“Marungko Approach: A Tool to Enhance

The Reading Skills of Kindergarten Pupils of

Manticao Central School”

Johnylyn R. Casan

Teacher II

Manticao Central School- Manticao District

 Abstract

Reading is a process of looking at a series of written symbols and getting

meaning from them. Reading is a means of language acquisition, communication, and

sharing information and ideas. The reading process requires continuous practice,

development, and refinement. Communication Skills is the core value in teaching

beginning reading. The Auditory Discrimination, Visual Discrimination, Listening

Comprehension, Speaking and Viewing can lead a child to Reading Readiness.

The teacher- researcher made this CI Based Action Research to enhance the

reading skills of the Kindergarten pupils of Manticao Central School, Manticao, Misamis

Oriental.

It started last July 1, 2015, where Enclosure 1 to the Division Memorandum No.

146 s. 2014 mandates all the Kindergarten teachers to include The Marungko Lessons

as stipulated in the said Memorandum. The Reading Lesson lasted up to the 16 th day of

September 2015.

After the series of administration and applying the Marungko Lessons aligned

with the given dates suggested in the Memorandum No.146 s. 2014 it revealed that five

(5) out of thirty- five (35) pupils in the Kindergarten have not reach the instructional/

independent level of reading proficiency. The teacher- researcher had prepared the

necessary materials needed to enhance the reading skills of five (5) pupils who were left

behind.

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 Table of Contents

Title Page

Approval Sheet i

Abstract ii

Table of Contents

I. The Performance Background 1-3

II. The Customers 4-5

III. The Process 6-7

IV. The Focused Problem Statement and the Target 8

The Fish Bone Diagram 8

V. The Root Cause Analysis 9-10

VI. The Solutions 11-16

VII. The Finalized Improvement Plan 17-20

VIII. The Implementation/ Testing/ Piloting of

Solutions with Data Evaluation 21

IX. The Reflection 22

Appendices

Approved Letter

Division Memorandum

Pictures

Curriculum Vitae
 I. The Performance Background

No two things are alike even an identical twins has their own individual

characteristics that may differ from one another. As a Kindergarten teacher my goal is to

let everyone in my class learn holistically. No one should be left behind what one learn

must also be learned by the others but in my three years teaching Kindergarten pupils I

always experienced this scenario.

It cannot be denied that the academic success of pupils in later years depends

heavily upon kindergarten readiness. The first few years of education and preparedness

are the most crucial especially in establishing the solid foundation from which pupils can

adapt to school system and learn successfully. During their kindergarten years pupils

develop primary skills that form the foundation of social interaction, counting, and

reading.

No words can describe how happy a kindergarten teacher can be hearing her

pupils sound out each letters in the alphabet, and soon blend them in to form a syllable

and surprisingly in everyday reading habit those syllable would form into words,

phrases, sentences to short stories.

Kindergarten reading skills can be enhanced through repetitive way. While it may

seem that having a pupil read the same syllable or words over and over would deter his/

her reading development it actually aids it. Once he/she has mastered the words he/she

can move more fluently through it and can begin making meaning for each word.

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 The most common problem encountered during the teaching-learning process in

the classroom is that pupils have difficulties in learning the concepts introduced

because of some reasons that the researcher would like to address.

In Kindergarten Class our mode of teaching is through constant repetition to

ensure the efficacy of the teaching and learning process. Teacher at all times translate

and used the vernacular language to be more comprehensive. It is difficult to continue

to the next topic knowing that there are still pupils who don’t get fully understand the

lessons.

On the other hand it would be unfair to those who knew already for them to wait

longer because there are still pupils who cannot understand the lessons. Therefore,

there is a need to increase their level of understanding before proceeding to the next

level of discussion. But how could I proceed to the next lesson if there are still pupils

cannot even recognize the sound and words on the printed symbols.

Comparative results of the reading test during the conduct of the Marungko

Approach among the Kindergarten Section A pupils of Manticao Central School during

the School Year 2015-2016.

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Table 1. Comparative Result of the administration of the Marungko Approach during the School

Year 2015-2016.

Number of Pupils Word Reader Non- word Reader

Tested

35 30 5

The table shows that among the thirty- five (35) pupils tested, there were five (5)

pupils who have difficulty in sounding and recognizing the letters in the alphabet. That is

why they find it very hard to read the words on the printed symbols. Thus, this is the

basis of the teacher- researcher to find out appropriate and effective tools to address

the pupils hunger for learning.

