MARUNGKO VIDS: EMPOWERING READING SKILLS

AMONG SIBACUNGAN PRIMARY-GRADE LEARNERS

I. CONTEXT AND RATIONALE

Reading is one of the distinct cognitive human talent that is critical to living in

today's society, yet learning to read has proven incredibly challenging for over 250

million primary school-aged children in underdeveloped countries. More than half of

all second-graders are unable to read a single word, and about 30% of all third-graders

are zero-word readers.

Millions of children have been deprived of the numerous benefits of schooling

due to deficiencies in fundamental reading skills. These include gaining high levels of

fluency, learning more advanced abilities, and moving on to higher levels of

education.

Numerous DepEd initiatives aimed to promote and strengthen Filipino

children's reading skills in the early grades. These include "Every Child A Reader

Programme (ECARP)," "project D.E.A.R (Drop Everything and Read)," "Reading

Assistance Programme," "Summer Reading Camp," the annual observation of

"National Reading Month" in November, and other school-based reading activities.

However, Nava (2016) observed that in the 2016 Philippine- Informal Reading

Inventory (Phil-IRI) the lower performance in silent and oral reading of the pupils in

the regions and provinces farther south of the National Capital Region (NCR).

Furthermore, reading inventory conducted in the Division of Tanauan City, Batangas

pointed out a number of non-reader grade two pupils during the fourth quarter of

School Year 2017-2018 are promoted in grade three the following school year.
 In response to this, the DepEd Region X Division of Misamis Oriental

Cagayan De Oro City issued a memorandum starting the Arrest the Frustration

Reading Programme in Grades 1, 2, and 3. The letter suggests that one of the teaching

approaches to be employed in the programme is the Marungko approach.

The Marungko Approach is designed to improve students’ reading skills

through the use of the modern Filipino alphabet. Instead of introducing letters

arranged traditionally, letters are arranged based on the sound of the letters. The

letters are then introduced in localized and contextualized songs and poems for the

students to remember and learn them better. (Paranaag, 2018)

Alauya & Basmayor (2023) States reading is known to be one of the most

noteworthy language skills since it is considered a fundamental tool of education,

whether formal or informal. Reading is a skill that entails the ability to interpret

written or decode graphic symbols of language, by reading, the secret treasures of

knowledge are unfolded. The most significant problem of teachers nowadays is

students' poor reading ability, which results in their weak performance in

understanding and comprehending the article they are required to read.

This is mainly due to their interest in playing mobile games and watching

movies or computer games during their free time. As a result, it is crucial to revive the

reading habit among kids who have a variety of options for entertainment. The

teachers of Pindulonan Elementary School in Bacolod Kalawi, Lanao del Sur, have

also experienced reading issues with their learners and are interested in solving their

reading problems. Learners’ ability to learn reading skills has been a great challenge

for teachers of all ages. Reading is a fun experience since you can experience a lot of

things without necessarily going there or doing the whole act. But because of the new

trends, people and children become prisoners of their gadgets because of mobile
games or other social media platforms. Learning through reading had become a story

of the past because they would prefer to watch and listen rather than read to

understand.

In the Philippines, one of the problems besetting the educational system is that

many Filipino children struggle with reading, which is particularly linked to low

achievement, especially in public schools. The low achievement results are further

attributed to the students' underdeveloped reading abilities. For instance, the

Southeast Asia Primary Learning Metric [SEA-PLM] showed that, in 2019, a

percentage of Filipino fifth graders' performance displayed the least competency in

three subject areas: mathematics, writing, and reading (Bernardo et al., 2022).

Reading is the ability to understand words from a written material and use that

understanding for one's own personal growth. This is the process of analyzing

information that has been recorded about a person's life, whether it is printed or not.

People read for many different purposes, such as knowledge-based reading, pleasure,

amusement, and information. It is a process for problem-solving, reasoning,

imagining, evaluating, and thinking. It gives a character the ability to create or repair

things, interact with stories, find reliable sources, and solidify their own beliefs.

Consequently, reading provides the key to a wealth of information that is essential for

daily living.

The best way of helping youngsters to appreciate reading is to get them ready.

Reading readiness is a process whereby children are being prepared to read;

encourage and engage the children in reading. However, reading readiness involves

the maturation of all the mental, physical and socio-emotional factors needed in the

reading process. Reading readiness starts when a child transforms from a non-reader
to a reader. Although this might be a challenging transition, children who learn to read

well do better academically throughout the year.

II. ACTION RESEARCH QUESTIONS

The objective of this action research is to apply differentiated instruction

strategies to address the disparities in reading ability within the diverse classroom.

The goal of the research is to improve reading comprehension in general by

modifying teaching strategies to account for various learning preferences. In

particular, this research will respond to the following queries:

1. What are the profile of the respondents in terms of; age, sex and grade level.

2. What are the pre-test scores of the respondents before applying the Marungko

Approach?

3. What are the posttest scores of the respondents after integrating the Marungko

Approach?

