Chapter I

Introduction

At the age of about four children are beginning to receive education by

means of participating in nursery or pre- school. Aside from being taught at home,
they are also taught in school things which children of the same age should be
familiar of, such as counting numbers identifying pictures and knowing how to recite
and identify letters in the alphabet.
One of the common and basic things a child should know as he enters school
is having the knowledge on alphabets or the letters. But how will the child learn to
familiarize these letters? What approach should be used in teaching such?
Before, children are able to familiarize the alphabet through phonics. As it is
said in http//: www. Learning to reading org [teaching with phonics]. html: teaching
with phonics is all about reading, recognizing, producing, and writing the phonetic
value of a language. In phonics, the names of letters are introduced first to the child
before it is sound.
An incremental approach is implied in teaching phonics, where simple sounds
and letters are first used progressing into complicated combinations. Teaching with
phonics and starting with letters and sound values will help student construct
words, but the words themselves will help the students understand how the sound
and letters worked together.
This was how children were taught in order to familiarize the letters in the
alphabet and to develop their language acquisition and reading. Inasmuch s the
world and time is not dynamic, but fast-changing, a new and different approach in
the teaching of the alphabet was discovered and this is the MARUNGKO APPROACH.
This said approach is concerned with the two cognitive elements of reading
namely: comprehension which refers to ones ability to understand words and
decoding, which on the other hand refers to the childs ability to recognize written
information.
Sounding out or Deciphering is one of the ways the reader could learn
how to read. This is the Marungko Approach in reading.
In this approach of reading the alphabets are rather pronounced than read.
For example the letter m would be pronounced as |m| or mmm not the
traditional way of saying the name of the letter before its sounds.

Statement of the Problem

This study will determine which approach phonics or Marungko will enable the
readers to learn to read the words more easily.
Specifically, the study sought to answer the following questions:
1. What is Phonics approach?
2. What is Marungko approach?
3. What are the advantages and disadvantages of Phonics approach in teaching
learning to read? and
4. What are the advantages and disadvantages of Marungko approach in
teaching learning to read?

Hypothesis

There is no such better approach in learning to read, it varies from one child
to the next.

Objectives of the Study

The main objective of the study is to determine which approach is better to

teaching and learning to read- the Phonics or the Marungko Approach
Specifically, this study is aimed at:
1. Defining the Phonics approach,
2. Defining the Marungko approach,
3. Determining the advantages and disadvantages of Phonics approach to
teaching learning to read, and

4. Determining the advantages and disadvantages of Marungko approach in

teaching learning to read.

Significance of the Study

The research will provide significant information regarding the effectiveness

of Phonics and Marungko approach in teaching and learning to read.
This will help the teacher assess whether the approach being utilized is
workable in the teaching learning process of the group of learners or not. Should it
not be it will also compel educators to innovate or modify the approach to address
the prevailing needs of young children in the learning- reading process.

Scope and limitation of the Study

This study will try to determine the effectiveness of Phonics and Marungko
approach in teaching and learning to read. It will find out the advantages of the two
approaches in the field of teaching and learning reading.
The subjects of the study are nursery students of
The information obtained from the respondents as well as the research
instrument to be used which is the T-test may limit the study. This same holds true
for the financial resources of the researchers and the meeting schedule with the
respondents.