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II. The Customers

This CI Based Action Research focused on the Kindergarten A pupils of

Manticao Central School, Manticao Misamis Oriental for the School Year 2015-2016.

There were thirty-five (35) pupils in Kindergarten A who were interviewed and tested

using the Marungko Lessons as stipulated in the Enclosure 1 to Division Memorandum

No. 146 s. 2014. It was found out that five (5) pupils in Kindergarten A can sound out

perfectly the letters in the alphabet but finds it hard to blend them in to form a syllable.

During the group activities all pupils may sound correct and have mastered all

the competencies needed to address, but if you call their attention one by one and let

them sound out each letter and let them read each syllable you prepared for them to

read you can see the reality that not all of them have mastered the lessons and yet

some of them need more intervention.

These are some of the questions asked during the interview conducted:

1. Why do you find reading very difficult for you?

( Ngano man nga maglisud man ka pagbasa?)

2. What do you want me to do to help you read?

(Unsay gusto nimo nga himoon nako aron makakat-on ka sa

pagbasa?)

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 Figure 1. The Voice of the Customer

Teacher Apply repetitive way of

teaching for mastery

Classroom
Spacious, well lighted and well
ventilated classroom

Create more attractive materials that are

Materials commonly found in the community

The costumers wanted their teacher to apply repetitive way of teaching for them

to master the lesson. They want to have a well ventilated classroom and to hold and

manipulate more creative materials personally made by the teacher.

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 III. The Process

Supplier Input Process Output Costumers

Teacher Strategies Teaching Enhanced Five ( 5 )

Using the reading
Learning Kindergarten
lessons in skills
Marungko Pupils of
Process
Approach MCS

Preparatory Developmental Post Evaluation

Activities Activities Activities

The teacher-researcher would be the supplier of all the possible strategies she

can make to help the teaching and learning process successful. This would be an aid

for the teacher-researcher to enhance the reading skills of her five (5) Kindergarten

pupils.

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Flow Chart (Current State)

Start

Gather the pupils

Let them be ready for the reading

test using the Marungko Approach

Conduct
Reading Test

Evaluate the result

End

The teacher- researcher would see to it that the teaching and learning process

evenly distributed to all by following this flow chart and applying the Marungko Approach

as stipulated in the Memorandum No. 146 s. 2014.

Figure 3. The Current State Flow Chart

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 II. The Focused Problem Statement and the Target

Five (5) out of thirty-five (35) Kindergarten – A pupils are poor in reading.

80 % ( 4 pupils ) of Kindergarten Section A pupils shall be able to sound out each letter

of the alphabet and can blend them in to form a syllable and begin reading simple words

in line with their level of comprehension.

The five (5) pupils would be given intervention during the remedial classes using

the Marungko Approach. These pupils would be closely monitored as far as their

performance in reading is concerned. Hopefully, four ( 4 ) out of five (5 ) Kindergarten

Section A Pupils shall be able to enhance their reading skills at the end of fourth

grading period.

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V- The Root Cause Analysis (Result of the Voice of the Customer)

Figure 1 of this CI Based Action Research clearly states the voice of the

customer which is the Kindergarten - A of Manticao Central School. These five (5 )

customers wants the teacher to use attractive IM’s, apply repetitive way of teaching for

mastery and most of all they wanted the teacher to be more approachable.

For the classroom, they wanted to have a clean, well ventilated and spacious

classroom because for them they are too many already they wanted their other

classmates to be in the afternoon so that they can move freely and can listen well to

their teacher while discussing their lessons.

For the materials, they wanted it to be more attractive, simple in nature that they

can easily identify in short they wanted to see pictures that are common to their

community and it should be discussed in a repetitive way for them to learn easier and

lastly they wanted to have more and more examples to be given away by the teachers

because for them the more examples the more chances they are to learn.

