THE EFFECTS OF MOTHER TONGUE-BASED MULTILINGUAL

EDUCATION TO THE READING COMPREHENSION

OF THE GRADE IV STUDENTS AT ALITAYA
ELEMENTARY SCHOOL
S. Y. 2021-2022

Jeremiah M. Calacsan

BSED-ENGLISH III

Don Mariano Marcos Memorial State University

South La Union Campus
 Agoo, La Union
Chapter I

INTRODUCTION

Situation Analysis

Reading comprehension is dependent on several cognitive and linguistic

processes. These processes involve working memory (Daneman & Merikle, 1996).
According to Pressley (2002), good text comprehension emerges if a reader is able to
predict what the text may be about, relates information in the text to background
knowledge, asks questions while reading, monitors the understanding of the text, and
summarizes what is being read.

Many countries have implemented strong English language policies in their

belief that the English language will alleviate social, economic, and political
problems, among others (Hillman, 2015; Kirkpatrick, 2014). On one hand, some
countries are adapting the Mother Tongue-Based Multilingual Education (MTB-MLE)
policy to join the United Nations Educational, Scientific, and Cultural Organization
(UNESCO) in upholding the mother tongue of learners as the medium of
instruction (Cruz, 2015; Wa-Mbaleka, 2014b). In this globalized world, on the other
hand, the role of English language cannot be disregarded.

The Philippines as a multilingual country has a different scene setting when it

comes to the institutionalization of a national policy requiring mother tongue-based
multilingual education (MTB-MLE) in the primary school years (Burton, 2013). With
regards to such implementation, many studies have long supported the use of mother
tongue as the language of instruction.

The use of the appropriate language in teaching learners greatly contributes to

academic performance and success in school. Language plays a vital role in the learning
process of the elementary learners. Teachers must ensure that the language to be used in
the different subject areas are the language first heard at home (Benson, 2004).
 It was 2009 when the Department of Education (DepEd) challenged the Bilingual
Education Policy through the issuance of an order requiring different educational
institutions to implement mother tongue-based multilingual education or MTB-MLE for
brevity (Department Order No. 28, s. 2013). This order requires the first language of the
learners to be used as the medium of instruction in all subject areas from pre-kindergarten
through grade three with Filipino and English being taught as separate subjects
(Department Order No. 74, s. 2009). In 2012, another order was issued that offered more
specific guidelines for MTB-MLE and embedded the reform in the newly adopted ―K to
12 Basic Education Program (Department Order No. 16, s. 2012). This order shifted from
the original mother tongue approach by specifying twelve major regional languages or
lingua franca to be used as the languages of instruction and offered as a learning area.
Under this order, teachers are provided government-issued materials in their regional
languages but are expected to adapt them to reflect the students ‘first languages.

Gradual implementation started with grade one students in 2012, followed by

grades two and three in 2013 and 2014 respectively. This shift in language policy is part
of a growing number of trends around the world which support mother tongue instruction
in the early years of a child‘s education. The adoption of MTB-MLE became the
beginning of a bigger movement for the DepEd and Congress that solely relies on the
findings of various and previous studies that elucidate the benefits of mother tongue as a
language of instruction (Burton, 2013). These studies deduced that minority language
pupils who gained literacy in their first language or mother tongue 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.

Research indicates that having a strong mother tongue foundation leads to a much
better understanding of the curriculum as well as a more positive attitude towards school,
so it’s vital that children maintain their first language when they begin schooling in a
different language.

Reading comprehension in English is a key to achievement in academic studies in

many countries around the world (Hellerstein-Yehezkel, 2017). Thus, difficulty with
reading comprehension can pose a challenge in an EFL (English as a Foreign Language)
classroom. Hawkins (1999) states that one of the reasons why learners fail at learning
foreign languages is their difficulty with reading comprehension. He notes learners’ lack
of prior knowledge as the main cause of failure in learning a foreign language.

This research aimed to determine the effect of MTB-MLE to the reading

comprehension instruction on fourth graders’ studying at Alitaya, Elementary School
and to shed light on the effects of MTB-MLE on the reading comprehension of Filipinos.
The results of this study may help parents, teachers, and policymakers make informed
decisions on which educational path to take. This study may be especially helpful to
policymakers. Before making drastic moves that may affect the entire country, they must
weigh crucial issues and look ahead.

