THE EFFECTS OF MOTHER TONGUE BASED-MULTI LINGUAL EDUCATION TO

THE SECOND LANGUAGE IN INCOMING GRADE 4 PUPILS OF STA. MARIA

INTEGRATED SCHOOL, TAGBINA, SURIGAO DEL SUR
SCHOOL YEAR 2015-2016

An Undergraduate Thesis Presented to

the Faculty of College of Teacher Education
SURIGAO DEL SUR STATE UNIVERSITY- TAGBINA CAMPUS
Tagbina, Surigao del Sur

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Elementary Education

By:

GLORY MAE C. ANDIPA

IAN T. ABARICO

December 2016
 APPROVAL SHEET

This research entitled THE EFFECTS OF MOTHER TONGUE BASED-MULTI LINGUAL

EDUCATION TO THE SECOND LANGUAGE IN INCOMING GRADE 4 PUPILS OF
STA. MARIA INTEGRATED SCHOOL, TAGBINA, SURIGAO DEL SUR SCHOOL
YEAR 2015-2016 has been written and submitted by the following students; GLORY MAE C.
ANDIPA and IAN T. ABARICO in partial fulfillment of the Requirements for the Degree
Bachelor of Elementary Education. This has been examined and is hereby recommended for
approval and acceptance.

MARITES G. POLIZON, Ph.D.

Adviser

Approved in partial fulfillment of the requirements for the degree of Bachelor of

Elementary Education by the Oral Examination panel with the grade of Very Satisfactory.

MARITES G. POLIZON, Ph.D. DOLORES A. CAPISTRANO, M.A.Ed.

Member Member

CHAIRMAN

Accept in partial fulfillment of the requirements for the degree of Bachelor of Elementary
Education.

Date: March 15, 2018

MARITES G. POLIZON, Ph.D.

Assistant Campus Director
 ABSTRACT

This language research entitled THE EFFECTS OF MOTHER TONGUE BASED-MULTI

LINGUAL EDUCATION TO THE SECOND LANGUAGE IN INCOMING GRADE 4
PUPILS OF STA. MARIA INTEGRATED SCHOOL, TAGBINA, SURIGAO DEL SUR
SCHOOL YEAR 2015-2016 has been written and submitted by the following students;
GLORY MAE C. ANDIPA and IAN T. ABARICO in partial fulfillment of the Requirements
for the Degree Bachelor of Elementary Education. This has been examined and is hereby
recommended for approval and acceptance.

The role of mother tongue in second language learning has been the subject of much

debate and controversy. Most teachers feel that the use of L1 should be minimized and they feel

guilty if they use it a lot. When challenged, they find it difficult to say why. Against the use of

L1, it is the general assumption that English, just as you learn your mother tongue using your

mother tongue. But the idea that the learner should learn English like a native speaker does, or

tries to ‘think in English, is an inappropriate and unachievable thought. The role of mother

tongue in teaching and learning of English has been discussed in literature. The influence of

mother tongue has proved both positive and negative in teaching and learning English. A

learner’s L1 is an important determinant of Second Language Acquisition. The L1 is a source

which learners use both consciously and subconsciously to help them arrange and re-arrange the

L2 data in the input and to perform as best as they can.

This study makes an attempt to understand the role of L1 in the teaching and learning of

English and activities that could help them in learning English. Additionally, this research

established that teachers play the main element in the success of the language program. Their

attitude towards the implementation, their teaching strategies, the instructional materials they use

all count in the achievement of the MTB-MLE objectives.

 ACKNOWLEDGEMENT

We, the researchers would like to take this opportunity to recognize our families and

friends and thank them for all of the time that they spent in listening to us discussing topics,

brainstorming idea, and writing the thesis as it was greatly appreciated. Thank you for providing

us with unfailing support and continuous encouragement throughout our years of study and

through the process of researching and writing this thesis. This accomplishment wouldn’t be

possible without them. Thank you.

We would like to thank our adviser, Dr. Marites G. Polizon Ph. D., for helping us through

this entire process of thesis development, writing and editing;

We would like to show appreciation toward the CTE faculty and staff who have

supported us throughout the process. We will always appreciate all they have done for us.

We would also like to offer a special thank you to the school principal in Sta. Maria

Integrated School, Mrs. Anecita Anliquera, for allowing us to conduct our research in their

school;

To the grade three advisers who allowed us to borrow some of their pupils and their time

for us to test them, thank you teachers;

And above all to our Almighty Father, the beginning and end of all things, thank you for

giving us the wisdom and strength to finish this thesis. With heartfelt gratitude, we acknowledge

and thank you for all the support and prayers, efforts, you’ve extended for us to finish this

requirement and for making this study a successful one.

The Researchers
 DEDICATION

This success of this research is dedicated to the following people:

To God, the great heavenly loving father and provider, for the knowledge and strength

that he has given to us; To the researchers families, PANGALAN SA INYO MGA MAMA UG

PAPA NINYO DUHA for being our greatest inspiration, motivation and supporters.

This is also for the researchers loved ones, friends, relatives, and mentors who

continually teaches and molds us to become better teachers in the future.

This research is dedicated for all of you.

