1

CHAPTER I
INTRODUCTION

Background of the study

Language is clearly the key to communication and understanding
in the classroom. In the Philippines, there are already many studies
conducted about Mother Tongue Based Education. The result of these
studies shows that when teachers use the students mother tongue,
the students read more quickly and improve in cognitive skills. It also
promotes the three qualities considered to be essential for language
learning: accuracy, clarity, and flexibility. They also participate more
actively in the classes that use the mother tongue as medium of
instruction.
As a subject area, the MTB-MLE will focus on developing the
childrens reading skills and fluency in their mother tongue that will be
used as instructional medium in all learning areas from Kindergarten
up to Grade 3, Luistro said, adding that Filipino and English will be
introduced as separate subjects in the first and second semesters,
respectively, of Grade 1.
In a nutshell, the researchers attempted to find out the updated
perceptions of Grade II teachers on Mother- Tongue Based Education
and on pupils preference learning the basic sight words in chavacano.

Using chavacano as the lingua franca, pupils of different Mother

Tongues were the main respondents of this study. The basic sight
words, translated version, were utilized to determine their vocabulary
in the learning process.

Statement of the Problem

This study was intended to determine the perceptions of Grade II
teachers on Mother Tongue Based Education and the pupils preference
in their learning process of basic sight words in Ayala Central School
towards Mother Tongue Based Education.
Specifically, it determines the Grade II pupils' vocabulary in Basic
Sight Words and sought to answer the following research questions:
1. What are the overall perceptions of Grade II teachers on the
use of Mother Tongue Based Education in terms of the pupils
learning process on vocabulary in basic sight words?
2. What are the overall vocabularies in basic sight words among
the Grade II pupils in their learning process?
3. Is there a significant difference on the Grade II English
teachers perception on Mother Tongue Based Education when
data are classified according to length of service?
4. Is there a significant difference in the pupils vocabulary in
basic sight words when data are grouped according to
gender?

Significance of the Study

The output of the study would provide useful data to the
language teachers, pupils and Administrators. This study would
contribute to the knowledge in enhancing vocabulary in basic sight
words.

Administrators. The implication of this study provides data on the

Mother Tongue Based Education among Grade II pupils in Ayala Central
School that may support and orient the teachers and learners, well.
The findings are beneficial to give feedback whether the pupils

their

vocabulary skills in basic sight words. The teachers and pupils

perceptions

to interact and perform in the English language course.

This study would also help the school administrator to give seminars,
training and to recommend new language teaching.

Teachers.

The

result

of

the

study

would

contribute

on

the

effectiveness on the teachers method of teaching on pupils. This

would also provide them competence needed for the students
academic success like enhancing their vocabulary in basic sight words.
Pupils. The result of the study would benefit the students in
identifying the importance of their Mother- Tongue towards their
academic and to develop their vocabulary in basic sight words.

Scope and Delimitation

This study mainly focused on the preference of Grade II teachers
in Ayala Central School on the Mother Tongue Based Education and to
determine the overall vocabularies in basic sight words among Grade

II pupils in their learning process. The researchers used total

enumeration for teachers and purposive sampling procedure for pupils.
This study was delimited in picture cues. The target respondents of
this study were the (80) eighty Grade II pupils who were enrolled
during the School Year 2013-2014 and (16) sixteen Grade II teachers
teaching in Ayala Central School in the same school year.

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents some related literatures and studies

concerning Mother- Tongue Based Education. This information served
as basis for the Conceptual Framework of this study.

Review of Related Literature

This study made use of available conceptual & research literature

dealing with the discussions, opinions, & research studies on the
subject Mother Tongue- Based Education. Other Publications printed
and online also served as rich sources of data for this study.

Conceptual Literature
On the Mother Tongue- Based Education Instructor
Mother Tongue-Based Education (MTBE) is a curriculum and
teaching methodology that enables learners to participate well in
education through the use of their first language. MTBE provides a
strong foundation in the learners first language (L1), enabling them to
build on the knowledge and experiences they bring to the classroom.
MTBE is much more than just using the learners first language
to explain curriculum content.
Literacy. We only learn to read once. Learning to read in our L1
develops

skills

that

transfer

to

reading

any

other

language.

Comprehension in reading other languages only occurs after oral

proficiency has developed such that vocabulary of the written L2 text
is already part of the learners spoken L2 vocabulary. Proper
sequencing strengthens learning.
Prior knowledge. Use of the learners home language and
culture allows teachers to begin lessons with a discussion of what is
already familiar to the learner. Engaging learners in this way enables
better

learning

of

the

curriculum

through

the

integration

and

application of that knowledge into current knowledge schemes (Diane

Dekker).
A certain amount of fatigue surrounds the discussion of what the
medium of instruction should be because much has been said on the
subject by linguists, educators, psychologists, official bodies set up to
study Philippine education, officials of the Department of Education
and concerned citizens.
Lapsing into illiteracy, English as the medium of instruction will
widen the gap between the rich and the poor. The ones who will
benefit the most from education in English are those who have high
levels of proficiency in English to start with, and those who belong to
environments where English-language inputs, materials and resources
are available. The overwhelming majority of Filipinos will forever
struggle with English as a foreign language. And they alienated in the

classroom where they are required to speak in English. They are likely
to learn very little and to enjoy the learning process even less. They
will fail examinations and eventually dropped out. The use English as
the medium of instruction in our schools may also explain the lapse
into illiteracy among school dropouts who were taught to be literate in
English through rote memorization.