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Root Cause Validation

Probable Causes Validation Controllability Conclusion

Class Description Method Result
Learning Insufficient Class Confirmed Within control Valid
Process motivation Observation
technique

Man Not Class Confirmed Within control Valid

motivated Observation
to
participate
during class
discussion

Materials Availability Class Confirmed Beyond control Valid

of learning Observation
materials

Environment Class size Class Confirmed Beyond control Valid

Observation

The chart shows the root cause validation of the teacher-researcher wherein

description shows the learning process to have an insufficient motivation technique

coming from the teacher. The pupils on the other hand have been observed to have

less interest in the discussion due to lack of interesting materials presented and lastly is

the class size which gives the greater impact in the teaching and learning process.

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 VI. The Solution

The researcher has generated activities that would improve the reading habit and

reading skills of the Kindergarten Section – A pupils of Manticao Central School. This

activity is called the “JHANGERS.” ( Jovial Hour And Nifty Group of Entusiast Readers).

ACTIVITIES TO BE UNDERTAKEN:

Target Date Persons Involved Activities

First week of Pupils Review of past lessons specifically the sounds

January 2016 of the letters in the alphabet using the

Marungko Approach.

Second week of Pupils Mastery of the letter sound using the

January 2016 Marungko Approach

Third week of Pupils, Teacher Blend together the two letter sound to form a

January 2016 syllable to begin formal reading. Establish a

tutor-tutee relationship in reading to ensure

reading and learning with comprehension.

Fourth week of Pupils, Teacher Provide interesting and challenging syllable

January 2016 activities involving the five (5) costumers

showing attractive and variety of pictures with

repetitive way of teaching learning game as

requested by the customers for them to be

able to read words easily.

Target Date Persons Involved Activities

First week of Pupils, Teacher Mastery of syllable. Allocate 30 minutes of

February 2016 syllable reading together with the five (5)

costumers to ensure stability of knowledge

and learning.

Second week of Pupils, Teacher Combining syllables together to form a word.

February 2016 Teacher must ensure word reading activity

with fun and excitement for the customers to

eagerly participate the lessons given by the

teacher.

Third week of Pupils, Teacher Mastery of the lesson. Teacher will provide

February 2016 lots of words for mastery purposes.

Fourth week of Pupils, Teacher Word picture association. Always associate

February 2016 words with picture to understand the meaning

of each word being read.

First week of March Pupils, Teacher Impose the word “kung anong bigkas

2016 siyang baybay” Pupils now begin to write

the simple words they read.

Second week of Pupils, Teacher Mastery of the lesson. Spelling activity, board

March 2016 work activity and spelling game.

The solution started on the first week of January and will end on the second

week of March 2016. The teacher- researcher strictly followed the target dates

presented and the activities of the “JHANGERS” to ensure the mastery level and

reading skills of the five (5) pupils.

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Table 1. Marungko Approach: The tool used by the teacher- researcher to enhance the

reading skills of the Kindergarten pupils of Manticao Central School and the dates of

intervention made by the teacher-researcher to help the pupils sound out each letter,

blend them in and begin reading.

July 1- August 1, 2015 Suggested dates as Dates of Intervention made by

stipulated in the Memorandum No. 146 s. 2014 the researcher and the No. of

The Lesson/ Concept and Learning Experience pupils who mastered the

lessons and Failed from it.

Date Lesson/Concept Learning Dates: No. of No. of

July- August Experience January pupils pupils
2015 2016 Tested mastered
the skills
July 1-2 Lesson 1- Mm Unang Antas Jan. 1-2 5 5
1.Pagpapakilala ng
3-4 Lesson 2- Ss mga larawan/ bagay Jan.3-4 5 5
na nagsisimula sa
7-8 Lesson 3- Aa tunog na pinag- Jan.5 5 4
aaralan.
9-10 Lesson 4- Ii 2. Pagpapakilala ng Jan.8-9 5 5
tunog, pagpapakita
11-14 Lesson 5- Oo ng hugis ng tunog. Jan.10-11 5 5
3. Pagpapakita ng
15-16 Lesson 6- Bb titik. Jan.12 5 5
4. Pagsulat ng hugis
17-18 Lesson 7- Ee ng titik sa hangin, Jan.15-16 5 5
palad, sahig at pisara
21-22 Lesson 8- Uu 5. Pagsulat ng hugis Jan.17-18 5 4
sa papel
23-24 Lesson 9- Tt 6.Pagsulat ng Jan.19 5 5
simulang tunog.
7. Pagbibigay ng mga
25-28 Lesson 10- Kk Jan.22-23 5 4
halimbawang bagay
na nagsisimula sa
29-30 Lesson 11- Ll Jan.24-25 5 5
tunog na pinag-
aralan.
July 31- August Lesson 12- Yy Jan.26 5 4
1, 2015
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Table 2. Marungko Approach: The tool used by the teacher- researcher to enhance the

reading skills of the Kindergarten pupils of Manticao Central School and the dates of

intervention made by the teacher-researcher to help the pupils sound out each letter,

blend them in and begin reading.

