Mother Tongue Tutorial: Enhancing the Vocabulary Skills and Comprehension

of Non-Waray Primary Pupils

______________________________________________________

An Action Research
Presented to
the Faculty of
Bachelor of Early Childhood Education

Eastern Samar State University-Maydolong Campus

Maydolong Eastern Samar

______________________________________________________

In Partial Fulfilment of the Requirements of the Course

Educ 321 – Research in Early Childhood Education
_______________________________________________________

Prepared by:
Allada, Rose Antoinette E.
Arma, Catherine Joy B.
Azura, Mary Nell B.
Bajado, Ma. Eduarina Ann P.
Caliao, Glaiza C.
Globio, Emily B.
Padon, Nannette B.

OCTOBER 2021
 ABSTRACT

Enhancing vocabulary skills/comprehension is very important for a child because

it helps improve all areas of communication such as listening, speaking, reading and

writing. Vocabulary growth is directly related to school achievement. The size of

child’s vocabulary in kindergarten predicts the ability to learn to read. Vocabulary

helps children to think and learn about the world and it expands a child’s knowledge

of words for it provides unlimited access to new information. This action research

aims to enhance the vocabulary skills/comprehension of the Non-waray primary

pupils in Maydolong Central Elementary School. The researchers ought to find

answers on the following questions. 1. What is the profile of the respondents in terms

of grade level and dialect spoken. 2. What is pre-test performance in the vocabulary

of non-waray primary pupils and 3. What is the post-test vocabulary performance of

the respondents. In order to find answers of the questions, the researchers

conducted a tutorial among selected primary pupils. The researchers first went to

Maydolong Central Elementary School and asked for a list of Non-Waray primary

pupils. After getting the list, they immediately went to the homes of those who are on

the list and asked permission from parents to tutor their children. After getting

permission from the parents, the researchers worked on the worksheets they gave to

the pupil-respondents. They borrowed books from the teachers to be their source

and reference. The researchers then started the tutorial individually by giving the

pupils assigned to them a pre-test. Every researcher tutors 2 or 3 pupils every day for

2 weeks. After the 2-week tutorial, the researchers gave a post-test to every pupil.

Pre-test was given first to the pupils. After it was given, the researchers conducted

the tutorial. To see the increase in pupils’ vocabulary skills and comprehension of the

waray dialect, pre-test and post-test were compared. The significant difference

between the pre-test and the post-test were computed using the dependent t test.

The data and information gathered were systematically checked, computed,

tabulated and interpreted. Based on the analysis of the result, there is no doubt that
the tutorial conducted by the researchers was a success. The researchers have

successfully introduced the waray-waray language to the respondents and they have

also achieved the main purpose of the study. The researchers recommend that

teachers should conduct a mother tongue tutorial session in order for the pupil to

learn better and adopt the mother tongue spoken by the majority of the class for

better understanding of the curriculum.

 I. Context and Rationale

Enhancing vocabulary skills/comprehension is very important for a child because

it helps improve all areas of communication such as listening, speaking, reading and

writing. Vocabulary growth is directly related to school achievement. The size of

child’s vocabulary in kindergarten predicts the ability to learn to read. Vocabulary

helps children to think and learn about the world and it expands a child’s knowledge

of words for it provides unlimited access to new information.

In every corner of the world, young children are learning languages at home that

differ from the dominant language used in their broader social world. These children

arrive at early learning programs such as preschool and primary school with a

precious resource: their mother tongue. Since 1953, The United Nations Educational,

Scientific and Cultural Organization (UNESCO) has supported children’s right to

learn their mother tongue, and advocated maintenance of linguistic and cultural

diversity through language-in-education policies (UNESCO, 1953, 2003).

In an actual classroom setting, it is possible that 1 out of 10 students is a

transferee from other place and from other school having different mother tongue

from the majority of the class. Since the mother tongue instructions used by the

teacher is not familiar to the child or let’s say he hasn’t heard it before, it will be hard

for him to understand and catch up the lesson and will probably result to academic

failure.