Framework of the Study

This study is anchored on the following concepts on language and education, and
the mother-tongue based education in the Philippines.

It has long been known that children learn best in their first language. In contexts
where several languages coexist, bilingual or multilingual education is a strategy
recommended by the United Nations to achieve equitable, inclusive and quality education
by 2030.

Using the local language for teaching and learning is one way to promote the
understanding of the various concepts in a particular socio-cultural perspective and
context. This kind of situated pedagogy increases the chance for learners to feel
ownership of their education and reduces the conditions that hinder their acquisition and
learning of various knowledge and processes. Understanding the context (personal),
cultural, and environmental) is important and using the local language is vital in teaching
and learning. Vygotsky (1962) as cited by Nolasco (2010) explained that language plays
a crucial role in forming abstract concepts and these abstract concepts are critical to the
development of some disciplines. Therefore language really plays an important role in
developing ideas (Banks and Thompson, 1995).
 The language learning theory as stated by Postman (1996) reiterates that language
is a mediating tool in any learning and teaching process. Language learning is not a
discrete discipline unconnected from all other learning. Hence, language learning in
school is crucial for academic growth toward the pedestal of pedagogical hierarchy. The
language of academic discourses and knowledge content of any one subject are closely
interconnected.

The use of various languages among multilingual and multidialectal learners may
be attributed to numerous factors, such as the linguistic heterogeneity of a country or
region, specific social or religious attitudes. The use of the mother tongue in its
pedagogic aspect reflects the desire of learners to promote national identity. Language in
the academe is clearly a complex socio-cultural process that is continually being weighed
up by the multilingual system of the Philippine education. (Bernardo,2005)

Statement of the Problem

Language has been extensively searched. Studies have been conducted on the
different components and aspects of MTB-MLE. However, there was practical study
found that is conducted to see the actual effects of the policy to reading comprehension
development.

This study sought to answer the following questions:

1. What is the current state of MTB-MLE implementation in the selected school?

2. What is the current reading comprehension status and level in the selected school?

3. What relationship exists between MTB-MLE and the reading comprehension of fourth
grade students in Alitaya Elementary School?

Definition of Terms:

Mother tongue-based multilingual education - is education, formal or non - formal, in

which the learner’s mother tongue and additional languages are used in the classroom.

Reading Comprehension – is the act of understanding what you are reading.

Multilingual – is the ability of an individual speaker or a community of speakers to
communicate effectively in three or more languages.

Chapter II

METHODOLOGY

Research Design

This study will employ the experimental design. The experimental design is a
quantitative research design used to test the effect of a treatment on a result if
indeed it affects the result. In other words, this design is used to create a cause-and-
effect relationship between variables—the independent and dependent variables. This
design also involves a pre-test which is administered before the treatment procedure
and a post-test which is administered after the treatment (Abbuhl, Gass, & Mackey,
2012; Creswell, 2012). This design was used for this specific study because it was
the best design to meet the purpose of the study. Hence, the independent variable in
this experiment was the mother tongue instruction while the dependent variable was
the reading comprehension status of the participants which was measured through a
reading comprehension test.

Sources of Data

The sampling method that will use in this study will be the purposive sampling. It
is a non-probability sample that is selected based on characteristics of a population and
the objective of the study (Crossman, 2020). The study will be carried out on the entire
group of the Grade 4 students studying at Alitaya Elementary School in the school year
2021-2022 rather than making a sample selection.

The research setting target for this study is a public elementary school in the town
of Mangaldan, Pangasinan. A government school was preferred because government
schools in the Philippines are always the first to implement mandates and policies from
the government. The research setting was especially chosen because, aside from its being
a public school, it is also diverse with different native languages.

Instrumentation and Data Collection

 The pre-test and post-test are the primary instruments. The rational of pre-test and
post-test from the TOEFL Junior Standard test is the instrument used to compare
respondents reading comprehension level before and after the treatment. The pre-test will
include two reading comprehension worksheet which consist 5 questions each, and post-
test will test the of the respondents to read and understand both academic and non-
academic texts written in English. There are 42 questions in this section of the test. The
testing time for this section is 50 minutes.