August 4- August 29, 2015 Suggested dates as Dates of Intervention made by

stipulated in the Memorandum No. 146 s. 2014 the researcher and the No. of

The Lesson/ Concept and Learning Experience pupils who mastered the

lessons and Failed from it.

Dates Lesson/Concept Learning Dates: No. of No. of

August 2015 Experience January- pupils pupils
February tested mastered
2016 the skills

Aug 4-5 Lesson 13- Nn Ikalawang Antas Jan.29-30 5 5

6-7 Lesson 14- Gg 1.Pagsasama ng Feb.1-2 5 5

mga tunog upang
8-11 Lesson 15- Ng makalikha ng isang Feb.3 5 5
makabuluhang
12-13 Lesson 16- Pp salita. Feb.6-7 5 4
Hal. m, s, a- ama,
14-15 Lesson 17- Rr sama, mama,aasa, Feb.8-9 5 5
masama
18-19 Lesson 18- Dd Feb.10 5 4

20-21 Lesson 19- Hh Feb.13-14 5 4

22-25 Lesson 20- Ww Feb.15-16 5 5

26-27 Lesson 21- Cc Feb.17 5 4

28-29 Lesson 22- Ff Feb.20-21 5 4

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Table 3. Marungko Approach: The tool used by the teacher- researcher to enhance the

reading skills of the Kindergarten pupils of Manticao Central School and the dates of

intervention made by the teacher-researcher to help the pupils sound out each letter,

blend them in and begin reading.

September 1- September 16, 2015 Dates of Intervention made by

Suggested dates as stipulated in the the researcher and the No. of

Memorandum No. 146 s. 2014 pupils who mastered the

The Lesson/ Concept and Learning Experience lessons and Failed from it.

Dates Lesson/Concept Learning Dates: No. of No. of

Experience February- pupils pupils
March tested mastered
2016 the skills

Sept. Lesson 23- Jj Ikatlong Antas Feb.22-23 5 5

1-2 1.Pagpapakilala
ng mga pantulong
3-4 Lesson 24- Ññ na kataga/ salita Feb.24 5 5
tulad ng; mga,
5-8 Lesson 25- Qq ang, ay, si, ng, sa, Feb.27-28 5 5
kay ,at nang
9-10 Lesson 26- Vv Feb.29 5 4
Ikaapat na Antas Mar. 1
11-12 Lesson 27- Xx Mar.2 & 5 5 5
1.Pagbuo ng parirala
at pangungusap
2.Pagbasa sa mga
15-16 Lesson 28- Zz nabuong Mar. 6-7 5 4
salita,parirala at
pangungusap
3.Pagkilala ng mga
detalye sa
pangungusap
4.Pagbuo ng parirala
sa pangungusap.
5.Pagbasa sa mga
nabuong salita,
parirala at
pangungusap.

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 Based on the result of the Marungko Lessons as stipulated in the Enclosure 1 to

Division Memorandum No. 146 s. 2014, and the results in the dates of intervention

made by the researcher it clearly showed that there were only four (4) out of five (5)

pupils who were able to master the Lesson/ Concept and Learning Experiences. One

(1) of the pupil finds it hard to understand the lesson/concept. This is the basis of the

researcher to find appropriate techniques and interventions to address the pupils’ failure

to master each concept designed for them to learn.

It took a helping hand between the parents and the teacher to nurture the gift of

their children. When one can learn then there’s no reason for the other one to quit trying

and pushing it until he / she learns the concept in reading. Enhancing one’s ability to

read can be done not just in school but it should always begin at home. Parents who

used to read books to their children can already develop the eagerness of the child to

begin reading. Vocabulary and comprehension in this manner have already been

practiced and will be enhance as soon as they begin schooling. That one (1) pupil can

now at least identify the letters but still finds it hard to blend those letters to form a

syllable it is quite sad but still fulfilled for four (4) out of five have already mastered and

only one of them not too far from learning but still need mastery and more time for the

pupil to cope up. 80 % target had been achieved and the researcher is not losing hope

to make it a 100 % for my major target is to bring all up and no one should be left

behind.