In Maydolong Central Elementary School, there are some pupils who face

difficulties in understanding a particular lesson delivered by the teacher for their

mother tongue is different from the rest of the students. The researchers decided to

conduct a study about this matter because they all know that there are some pupils

whose mother tongue is English, Cebuano, Bisaya etc. that are currently living and
studying here in Eastern Samar where Waray-waray is used as a medium of

instruction in primary levels.

Research Questions

This action research aims to enhance the vocabulary

skills/comprehension of the Non-waray primary pupils in Maydolong Central

Elementary School.

Specifically, it seeks to answer the following questions:

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

1.1 Grade Level

1.2 Dialect Spoken

1.3 Gender

2. What is the pre-test performance in the vocabulary of non-

waray primary pupils?

3. What is the post-test vocabulary performance of the

respondents?
Definition of Terms

The following terms are defined to further understand the scope of the study.

Language. A language is a structured system of communication used by humans,

including speech and gesture (spoken language), sign, and often writing.

Education. Education is the social institution through which society provides its

members with important knowledge, including basic facts, job skills, and cultural

norms values. One of the most important benefits of education is that it improves

personal lives and helps the society to run smoothly.

Mother Tongue. The language which a person has grown up speaking from early

childhood.

Vocabulary Skill. It is the skill of being able to express oneself effortlessly in more

than one way with a considerable amount of words and synonyms. It is basically

word knowledge.

Tutorial. A method of transferring knowledge and may be used as a part of a

learning process.

Primary Pupils. A person, usually young that is learning under the close supervision

of a teacher at school specifically from Kindergarten to Grade 3.

Non-waray students – Students that don’t speak Waray-Waray language.

 II. Review of Related Literature

In every corner of the world, young children are learning languages at home that

differ from the dominant language used in their broader social world. These children

arrive at early learning programs such as preschool and primary school with a

precious resource: their mother tongue. Since 1953, The United Nations Educational,

Scientific and Cultural Organization (UNESCO) has supported children’s right to

learn their mother tongue, and advocated maintenance of linguistic and cultural

diversity through language-in-education policies (UNESCO, 1953, 2003). A recent

review of research and program reports discusses mother tongue-based bilingual or

multilingual education for children at The linguistic and cultural diversity in the

Philippines brings much complexity to the issue of language policy in education. With

more than 7000 islands and 181 distinct languages (Lewis, Simons, & Fennig, 2013),

the Philippines offers a challenging environment for implementing a language policy

that can serve the whole country. Consequently, language policies for Philippine

schools have fluctuated greatly over the last century with a different policy for nearly

every generation. Until recently, the 1974 and 1987 Bilingual Education Policies

determined the language of instruction in schools to be Filipino and English. This is

despite the fact that about 80% of the population does not speak either of these as a

first language. In 2009, the Department of Education (DepEd) challenged the

Bilingual Education Policy by issuing an order that called for institutionalization of

mother tongue-based multilingual education (MTB-MLE). This order requires use of

the learners’ first language as the medium of instruction for all subject areas in pre-

kindergarten through grade three with Filipino and English being taught as separate

subjects (Philippines Department of Education, 2009). Another order was issued in

2012 that offered more specific guidelines for Mother Tongue-based Multilingual
Education and embedded the reform in the newly adopted ―K to 12 Basic Education

Program ‖ (Philippines Department of Education, 2012). This order shifted from the

original mother tongue approach by specifying twelve major regional languages to be

used as the languages of instruction. Under this order, teachers are 2 provided

government-issued materials in their regional languages but are expected to adapt

them to reflect the students’ first languages. Until recently, the mother tongue-based

multi lingual education (MTB-MLE) policy resided solely within Department of

Education. However, in January 2013 the Philippines’ Congress officially supported

this effort by passing the Enhanced Basic Education Act. In addition to shifting

toward a K-12 educational structure, this legislation requires instruction, teaching

materials, and assessments to be in the ―regional or native language of the

learners‖ from kindergarten through grade three with a ―mother language transition

program‖ from grades four through six. Despite the fact that President Benigno

Aquino has not yet signed the bill into law, nation-wide implementation of MTB-MLE

has begun. Gradual implementation started with grade one students in 2012 and will

be followed by grades two and three in 2013 and 2014 respectively. This shift in

language policy is part of a growing trend around the world to support mother tongue

instruction in the early years of a childs’ education. In Southeast Asia, this is

apparent in a rising number of educational programs that utilize a mother tongue

approach. Examples can be found in Cambodia, Indonesia, Malaysia, Thailand,

Timor Este and Vietnam (Kosonen, in press; Kosonen & Young, 2009; Taylor-Leech,

2013; UNESCO, 2007). In all of these cases, the programs are being piloted at the

community level with support from international non-governmental agencies (INGOs).

