, 2020).
To gather the needed data for this study, researchers decided to utilize an
adapted survey questionnaire that was properly cited. Questionnaire surveys are
a technique for gathering statistical information about the attributes, attitudes, or
actions of a population by a structured set of questions (Preston, 2009).
This helped the researchers achieve reliable and valid data to be
interpreted.
Data Gathering Procedure

ID: SOE-2023-0001

The data of this research was gathered by the following procedures:
Following a systematic procedure is vital to attaining precise data, so the
researcher adopted a survey questionnaire as an instrument and as a primary
source of data. For the researchers to formally conduct the study, they
formulated a letter addressed to Sir Alver B. Lajera, Principal II of Marbel 1
Central Elementary School. The letter was then forwarded to the Quality
Management System (QMS) to apply the standard header and have it proofread
and controlled by the said office.
Once the letter of permission has been printed by Quality Management
System (QMS), the researchers then asked for the signatures of the following
signatories: Mr. Randy D. Dizon, LPT, the research instructor; Mr. Jayson Diaz.
MBM, the research officer; and Miss Celly C. Templonuevo, LPT, MIE, the
School Director. Then, the researcher forwarded it to the principal of Marbel 1
Central Elementary School, Sir Alver B. Lajera, after it was fully signed. Upon
approval of the letter of consent, the date and time to conduct the survey for the
Grade 1 teachers have been set.
The researcher then conducted the study after getting the formal consent
of the school principal. Once the survey instrument was administered, the
researchers gathered the information and data and interpreted them using the
specific data analysis tool.
Fig. 2 Schematic Diagram

ID: SOE-2023-0001

UTILIZATION OF MARUNGKO APPROACH IN READING INSTRUCTION

AMONG GRADE-1 PUPILS AT MARBEL 1 CENTRAL
ELEMENTARY SCHOOL
Adopted Survey Questionnaire
Letter from GVCFI (QMS) office to the

Conduct of the study survey
M1CES
Statistician Consultation Data Analysis
Statistical Analysis
Source of Information
The researcher used an adopted research questionnaire that was given
out to collect the necessary data as the primary source of information, which was
then evaluated to make a recommendation for this study. The secondary source
of information was the respondents to this research, whose responses were used
to obtain the study's results.

ID: SOE-2023-0001

Data Analysis
Once all of the data had been collected and gathered effectively, analysis
was required to ascertain the results of this research. The data was analyzed,
and the results were organized to establish responses to each research question
and the overarching goal of this study. Analysis of the data is a term that denotes
applying statistical methods to data.
To compute the mean of each item, the researcher employed a one-
sample t-test. It is used to test if the mean of the population from which the
sample is drawn is of a hypothesized value. A one-sample t-test is typically
implemented on small samples to determine if sample observations could have
come from a process that follows a specific parameter (like the mean)
(Prabhakaran, 2023). Determining the level of Marungko Approach utilization in
reading instruction of grade 1 pupils based on the survey questionnaire
answered by their teachers in Marbel 1 Central Elementary School.
T-test Formula:
T = (X̄ – μ) / S/√n
A weighted mean will also be used. This is the most commonly used
method for determining the data's central tendency. It is calculated by dividing
the total number of observations by the total number of data points.

ID: SOE-2023-0001

CHAPTER IV
PRESENTATION OF DATA, ANALYSIS, AND INTERPRETATION
This chapter presents the findings and implications of the study from the
data obtained through the survey, which were retrieved, interpreted, and
analyzed.
Results
The results of this study were analyzed through a t-test: One-Sample,
percentage, and Pearson correlations. Moreover, mean analysis is used to
identify the demographic profile of the respondents in terms of age, sex identity,
and years in teaching. The implication of the difference in the level of Marungko
Approach utilization in terms of frequency of practice and teachers’ monitoring
towards reading instruction will transpire through the result of the data analysis,
which is supported by the primary sources used in this study. The study was
conducted among 9 teachers of grade one at Marbel 1 Central Elementary
School, Koronadal City.