4. Is there a significant difference between the pretest and posttest scores of the

respondents after applying the Marungko Approach?

5. What action plan can be drawn based from the results of the study?

III. Proposed Innovation, Intervention, and Strategy

It aims to equip young learners with the skills and strategies needed to become

proficient readers, fostering a passion for reading and continuous learning. The

proponent is creating an intervention video series to help address the issue of low

reading proficiency. The video series will include reading intervention methods that

will help beginning readers attain reading fluency.

 This study will employ a quasi-experimental research method. It will employ a

pretest and posttest of a single group method. This approach will be appropriate for

evaluating the Marungko Approach to teaching reading. Such a research strategy will

be adopted to help answer the study's aims. A standardized questionnaire will be use

to assess the effectiveness of the Marungko Approach in primary-grade learners at

Sibacungan Elementary School.

IV. Action Research Methods

A. Participants and/or other Sources of Data and Information

The primary sources of data by this study will be taken from the responses of

31 students from Grade 1 to Grade 3 pupils of Sibacungan Elementary School, this

school year 2024-2025. This study will utilize the result of Comprehensive Reading

Literacy Assessment (CRLA) for grades 1-3.

B. Data Gathering Methods

I. Pre-Intervention Assessment:

Setting a baseline for students' reading proficiency is crucial before

implementing individualized instruction. This entails using an established evaluation

technique for standardized reading competency that is reputable for being valid and

readable. The selection of the evaluation instrument ought to be congruent with the

study's goals and suitable for the intended audience. Furthermore, demographic data

like age, sex, and grade level should be gathered to recognize any possible influences

on reading ability.
II. Intervention implementation

The intervention can be put into practice when baseline data will be gather.

The Marungko strategy should be set up to give kids who most need it extra help and

teaching in reading. In order to address the various learning needs of pupils,

differentiated instruction techniques should be incorporated into routine classroom

activities.

III. Post- Intervention Assessment

Following the intervention time, the identical standardized reading a

proficiency assessment instrument ought to be utilized to gauge any alterations in

reading abilities. proficiency, the same assessment instrument for standardized

reading should be used. to every pupil in order to track any improvements in reading

ability. Procedures for administering assessments must be consistent in order to

guarantee the quality and consistency of the data gathered, as well as instructor

observations, can give meaningful information about the involvement and

development of students during the time of intervention.

Data Analysis Plan

I. Pre- Intervention Assessment

Before using the Marungko approach its essential to establish the baseline for

student’s reading proficiency would likely be collected using stardardized tests or

other assessments tools.

During the intervention period, data on the implementation of Marungko

Approach would be gathered , including attendance, record, lesson plans made to

accommodate individual student’s needs.

I. Post- Intervention Assessment

After the intervention period another round of assessment would be conducted

to measure any changes in student’s reading proficiency compared to the baseline

data. This could involve the standardized tests or assessment tools used in the pre-

intervention assessment.

Data Analysis Technique;

1. Statistical Analysis: Comparing pre-and post-intervention assessment

scores using statistical tests such as t-tests or ANOVA to determine if there are

significant improvements in reading proficiency.

2. Qualitative Analysis: Analyzing qualitative data such as teacher

observations, student feedback, and anecdotal evidence to gain insights in the

effectiveness of Marungko Approach.

3. Subgroup Analysis: Examining whether the impact of the intervention

varies among different subgroups of students (e.g., based on initial reading

proficiency levels, etc.)

VII- Plans for Dissemination and Utilization

Upon completion of this action research proposal, the proponent will provide

the necessary number of hard copies to the Division Research Committee. The

following academic year, 2024–2025, elementary school students will use the reading

intervention material. Prior to using the material, the proponent will submit a letter

requesting consent to the district supervisor and school head, with the school's

division superintendent acting as a signature.

 The proponent plans to distribute a brief survey to primary school teachers

who will implement the Reading program with the utilization of the Marungko

Approach. If the study will bring a positive impact and will be beneficial to the pupils

from Grades 1-3, the study will be utilize and will be a subject for adoptation of the

wider audience.

V. Action Research Work Plan and Timelines

Activity Persons Time Frame Resources Budget Success

Involved Indicators

1. Submission
of the copy of
the Action
Research to
seek the
approval of
the Division
Research
Committee.
2. Final
printing and
compiling of
CRLA.
3. Pre-
launching of
the
Intervention
Program.
4. Launching
of the
Intervention
5. Post-
Launching of
the
Intervention
VI. Cost Estimates

Period Materials Quantity Unit Amount Total

Pre- Coupon 2 2 Reams ₱210 ₱420
implementation Bond
Ink 4 Bottles ₱280 ₱1,120
 Crafting of
Internet 2 Month ₱225 ₱450
Material
Load
Actual Folders 31 31 copies ₱217 ₱217
Implementation
Coupon 1 Ream ₱210 ₱210
 CRLA Bond
Tools

GRAND TOTAL ₱3,187