While the use of non-dominant languages in education is allowed in each of these

countries, the Philippines is the single country to institute a national policy requiring

their inclusion in the early grades. As a result, the implementation of MTB-MLE in the

Philippines is being looked at as an example for the rest of the region. 3 The move by

DepEd and Congress to adopt MTB-MLE was based on the outcomes of previous
quantitative, longitudinal studies that highlighted the benefits of using the mother

tongue as the language of instruction. Two studies in the United States (Ramirez,

Yuen, & Ramey, 1991; Thomas & Collier, 1997) and one in the Philippines (Walter &

Dekker, 2011) concluded that minority language students who gained literacy in their

first language experienced higher academic achievement than students who learned

in a second or third language. They suggested that second and third languages can

be acquired more easily if a foundation in the first language is established early.1 In

addition, these studies pointed to the importance of late-exit programs in which the

mother tongue is utilized until grade six with other languages taught as separate

subjects. arting in early childhood (UNESCO, 2010).

Many children speak a home language with a level of proficiency suitable for

social communication or basic commerce, but not for technical or academic

purposes. Many do not develop literacy in their home language, especially if the

orthography of the home language differs from the orthography of the language of

schooling. Studies show that six to eight years of education in a language are

necessary to develop the level of literacy and verbal proficiency required for

academic achievement in secondary school (Cummins, 1986). Typically, when

minority and Indigenous language children begin preschool or primary school, the

program is offered only in the language of the majority group in their region and most

children quickly learn the rudiments of that language in order to fit in socially and

succeed in learning tasks. Though exceedingly common, most majority language

preschool and formal educational programs do nothing to support minority and

Indigenous language children to continue to develop competence in their mother

tongue. Moreover, the language policies that inform these programs often devalue

the cultural backgrounds and knowledge associated with minority and Indigenous

children's home language. Persistent early school leaving and low academic
achievement among minorities children stem in part from these language-in-

education policies (UNESCO, 2000).

Before K-12 took place in the Philippines, English was used as the medium of

instruction. As early as Grade 1, students were encouraged to use the English

language because it was believed that being fluent in English will help you succeed.

It was like English was the measure of intelligence. Some have learned to deal with it

but some who find it difficult become disadvantaged. It limits their interaction with

their peers, they find it hard to participate in their class and they also weren’t able to

express their thoughts and feelings using the English language. Thus resulting to low

academic performance. The K-12 program was implemented in the Philippines in

2012. It emphasized the used of mother tongue as the medium of instruction from

Kindergarten to grade 3. Research findings showed that the use of mother tongue

help students express their ideas and opinions. Socio-linguist Thabo Ditsele is

quoted in the Daily Maverick as saying that “that teaching younger children in a

language that is not their mother tongue appears to disrupt cognitive ability and

interferes with the learning process.” It is the child’s mother tongue that gives them

self-esteem, independence, self-expression and good academic performance. There

is overwhelming evidence that students learn to read more quickly when taught in

their mother tongue; students who learn to read in their mother tongue also learn to

read in a second or foreign language more quickly than those who initially are taught

to read in a second language or foreign language, and students taught to read in

their mother tongue acquire academic content and skills more quickly (Mehrotra,

1998). Forcing a child to use a language he is not familiar with and confident enough

to express his thoughts will affect his performance in school.