The TOEFL Junior Standard test exists in several different editions, called
“forms.” All the forms of the TOEFL Junior Standard test measure the same set of skills,
but with different questions and tasks. If a test taker took two different forms of the test,
the scores on the two forms could be different. Reliability is the extent to which the test
takers’ scores are consistent across different forms of the test.

The pre-test was given to the respondents. In the first week pre-test will be given
for respondents in treatment group. The post test will be given to the respondents
treatment group in week 7.

Experimental

Experiment
class

Pre-test

Treatment

Post-test
Diagram 1.1: Research Paradigm

Analysis of Data

TOEFL Junior Standard test scores are determined by the number of questions a
student has answered correctly. The number of correct responses on each section is
converted to a scaled score that ranges from 200 to 300 in increments of 5. These equated
scores are then converted to section scaled scores that range from 200 to 300. Because the
scores are equated and scaled, the reported scores are neither the number, nor the
percentages of questions answered correctly.

The two statistics commonly used to describe the reliability of the scores of a
group of test takers are the reliability coefficient and the standard error of measurement.
The reliability coefficient is an estimate of the correlation between scores on different
forms of the test. It can vary from .00 (indicating no agreement at all) to 1.00 (indicating
perfect agreement). The standard error of measurement indicates the extent to which test
takers’ scores differ from their “true scores.” A test taker’s “true score” is the average of
the scores that particular test taker would earn on all possible forms of the test. The
difference between a test taker’s “true score” and the score the test taker actually earned
is called “error of measurement.” The standard error of measurement, for a group of test
takers, is the average size of those differences. It is expressed in the same units as the
scores. In a large group of test takers, about two-thirds will earn scores that differ from
their “true scores” by less than the standard error of measurement.

References

Tadeo, Gretchen & Queroda, Phillip. (2020). Relationship of the Use of Mother Tongue-
Based Multilingual Education to the English Learning Competencies of Pupils.
10.13140/RG.2.2.13298.04801.
Namanya, Sheri. (2017). THE EFFECTS OF MOTHER TONGUE-BASED
MULTILINGUAL EDUCATION ON THE ENGLISH LITERACY OF
CHILDREN IN SILANG, PHILIPPINES
Anita Habók, Andrea Magyar, Sammy King Fai Hui. (2019) The effects of EFL reading
comprehension and certain learning-related factors on EFL learners’ reading
strategy use. Cogent Education 6:1.
Hashim, N. H., Lah, Y. C., Ahmad, M. Z., Yaakub, R., Aziz, A. R. A., Mohamed, A. R.,
… Ramli, I. (2006). Reading Comprehension in Malaysia Primary grades 1-6.
Penang, Malaysia: Universiti Sains Malaysia. (Research Grant).
Marloes M. L. Muijselaar, Nicole M. Swart, Esther G. Steenbeek-Planting, Mienke
Droop, Ludo Verhoeven & Peter F. de Jong (2017) Developmental Relations
Between Reading Comprehension and Reading Strategies, Scientific Studies of
Reading, 21:3, 194-209, DOI: 10.1080/10888438.2017.1278763
Alexander, P. A. (2003). The development of expertise: The journey from acclimation to
proficiency. Educational Researcher, 32(8), 10–14.
Doi:10.3102/0013189X032008010
Aarnoutse, C., & Kapinga, T. (2006). Begrijpend lezen [Reading comprehension].
Ridderkerk, the Netherlands: Onderwijs Advisering.
Altin & Saracaloğlu, Cogent Education (2018), 5: 1475589
https://doi.org/10.1080/2331186X.2018.1475589
Mehmet Altin & Asuman Seda Saracaloğlu | Mark Boylan (Reviewing editor) (2018)
Effect of reading comprehension instruction enriched with cultural materials on
English learning, Cogent Education, 5:1, DOI: 10.1080/2331186X.2018.1475589
UNESCO. (2003). Education in a Multilingual World: UNESCO Education Position
Paper Retrieved from
http://unesdoc.unesco.org/images/0012/001297/129728e.pdf
UNESCO. (2007). Promoting literacy in multilingual settings. Bangkok, Thailand:
UNESCO.International Journal of Academic Research in Progressive Education
and Development June 2014, Vol. 3, No. 4 ISSN: 2226-6348
Dagostino, L., Carifio, J., Bauer, J. D., Zhao, Q., & Hashim, N. H. (2014). Assessment of
a Reading Comprehension Instrument as It Relates to Cognitive Abilities as
 Defined by Bloom’s Revised Taxonomy. Current Issues in Education, 17(1).
Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1281
Stone, R. P. (2012). A professional development program for the mother tongue based
teacher: Addressing teacher knowledge and attitudes about MTBMLE (Doctoral
dissertation). Retrieved from https://goo.gl/w1a7Mb
Ricablanca, J. D. (2014). Effectiveness of mother tongue-based instruction on pupils’
achievement in mathematics (Master’s thesis). Retrieved from
https://goo.gl/sFjZn6
Ouane, A., & Glanz, C (Eds.). (2011). Optimising learning, education and publishing in
Africa: The language factor. A review and analysis of theory and practice in
mother-tongue and bilingual education in Sub-Saharan Africa. Hamburg,
Germany: UNESCO Institute for Lifelong Learning. Retrieved from
http://unesdoc.unesco.org/images/0021/002126/212602e.pdf

