Republic of the Philippines

Department of Education
Region X- Northern Mindanao
DIVISION OF MISAMIS ORIENTAL
SAMAY ELEMENTARY SCHOOL
Samay, Balingasag, Misamis Oriental

IMPROVING PHONOLOGICAL AWARENESS

THROUGH MARUNGKO APPROACH

WITH THE AID OF LOCALIZED

PICTURES/ OBJECTS

AURA JOY M. PLANAS

T-I/Researcher
 Improving Phonological Awareness through Marungko

Approach with the Aid of Localized Pictures/ Objects

I. Situation/ Scenario/ Setting

Phonemic awareness refers to the specific ability to focus on and manipulate

individual sounds (phonemes) in spoken words. Phonemes are the smallest units

comprising spoken language. Phonemes combine to form syllables and words.

Acquiring phonemic awareness is important because it is the foundation for spelling

and word recognition skills. Phonemic awareness is one of the best predictors of how

well children will learn to read during the first two years of school instruction.

The Grade 1 pupils in Samay Elementary School are at risk in reading difficulty.

Half of the number of the class are under in low level of phonological awareness and

phonemic awareness. The good news is that phonemic awareness and phonological

awareness can be developed through Marungko Approach with the aid of localize

materials.

II. The Intervention

Marungko Approach is designed to equip Grade one pupils the necessary

materials to improved achievement in reading. It was introduce by Nooraihan Ali,

Malaysian. This approach has a sequence of letter sounds m s a i o b e u t k l y

… With this approach, the researcher came with the idea to use Marangko approach

with the aid of localize pictures or materials. With this technique, it helped us a lot in

achieving a Zero Non- Reader in our class.

The respondents of this action research are the 13 among 24 pupils of

Grade I – Charity of Samay Elementary School who have difficulty in reading that was
observed during the pre – test of EGRA - ARATA upon interviewed the slow learners

are unable to read.

The Marungko approach provides materials to the success in teaching reading. It

starts with letter sounds rather than name. Certain comical stories of letter to signify

its sound are being introduced. Instead of the usual arrangement (order) of letters in

the alphabet, it starts with

m s a i o b e u t k l y n g ng p r d

h w c f j n q v xz ñ

The following steps outline the Marungko Approach with the aid of localize pictures

and real objects.

1. Phase 1

A. Motivation:

Singing action song with the letter sound to be introduced.

B. Presentation of Lesson

( Letter M)

 Show Localize pictures or real objects to the learners.

 Let the learners identify the pictures.

 Let the learners name the pictures.

 Ask the pupils what is the first sound of each picture.

 Ask pupils to give more examples of the same letter sound.

 Give more activities to instill in learners mind the letter sound . Do

the same process until all letter sounds are introduced.

 III. Summary

Phonemic awareness refers to the specific ability to focus on and manipulate

individual sounds (phonemes) in spoken words. Phonemes are the smallest units

comprising spoken language. Phonemes combine to form syllables and words.

Acquiring phonemic awareness is important because it is the foundation for spelling

and word recognition skills. Phonemic awareness is one of the best predictors of how

well children will learn to read during the first two years of school instruction.

The Grade 1 pupils in Samay Elementary School are at risk in reading

difficulty. Half of the number of the class are under in low level of phonological

awareness and phonemic awareness. The good news is that phonemic awareness and

phonological awareness can be developed through Marungko Approach with the aid of

localize materials.

With the use of Marungko Approach aid with localize pictures/ objects in

Phonological Awareness Gap of learners. Learners under frustration level decreased to

13% with the difference of 78%. Learners under instructional increased to 42% with

the difference of 83%. Independent increased to 46% a difference of 55%. These

indicates a significant improved in the Phonological Awareness of Learners after the

intervention.

As Grade 1 teacher, to see my pupils specially pupils under frustration in

their reading level, engaging their selves for them to read or even sound a letter sound

is life- full filling. My eagerness to search possible approach just to help the learners to

read is not merely a work for me but a great responsibility.