ID: SOE-2023-0001

Table 1: Demographic Profile of Teachers in terms of Age
Indicator Percentage
Age
25-29 33.33%
30-34 44.44%
35-39 22.22%
Total 100%
Table 1 shows the demographic profile of Grade 1 teachers in terms of
age. It was found that 33.33% of the respondents are 25–29 years old. Then,
44.44% of the respondents are between 30 and 34 years old. And 22.22% of the
respondents are ages 35–39.
Aging is the process of growing old. It involves physical, mental, and
social changes. Research studies provide data about aspects of aging such as
health, retirement, and quality of life (Theories of Ageing, 2023).

ID: SOE-2023-0001

Table 2: Demographic Profile of Teachers in terms of Sex
Male 33.33%
Female 66.67%
Total 100%
sex identity. It was found that 33.33% of the respondents are male, while 66.67%
of the respondents are female.
Gender can be broadly defined as a multidimensional construct that
encompasses gender identity and expression, as well as social and cultural
expectations about status, characteristics, and behavior as they are associated
with certain sex traits (ORWH, 2023.)

ID: SOE-2023-0001

Table 3: Demographic Profile of Teachers in terms of Years in Teaching
Year Level
1-10 years 22.22%

11-20 years 55.56%
21-30 years 22.22%
Total 100%
years in teaching. It was found that 22.22% of the respondents had been
teaching for 1-10 years already. Then, 55.56% of the respondents had been in
service for 11-20 years. And, 22.22% of the respondents had been teaching for
21-30 years.
Number of years of education completed refers to the number of academic
years a person completed in a formal program provided by elementary and
secondary schools, universities, colleges or other formal post-secondary
institutions (Statistics Canada, 2021).

ID: SOE-2023-0001

Indicator Weighte Description Level
d Mean
Frequency of Practice
1. I let the students read the Marungko 5.00 Strongly Agree Very High
reading materials.
2. I follow the practice reading session 5.00 Strongly Agree Very High
schedule.
3. I let them accomplish the provided 5.00 Strongly Agree Very High
activities.
4. I exhibit enthusiasm in performing 4.89 Strongly Agree Very High
reading practices.
5. I conduct follow-up activities. 4.89 Strongly Agree Very High
Mean Strongly 4.96Very High
Agree
Table 4: Mean of the Level of Utilization of the Marungko Approach among
Grade 1 Pupils in terms of Frequency of Practice
Legend: 1.00-1.8 Strongly Disagree, 1.81-2.60 Disagree, 2.61-3.40 Neutral,

3.41-4.20 Agree, 4.21-5.00 Strongly Agree
Table 4 shows the weighted mean of the level of utilization of the
Marungko Approach among Grade 1 Pupils in terms of Frequency of Practice.
The respondents Strongly Agree (5.00) for the question asking, “I let the students
read the Marungko reading materials.” The respondents Strongly Agree (5.00) for
the question asking, “I follow the practice reading session schedule.” The
respondents Strongly Agree (5.00) for the question asking, “I let them accomplish
the provided activities.” The respondents Strongly Agree (4.89) for the question

ID: SOE-2023-0001

asking, “I exhibit enthusiasm in performing reading practices.” The respondents
Strongly Agree (4.89) for the question asking, “I conduct follow-up activities.”
The mean of Level of Utilization of the Marungko Approach among Grade
1 Pupils in terms of Frequency of Practice is 4.96 which mean that the level of
Marungko Approach utilization in terms of frequency of practice is “Very High”.
Therefore, Marungko Approach is very highly practice or utilized by the
respondents into the reading instruction of pupils in Filipino.
The more often practiced issues were clustered closer together in the
current study, which altered how frequently various problems were practiced on a
first day of practice. It was found that there is a shallower speedup within each
phase but a greater likelihood of transitioning into more effective performance
phases when the data are fitted to a skill acquisition model (Tenison, 2018).