In the educational process the role of language that is used as a medium of

instruction is the most important of all. This is because the effectiveness of this

process is dependent on the existence of effective communication between teachers

and students. This effective communication takes place when the appropriate

language (medium of instruction) is used (Emenanjo, 1990:62). Under such situation,

a question may arise as to which language (medium of instruction) is more important

for class room instruction through which the child would be initiated to participate in

activities in his social setting? As a numerous scholars suggest, it is the child’s

mother tongue has to learn in the primary grades using his mother tongue. The

advantage of this for the child is an individual ease, speed of expression, greater self-

esteem, greater independence of thought, a greater certainty, firmer grasp and

longer retention of the subject matter (Rubin and Jernudd, 1971). Conversely using

the weaker language of a child over which the child has no relative mastery,

according to McNamara (1967), affects both the child’s grasp and speed of reading.

Similarly, other scholars argue that teaching a child using his mother tongue is not

only useful because of its pedagogical suitability, but also it is a matter of a child’s

right: the dental of the mother tongue to the minority is a discrimination against the

minority and a violation of human right (Spolsky, 1986: 14 Lynch, Modgil and Modgil

1992:16). That is why Jones (1926) states that no greater in justice can be committed

against people than to deprive them of their own language. Fafuna (1987:466), more

intensifying this argument writes that taking his mother tongue away from indigenous

speaker is like removing his soul.

Conceptual Framework

SEARCH FOR
RESPONDENT
S TUTORIAL

POST- PRE-TEST
TEST
 III. Intervention

On August 18, 2021, the researchers went to Maydolong Central Elementary

School. They asked primary level teachers if the they have non-waray primary pupils.

They also asked for teacher’s consent to tutor their pupils. On August 19 and 20,

2021, the researchers went to the homes of the non-waray primary pupils to ask

parental/guardian consent to allow the researchers to tutor their children. On August

23 and 24, 2021, the researchers made worksheets as well as pre-test and post-test

for the tutorial to be conducted. They borrowed books from the teachers to be their

reference. On August 25, 2021, the researchers decided to divide the students for

each researcher to tutor every day for 2 weeks due to the COVID-19 protocols. On

August 26-27, 2021, each researcher distributed the pre-test to their respective

tutees. On August 30 to September 13, 2021, the researchers conducted the tutorial.

Each researcher went to the homes of their respective tutees to conduct the tutorial.

They made sure that they followed the protocols in order to protect the children who

are known to be vulnerable from the virus. On September 13 and 14, 2021, the

researchers finished their tutorials and they administered post-test to their tutees.
IV. Methodology

This chapter presents the methods that are used in the study. The design,

sampling technique, locale and how the data were treated were discussed.

Research Design

This study utilized descriptive-comparative method whereas the research

considered pre-test and post-test of pupils after the tutorial to enhance the pupils’

vocabulary skills and comprehension. Descriptive was used in getting the mean of

the test results of the primary grades pupils.

Locale of the Study

The study was conducted in Maydolong Central Elementary School.

Guidelines limiting movement among residents caused the researchers to limit the

scope of the area of the study. The school is located at Barangay 02, New Society

Street, Maydolong Eastern Samar.

Research Participants

The total number of respondents of this study were 10 non-waray primary

grades pupils. There were three (3) grade 1 pupils, four (4) grade 2 pupils and three

(3) grade 3 pupils. 7 females and 3 males.

Sampling Method

This study used purposive sampling design. The pupil-respondents were

purposively selected because primary grades teachers use the children’s mother

tongue as the mode of instruction.

Research Instrument

This study used test as their research instrument specifically pre-test and

post-test. They used this for the researchers believe that the research questions will

be answered through this instrument.

Data Gathering Procedure

The primary purpose of this study was to enhance the vocabulary skills and

comprehension of non-waray primary pupils. The researchers first went to

Maydolong Central Elementary School and asked for a list of Non-Waray primary

pupils. After getting the list, they immediately went to the homes of those who are on

the list and asked permission from parents to tutor their children. After getting

permission from the parents, the researchers worked on the worksheets they gave to

the pupil-respondents. They borrowed books from the teachers to be their source

and reference. The researchers then started the tutorial individually by giving the

pupils assigned to them a pre-test. Every researcher tutors 2 or 3 pupils every day for

2 weeks. After the 2-week tutorial, the researchers gave a post-test to every pupil.