 IV. Context and Rationale

Phonological awareness is a broad skill that includes identifying

and manipulating units of oral language – parts such as words,

syllables, and onsets and rimes. Children who have phonological

awareness are able to identify and make oral rhymes, can clap out

the number of syllables in a word, and can recognize words with

the same initial sounds.

Phonemic awareness refers to the specific ability to focus on

and manipulate individual sounds (phonemes) in spoken words.

Phonemes are the smallest units comprising spoken language.

Phonemes combine to form syllables and words. Acquiring

phonemic awareness is important because it is the foundation for

spelling and word recognition skills. Phonemic awareness is one of

the best predictors of how well children will learn to read during the

first two years of school instruction.

The Grade 1 pupils in Samay Elementary School are at risk in

reading difficulty. Half of the number of the class are under in low

level of phonological awareness and phonemic awareness. The

good news is that phonemic awareness and phonological

awareness can be developed through Marungko Approach with the

aid of localize materials.

V. Action Research Questions

Reading is a basic tool of education and one of the

most important skills in everyday life. Recognition of letter

sounds or phonological awareness is the fundamental

step in reading. The following questions are the gide

questions for this study.

1. Why do the pupils in Grade 1 Charity of Samay

Elementary School are not yet establish their phonemic

skills in reading?

2. Are the Grade 1 pupils familiar with the pictures use from

their learning materials?

VI. Proposed Intervention, Innovation, and Strategy

Marungko Approach is designed to equip Grade one

pupils the necessary materials to improved achievement

in reading. It was introduce by Nooraihan Ali, Malaysian.

This approach has a sequence of letter sounds m s a i

o b e u t k l y … With this approach, the researcher

came with the idea to use Marangko approach with the

aid of localize pictures or materials.

With this technique, it helped us a lot in achieving a Zero

Non- Reader in our class.

VII. Action Research Methods

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

The respondents of this action research are the 13

among 24 pupils of Grade I – Charity of Samay

Elementary School who have difficulty in reading that

was observed during the pre – test of EGRA - ARATA

upon interviewed the slow learners are unable to read.

b. Data Gathering Methods

 As the result of Pre-test in EGRA – ARATA showed 13

pupils cannot recognized letter sound in Grade – I

Charity of Samay Elementary School.In order make

solution of this problem administrators and teachers

work together to achieve improvement of the pupils’

phonological awareness..

Grade I –Charity pupils are fund of attractive

pictures and the teacher came up with a solution to

use of Marungko Approach with the use of localized

pictures/ objects to improve letter sound articulation.

EGRA – ARATA Pre – test Result

No. of Orientatio Letter Initial Sound Familiar Inverted Oral Listening Dictation
Pupils n to the Name Identificatio Word Word Passage Comprehe
Print Knowled n Readin Reading Reading nsion
ge g
24 13 11 11 4 6 2 10 10

100% 54.16% 45.83% 45.83% 16.66 25% 8.33 41.66% 41.66%

c. Data Analysis Plan

 EGRA - ARATA Pre-test Result
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0% EGRA - ARATA Pre-test Result

The data above show the pretest of EGRA – ARATA test

result conducted last July 17- 21, 2017 to identify and
determine the phonological awareness of pupils. out of twenty
- four (24) pupils twenty percent ( 20%)or five (5) pupils in
instructional level , fifty- five percent (55 %) or thirteen (13)
pupils in frustration level, and twenty- five percent (25%) or
(6) pupils are independent reader level.