ID: SOE-2023-0001

Table 5: Mean of Level of Utilization of the Marungko Approach among
Grade 1 Pupils in terms of Teachers’ Monitoring
Indicator Weighte Description Level
d Mean
Teachers’ Monitoring
1. I keep and prepare the reading 5.00 Strongly Agree Very High
materials.
2. I assess the pupil's progress. 5.00 Strongly Agree Very High
3. I conduct pre-test and post-test. 5.00 Strongly Agree Very High
4. I ensure that all learners are 5.00 Strongly Agree Very High
provided with the materials.
5. I keep a record of the assessment 5.00 Strongly Agree Very High
plan.
Mean Strongly 5.00 Very High
Agree
Legend: 1.00-1.8 Strongly Disagree, 1.81-2.60 Disagree, 2.61-3.40 Neutral,
3.41-4.20 Agree, 4.21-5.00 Strongly Agree
Table 6 shows the weighted mean of the level of utilization of the
Marungko Approach among Grade 1 Pupils in terms of Teachers’ Monitoring.
The respondents Strongly Agree (5.00) for the question asking, “I keep and
prepare the reading materials.” The respondents Strongly Agree (5.00) for the
question asking, “I assess the pupil's progress.” The respondents Strongly Agree
(5.00) for the question asking, “I conduct pre-test and post-test.” The
respondents Strongly Agree (5.00) for the question asking, “I ensure that all
learners are provided with the materials.” The respondents strongly agree (5.00)
for the question asking, “I keep a record of the assessment plan.”

ID: SOE-2023-0001

The mean of Level of Utilization of the Marungko Approach among Grade
1 Pupils in terms of Teachers’ Monitoring is 5.00 which mean that the level of
Marungko Approach utilization in terms of teachers’ monitoring is “Very High”.
Therefore, the respondents are very highly monitored the learning of pupils
towards reading Filipino with the utilization of Marungko Approach.
Monitoring, a technique for controlling behavior in the classroom, is
generally described as paying attention to the students' accuracy and fluency
while speaking or making sure that everything is going as planned and that the
students are "on task" (Monitoring, 2023).

ID: SOE-2023-0001

Table 6: t-Test: Paired Two Sample for Means
Frequency of Teachers’ Monitoring
Practice
Mean 4.955555556 5
Variance 0.017777778 0
Observations 9 9
Pearson Correlations #DIV/01
Hypothesized Mean 0
Difference
df 8
t Stat -1
P(T<=t) one-tail 0.173296754
t Critical one-tail 1.859548038
P(T<=t) two-tail 0.346593507
t Critical two-tail 2.306004135
The mean result reveals that teachers' monitoring is significantly higher
than the frequency of practice. The P value of 0.346593507 < .05 indicates that
teachers' monitoring is considerably higher than the frequency of practice. This
finding indicates that the Marungko Approach is still being used by teachers.

ID: SOE-2023-0001

Thus, it implies that the Marungko Approach is widely utilized by the teachers in
this generation to increase their reading instruction among grade 1 pupils and
improve their fluency in Filipino.
Hypothesis
There is no significant difference
in frequency of practice and Accepted
teacher monitoring on the
Marungko Approach utilization.
The outcome demonstrates that there is no difference in the frequency of
practice and teachers’ monitoring; hence, the null hypothesis is accepted. The
Marungko Approach utilization did not significantly alter between the frequency of
practice and teachers’ monitoring. The mean outcome shows that the teachers’
monitoring scored higher than the frequency of practice as indicated by the P
value of 0.346593507 < .05. The Marungko Approach is therefore still utilized in
reading instruction.

ID: SOE-2023-0001

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the findings, the conclusions drawn
from the findings, and the corresponding recommendations of the study.
Summary of Findings
The study determined the utilization of the Marungko Approach in reading
instruction among grade 1 Pupils at Marbel 1 Central Elementary School. Based
on the findings, the researchers were able to formulate the conclusion and
provide recommendation to further determine the utilization of Marungko
Approach as being a traditional method used in reading instruction.
Based on the quantitative data obtained from the study, these are the
summary findings:
1. The demographic profile of Grade 1 teachers found that the male
respondents have a weighted mean of 33.33% and the female
respondents have a weighted mean of 66.67% of 100%. It was found that
there are significant differences between the respondents in terms of their
sex identities.