Bilingualism, the use of mother tongue will not only improve

the quality of education. It may also be the tool for learning ad
improving English. Our education system should develop bilingual or

multilingual competences, which already exist in the Philippines. Most

Filipinos speak at least two or three languages.
Research shows that childrens language skills develop well when
bilingual skills are valued; when the childs first language is used as a
tool for learning; when the child is motivated to communicate in the
new language; when there are diverse opportunities to use language
for real purposes; and when there is present in learning environment a
good role model of the target language who can understand one of the
childs languages (Patricia B. Licuanan).
On the Local Adoption on Mother Tongue- Based Education

10

PAGADIAN CITY, Zamboanga del Sur Starting School Year (SY)

2012-2013, public elementary schools in Western Mindanao (Region-9)
will use separately at least four of 12 Philippine regional dialects
identified by the Department of Education (DepEd) as medium of
instruction in Kindergarten, and Grades 1, 2, and 3.
Albos said the nationwide use of the 12 regional languages
which include Ilocano, Tagalog, Kapampangan, Pangasinense, Bikol,
Waray, Maguindanaon, and Maranao was stipulated under DepEd
Order No. 74, issued in 2009 by former Education Secretary Jesli
Lapus that institutionalized the Mother Tongue-Based Multi-Lingual
Education (MTB-MLE).
Lapus directive coincides with the Multilingual Education and
Literacy Act authored earlier by Valenzuela City Representative
Magtanggol Gunigundo who claimed that the current DepEd program
using English and Filipino as languages of instruction in basic education
does not work for non-native Filipino and English speakers.
Villaneza stressed that studies show that using the childs
mother tongue as language of literacy bolsters comprehension and
critical thinking skills of children and facilitates acquisition of second
language such as English and Filipino.
Albos quoted DepEd as explaining that the MTB-MLE, earlier
referred to as Lingua Franca project, aims at enhancing language,

11

cognitive, and academic development of the child even as it also

seeks to create social and cultural awareness among the children by
promoting their local heritage, language, and culture.
As this developed, Albos urged all local field elementary school
administrators to adopt Cebuano, the major vernacular spoken in
Western Mindanao also known as the Zamboanga Peninsula as

medium of teaching in Kindergarten, and Grades 1, 2, and 3 in the

schools divisions of Zamboanga del Norte, Zamboanga Sibugay, and
Zamboanga del Sur, Chabacano in the cities of Zamboanga and
Isabela, Tausug in several Muslim-inhabited villages of Zamboanga
City and Isabela, and Maranao in some Zamboanga del Sur and
Zamboanga Sibugay coastal villages facing the Lanao provinces.
Bhushan (2010:211) commented, some purposes of L1 use
might be: for explaining difficult grammar, for giving instructions which
might not be understood in English, for checking comprehension and
for

saving time which can then be used for communicative work in

English etc.
Carless (2008) explained that mother tongue may serve social
and cognitive functions. He argued that students working in groups do
not have to speak English all the time and use of mother tongue
relates to learner identity. As the use of mother tongue provides

12

learners with a sense of security, they learn with much ease and
comfort.

Bilingual education refers primarily to the use of two language in

a formal education system (UNESCO,2003,P.17). Bilingual education
need not include a local language; however the most common type of
bilingual

education

(also

called

mother

tongue

based

bilingual

education) attempts to use the students mother tongue somehow in

the curriculum. The more extensive the use of the mother tongue for
instructions, the stronger the bilingual education program considered
to be (Malone,2008)

Multilingual education refers to the formal use of more than two

languages in the curriculum (UNESCO,2003,p. 17). Countries with
multiple regional languages of wider communication or more than one
official language may support multilingual education that includes
childrens mother tongues and the more widely spoken languages of
the nation. As with bilingual education, a multilingual education
program is considered stronger as the mother tongue is used more
extensively as a medium of instruction.

13

On Mother Tongue Based Education

If children are proficient in their first language they already
know about language.

They can then apply this knowledge to a

different set of circumstances. If a child is literate in their first

language they know how language works. First language proficiency
provides an excellent foundation for learning a second language. If a
child is proficient in their first language their cognitive ability has
developed enough to support them in their second language.

For

example, they already know about guessing the meaning of a word

from the context, they know to how to predict meaning form a text,
they know about text structure, they know about the purposes of
different types of text and perhaps most importantly they feel
confident as a reader and writer. The concept of literacy is already well
developed so learning a second language is a much easier process.
Children who are successful second language learners are usually very
proficient in their first language. It is less usual for children to be a
successful second language learners when they have little knowledge
and ability in their first language.

14

Furthermore, for some students developing and maintaining

their first language is easy because they have regular lessons in this
language. However this does not apply to all students but there is still
much that can be done to maintain the first language. Parents should
make sure that there are good books to read including fiction,
reference books and textbooks in the first language. Children should
be encouraged to write letters to grandparents and other family in
their home county in their first language. Some of the summer holiday
could be devoted to first language learning. The childs first language
should be promoted and valued within the family.

Hence, using the students mother tongue in the classes has

been felt to be very productive as it is found to develop language
accuracy and fluency. The objective of this paper is to discuss how
mother tongue can be effectively used in teaching certain linguistic
areas in order to motivate students and promote their language
proficiency faster. Translation in classes which enables the process of
comparing students first language with the second language would
undoubtedly enable students to attain the ability of using the language
in real life situations for communicative purposes.

15

Determining what language will be used to teach children is one

of the most important decisions that ministries of education make. The
language(s) used in the classroom dramatically affects childrens
opportunity and ability to learn. Yet, this decision is often made
without a careful consideration of implications for learning outcomes.
Furthermore, education improvement efforts rarely consider the
impact that the language of instruction will have when designing
education projects.