VIII. Action Research Work Plan and Timelines

Objective Subject Time/Intervention/Strate Person Expected Outcome

gy Involved
1st week of July MTB 12:30 – 1:00 am Teacher Pupils will produce the
2017 4:00 – 4:30 pm Pupils letter sounds M, S, and A.
To produce letter Introduce letters sounds
sound of M, S, M, S, A
and A
2nd. Week of July MTB 12:30 – 1:00 am Teacher Pupils will produce the
2017 4:00 – 4:30 pm Pupils letter sounds I, O, and B
To produce letter Introduce letters sounds
sound of I, O, and I, O, and B
B
3rd. week of July MTB 12:30 – 1:00 am Teacher Pupils will produce the
2017 4:00 – 4:30 pm Pupils letter sounds E, U, and T
To produce letter Introduce letters sounds
sound of E, U, and E, U, and T
T
4th. Week of July MTB 12:30 – 1:00 am School
2017 4:00 – 4:30 pm head,
To produce letter . Introduce letters sounds teacher, Pupils will produce the
sound of K, L, and K, L, and Y. Pupils letter sounds K, L, and Y
Y.
1st. week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
August 2017 4:00 – 4:30 pm Pupils letter sounds N, G, and Ng
. Introduce letters sounds
To produce letter N, G, and Ng
sound of N, G, and
Ng

2nd. Week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
August 2017 4:00 – 4:30 pm Pupils letter sounds P, R, and D
To produce letter . Introduce letters sounds
sound of P, R, and P, R, and D
D
3rd. week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
August 2017 4:00 – 4:30 pm Pupils letter sounds H, W, and C
To produce letter . Introduce letters sounds
sound of H, W, H, W, and C
and C
4th. Week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
August 2017 4:00 – 4:30 pm Pupils letter sounds F, J, and N
. Introduce letters sounds
To produce letter F, J, and N
sound of F, J, and
N

1st. week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
September 2017 4:00 – 4:30 pm Pupils letter sounds Q, V, and X
To produce letter . Introduce letters sounds
sound of Q, V, and Q, V, and X
X
2nd. Week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
September 2017 4:00 – 4:30 pm Pupils letter sounds Z and Ň
. Introduce letters sounds
To produce letter Z and Ň
sound of Z and Ň

3rd. week of MTB 12:30 – 1:00 am Teacher Learners will combine two
September 2017 4:00 – 4:30 pm Pupils or more letter sounds.
Combining letter sounds/ Read CVC/ Simple
Reading simple sentences sentences.
4th. Week of MTB Assessment on reading School 75% of the problem
September 2017 efficiency head, readers had improved
teacher, their reading ability
Pupils

IX. Cost Estimates

X. Plans for Dissemination and Utilization

 The researcher of this study disseminated and utilized the

said research during the school regular Learning Action

Cells ( LACs) together with the co- teachers and school

principal provided the results from completed research

study, and encourages everyone to analyzed, considered,

and incorporated these results in their practices.

XI. References

http://depedtambayanph.blogspot.com/2017/05/reading-

materials-for-marungko-

approach.html#.WRz8IGiNuT0.facebook

I- Performance Background:

Reading is a basic tool of education and one of the most important skills

in everyday life. Recognition of letter sounds or phonological awareness is the

fundamental step in reading. Comprehension is a person’s ability to grasp the

meaning of what is being read.

A person’s readiness to learn how to read depends on many factors. It

includes mental maturity, personality development, previous experience,

emotional stability, oral language development and interests.

A learner may become a reader if he is mentally and emotionally ready.

Sad to say that absenteeism due to poverty is a habit that is more read than

imaginary, particularly in Grade I – Charity of Samay Elementary School a

 remote area which is 17 kilometers away from the town of Balingasag Misamis

Oriental. With 24 pupils where the exercise of the children’s right to basic

education often times conflicts with the family’s drive to survive, keeping them

in school for a reasonable period of the time to insure that they become literate,

socially responsible and economically productive individuals in even harder.

The socio – economic status of school absentees reveals that they do not even

have a pack lunch to sustain the whole day in school.