Data Analysis

Pre-test was given first to the pupils. After it was given, the researchers

conducted the tutorial. To see the increase in pupils’ vocabulary skills and
comprehension of the waray dialect, pre-test and post-test were compared. The

significant difference between the pre-test and the post-test were computed using the

dependent t test. The data and information gathered were systematically checked,

computed, tabulated and interpreted.

Ethical Issues/Consideration

First, Informed consent is the major ethical issue in conducting research.

According to Armiger: "it means that a person knowingly, voluntarily and intelligently,

and in a clear and manifest way, gives his consent". It is one of the means by which

a participant of the study’s right to autonomy is protected. Second, Beneficence

includes the professional mandate to do effective and significant research so as to

better serve and promote the welfare of the respondents as well as to the participants

of the study. Third, Confidentiality. The researchers are responsible to maintain

confidentiality that goes beyond ordinary loyalty. This means that the researcher

should not expose their respondents. Lastly, Respect for privacy. It is whenever the

respondent/s refuse to report personal information as they regard it an invasion of

privacy, the researcher ought to respect their views.

V. Results and Discussion

Respondent of the study

Table 1: Profiles of Non-waray pupils classified according to grade level

and dialect spoken.

Name Grade Level Dialect Spoken

1. Adrianna Grade 1 Tagalog

2. Princess Arma Grade 1 English

3. Aeyah Desoloc Grade 1 English

4. Angelika Grade 2 English

5. Gabriel Grade 2 Tagalog

6. Ashley Grade 2 English

7. John Andrei Grade 2 Tagalog

8. Kyuri Grade 3 Tagalog

9. Kyle Grade 3 English

 10. Thalia Grade 3 Tagalog

Table 1 show the different pupils profile according to grade

level and dialect spoken. We choose the primary pupils as our respondent

that belongs to grade 1 to 3. There were four (4) grade 1 non-waray pupils,

also four (4) grade 2 pupils and three (3) grade 3 non-waray pupils from

Maydolong Central Elementary School. Under the dialect column, there were

four (4) pupils whose dialect is Tagalog and eight (8) pupils whose dialect is

English.

Table 2: Number of respondent of the study classified according to

gender.

Gender
Respondents Total
Male Female

Grade 1 0 3 3

Grade 2 2 2 4

Grade 3 1 2 3

Total 3 7 10

As shown in table 2, there were four grade-1 pupils; four grade -2 and

three grade -3 pupils served as the respondent of the study. Three (3) were male and

eight (8) were female total of 11 pupils.

Table 3: Results of Pre-test and Post-test of Non-waray Pupils

Grade 1
 Names Pre-test Post-test

Adrianna 3 8

Princess 4 9

Aeyah 2 9

Total items: 10

Grade 2

Names Pre-test Post-test

Angelika 6 20

Gabriel 9 19

Ashley 5 17

John Andrei 11 20

Total items: 20

Grade 3

Names Pre-test Post-test

Kyurri 15 30

Kyle 13 30

Thalia 9 28

Total items: 30

Table 3 shows the results of pre-test and post-test on non-waray

pupils. As the result above from pre-test to post-test, their scores have an

improvement. Therefore, most of the pupils enhance their vocabulary skills and

comprehension.
Table 4: The performance of the Non-waray pupils between the pre-test and

post-test

Group Group 1 Group 2

Mean 7.73 18.18

SD 4.17 8.51

SEM 1.26 2.56

N 11 11

P value and statistical significance:

The two-tailed P value equals 0.0001

By conventional criteria, this difference is considered to be extremely

statistically significant.

The mean of Group 1 minus Group 2 = -10.45

95% confidence interval.

Calculations:

t= 6.8433

df= 10

Standard error of difference = 1.528

Table 4 shows that there is a significant difference in the performance of the Non-

waray primary pupils between the pre-test and post-test. This implies that the tutorial
done by the researchers have helped improved the vocabulary skills of the pupil-

respondents.

VI. Conclusions

The main purpose of this study was to enhance the vocabulary skills and

comprehension of non-waray pupils. Based on the analysis of the results, most of

non-waray primary pupils got higher scores from post-test than pre-test. It is

therefore concluded that the tutorial done by the researchers have helped improve

the vocabulary skills and comprehension of the non-waray primary pupils. The

researchers have successfully introduced the waray-waray language to the

respondents and they have also achieved the main purpose of the study. There is

indeed a significant difference in the performance of the Non-waray primary pupils

between the pre-test and post-test.