On Basic Sight Words

In diagnosing reading ability, the analysis should include an

investigation of the subject's knowledge of basic words commonly
Familiar in most children's oral-aural vocabulary. Likewise, any
beginning reading instruction program should include some help in
learning commonly used words, since these compose a large part of
the vocabulary of many reading series and other printed material.

In 2001, Edward Dolch examined three then-prominent word

lists and from these compiled a list of 220 words, excluding nouns,
which commonly occur in all reading material. These words were, in

16

general, functional words which were abstract in meaning and this

tended to make them somewhat difficult to learn.

In 2001, Henry Kucera and W. Nelson Francis published a new

list of present day most commonly used words which agreed with the
dolch list in only he first eighty-two entries (5). Regardless of the
source or list used, it does seem important that children develop a
large sight word vocabulary in order to enhance reading fluency, speed
and comprehension. Most average students seem to master such a list
by beginning third grade level, but this is often not true for children
who

experience

reading

disability.

There,

teacher

should

have

knowledge of a variety of devices and techniques for helping students

learn a basic sight vocabulary, other than by repeated drill. It is also
helpful to determine which of the basic words are most troublesome
for most children.

The Garrard Publishing Company of Champaign, Illinois, publish

A basic sight word test, as well as many other games and reading
materials related to a sight vocabulary as compiled by dolch (4). These
test can be used for individual or group testing. The error can be talled
and flash cards can be used for a number of activities

17

and games to help teach these words. There are commercially

produced boxes of these sight words, and cards can also be made from
strips of cut tag board. It is helpful if the teacher prints the word in
pencil and allows the student to trace over the printing with a magic
marker or crayon while he spells it aloud. This method is referred to as
the V AK T method (1). The child should use his own cards andrh-17
files them as he learns them. This and other motivational techniques
should be used to show the student he is making progress.

The commercially produced boxes of flash cards are divided into

two sets, the easier and the more difficult words (4). They are also
color cued with the easier ones printed in black and the more difficult
ones in green. These cards are excellent for building up quick
recognition of the words by total configuration. The words can be
taught in sequence as they are introduced in the basic text being used
for various reading groups. The same words can be part of a spelling
word list.

The basic words should always be introduced in the context of a

sentence. As the word is verbalized, the appropriate flash card should

18

be held up for a visual-auditory relationship cue. If possible, a question

should be asked which will necessitate the student's use of the
selected word in his answer. As he says the word, he is handed the
appropriate flash card so that he understands the association of the
spoken word and the printed symbol for it. Word games are a highly
motivating method for helping children to learn the words in a basic
sight vocabulary list. The following are some variations of old favorites
which teachers may find useful for this purpose. It is sometimes
helpful to share with parents ways for helping a child learn these
important words through game play. 3. Dolch and Dolch, Dolch First
Reading Books and Dolch Stories Series. Champaign, Illinois: Garrard
Publishing Co., 1958

Harmer (2001:131) viewed, a principal cause of the L1 use is

required by the activity, if the students are linguistically incapable of
activating vocabulary for a chosen task. Another reason is that
translation is a natural thing to do in language learning and codeswitching between languages as regarded as naturally developmental.

19

On Length of Service
How can teachers be recruited and trained to deliver mothertongue based bi/ multilingual programmed suitable for young children
(i.e., under 8 years of age)? Recruitment of effective early childhood
care and development practitioners who are fluent in the mother
tongue of children in a community is critical for programmed
effectiveness and is perhaps the greatest challenge for implementing
mother tongue based bi/multilingual programmed for young children
and their families. Practitioners must be found with appropriate
knowledge and skill to deliver a play-based programmed that is
developmentally appropriate for very young children, and who are fully
fluent in L1. This is not always possible, and flexible solutions must be
encouraged to meet the needs of children and families in each
community.

In some communities, it may be possible to find community

members who are fluent in the childrens mother tongue and who can
be given training in early childhood care and development on an inservice basis (i.e., while employed to deliver the programmed). In
some communities, it may be possible to recruit prospective

20

practitioners and deliver a cohort-based training programmed in early

childhood care and development before they begin to work with young
children and families (Ball & Pence, 2006).

Practitioner placement must also be considered. Practitioners

who speak a particular local language should be employed to work in
locations where that language is spoken by young children and
families. Where no trained practitioners are available who speak the
mother tongue of children and families who can benefit t from an early
childhood programmed, practitioners should be encouraged to enlist
the assistance of Community members who are trustworthy and who
speak and (ideally) can read the local language, to work alongside the
practitioner and to read to the children. In communities where
programmed sustainability depends on in-kind contributions from the
communities, participation by local language speakers may be built in
as a significant contribution. It is not uncommon to find community
members, especially parents and grandparents, playing substantial
roles in early childhood programmed both to assist with language
translation and to enhance the local cultural relevance of songs,
games, stories and other curriculum content for young children and
families.32Enhancing learning of children from diverse language

21

backgrounds: Mother tongue-based bilingual or multilingual education

in the early years.Ball, J., & Pence, A.P. (2006). Supporting indigenous
childrens development: Community-university partnerships.
Vancouver: UBC Press.
On Gender
Influence of attitude mother tongue and gender on academic
performance in the Philippines among elementary school pupils.