Reading Comprehension Worksheet (Pre-test):

Instruction: As you read the story, think about the main idea of each paragraph.

Title of the Readings: Sloths

Sloths are the slowest mammals on earth. It takes a full minute for a sloth to move
6 feet across the ground. You probably couldn’t move that slowly if you tried! The
sloth’s body is about 2 feet long. It has long legs, and curved claws that are 3 to 4 inches
long. Their claws and their long legs help them climb trees and hang from tree branches.
They spend almost their entire lives hanging from tree branches. The life of a sloth is not
very exciting.

Sloths have a round head, small ears, a stubby tail, and sad-looking eyes set in a
dark-colored “mask.” The shape of a sloth’s mouth makes it look like it is always
smiling. It has extra bones in its neck that make it possible for it to turn its head almost all
the way around. Sloths are very cute to look at, but they don’t put on much of a show.
Sloths are home to other plants and creatures. Tiny plants grow on the sloth’s fur, making
the animals appear to be green. This green color makes the sloths almost invisible against
the green leaves of the trees they live in. Moths and insects also live in the sloth’s fur.
Maybe the sloths move so little and so seldom that the small creatures that live on them
don’t even know they are animals.

Giant sloths the size of elephants once lived in many places on earth, including
North America. Today, sloths can be found in the tropical forests of Central and South
America. They eat leaves and berries. A sloth can stick its tongue out 12 inches. Maybe
they developed this skill so they wouldn’t have to move to reach the tasty leaves and
berries around their resting spot. Their main enemies are jaguars, eagles, and snakes.
Many tropical forests are disappearing, along with the sloths that live there. It would be a
sad thing if these fascinating little animals became extinct.

Questions:

1. What is the main idea of the first paragraph?

A. Sloths are the slowest mammals on earth.
B. It takes a full minute for a sloth to move 6 feet across the ground.
C. The sloth’s body is about 2 feet long.
D. The life of a sloth is not very exciting.
2. What is the main idea of the second paragraph?
A. Sloths have a round head, small ears, and sad-looking eyes.
B. The shape of a sloth’s mouth make it look like it is always smiling.
C. A sloth can turn its head almost all the way around.
D. Sloths are very cute to look at.
3. What is the main idea of the third paragraph?
A. Sloths are home to other plants and creatures.
B. Tiny plants grow on the sloth’s fur.
C. The plants that grow on the sloth make the sloth green.
D. Moths and insects live in the sloth’s fur.
4. What is the main idea of the last paragraph?
 A. Sloths the size of elephants once lived on earth.
B. Today, sloths live in the tropical forests of Central and South America.
C. A sloth can stick its tongue out 12 inches.
D. It would be sad if sloths became extinct.
5. What is one interesting detail from the last paragraph?

Title of the readings: Benjamin Sees a Sloth

Benjamin’s class was learning about unusual animals. Today they were going on
a field trip to the zoo to see some of the animals they had learned about. Benjamin’s
favorite was the sloth. He had never seen one, but he had learned a lot about them, and
seen pictures of them. They were so cute. They had big round eyes, and looked like they
were wearing a mask. The sloths in all of the pictures looked like they were smiling.