VII. Recommendations

The following are hereby recommended based on the result of the study:

1. The teacher should ask the mother tongue spoken by her pupils upon

enrolling so that she may plan on her techniques and strategies on how

she will effectively teach them especially if there are some whose mother

tongue is different from the majority of the class.

2. The school may organize or conduct training and workshops within

primary grade teachers in regards with learning or familiarizing different

mother tongue spoken by the pupils enrolled in the school before the

school year starts.

3. Teachers should collaborate with the parents of the child. They should

work together to help the child understand the language used by the

majority of the class so that the child could learn better.

 4. Special quiz should be given to the pupil every week who have different

mother tongue than the rest of the class. The special quiz should be

continued until the child familiarize the mother tongue used in the class.

5. The researchers recommend that teachers should conduct a mother

tongue tutorial session in order for the pupil to learn better and adopt the

mother tongue spoken by the majority of the class for better

understanding of the curriculum.

References

A. Books

Kagawaran Ng Edukasyon ng Pilipinas. Mother Tongue-Based Multilingual

Education-Waray

B. Online Sources

JCFS Chicago, Chicago, IL (2021). Importance of Vocabulary Skills. Retrieved

from Google.com http://www.jcfs.org/blog/importance-vocabulary

Jessica Ball, M.P.H.,Ph.D. Educational equity for children from diverse language

backgrounds: Mother tongue-based bilingual or multilingual education in the

early years. Retrieved from Google.com

https://dspace.library.uvic.ca/bitstream/handle/1828/2457/UNESCO%20Summary

%202010.pdf?sequence=1
Nontokozo Mashiya (2017). Challenges Faced by Students in Mother Tongue

Administered Assessments in Higher Education. Retrived from Google.com

https://www.tandfonline.com/doi/abs/10.1080/09720073.2014.11891541

Tony Igcalinos. Gaps and Challenges in the Mother Tongue Based Multilingual

Education (MTBMLE) Implementation in Philippines Basic Education: A Policy

Issue Paper on Language-in-Education Policy. Retreived from Google.com

https://www.academia.edu/23350185/Gaps_and_Challenges_in_the_Mother_Tongu

e_Based_Multilingual_Education_MTBMLE_Implementation_in_Philippines

Ray Vincent E. Arana. ASSESSMENT OF MOTHER TONGUE-BASED

EDUCATION IN ILIGAN CITY. Retrieved from Google.com

https://www.academia.edu/25013712/ASSESSMENT_OF_MOTHER_TONGUE_BA

SED_EDUCATION_IN_ILIGAN_CITY

Google.com. What are the major research ethics? Retrieved from

https://www.hsj.gr/medicine/what-are-the-major-ethical-issues-in-conducting-

research-is-there-a conflict-between-the-research-ethics-and-the-nature-of

nursing.php?

aid=3485&fbclid=IwAR2LLYPHqqaM3ixFfFPd81dAabkOediWtKEnqsvpFyxPE6Apob

4QK_6RPk

DepEd. Waray-waray worksheets samples from Grade 1 to Grade 3. Retrieved at

Goofle.com https://lrmds.deped.gov.ph/detail/499
 APPENDICES

Appendix A

Activities/Strategies Time Persons Means of

Frame Involved Verification

Pre-Implementation Plan

Step 1. Identifying or August 2 to  Internet

defining a problem August 4, Researchers  Brainstorming

2021 among the

researchers

 Ideas given
 by the panel

Step 2. Considering August 9 to  Shared ideas

alternative courses of August 16, Researchers among the

action 2021 researchers

 Internet

 Ideas from

previous

studies

Implementation Plan

Step 3. Selecting August 18  Related

course of action to August Researchers reading

25, 2021 materials

(finished

materials)

Step 4. Studying the August 27  Related

consequences of to reading

action September Researchers materials

3, 2021 (finished

studies)