This study was designed to investigate the influence of attitude

towards elementary schools, mother tongue and gender on the
academic performance in elementary schools. The study was based on
Bonfenbrenner's (2000) ecological theory, which suggests that an
individual's behavior is usually prone to ecological influence. The study
was an attempt to demystify poor performance of elementary school
pupils where no known studies had been carried out. Mother tongue is
a language that is expanding globally thus calling for competent
students to sustain the positive expansion. It is suggested that
teachers should encourage students to do more practice in Mother
tongue. Parents should play the role of inculcating the positive attitude
through providing textbooks and other necessary resources. Teachers
should be praise and award improving students instead of capitalizing
on their weakness in Mother tongue. Guidance and counseling

22

personnel in schools should develop programmed aimed at sustaining

a positive attitude towards Mother Tongue.

Finally, mother tongue should be taught in the secondary school

curriculum to enable learners differentiate its grammatical structure
from

that

of

other

languages

hence

reduce

the

effect

overgeneralization and direct translations.

On The Role of the Native Language in Second Language

of

23

The Communicative Language Teaching which is currently in

vogue emphasizes the greater use of English in teaching English as a
Second Language. Yet, one should be alerted of the fact that
neglecting the students mother tongue may lead to adverse effects. It
should be borne in mind that greater the use of mother tongue, higher
the extent of cognitive thinking, sense of security and confidence
among learners. Using the mother tongue as a resource for the
promotion of language learning has gained currency recently as
translation seems to promote the three qualities considered to be
essential for language learning: accuracy, clarity and flexibility (Ross,
2000 as quoted in Kalvaliauskiene, 2009).
A revival of interest to using a mother tongue in the English
classroom is stipulated by necessity to improve language accuracy,
fluency and clarity. This paper aims at examining students perceptions
of the use of mother tongue and translation in various linguistic
situations. The findings demonstrate that all learners need a support of
mother tongue in English classes, but the amount of the native
language needed depends on students proficiency in English.

On the Role of Mother Tongue in Learning English for Specific

Purposes

24

The goals of this paper are, firstly, to examine Teacher

perceptions of the use of mother tongue and translation in learning
English, and secondly, to describe the activities which raise learners
awareness of language use. Comparison between the first language L1
and the second language L2 through translation might help learners
activate language usage and serve as a tool to improve English.
Research methods employ the survey of students perceptions of the
amount of mother tongue they need in acquisition of a foreign
language at tertiary level and mental translation in various class
activities. Mother tongue and translation in English Language Teaching
It is necessary to discriminate between the teaching of translation as a
vocational skill and the use of the mother tongue in the teaching
situation as an aid to language learning. In the past, most methods in
L2 language pedagogy dictated that L1 should be prohibited in the
classroom. Communicative approaches to language learning in the

1970s and 1980s considered the use of the L1 as undesirable.

However, recently the attitude to mother tongue and translation in
language classes has undergone a positive change. Translation is
sometimes referred to as the fifth language skill alongside the other

25

four

basic

skills

of

listening,

speaking,

reading,

and

writing.

Translation holds a special importance at an intermediate.

Research Literature

This study was intended to determine the perception of Grade II

Teachers on the Mother Tongue Based Education and the influence of it
on the pupils vocabulary on basic sight words.
Benson (2002), a leading scholar in the field of bi/multilingual
education, claims that worldwide, childrens L1has been established as
the most efficient language for early literacy and content area
instruction. Late transition to education in L2 is more effective than
early

transition.

Furthermore,

while

the

effectiveness

of

early

exitprograms is not well supported by research, children in these

programs have better outcomes than children in submersion programs.

Strengthening local capacity for mother tongue based early

childhood programmed
A national policy allowing and supporting mother tongue based
early childhood programmed must invest in training candidates who
are fluent in the mother tongue. These fluent and trained early
childhood practitioners can play primary roles in infant and child

26

development and family support programmed. Using a laddered career

development approach, successful early childhood practitioners can be
offered advanced in-service or pre-service training to become early
primary

school

teachers.

career

laddered,

community-driven

approach was used successfully in strengthening capacity for early

childhood education among indigenous peoples in Canada (Ball &
Pence, 2006).

Theoretical Framework

Legend Inclusion

Teacher
education
training to

Awareness how
children learn
through basic

27

Mother Tongue- Based

Education

Appropriate
curriculum
materials

Early years
education

Learning
styles

Mother tongue based education is place in the middle because

our study focus on the teachers perception and pupils preference on
the learning process of mother tongue based education it includes the
teachers Education to teach the language and early years education
which involves the teachers capability of teaching the language based
on their training, knowledge and to their length of service. Another
factor involves the learnings styles of the teachers on how children
learn through basic sight words using their mother tongue. Appropriate

28

curriculum materials were also important in learning Mother tongue

based Education like showing picture cues to the pupils.

Figure 1.0

Grade II Pupils on basic sight words

Grade II teachers

Mother Tongue
Based Education

29

The theoretical framework shows that Mother tongue Based Education

was the center of the circle, because it is the main focus of our study.
It is the medium of instruction in which teachers imparted their
knowledge by showing picture cues to grade II pupils.

Figure 2.0
Conceptual Framework
A shown on the graph, there are three boxes representing the
variables in the study. The two boxes on the left show the gender II
pupils and the length service of the Grade II teachers, which are
independent variables of the study. The box on the right re
presents the Mother Tongue Based Education.
In this first two boxes shown the pupils vocabulary in basic sight
words particular in Grade II pupils gender. The second box is Grade II
teachers preference in terms to their length of service. The arrow
points to the third box which is the Mother Tongue- Based Education.

30

The interplay of the variable was summarized in figure 1.0.

Conceptual Paradigm

GENDER

BASIC
SIGHT
WORDS

Mother
Tongue
Based
Education

31

Figure 3.0
Interplay of the Variables

Research Hypothesis
On the basis of the research questions raised in chapter one, it is
posited that:

1. There is a significant difference on the grade II teachers

perception on Mother tongue- Based Education when data are
classified according to length of service.
2. There is a significant difference in the pupils vocabulary in basic
sight words when data are grouped according to gender.

