MANDERICO, LYNDY MAE B.

MAELT 3-A
ELT 205/ RESEARCH IN LANGUAGE
Prof. LEONEL P. UNTONG

PROPOSED RESEARCH TITLES

I. TEACHING READING USING READING-READY KID READING PROGRAM: IN

COMPLIANCE TO THE DEPED ORDER No. 45, s. 2002

Rationale
Reading is a vital academic language skills as it serves as means for
independent and lifelong learning. The development of early literacy skill, the ability of
learner to move from learning to read to reading to learn lies the groundwork for future
academic achievement as reading enables learners to differentiate ideas and relate it to
actual situation.
The Department of education (DepEd) has acknowledged the significance of
providing learners with adequate reading education as shown in the policy directives
provided in DepEd Order No. 45, S, 2002. In order to improve learners reading
competency the Department of education emphasizes the importance of employing the
appropriate instructional material and methodologies.
The strict implementation of DepEd Order no. 45, s. 2002 “No Read, No pass
Policy” became the measure to upgrade the quality of education in the country. The
pressure under care to develop pupils as good readers in their respective grade level as
they finish the school year. This study aims to teach reading the right way in compliance
to the DepEd Order no. 45, s. 2002.

Statement of the Problem

Generally, this study aims to teach reading the right way in compliance to the
DepEd Order no. 45, s. 2002.
Specifically, to answer the following questions:
1. What is the reading competency of the learners before the Reading-Ready Kid
Reading Program?
2. What ids the reading competency of the learners after the Reading-Ready Kid
Reading Program?

3. Is there a significant difference in the reading competency of the learners before and
after the Reading-Ready Kid Reading Program?

4. Based on the given findings, what remediations_________________

II. LIVED EXPERIENCES OF TEACHERS USING ENGLISH AS MEDIUM OF
INSTRUCTION

Rationale
Recent years have seen a substantial increase in the interest in the efficient use
of English as medium of instruction in educational context. English as medium of
instruction refers to the practice of teaching academic subjects in a language other than
the student’s mother tongue, with English being the most widely used language. Despite
the growing popularity of English as medium of instruction implementation, it is crucial to
understand the lived experiences of teachers who are the forefront of this educational
approach.
The use of English language as medium of instruction in teaching subjects other
than English have been challenging to teachers that is working on far flung areas where
most of the students belong to the IP community. This study aims on describing the
lived experiences of teachers teaching subjects using English language as the medium
of instruction.

Statement of the Problem

Generally, this study aims to describe the lived experiences of teachers teaching
subjects using English language as the medium of instruction in the Datu Etang
Integrated School.
Specifically, to answer the following questions:

1. What are the experiences of teachers teaching other subject using English as the
medium of instruction?

2. What is the most challenging experience in teaching other subjects using English
as the medium of instruction?

3. How do they cope to these challenges?

III. ORAL LITERATURE OF MANOBO: A CULTURAL HERITAGE

Rationale
The importance of oral storytelling in the socio-cultural community, which
includes each tribe’s learning, arts, ideas and culture, has increased in recent years.
The culture of the Philippines is noted for being diverse and is made up of numerous
tribes. The Manobo, one of the country’s tribes distinguished by its distinctive oral
literature, beliefs and linguistic style. Oral storytelling is how Manobo’s tell their stories
and pass them down.
This study aims to retrieve the rich and diverse oral literature of the Manobo
people an indigenous group residing in Sitio Meles, Hinalaan Kalamansig Sultan
Kudarat. This study highlights the importance of oral literature as a type of cultural
heritage that encapsulates the Manobo community’s distinct customs, beliefs and
values.

Statement of the Problem

This study aims to retrieve the oral literature of the Manobo tribe in Sitio Meles,
Hinalaan Kalamansig Sultan Kudarat.
Specifically, to answer the following questions:

1. What are the oral literature of the Manobo Tribe in Sito Meles, Hinalaan Kalamansig
Sultan Kudarat in terms of;

1.1 Short Story

1.2 Legend

2. How do Focus Group discussion interpret the oral literature of Manobo Tribe in Sitio
Meles, Hinalaan Kalamansig Sultan Kudarat in terms of;

2.1 Educational implications

2.2 Spiritual
 2.3 Values

3. Based on findings, what is the instructional material that can be formulated in

teaching literature?
MANDERICO, LYNDY MAE B. MAELT 3-A
ELT 205/ RESEARCH IN LANGUAGE
Prof. LEONEL P. UNTONG