Step 5. Identifying September  Results from

general findings 10 to Researchers student’s pre-

September test and post-

20, 2021 test

 Appendix B

Activities/Strategies Item Quantity Unit Total

Price Price

Preparation of materials

for the research and

implementation of Bond 1 ream 210 210

innovation/intervention Paper

(A4)

Data gathering,

interpretation of data Bond

gathered and Paper

preparation of
 completed research (A4) 1 ream 210 210

paper

TOTAL 420

Appendix C

LETTER OF REQUEST TO CONDUCT THE STUDY

EASTERN SAMAR STATE UNIVERSITY –Maydolong

Maydolong Eastern Samar

DR. VICKIE MYRIL G. YADAO

Campus Administrator

ESSU – Maydolong

Dear Madame:

Greetings with Peace and Prosperity!

We, the third year Bachelor of Early Childhood Education (BECEd) students
of ESSU – Maydolong proposing an action research study entitled “Mother Tongue
Tutorial: Enhancing the Vocabulary Skills/Comprehension of Non-Waray
Primary Pupils” as a requirement in the fulfilment of the course subject ECED 321:
RESEARCH.
 We are humbly requesting your good office the permission to allow us to
conduct our study outside the campus. Your approval of this request will be highly
appreciated.

Thank you for your consideration and more power.

Very Respectfully Yours,

Rose Antoinette Allada Catherine Joy Arma

Mary Nell Azura Ma. Eduarina Ann Bajado

Glaiza Caliao Emily Globio Nannette Padon

NOTED:

EVELYN BAJADO
Research Adviser

APPROVED:

VICKIE MYRIL G. YADAO, Ph. D.

Campus Administrator

Appendix D

REQUEST FOR PERMISSION TO CONDUCT RESEARCH IN SCHOOL

EASTERN SAMAR STATE UNIVERSITY –Maydolong

Maydolong Eastern Samar

Nancy G. Camora

School Principal1

Maydolong Central Elementary School

Dear Ma’am:

We, the third year students of ESSU – Maydolong pursuing a degree in

Bachelor of Early Childhood Education (BECEd) major in Preschool, may ask
permission to conduct a research study at Maydolong Central Elementary School
entitled “Mother Tongue Tutorial: Enhancing the Vocabulary
Skills/Comprehension of Non-Waray Primary Pupils”.

In connection with this, we would like to ask list of non-wary primary pupils as
the respondent of our research. Rest assured that the data we will gather will remain
absolutely confidential and to be used on academic purposes only.
 Concomitantly, may we also request for an endorsement letter to be given to
the perspective advisers.

Thank you for your time and consideration in this matter.

Respectfully yours,

Rose Antoinette Allada Catherine Joy Arma

Mary Nell Azura Ma. Eduarina Ann Bajado

Glaiza Caliao Emily Globio Nannette Padon

NOTED:

EVELYN BAJADO
Research Adviser

APPROVED:

VICKIE MYRIL G. YADAO, Ph. D.

Campus Administrator

Appendix E

LETTER TO RESPONDENTS

EASTERN SAMAR STATE UNIVERSITY –Maydolong

Maydolong Eastern Samar

Dear P arent/s,

In partial fulfillment of our requirements for our subject ECED 321:

RESEARCH, we 3rd year BECED students of ESSU-Maydolong would like to ask for
permission to conduct a research study entitled “Mother Tongue Tutorial:
Enhancing the Vocabulary Skills/Comprehension of Non-Waray Primary
Pupils”.

We would like to make a Mother Tongue Tutorial for your child as one who
listed Non-Waray Primary Pupils in Maydolong Central Elementary School. The
tutorial should take a couple of week and to be done on your convenience. . Rest
assured that the data we will gather will remain absolutely confidential and to be used
on academic purposes only.

Thank you for your consideration.

Respectfully yours;

Rose Antoinette Allada Catherine Joy Arma

Mary Nell Azura Ma. Eduarina Ann Bajado

Glaiza Caliao Emily Globio Nannette Padon

NOTED:

EVELYN BAJADO
Research Adviser

APPROVED:

VICKIE MYRIL G. YADAO, Ph. D.