32

Definition of Terms
The following terms for the purpose clarity and comprehension,
the following terms are operationally defined on how they are used in
the study.
Basic sight words-In this study, this term refers tothe common
words usually known by the Elementary pupils.
Gender- In this study, this term refers to the biological classification
of the respondents into male and female.
Length of Service-In this study, this term refers tothe duration of
service or longevity in a company.
Mother Tongue Based Education- In this study, this term refers to
teaching pupils using their first language.

33

CHAPTER III
METHODOLOGY
This chapter describes the methods and procedures to be
followed in this research. This includes the research design, research
instruments, data gathering procedure and statistical treatment of the
data.

Research Design
This study made used of Descriptive Quantitative Research Design.
It sought to determine the preference of the Grade II Teachers on
Mother Tongue Based Education as to whether it would be effective to
the learning process of the Grade II pupils in their Vocabulary in basic
sight words.
This study underwent the following phase: (1) Conceptualization
of the problem and formulation of hypothesis, (2) Preparation and
construction on the instrument, (3) Validation of Research Instrument
and Pilot Testing, (4) Administration of the Questionnaires, and
(5)Analysing and Interpreting Data.
This is shown in figure 4.0

A Work Flowchart for the Study

34

Conceptualization of the problem and Formulation of Hypothesis

Preparation and construction of the Instrument

Validation of Research Instrument and Pilot Testing

Administration of the Questionnaires

Analyzing and Interpreting Data

Figure 4.0 A Work flowcharts for the Study

Population and Sampling Procedure

Only the 80 Chavacano Grade II pupils and 16 English teachers
of Ayala Central School were taken as the respondents for this study
during the school year 2013-2014. The researchers chose chavacano
because the major vernacular spoken in Western Mindanao also known

35

as Zamboanga Peninsula is Chavacano. This study made used of total

enumeration for teachers and purposive sampling procedure for pupils.

Research Instrument
This study the Likert scale questionnaire checklist is used to
facet the frequency of the respondents. It is used to measure the
perception of the English teachers based on the preference of teaching
Mother tongue Based Education in Grade II level. The questionnaires
were given to Grade II Teachers as a survey. While the Picture Cues
used for the pupils, it will be word translating. The questionnaire for
teachers consists of 20 statements while the picture cues for the pupils
also consists of 20 words in English need to be translated to their

36

mother tongue. The Grade II teachers were ask to rate each items on
5 point Likert Scale ranging 1 is equivalent (strongly agree) 2 (agree)
and 3 (neural) 4 (strongly disagree) 5 (disagree).

Validity and Reliability

A. Validity

The research instrument did undergo validation procedure.

Three professors from the CCH English Department checked the
consistency of the structured statements.

B. Reliability

The 20 item questionnaire checklists were administered to the

teachers and 20 picture cues to pupils with similar characteristics

37

for pilot testing. The results were subjected to reliability test using
SPSS. It was found that all items for teachers and pupils were
reliable since it yielded reliability alpha of .864 for teachers and .
944 for pupils which were considered high in reliability value.
Hence, all items were retained.

DATA GATHERING PROCEDURE

The researcher asked permission fromthe principal of Ayala
Central School to administer the researchers instrument which is the
survey questionnaire. After the approval, the researchers make an
appointment with the respective Grade II Teachers of Ayala Central
School and Grade II pupils for the administration for the survey
questionnaire. All sixteen (16) Grade II teachers were given 20
minutes time allotment to answer the survey questionnaire and each
of the Eighty (80) Grade II pupils were given 10 minutes allotment.
The researchers showed a picture cues to the pupils individually and
they translated it into their mother tongue.

38

DATA ANALYSIS PROCEDURE

After conducting the test, the researchers compared the result
according to their frequency. The researchers have set to categorize
the respondents. The researchers got the mean of the ratings then
tallied down the results. After the categorization, the researcher saw
the results of the gathered data by answering the questions descriptive
statistics like mean and standard deviation was used to determine if
Mother- Tongue Based Education can influence the Grade II teachers in
thelearning process to the Grade II pupils and Grade II pupils in their
vocabulary or not.

Teacher

Scale

Adjectival Rating

Strongly Disagree

4- 4.99

Disagree

39

3- 3.99

Neutral

2- 2.99

Agree

1- 1.99

Strongly Agree

Figure 5.0 Scale of Measurement in Rating the Teachers Perception on

Mother- Tongue Based Education

Pupils

Scores

Adjectival Rating

17- 20

Excellent

13- 16

Very Good

9- 12

Good

5- 8

Fair

0- 4

Poor

Figure 5.1 Scale of Measurement in Rating Grade II Pupils learning

process on their vocabulary in basic sight words

40

Statistical Treatment

1. To answer research question number 1 and 2, descriptive statistics

like mean and standards deviation were used to determine the
preference of the Grade II teachers and to the learning process of the
Grade II pupils.
2. To answer research question number 3, ANOVA was used to
determine the significant difference on Grade II teachers preference of
mother-based education when grouped according to the length of
service.

41

3. To answer research question number 4, T- test for independent

sample was used to determine the significant difference on the pupils
vocabulary in basic sight words according to their gender.

Summary of Statistical Tools Used in this Study

Research Question

Hypothesis

Statistical
Tools

1. What are the perceptions of Grade II

teachers on the use of Mother Tongue

NONE

Based Education in terms of the pupils

Mean and
Standard
Deviation

learning process on vocabulary in basic

sight words?
2. What are the overall vocabularies in
basic sight words among the Grade II
pupils in their learning process?