ID: SOE-2023-0001

2. The demographic profile of Grade 1 teachers found that the respondents
who are aged between 25 and 29 have a weighted mean of 33.33%, the
respondents who are aged between 30 and 34 have a weighted mean of
44.44%, and the respondents who are aged between 35 and 39 have a
weighted mean of 22.22% of 100%. It was found that there were
significant age differences between the respondents.
3. The demographic profile of Grade 1 Teachers found that the respondents
who have 1-10 years of teaching experience have a weighted mean of
22.22%, the respondents who have 11-20 years of teaching experience
have a weighted mean of 55.56%, and the respondents who have 21-30
years of teaching experience have a weighted mean of 22.22% of 100%. It
was found that there were significant differences between the respondents
in terms of years in teaching.
4. The Level of Utilization of the Marungko Approach among Grade 1 Pupils
in terms of Frequency of Practice is 4.96, which mean that the level of
Marungko Approach utilization in terms of frequency of practice is “Very
High”. Therefore, Marungko Approach is very highly practice or utilized by
the respondents into the reading instruction of pupils in Filipino.
5. The Level of Utilization of the Marungko Approach among Grade 1 Pupils
in terms of Teachers’ Monitoring is 5.00, which means that the level of
Marungko Approach utilization in terms of teachers’ monitoring is “Very
High”. Therefore, the respondents are very highly monitored the learning

ID: SOE-2023-0001

of pupils towards reading Filipino with the utilization of Marungko
Approach.
6. The mean result reveals that teachers' monitoring is significantly higher
than the frequency of practice. The P value of 0.346593507 < .05
indicates that teachers' monitoring is considerably higher than the
frequency of practice. This finding indicates that the Marungko Approach
is still being used by teachers. Thus, it implies that the Marungko
Approach is widely utilized by the teachers in this generation to increase
their reading instruction among grade 1 pupils and improve their fluency in
Filipino.
Conclusions
Based on the results, the following conclusions have been derived:
1. Based on the result, the level frequency of practice of Marungko Approach
by the teachers into the reading instruction of grade 1 pupils is very high.
2. According to the outcome of data, the level of teachers’ monitoring to the
utilization of Marungko Approach into the reading instruction is very high.
3. There is no significant difference in the Marungko Approach utilization in
terms of frequency of practice and teachers’ monitoring.

ID: SOE-2023-0001

4. Marungko Approach is still being utilized by the teachers in this modern
generation into their reading instruction among the pupils, or beginning
readers.
Recommendations
Based on the findings and conclusions of the study, the following
recommendations are hereby given:
Administration
The administrator should scheme and conduct a seminar, training, or
intervention program to improve Marungko Approach that should align in
today’s modernity in order to support accordingly the necessity of
beginning readers or children in this generation in improving their reading
skills and fluency in Filipino.
Institution
The institution should not only rely on the traditional ways that
Marungko Approach may provide in helping teachers in their reading
instruction and make the pupils improve their reading skills, but rather
provide extra support, intervention, and program to improve the utilization
of Marungko Approach and its methods and learning materials.

ID: SOE-2023-0001

Teachers
The teachers should modify their methods, strategies, activities,
and improve the instructional materials based on the Marungko Approach
as an early reading instruction and intervention to better support the
reading practice of Grade 1 learners or beginning readers in this
generation.
Parents
The parents should support the learning of their children with the
help of the school and make an intervention regarding their reading habits
using the instructional materials and learning resources provided by the
teachers.
Future Educators
For future educators, since they are soon-to-be teachers in primary
school who will uphold a teaching approach, the findings can support them
in improving their instruction in the future to teach those beginning readers
with the aid of a modified Marungko Approach.
Researchers
To the next researchers, this study may act as their guide and
reference to continue the research and study more about the effectiveness
of the Marungko Approach on the reading proficiency of primary grades in
other divisions and regions.