Benjamin remembered a story he had read about sloths. The story said that many
sloths live in the tropical forests in the South American country of Bolivia. Santa Cruz, a
large city in Bolivia, has many large parks with old and beautiful trees. Years ago, many
sloths lived in these trees. People liked to come to the parks and look for the sloths. Even
though there were many sloths in the parks, they were hard to see. Their fur was as green
as the leaves of the trees they lived in. Benjamin wished he could have visited one of
those parks. He was sure he would have been able to spot the sloths, even if they were
hard to see.

The story went on to say that there was a problem with the sloths in the parks.
Even though sloths don’t move very often, and are very, very slow, they do not like to be
bothered. And if they are bothered, their long curved claws make very good weapons.
Children in the parks of Santa Cruz, and even some adults, would poke at the sloths to try
to get them to move. Some of these people got serious sratches and cuts from the sloths’
sharp claws. The city decided to move the sloths out of the parks and back to the forests
that were their natural home. Benjamin decided that had been a good idea. The sloths
would be safer, and so would the people.

Benjamin’s class arrived at the zoo, and they finally came to the section where the
sloths lived. The sign said there were two sloths. It was a large area, with many trees.
Benjamin looked and looked, but he didn’t see the sloths. He was very disappointed.
Then his teacher said, “Look there!” and pointed. And there was one of the sloths, just
ten feet away from Benjamin, a little higher than his head. And it was even cuter in
person than it was in the pictures.

Questions:

1. What is the main idea of the first paragraph?

A. Benjamin’s class was learning about unusual animals.
B. Benjamin’s class was going on a field trip to the zoo.
C. Benjamin had learned a lot about sloths.
D. The sloths in all of the pictures looked like they were smiling.
2. What is the main idea of the second paragraph?
A. Many sloths live in the tropical forests of Bolivia.
B. Years ago, many sloths lived in the city parks of Santa Cruz.
C. People liked to come to the parks and look for the sloths.
D. Benjamin wished he could have visited one of those parks.
3. What is the main idea of the third paragraph?
A. There was a problem with having the sloths in the city parks.
B. Sloths don’t move often, and are very slow when they do move.
C. The sloth’s long curved claws make very good weapons.
D. Some people got serious scratches and cuts from the sloths’ claws.
4. What is the main idea of the last paragraph?
A. The sign said there were two sloths.
B. It was a large area, with many trees.
C. Benjamin looked and looked, but he didn’t see the sloths.
D. The sloth was even cuter in person than it was in pictures.
5. What is one interesting detail from the last paragraph?

(Post-test)
Questions 1-4 are about the following announcement.

1. What time will the festival begin?

(A) 10 a.m.
(B) 11 a.m.
(C) 1 p.m.
(D) 2 p.m.
2. In line 3, the word feature is closest in meaning to _______.
(A) Look
(B) Keep
(C) Include
(D) Entertain
3. What job will be done the day before the festival begins?
(A) Making posters
(B) Setting up the gym
(C) Cleaning up the gym
(D) Helping the performers
4. Who is told to talk to Ms. Braxton?
 (A) Parents
(B) Students
(C) Teachers
(D) Performers

Questions 5-11 are about the following story.

“Did you see that?” Joe said to his friend Bill. “You’re a great shooter!”

Bill caught the basketball and bounced it before throwing it again. The
ball flew into the net.

“Bill, you never miss!” Joe said admiringly.

“Unless I’m in a real game,” Bill complained. “Then I miss all the time.”

Joe knew that Bill was right. Bill performed much better when he was
having fun with Joe in the school yard than he did when he was playing for the
school team in front of a large crowd.

“Maybe you just need to practice more,” Joe suggested.

“But I practice all the time with you!” Bill objected. He shook his head. “I just
can’t play well when people are watching me.”

“You play well when I’m watching,” Joe pointed out.

“That’s because I’ve known you since we were five years old,” Bill said
with a smile. “I’m just not comfortable playing when other people are around.” Joe
nodded and understood, but he also had an idea.

The next day Joe and Bill met in the school yard again to practice. After a few
minutes, Joe excused himself.

“Practice without me,” Joe said to his friend. “I’ll be back in a minute.”

Joe hurried through the school building, gathering together whomever he

could find—two students, a 20 math teacher, two secretaries, and a janitor.
When Joe explained why he needed them, everyone was happy to help.
 Joe reminded the group to stay quiet as they all went toward the school’s
basketball court. As Joe had hoped, Bill was still practicing basketball. He made five
baskets in a row without noticing the silent people standing behind him.