NONE

Mean
andStandard
Deviation

42
3. Is there a significant difference on the

There

is

significant

Grade II English teachers on Mother

difference

Tongue Based Education when data are

teachers perception of

classified according to length of service?

mother-based

on

education

the

ANOVA

when

grouped according to
4. Is there a significant difference in the

length of service
There
is
significant

pupils vocabulary in basic sight words

difference

when data are grouped according to

pupils

vocabulary

gender?

basic

sight

according

on

to

the
in

words

T- test for
independent
variable

their

gender.

Figure 6.0

Chapter IV

PRESENTATION AND INTERPRETATION OF STATISTICAL

ANALYSIS

This chapter presents and analyzes the data gathered from the
study

on

the

Mother

Tongue-based

Education.

The

data

were

tabulated, analyzed and interpreted with the use of statistical tests.

43

The specific questions raised in the statement of the problem were the
bases of the order of presentation.

Research Problem 1: What are the perceptions of

Grade II teachers on the use of mother tongue based
education in terms of the pupils learning process on
vocabulary in basic sight words?

Table 1.0 presents the overall perception of Grade II teachers on

the use of mother tongue based education in terms of the pupils
learning process on vocabulary in basic sight words. It shows that the
teachers AGREE on the use of mother-based education in the teaching
of vocabulary with the mean score of 2.03 and small standard
deviation of 0.45. It means that there is homogeneity in variance, in
that teachers are homogeneously grouped in terms of their overall
perception of mother-based education.
It further implies that these teachers have a positive view on the
implementation of the Mother Tongue- Based Education program
specifically in Ayala Central School.
In general Mother Tongue-Based Education is a curriculum and
teaching methodology that enables learners to participate well in
education through the use of their first language. MTBE provides a

44

strong foundation in the learners first language (L1), enabling them to

build on the knowledge and experiences they bring to the classroom.
Therefore, teachers should have knowledge of a variety of devices and
techniques for helping pupils learn a basic sight vocabulary, other than
by repeated drill. It is also helpful to determine which of the basic
words are the most troublesome for most children.
Table 1.0 Overall Perception of Grade II Teachers on Mother-Tongue
Based Education based on Learning Vocabulary in Basic Sight Words

N=16
Overall Perception
Teachers

Mean
2.03

Standard Deviation
0.45

Adjectival Rating
Agree

Research Problem 2: What is the overall vocabulary

level in basic sight words among the Grade II pupils in
their learning process?

Table 2.0 presents the overall pupils vocabulary level in basic

sight words.

It shows that the pupils are VERY GOOD in translating

picture cues to their mother-tongue with the mean of 13.39 and small
standard deviation of 1.60. It means that there is homogeneity in

45

variance, in that the pupils are homogeneously grouped in terms of

their perception of mother tongue-based education.

Table 2.0 Overall Vocabulary level of Grade II Pupils in Basic Sight

Words in the Learning Process

N=80
Overall Vocabulary

Mean

Standard Deviation

Adjectival Rating

13.39

1.60

Very Good

Ability
Pupils

In general, Henry Kucera and W. Nelson Francis published a new

list of present day most commonly used words which agreed with the
Dolch list in only the first eighty-two entries (5). Regardless of the
source or list used, it does seem important that children develop a
large sight word vocabulary in order to enhance reading fluency,
speed, and comprehension. Most average students seem to master

such a list by beginning third grade level, but this is often not true for
children who experience reading disability. Therefore, teachers should
have knowledge of a variety of devices and techniques for helping
students learn a basic sight vocabulary, other than by repeated drill. It

46

is also helpful to determine which of the basic words are most

troublesome for most children.

Research Problem 3: Is there a significant difference

on the grade II English teachers perception of mother
tongue based education when data are classified
according to length of service?

Table 3.0 presents the difference in the overall perception of

Grade II teachers on mother-tongue based education classified
according to the length of service. It shows that there is no significant
difference on the teachers perception of mother-based education
when grouped according to length of service.

The F value of 0.036

with the corresponding p value of 0.96 at alpha 0.5 clearly shows that
whether the teacher is beginner, junior or senior, they do not differ in
their perceptions on the use of mother-tongue based education.

47

Table 3.0 Difference: Overall Preference of Grade II Teachers on

Mother-Tongue Based Education in Learning Vocabulary based on
Length of Service

N=16

Teachers Perception
of Mother-Tongue

F
0.036

p
0.96

Interpretation
Not Significant

Based on Length of
Service
* Significant at alpha 0.05

Teachers can be recruited and trained to deliver mother-tongue

based bi/ multilingual programmed suitable for young children (i.e.,
under 8 years of age)? Recruitment of effective early childhood care
and development practitioners who are fluent in the mother tongue of
children in a community is critical for programmed effectiveness and is
perhaps the greatest challenge for implementing mother tongue based
bi/multilingual programmed for young children and their families.
Practitioners must be found with appropriate knowledge and skill to
deliver a play-based programmed that is developmentally appropriate
for very young children, and who are fully fluent in L1. This is not

48

always possible, and flexible solutions must be encouraged to meet the

needs of children and families in each community.

Research Problem 4: Is there a significant difference in

the pupils

vocabulary level in basic sight words when

data are grouped according to gender?

Table 4.0 presents the difference in the overall vocabulary level

of pupils in basic sight words based on gender. It shows that male and
female do not differ in their vocabulary ability. The computed t value
of -0.77 with the corresponding p value of 0.86 at alpha 0.05 means
There is no significant difference on the pupils perception of motherbased education when grouped according to length of service.