PROPOSED RESEARCH TITLES

I. TEACHING READING USING READING-READY KID READING PROGRAM

Rationale
Reading is a vitalacademic language skills as it serves as means for independent
and lifelong learning. The development of early literacy skill, the ability of learner to
move from learning to read to reading to learn lies the groundwork for future academic
achievement as reading enables learners to differentiate ideas and relate it to actual
situation.
The Department of education (DepEd) has acknowledged the significance of
providing learners with adequate reading education as shown in the policy directives
provided in DepEd Order No. 45, S, 2002. In order to improve learners reading
competency the Department of education emphasizes the importance of employing the
appropriate instructional material and methodologies.
The strict implementation of DepEd Order no. 45, s. 2002 “No Read, No pass
Policy” became the measure to upgrade the quality of education in the country. The
pressure under care to develop pupils as good readers in their respective grade level as
they finish the school year. This study aims to teach reading the right way in compliance
to the DepEd Order no. 45, s. 2002.

Statement of the Problem

Generally, this study aims to teach reading the right way in compliance to the
DepEd Order no. 45, s. 2002.
Specifically, to answer the following questions:
1. What is the reading skills of the learners before the Reading-Ready Kid Reading
Program in terms of:
a. word recognition; and
b. comprehension?
2. What is the reading skills of the learners after the Reading-Ready Kid Reading
Program in terms of:
a. word recognition; and
b. comprehension?

3. Is there a significant difference in the reading skills of the learners before and after
the Reading-Ready Kid Reading Program?
4. Based on the given findings, what remediations_________________

II. LIVED EXPERIENCES OF TEACHERS USING ENGLISH AS MEDIUM OF

INSTRUCTION

Rationale

Recent years have seen a substantial increase in the interest in the efficient use
of English as medium of instruction in educational context. English as medium of
instruction refers to the practice of teaching academic subjects in a language other than
the student’s mother tongue, with English being the most widely used language. Despite
the growing popularity of English as medium of instruction implementation, it is crucial to
understand the lived experiences of teachers who are the forefront of this educational
approach.

The use of English language as medium of instruction in teaching subjects other

than English have been challenging to teachers that is working on far flung areas where
most of the students belong to the IP community. This study aims on describing the
lived experiences of teachers teaching subjects using English language as the medium
of instruction.

Statement of the Problem

 Generally, this study aims to describe the lived experiences of teachers teaching
subjects using English language as the medium of instruction in the Datu Etang
Integrated School.

Specifically, to answer the following questions:

4. What are the experiences of teachers in teaching the other subjects using
English as the medium of instruction in terms of:
a. planning and preparation;
b. classroom instruction;
c. classroom management; and
d. students’ behaviors?
5. What are the challenges encountered by teachers in teaching other subjects
using English as the medium of instruction in terms of:
a. planning and preparation;
b. classroom instruction;
c. classroom management; and
d. students’ behaviors?
6. What are the coping mechanisms of the teachers in teaching other subjects
using English as the medium of instruction in terms of:
a. planning and preparation;
b. classroom instruction;
c. classroom management; and
d. students’ behaviors?
7. Based on the findings, what training programs can be recommended?

III. ORAL LITERATURE OF MANOBO: A CULTURAL HERITAGE

Rationale
 The importance of oral storytelling in the socio-cultural community, which
includes each tribe’s learning, arts, ideas and culture has increased in recent years. The
culture of the Philippines is noted for being diverse and is made up of numerous tribes.
The Manobo, one of the country’s tribes distinguished by its distinctive oral literature,
beliefs and linguistic style. Oral storytelling is how Manobo’s tell their stories and pass
them down.

This study aims to retrieve the rich and diverse oral literature of the Manobo
people an indigenous group residing in Sitio Meles, Hinalaan Kalamansig Sultan
Kudarat. This study highlights the importance of oral literature as a type of cultural
heritage that encapsulates the Manobo community’s distinct customs, beliefs and
values.

Statement of the Problem

This study aims to retrieve the oral literature of the Manobo tribe in Sitio Meles,
Hinalaan Kalamansig Sultan Kudarat.

Specifically, to answer the following questions:

1. What are the oral literature of the Manobo Tribe in Sito Meles, Hinalaan Kalamansig
Sultan Kudarat in terms of;

1.1 short story; and

1.2 legend?

2. How do Focus Group discussion interpret the oral literature of Manobo Tribe in Sitio
Meles, Hinalaan Kalamansig Sultan Kudarat in terms of;

2.1 social;

2.2 spiritual;

2.3. economic;

2.4 political; and

 2.5 emotional?

3. Based on findings, what is the instructional material can be formulated for the
teaching of literature?