“Hey, Bill!” Joe called out finally.

Bill turned. A look of surprise came over his 30 face.

“I just wanted to show you that you could play well with people watching
you,” Joe said. “Now you’ll have nothing to worry about for the next game!”

Questions:

5. What would be the best title for the story?

(A) Joe Joins the Team
(B) Practice Makes Perfect
(C) Bill Wins the Big Game
(D) Bill’s Basketball Problem
6. In line 6, the word performed is closest in meaning to _______.
(A) Acted
(B) Played (C) moved
(C) Changed
7. Why is Bill upset?
(A) He plays better in practice than he does during games.
(B) The school yard is not a good place to practice.
(C) Joe watches him too closely when he plays. (D) His team loses too many
games.
8. Why does Bill play well when Joe is watching him?
(A) He is comfortable with Joe.
(B) Joe tells him how to play better.
(C) He does not know that Joe is there.
(D) He wants to prove to Joe that he is a good player.
9. Why does Joe decide to gather a group of people?
(A) Because he wants more players for his team
 (B) Because he wants to help Bill feel less nervous
(C) Because he wants to show them his talent
(D) Because he wants more people to see the next game
10. At the end of the story, all of the following people watch Bill practice EXCEPT
_______.
(A) Joe
(B) A janitor
(C) A math teacher
(D) The basketball coach
11. Why does the group have to be quiet when they go to the basketball court?
(A) Because Joe is telling Bill what to do
(B) Because they do not want Bill to know they were there
(C) Because Bill likes to practice alone
(D) Because the group needs to listen to Joe’s instructions

Questions 12-20 are about the following passage.

When another old cave is discovered in the south of France, it is not usually
news. Rather, it is an ordinary event. Such discoveries are so frequent these days
that hardly anybody pays heed to them. However, when the Lascaux cave complex
was discovered in 1940, the world was amazed. Painted directly on its walls were
hundreds of scenes showing how people lived thousands of years ago. The scenes
show people hunting animals, such as bison or wild cats. Other images depict birds
and, most noticeably, horses, which appear in more than 300 wall images, by far
outnumbering all other animals.

Early artists drawing these animals accomplished a monumental and

difficult task. They did not limit themselves to the easily accessible walls but carried
their painting materials to spaces that required climbing steep walls or crawling into
narrow passages in the Lascaux complex.

Unfortunately, the paintings have been exposed to the destructive action

of water and temperature changes, which easily wear the images away. Because the
Lascaux caves have many entrances, air movement has also damaged the images
inside. Although they are not out in the open air, where natural light would have
destroyed them long ago, many of the images have deteriorated and are barely
recognizable. To prevent further damage, the site was closed to tourists in 1963, 23
years after it was discovered.

Questions:

12. Which title best summarizes the main idea of the passage?
(A) Wild Animals in Art
(B) Hidden Prehistoric Paintings
(C) Exploring Caves Respectfull
(D) Determining the Age of French Caves
13. In line 3, the words pays heed to are closest in meaning to ______.
(A) Discover
(B) Watches
(C) Notices
(D) Buys
14. Based on the passage, what is probably true about the south of France?
(A) It is home to rare animals.
(B) It has a large number of caves.
(C) It is known for horse-racing events.
(D) It has attracted many famous artists.
15. In line 8, the word depict is closest in meaning to _______.
(A) Show
(B) Hunt
(C) Count
(D) Draw
16. According to the passage, which animals appear most often on the cave walls?
(A) Birds
(B) Bison
(C) Horses
(D) Wild cats
17. In line 12, the word They refers to _____.
(A) Walls
(B) Artists
(C) Animals
(D) Materials
18. Why was painting inside the Lascaux complex a difficult task?
(A) It was completely dark inside.
(B) The caves were full of wild animals.
(C) Painting materials were hard to find.
(D) Many painting spaces were difficult to reach.
19. According to the passage, all of the following have caused damage to the
paintings EXCEPT _____________ .
(A) Temperature changes
(B) Air movement
(C) Water
(D) Light
20. What does the passage say happened at the Lascaux caves in 1963?
(A) Visitors were prohibited from entering.
(B) A new lighting system was installed.
(C) Another part was discovered.
(D) A new entrance was created.