ID: SOE-2023-0001

The researchers will continue to pursue the reading intervention
program, which is the “Marungko Approach In Filipino Reading Instruction
Seminar,” as a result of the study because it can help the teachers and
parents gain additional knowledge and understanding about the Marungko
Approach, including its strategies, instructional materials, and specific
ways to implement it in order to support the reading practice of beginning
readers in this generation about Filipino.

ID: SOE-2023-0001


ID: SOE-2023-0001

Final Body Template 08 31 23

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Body Template 08 31 23

Uploaded by

Copyright:

Available Formats

GREEN VALLEY COLLEGE FOUNDATION, INC.

Km.2, Bo.2, Gensan Drive, Koronadal City

SCHOOL OF EDUCATION Page |1

UTILIZATION OF MARUNGKO APPROACH IN READING INSTRUCTION

AMONG GRADE-1 PUPILS AT MARBEL 1 CENTRAL

Presented to the Faculty of the School of Education

GREEN VALLEY COLLEGE FOUNDATION, INC.

In Partial Fulfillment of the Requirements for the Course

RESEARCH 1: RESEARCH IN EDUCATION

FRANCISCO, LEA PEARL I.

PEROCHO, MARY ROSE F.

SOLIS, CLAIRE DENZ G.

Francisco, Perocho, Solis,and Toledo 2023

PUPILS AT MARBEL 1 CENTRAL ELEMENTARY SCHOOL

SCHOOL OF EDUCATION Page |2

Francisco, Perocho, Solis,and Toledo 2023

PUPILS AT MARBEL 1 CENTRAL ELEMENTARY SCHOOL

SCHOOL OF EDUCATION Page |3

Background of the Study

Reading is a fundamental skill that serves as a gateway for individuals to

foundation for a lifelong journey of learning (George, 2019). Proficient reading

comprehend ideas and opinions, foster creativity and imagination, expand

vocabulary, and enhance communication abilities. However, some students

encounter difficulties in reading, particularly in a language like Filipino, leading

parents to seek assistance from teachers to improve their children's proficiency.

Proficiency in reading Filipino is essential as it is the national language

and enables students to engage in effective communication and build

relationships within their community. Teachers are constantly exploring effective

teaching strategies to enhance students' reading skills in Filipino. One such

strategy is the "Marungko Approach," which has shown promise in assisting

Higher, and Technical Education (2019) describes the Marungko Approach as a

method designed to enhance students' reading skills by utilizing the modern

Filipino alphabet. Instead of introducing letters in a traditional sequence, they are

Francisco, Perocho, Solis,and Toledo 2023

PUPILS AT MARBEL 1 CENTRAL ELEMENTARY SCHOOL

SCHOOL OF EDUCATION Page |4

and poems, providing contextualized learning experiences.

vital role in improving students' reading performance in the early stages,

establishing a solid foundation for further development of reading competencies

and improved reading comprehension skills. Additionally, Baez et al. (2019)

argue that engaging students in Marungko Approach-based reading tasks, which

reading ability of students participating in a Filipino reading remediation program

significantly improved when the Marungko Approach was implemented.

Despite the positive implications of the Marungko Approach as an

this approach is implemented by teachers in grade one. This study aims to

determine the utilization of the Marungko Approach as a teaching strategy for

their reading instruction for beginning readers. Furthermore, it seeks to derive

various stakeholders, including teachers, school administrators, parents,

in their respective areas of interest.

Francisco, Perocho, Solis,and Toledo 2023

PUPILS AT MARBEL 1 CENTRAL ELEMENTARY SCHOOL

SCHOOL OF EDUCATION Page |5

Francisco, Perocho, Solis,and Toledo 2023

PUPILS AT MARBEL 1 CENTRAL ELEMENTARY SCHOOL

SCHOOL OF EDUCATION Page |6

Statement of the Problem

This study aimed to determine the Utilization of Marungko Approach in Reading

Instruction Among Grade-1 Pupils At Marbel 1 Central Elementary School.

Specifically, this study sought to answer the following:

1. What is the demographic profile of the respondents in terms of:

1.2 Sex; and

1.3 Years in teaching?

2. What is the level of Marungko Approach utilization among Grade 1 pupils