Table 4.0 Difference: Pupils

Vocabulary Level in Basic Sight Words

based on Gender
Female: N=38; Male: N=42

Dependent

Gender

Mean

Mean

Interpretation

49

Variables

Differenc

Vocabulary Male
Female
Sight

13. 36
13.42

e
-0.06

-0.77

0.86

Not Significant

Words
* Significant at alpha 0.05

In general, data show that gender is not a factor to consider in

determining difference in the vocabulary level of ability in terms of
sight word task. Mother Tongue Based Education program itself gives a
positive feedback in the pupils learning process.

Chapter V

SUMMARY, FINDINGS, CONCLUSION AND RECOMDATION

This

chapter

presents

the

summary,

findings,

conclusion

and

recommendation of the study.

SUMMARY
The primary objective of this study was to determine the
preference of Grade II teachers and the overall outcome of Grade II
pupils in their learning process particular in basic sight words
Specifically, this study sought to answer the following question:

50

1.

What are the overall perceptions of Grade II teachers on the use

of Mother Tongue Based Education in terms of the pupils learning

process on vocabulary in basic sight words?

2.

What are the overall vocabularies in basic sight words among the

Grade II pupils in their learning process?

3.

Is there a significant difference on the Grade II English teachers

on Mother Tongue Based Education when data are classified according

to length of service?

4.

Is there a significant difference in the pupils vocabulary in basic

sight words when data are grouped according to gender?

The study made used of Descriptive- Quantitative Research

design. This study wanted to determine the preference of the Grade II
teacher and the learning process of the Grade II pupils on Mother
Tongue- Based Education. It was also investigated whether there was a
significant difference in teachers preference when grouped according
to their length of service and the overall outcome of the grade II pupils
when grouped according to gender.

51

The (80) Eighty Grade II pupils who were enrolled in School year
2013-2014 and (16) Grade II teachers teaching in Ayala Central
School were involved in this study.

FINDINGS
The study produced to the following results:
1. On the preference of the Grade II teachers on Mother
Tongue- Based Education.

The preference of the Grade II teachers in Ayala Central School

has been adjectival rating Agree for positive statements and
Neutral for the negative statements.

2. On the learning process of the Grade II pupils in their

vocabulary in basic sight words.

The preference of the Grade II teachers in Ayala Central School

has been adjectival rating Very Good for positive statements and
fare for the negative statements.

52

3. On the significant difference on the Grade II English

teachers on Mother Tongue Based Education when data are
classified according to length of service.
There is no significant difference on the teachers perception of
mother-based education when grouped according to length of service.
It clearly shows that whether the teacher is beginner, junior or senior,

they do not differ in their perceptions on the use of mother-tongue

based education.

4.on the significant difference in the pupils vocabulary in basic

sight words when data are grouped according to gender.

There is no significant difference on the pupils vocabulary in

basic sight words even though it was grouped according to their
gender. Data show that gender is not a factor to consider in
determining difference in the vocabulary level of ability in terms of
sight word task.

53

CONCLUSION

It can be rationally concluded that the preference of the Grade II

teachers has no significant difference of the Mother Tongue- Based
Education. The Grade II teachers indicate that they prefer to teach
Mother tongue Based Education to the Grade II pupils. There was no
significant difference in the learning process of the Grade II pupils in
their vocabulary in basic sight words. It is how the pupils learn more
about their Mother Tongue Based Education better and compare it to
the second language.

54

RECOMMENDATION
Based on the said findings, the researchers would like to
recommend the following:
A. it is recommended to have a seminar-workshop to the Grade II
teachers about Mother Tongue Based Education.

B. Future studies will have to involve more than 100 respondents to

ensure representativeness of the universe and use a different sampling
procedure.

55

REFERENCES
Auerbach. Role of Mother Tongue in teaching English as a second language.
ELTWeekly Vol. 4 Issue#30. From EnglishClub.com

Banguingan, Gloria D. (2000) Grassroots legitimacy: the first language component

bridging program pilot project of region 2 and CAR. Philippine Journal of
Linguistics, 31 (2), pp. 93-105.

Bernardo, Allan B.I. (1999) Overcoming Obstacles to understanding and solving

word problem in Mathematics Educational Psychology, 19(2), 149-63.

Bernardo, Allan B.I. (2000) The multifarious effects of Language on Mathematical

learning and Performance among bilinguals: a

cognitive science

perspective. In Parangal Cang BrotherAndrew:

Festschrift for Gonzales on

his sixtieth birthday. Edited by Ma.

Lourdes
S. Bautista, Teodoro A. Llamazon, and Bonifacio P. Andrew. Manila: Linguistic
Society of the Philippines, pp. 303-16.

56
Bernardo, Allan B.I. (2002) Language and Mathematical problem solving among
bilinguals.
Journal Of Psychology, 136, 283-97.

Bhushan. Role of Mother Tongue in teaching English as a Second Language.

ELTWeekly Vol.4 Issue#30. From EnlishClub.com

Butzkamn (2003) Role of Mother Tongue in teaching English as a Second

Language. ELTWeekly Vol.4 Issue#30. From EnlishClub.com

Careless (2008) Roleof Mother Tongue in teaching English as a Second Language.

ELTWeekly

Vol.4 Issue#30. From EnlishClub.com

De Guzman, Estefania S. Assessing content Learning in a Second Language

Content 9Research Series No.36) Manila: Philippines Normal University.