EGRA – ARATA Pre – test Result

No. of Orientatio Letter Initial Sound Familiar Inverted Oral Listening Dictation
Pupils n to the Name Identificatio Word Word Passage Comprehe
Print Knowled n Readin Reading Reading nsion
ge g
24 13 11 11 4 6 2 10 10

100% 54.16% 45.83% 45.83% 16.66 25% 8.33 41.66% 41.66%

%
 EGRA - ARATA Pre-test Result
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0% EGRA - ARATA Pre-test Result

The data above show the pretest of EGRA – ARATA test result
conducted last July 17- 21, 2017 to identify and determine the phonological
awareness of pupils. out of twenty - four (24) pupils twenty percent ( 20%)or
five (5) pupils in instructional level , fifty- five percent (55 %) or thirteen (13)
pupils in frustration level, and twenty- five percent (25%) or (6) pupils are
independent reader level.

II - The Customers

The respondents of this action research are the 13 among 24 pupils of

Grade I – Charity of Samay Elementary School who have difficulty in reading

that was observed during the pre – test of EGRA - ARATA upon interviewed

the slow learners are unable to read.

 Researcher’s Question Pupil’s Answer

Hibalo ba ikaw sa tingog ani nga Dili, pero ang uban letter hibalo ko
letter sa tingog

(Can you give sounds of this (No, but some letter I know)
letter?)
Unsay himuon ni teacher aron Mag sige ug pakita ug mga butang
madumduman mo ang tingog sa or pictures.
letter?

(What are the things to do so

that you can remember the (You show us more pictures/
sound of a letter) objects that is familiar to us Ma’am.)
Unsay buhaton ni teacher para Magsige ta og basa cher para
mabasa mo ang mga selaba? mkabalo na dayon mi og basa.

( We will read always cher so that I

know how to read.)
.

Improving Phonological Awareness

Suppliers Inputs Process Outputs Custo

mer
Teachers Marungko Improve letter sound Pupils
approach, using - During motivation the recognition
attractive materials teachers shows localized
/ strategic lesson pictures/ objects to the
 plans/ use of pupils. Thus, Localiized
pictures, real pictures/ objects makes the
objects/ ask real pupils easier to identify the
experiences of the picture/ object and sound
pupils the first sound of the
picture/ object articulately.
School heads •Monitoring * Monitors teacher preparation Reading Teache
•Mentoring and pupils progress interventions rs,
•Coaching pupils
Parents •Follow-up • Follow-up reading at home Cooperative Children Sons/d
aughte
rs

III- The Process

As the result of Pre-test in EGRA – ARATA showed 13 pupils cannot

recognized letter sound in Grade – I Charity of Samay Elementary School.In

order make solution of this problem administrators and teachers work together

to achieve improvement of the pupils’ phonological awareness..

Grade I –Charity pupils are fund of attractive pictures and the teacher

came up with a solution to use of Marungko Approach with the use of

localized pictures/ objects to improve letter sound articulation.

The Implementation Plan

Objective Subject Time/Intervention/Strate Person Expected Outcome

gy Involved
1st week of July MTB 12:30 – 1:00 am Teacher Pupils will produce the
2017 4:00 – 4:30 pm Pupils letter sounds M, S, and A.
To produce letter Introduce letters sounds
sound of M, S, M, S, A
and A
2nd. Week of July MTB 12:30 – 1:00 am Teacher Pupils will produce the
2017 4:00 – 4:30 pm Pupils letter sounds I, O, and B
To produce letter Introduce letters sounds
sound of I, O, and I, O, and B
B
3rd. week of July MTB 12:30 – 1:00 am Teacher Pupils will produce the
2017 4:00 – 4:30 pm Pupils letter sounds E, U, and T
To produce letter Introduce letters sounds
sound of E, U, and E, U, and T
T
4th. Week of July MTB 12:30 – 1:00 am School Pupils will produce the
2017 4:00 – 4:30 pm head, letter sounds K, L, and Y
To produce letter . Introduce letters sounds teacher,
sound of K, L, and K, L, and Y. Pupils
Y.
1st. week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
August 2017 4:00 – 4:30 pm Pupils letter sounds N, G, and Ng
. Introduce letters sounds
To produce letter N, G, and Ng
sound of N, G, and
Ng