Campus Administrator

Appendix F

PRE-TEST AND POST-TEST FOR GRADE 1

Ngaran:___________________________ Petsa:________________

A. Butngi hin tsek ( ∕ ) an kolum (2) kun mapaso, kolum (3) naman kun mataghom.

Butang Mapaso (2) Matugnaw (3)

1. Laga hin kandila

2. Ice cream

3. Nakaladkad nga tubig

4. Nakaladkad nga sabaw

5. Ice

B. Lidongi an letra nga pareho it kahulugan han mga pulong nga gin linyahan.
1. Harayo an balay nira Lupi.

a. Distansyado

b. Harani

c. Maupay

2. Talagsa la kami mamasyada ha may dagat.

a. Agsob

b. Permi

c. Usahay

3. Malipayon an kabataan nga sumulod ha iskuylahan.

a. Marisyo

b. Marayhak

c. Masurub-on

4. He Ana an pinaka baltok ha ira klase.

a. Pinaka gutiay

b. Pinaka maraot

c. Pinaka maaram

5. Masirak an panahon yana.

a. Maadlaw

b. Mauran

c. Madampog

PRETEST AND POST-TEST FOR GRADE 2

Ngaran:_________________________ Petsa:_________________
A. Dugangi hin pamakiana nga panbalyo-ngaran nga makompleto han masunod nga
pamulong. Gamit hin hin-o, ano, diin, ngan kakan-o.

1. ______ an imo gusto buhaton?

2. ______ an magdadara hin mga bukad ngadto ha eskwelahan?
3. ______ an bag-o nga magturutdo nga maabot?
4. ______ an programa nga bubuhaton?
5. ______ mo ginbutang an mga ballpen?
6. ______ an bag-o nga miyembro han banda?
7. ______ an ulohan han libro nga imo ginbasa?
8. ______ an imo kaadlawan?
9. ______ mo ginsurat an imo pag-aradman ha balay?
10. ______ mo ginhihipos an imo gamit?

B. Lidongi an eksakto nga kapadis han pulong dida han mga pulong ha hil-otan.
Igsurat an P kon pareho-kahulugan ngan K kun kabaliktaran.

______1. Riko (mahusay, maaram, kwartahan)

______2. Makiwa (aktibo, halapad, halaba)
______3. Damo (mahal, guti-ay, maaringasa)
______4. Maaringasa (mamingaw, halaba, buotan)
______5. Mahagkot (mabusag, maitom, mapaso)
______6. Halarom (hababaw, halipot, halaba)
______7. Malinis (maras-ang, malimpyo, mabaho)
______8. Lanyog (hataas, magasa, habubo)
______9. Busag (maaringasa, masuri-aw, maitom)
______10. Harayo (harani, marisyo, maupay)

PRE-TEST AND POST-TEST FOR GRADE 3

Ngaran: ______________________ Petsa : __________

A. Kopyaha an istorya ha imo papel. Kumpleto ha ini gamit an sakto nga mga pan-
giya. Pilia ha kahon an imo gagamiton nga pan-giya.
_______ kami nga nagkita hin sine_______. Upod ko hira nanay, tatay ngan an akon
mga bugto.

______ kami nagkita ha_______ . _______an am katatawa. Kahuman namon

magkita, _______kami nga nangaon ha__________.

__________, ginbubuhat ini namon hit akon pamilya.

Marisyo kagab-i malipayon Robinson’s

Dagko Didto Kadabulan Jollibee
B. Igsurat ha blangko an kaangayan nga pulong panladawan para han retrato nga nasunod.

1. ________________

2. ________________

3. ________________

4. ________________

5. __________________

6. _________________

7.________________

8.______________
 9._______________

10._______________

C. Isurat ha mga kahon kun paunan-o nakiwa an mg nasunod nga hayop ngan kun ano an
ira ginagamit nga parte han ira liwas hit pagkiwa.

Mga Hayop Paunan-o hira nakiwa? Ano nga parte an ira

ginagamit pagkiwa?
a. Palaka
b. Alibangbang
c. Suso
d. Uding
e. Isda
f. Pato
g. Ayam
h. Apan
i. Tamsi
j. Bubuyog

36