Appendix A

Survey Questionnaire

57

For the Teachers:

Name: ____________________________________________
Date: __________

Mother Tongue Based Education on English teachers

perception and on the influence of Grade II students
vocabulary in basic sight words

Direction: kindly put a check (

) on the column under one

of the following:

1- STRONGLY AGREE
2- AGREE

4- DISAGREE
5- STRONGLY DISAGREE

3- NEUTRAL

1
1. Using Semantic Cues, the pupils
easily construct meaning.

58

2. Pupils recognize printed words from a

variety

of

cues

such

as

context,

analogy, syntactic, semantic, or letter

shapes
3. Pupils can develop certain abilities to
create strong vocabulary skills.
4. Pupils can easily translate words into
their mother tongues using picture
cues.
5.Pupils use prior knowledge as an aid
in translating.
6. Pupils can easily interpret graphic
pictures and put it into words using
their mother tongue.
7. Pupils learn vocabulary in basic sight
words in their mother tongue directly
when they are explicitly taught.
8. Pupils learn new words in the mother
tongue better when they encounter
them often and in various pictures.
9. Pupils visually examine the words of
mother tongue through decoding.
10. Pupils who comprehend well in their
mother tongue are also good decoders.

59

11. Vocabulary helps the pupils to

understand and to acquire words from
their mother tongue and to convey
meaning.
12. Pupils who are good in translating
to their mother tongue learn faster in
learning vocabularies.
13. Learning the pupils vocabulary, the
teacher includes knowing the meaning
and pronunciation of words in mother
tongue.
14. Teachers

teach

words

in

their

mother tongue that pupils are likely to

see and use again and again.
15. Teaching important vocabulary and
explaining using their Mother tongue
before reading can help pupils both
learn new words and comprehend the
text.
16. Teaching vocabulary using Mother
tongue based education helps pupils to
learn words independently.
17. The essential skills in vocabulary,

60

getting meaning, from a printed or

written message are enhanced in the
Mother tongue.
18.
Picture
Cues help
pupils

to

activate
their
mother
tongue
prior
knowledg
e
19.There are limited numbers of ways

to teach vocabulary in mother tongue

such as presenting picture cues.
20.Mother tongue based education as a
medium of instruction promotes pupils
active

engagement

with

improves word learning.

vocabulary

61

For the Pupils:

Direction: translate the following words to your

mother tongue.

Sight Word
1. Read

Picture

Answer (Chavacano)
1. __________ __

2. Sing
2. ___________ _

3. Sit

3. __________ __

4. Sleep
4. __________ _

62

5. Wash

6. Laugh

7. Long

8. Draw

5. __________ __

6. ______________

7. _ ____________

8. ______________

63

9. Drink

9. ______________

10. Call

10. ____________ _

11. Play

11. ___________ __

12. Hand

12. _______________

13. Buy

13.______________ _

64

14. Pray

14. _______________

15. Five

15. ____________ _

16. Light

16. ____________ _

17. Give

17. ______________

18. Many

18. _____________

65

19. Those

19. ___________ _

20. Bring

20. _ ___________

Appendix B

66

Western Mindanao State University

College of Communication and Humanities
English Department
Baliwasan, Normal Road, Zamboanga City

November 13, 2013

Mr. Edsel Francisco Ed D.

Principal III
Ayala Central School

Sir,
We, the undersigned Bachelor of Arts Major in English, fourth year students, would like to
seek permission from your good office to allow us to conduct our data gathering for the study
entitled, Mother Tongue Based Education Among Pupils and Teachers in Ayala Central School,
as our Major requirements in Thesis Writing. This study will determine the perceptions of the
English teachers and the influence on the learning process in basic sight words to the Grade II
Pupils from your school.

In this study, we will provide a twenty item survey checklist questionnaire to all English
Teachers from your school. This would be a great help in our data gathering and in accomplishing
our requirements.

Your approval is highly appreciated.

Respectfully yours,

67

Aloy, Queenie Rose T.

Ardiente, Jessamae S.

Culanggo, Kimberly V.

Recommended by:

Mrs. Herne B. Esguerra

Thesis adviser

Noted by:
Dr. Socorro Yvonne H. Ramos
College Dean, CCH

Appendix C
RESPONDENTS

68

Appendix D
RESEARCHERS PROFILE
NAME: Jessamae S. Ardiente
DATE OF BIRTH: April 17, 1992
ZODIAC SIGN: Aries
ADDRESS: Lapaz, Zamboanga City
EMAIL ADDRESS: jessamae.ardiente@yahoo.com
EDUCATIONAL BACKGROUND
ELEMENTARY: Ayala Central School
HIGH SCHOOL: Ayala National High School
COLLEGE: Western Mindanao State University

69

MOTTO:
Say little,
but say it well..

RESEARCHERS PROFILE
NAME: Queenie Rose T.
Aloy
DATE OF BIRTH:
September 02, 1993
ZODIAC SIGN: Virgo
ADDRESS: Recodo, Zambonga City
EMAIL ADDRESS: queenierose19@gmail.com
EDUCATIONAL BACKGROUND
ELEMENTARY: Recodo Elementary School
HIGH SCHOOL: Ayala National High School
COLLEGE: Western Mindanao State University

MOTTO:

70

I am the master of
my fate,
I am the captain of
my soul.

RESEARCHERS
PROFILE
NAME: Kimberly V. Culanggo
DATE OF BIRTH: October 29, 1993
ZODIAC SIGN: Scorpio
ADDRESS: Salvador Lanao Del Norte
EMAIL ADDRESS: kimmy.culanggo@yahoo.com
EDUCATIONAL BACKGROUND
ELEMENTARY: Christ the king College de Maranding
HIGH SCHOOL: Christ the king College de Maranding

71

COLLEGE: Western Mindanao State University

MOTTO:
The future belongs
to those who prepare
for it today