2nd. Week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
August 2017 4:00 – 4:30 pm Pupils letter sounds P, R, and D
To produce letter . Introduce letters sounds
sound of P, R, and P, R, and D
D
3rd. week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
August 2017 4:00 – 4:30 pm Pupils letter sounds H, W, and C
To produce letter . Introduce letters sounds
sound of H, W, H, W, and C
and C
4th. Week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
August 2017 4:00 – 4:30 pm Pupils letter sounds F, J, and N
. Introduce letters sounds
To produce letter F, J, and N
sound of F, J, and
N

1st. week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
September 2017 4:00 – 4:30 pm Pupils letter sounds Q, V, and X
To produce letter . Introduce letters sounds
sound of Q, V, and Q, V, and X
X
2nd. Week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
September 2017 4:00 – 4:30 pm Pupils letter sounds Z and Ň
. Introduce letters sounds
To produce letter Z and Ň
sound of Z and Ň

3rd. week of MTB 12:30 – 1:00 am Teacher Learners will combine two
September 2017 4:00 – 4:30 pm Pupils or more letter sounds.
 Combining letter sounds/ Read CVC/ Simple
Reading simple sentences sentences.

4th. Week of MTB Assessment on reading School 75% of the problem

September 2017 efficiency head, readers had improved
teacher, their reading ability
Pupils

IV- The Focused Problem Statement and the Target

The target of this action research is to improve letter sound articulation

of Grade I – Charity pupils of Samay Elementary School specially those who

are unable to say the letter sound..

Grade I – Percentage of learners who are Percentage of

Charity Pupils unable to recognize printed symbols Decrease after
Pre-test Post-test Intervention

24 13 (54.16%) 7 (53.8%) 75%

Percentage of Decrease Intervention

100%
80%
60%
Percentage of Decrease
40% Intervention
20%
0%
Pre-test Post-test

V. The Root Cause Analysis

 Measurement Materials Method

Pretest (Egra-
Arata)

Posttest (Egra- Ineffective

Flash Cards
Arata) Teaching

Localized Pupil's
Interview
pictures Attendance Problem
Statement
Monitoring Localized
Pupil's Health
Checklist Objects

Phonological
Difficulties
School Pupils Multimedia

Instructional
Classroom Teachers
Materials

Home School Head Chalk Board

Parents
Environment Manpower Machine

VI. Solution

The Marungko Approach is designed to equip the learners the

necessary materials to improve their achievement in reading. With the aid of

localized materials like pictures and real objects the letters and sound of the

letters are introduced. Hence, the learners would be able to recognize or read

the words easily.

The Marungko approach provides materials to the success in teaching

reading. It starts with letter sounds rather than name. Certain comical stories

of letter to signify its sound are being introduced. Instead of the usual

arrangement (order) of letters in the alphabet, it starts with

m s a i o b e u t

k l y n g ng p r d
 h w c f j n q v x

z ñ

The following steps outline the Marungko Approach with the aid of localize

pictures and real objects.

2. Phase 1

C. Motivation:

Singing action song with the letter sound to be introduced.

D. Presentation of Lesson

( Letter M)

 Show Localize pictures or real objects to the learners.

 Let the learners identify the pictures.

 Let the learners name the pictures.

 Ask the pupils what is the first sound of each picture.

 Ask pupils to give more examples of the same letter sound.

 Give more activities to instill in learners mind the letter sound

. Do the same process until all letter sounds are introduced.