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VII. The Finalized Implementation Plan

This CI Based Action Research is purely descriptive in nature which uses the

Marungko Approach to address the costumers’ problem.

Implementation Plan

Activity Target Timeline Persons Resources Source

Output Starting Completion Involve Needed of

Date Date Funds

Review of Mastery of 1st week 2nd week of Pupils, Colorful and MOOE

past the letter of January Teacher attractive

lessons sounds January 2016 instructional

specifically using the 2016 materials

the sounds Marungko

of the letters Approach

in the

alphabet

using the

Marungko

Approach

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Implementation Plan

Activity Target Timeline Persons Resources Source

Output Starting Completion Involve Needed of

Date Date Funds

Blend together Master 2nd 3rd week of Pupils, Colorful and MOOE

the two letter the week January Teacher attractive

sound to form a syllable of 2016 instructional

syllable to begin and January materials

formal reading. begin 2016

Establish a reading

tutor-tutee the

relationship in syllable

reading to presented

ensure reading by the

and learning teacher.

with

comprehension

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SUPPLIERS INPUTS PROCESS OUTPUTS CUSTOMERS

Teacher Lesson Plan Teaching Intervention 5 Kindergarten

And Learning Materials Section A

Instructional Process Developed Pupils

Materials Reading Manticao

Peer Tutoring Ability Central School

Big Book

Figure 6. The SIPOC Future State

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Flow Chart (FutureState)

Pupil
Start shows no
No prior
knowledge
with language
interest to
and literacy.
learn.

Preparatory Arrival / Work

Meeting Period 1
Activities Preparation
Time 1
10 minutes
50 minutes
20 minutes

Pupils show no
interest in Reading
they prefer singing Pupils
songs rather. behaved
well and Meeting Time 2
listens
attentively 20 minutes
Reading .to
Work
Lessons
Period 2 Rest/Story
20 Time
minutes 45 minutes
20 minutes

Indoor/ Meeting Dismissal

Outdoor Time 3
Games
Routine
End
10 10 minutes
20 minutes
minutes

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VII. The Implementation /Testing/ Piloting of Solutions with Data Evaluation

After the reading test was conducted and analyzed, the table showed the result

of the reading proficiency level among the pupils tested.

Reading Skills Proficiency after the Reading

Test and Intevention

20%

80 %
Syllable and Sounds of the
letters.
Word Reader

The graph revealed that 1 out of 5 or 35 % of the Kindergarten pupils finds it hard

to blend in the letters of the alphabet to form a syllable hindrance for learning beginning

reading. It showed also that 4 out of 5 or 80 % of the Kindergarten pupils are syllable

and word reader already after the repetitive way of teaching and intervention made by

the teacher- researcher using the Marungko Approach.

This revealed that the said intervention used by the teacher – researcher was

effective in improving their reading performance particularly in their abilities to recognize

words on a printed symbols.

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IX- The Reflection

This CI Based Action Research proved that pupils can learn more in a

comprehensive and repetitive way of teaching rather than by giving them away a lesson

today and another lessons on the next day.

Based on the result of the reading test conducted by the researcher it was found

out that extensive reading activity using the Marungko Approach and with the aid of the

teacher made reading materials, big books, and one on one intervention can be of great

help to improve the reading performance of the pupils who were not able to read printed

symbols on the passage.

As a kindergarten teacher holding and molding the minds of the young ones I

should always remember and refer all my actions to this CI based Action Research for

here in this paper I learned much from my pupils. Each one is unique and each one

needs special attention for them to be able to learn and be prepared for the next step of

their life.

The Voice of the Customers is far more valuable if we want to have a one

hundred percent of learners full of wisdom inside our class. Let us always remember

that no one should be left behind what one can learn must also be learned by the

others. Maybe not on the same process but in the end one can join the others waving

goodbye to you as their Kindergarten teacher and saying hello to the Grade I teachers

with at peace in mind that you’ve done your best and the pupils entering the doorstep of

the Grade I are all ready and can always compete in terms of reading.

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