VII. The Finalized Implementation Plan

Objective Subject Time/Intervention/Strate Person Expected Outcome

gy Involved
1st week of July MTB 12:30 – 1:00 am Teacher Pupils will produce the
2017 4:00 – 4:30 pm Pupils letter sounds M, S, and A.
To produce letter Introduce letters sounds
sound of M, S, M, S, A
and A
2nd. Week of July MTB 12:30 – 1:00 am Teacher Pupils will produce the
2017 4:00 – 4:30 pm Pupils letter sounds I, O, and B
To produce letter Introduce letters sounds
sound of I, O, and I, O, and B
B
3rd. week of July MTB 12:30 – 1:00 am Teacher
2017 4:00 – 4:30 pm Pupils
To produce letter Introduce letters sounds Pupils will produce the
sound of E, U, and E, U, and T letter sounds E, U, and T
T
4th. Week of July MTB 12:30 – 1:00 am School Pupils will produce the
2017 4:00 – 4:30 pm head, letter sounds K, L, and Y
To produce letter . Introduce letters sounds teacher,
sound of K, L, and K, L, and Y. Pupils
Y.
1st. week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
August 2017 4:00 – 4:30 pm Pupils letter sounds N, G, and Ng
. Introduce letters sounds
To produce letter N, G, and Ng
sound of N, G, and
Ng

2nd. Week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
August 2017 4:00 – 4:30 pm Pupils letter sounds P, R, and D
To produce letter . Introduce letters sounds
sound of P, R, and P, R, and D
D
3rd. week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
August 2017 4:00 – 4:30 pm Pupils letter sounds H, W, and C
To produce letter . Introduce letters sounds
sound of H, W, H, W, and C
and C
4th. Week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
August 2017 4:00 – 4:30 pm Pupils letter sounds F, J, and N
. Introduce letters sounds
To produce letter F, J, and N
sound of F, J, and
N

1st. week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
September 2017 4:00 – 4:30 pm Pupils letter sounds Q, V, and X
To produce letter . Introduce letters sounds
sound of Q, V, and Q, V, and X
X
2nd. Week of MTB 12:30 – 1:00 am Teacher Pupils will produce the
September 2017 4:00 – 4:30 pm Pupils letter sounds Z and Ň
. Introduce letters sounds
To produce letter Z and Ň
sound of Z and Ň

3rd. week of MTB 12:30 – 1:00 am Teacher Learners will combine two
September 2017 4:00 – 4:30 pm Pupils or more letter sounds.
Combining letter sounds/ Read CVC/ Simple
Reading simple sentences sentences.
4th. Week of MTB Assessment on reading School 75% of the problem
September 2017 efficiency head, readers had improved
teacher, their reading ability
Pupils
 The above table shows the framework on implementation of

Marungko Approach with the aid of localized pictures/ real objects from July

2017 until September 2017.

VII. The Implementation/ Testing/ Piloting of Solutions with

Data Evaluation: September 2017

Phonological Awareness Comparison

( Baseline Vs. MArungko Approach Aid with Localize Pictures/ Objects)

60% 55%

50%
42% 46%
40%
30% Baseline
20% 25%
20% 13% Marungko Approach
10%
0%
Frustration
Instructional
Independent

The graph indicates that there is a significant improvement of

learners in phonological awareness after intervention. The frustration level of

pupils decrease by 13 % which means that MArungko Approach with the Aid

of Localize pictures and objects is an effective tool in improving phonological

awareness.

Phonological Awareness Gap of Learners

( Baseline Vs. Marungko Approach Aid with Localize Pictures/ Objects)

 60%

50%

40%

30% 83%
78% 55%
20% Baseline
Marungko Approach
10%

0%

The above data show that the effect of Marungko Approach aid

with localize pictures/ objects in Phonological Awareness Gap of learners.

Learners under frustration level decreased to 13% with the difference of 78%.

Learners under instructional increased to 42% with the difference of 83%.

Independent increased to 46% a difference of 55%. These indicates a

significant improved in the Phonological Awareness of Learners after the

intervention.

References:

http://depedtambayanph.blogspot.com/2017/05/reading-materials-for-marungko-
approach.html#.WRz8IGiNuT0.facebook