The Researchers
 TABLE OF CONTENTS

PAGE

TITLE PAGE ……………...……………………………………………………. i

APPROVAL SHEET................……………………………………………......... ii
ABSTRACT...………………………………………………………………….… iii
ACKNOWLEDGEMENT…...…………………………………………….…..... vi
DEDICATION……………..……………………………………………….…..... viii
TABLE OF CONTENTS………………………………………………………... ix
APPENDICES……………………………………………………………………. x
LIST OF TABLES…………………………………………………………......... xi
LIST OF FIGURES………………………………………………………………. xii

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

1.1 Introduction……………………………………………………................. 1
1.2 Statement of the Problem……………………………………………….... 4
1.3 Objectives………………………………………………………………... 5
1.3 Scope and Delimitations of the Study………………………………......... 5
1.4 Significance of the Study………………………………………………... 6
1.5 Definition of Terms…………………………………………………........ 7

CHAPTER 2 REVIEW OF RELATED LITERATURES

2.1 Conceptual Literature…………………………………………………….. 8
2.2 Research Researches………………………………………………........... 15
2.3 Conceptual and Theoretical Framework…………………………………. 20

CHAPTER 3 METHODS AND PROCEDURES

3.1 Research Design………………………………………………………… 22
3.2 Participants of the Study…………………………………………....…... 23
3.3 Setting of the Study……………………………………………………... 23
3.4 Research Instrument…………………………………………………….. 24
3.5 Data Gathering Procedure………………………………………………. 26

CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

4.1 Pre-test Results ………………………………………………………… 28
4.2 Designed Intervention Activities……………………………………….. 32
4.3 Post-test Results ……………………………………………………….. 33
4.4 Pre-test and Post-test Results …………………………….…………….. 35

CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary………………………………………………………………… 38
5.2 Findings ………………………………………………………………… 39
5.2 Conclusions……………………………………………………………... 40
5.3 Recommendations…………………………………………………..…… 41
REFERENCES………………………………………………………………….. 42

APPENDICES

Appendix A:
Appendix B.
Appendix C:
Appendix D
Appendix E
Appendix F Intervention Results ………………...……………….…….. 56
Appendix G Post-test Result……………………………………………. 57
Appendix H Combined Pre-Post Test Result ….……………………….. 58
Appendix I Z-test Result.……………………………………………….. 59
Appendix J Questionnaire…………………………………………….... 60
Appendix K Lesson Plan……………………………………………….. 63
Appendix L Evaluator’s Data………………………………………….. 78
Appendix M Content Validity Sheet……………………………………. 79
Appendix N Proof Reader’s Data……………………………………… 81
Appendix O Statistician’s Data………………………………………… 82
Appendix P Researcher’s Curriculum Vitae…………………………… 83
 LIST OF TABLES

Table 3.1 Score Interpretation………………………………………….. 24

Table 3.2 Reliability Test Decision Rule……………………………….. 25

Table 4.1 Pre-Test Scores……………………………………………… 28

Table 4.2 Design Intervention……………………………………….... 32

Table 4.3 Post-test Scores……………………………………………… 33

Table 4.4 Pre-test and Post-Test Results………………………………. 35

Table 4.5 Percentage Distribution for Pre-test and Post-test Scores…. 36

 LIST OF FIGURES

Figure 2.1 Theoretical/Conceptual Framework………………………… 20

Figure 3.1 The Map of Bislig City National High School (BCNHS)…….. 23

Figure 4.1 Percentage Distribution of the Pre-test……………………... 30

Figure 4.2 Percentage Distribution of the Post-test……………………. 34

 CHAPTER 1

INTRODUCTION

The role and medium of instruction has long been considered as one the essential element

to develop learning to students. As stated by Richards and Renandya (2005), it provides much of

the basis for how well the students speak, listen, read and write. It is a pre-requisite element,

which holds concepts and ideas together making comprehension successful and accessible.

According to Vygotsky (1978), having an excellent mastery of the language acts as a vehicle for

educational development and is important for the apprehension and acquisition of knowledge.

This role of language or medium of instruction in the educational process has long been

debated (Barker, et. al 1996) with no clear consensus and sight - at least not in terms of practice.

Consequently, the debate has ensued on whether the use MTB-MLE helps or hinders academic

progress. Mahoney, Cairns, and Farmer (2003) suggested that MTB-MLE can have a positive

impact on the learner’s academic achievement, educational status, social development and

acquisition of the foreign language (Cook, 2001).

According to Yadav (2004), the term “mother tongue‟ harks back to the notion that

linguistic skills of a child are honed by the mother and, therefore, the language spoken by the

mother would be the primary language that the child would learn. It further becomes the basis for

social identity and becomes the medium of learning in school and society. Moreover, Zergani

(2016) underscored that the maintenance and foundation of this language is particularly

important for the child to develop positive self-concept and well-being and to efficiently learn

the second language because the skills and concepts can then be easily transferred. In effect, their
level of competence in the second language will be related to the level of competence they have

achieved in their first language (Clarke, 2009).

Subsequently, UNESCO (2008), highlighted the point that students learn quickly through

their first language rather than an unfamiliar linguistic medium. If a child masters the first

language in the habits of speaking, listening, reading and writing it will be a lot easier for them to

learn and acquire the second language (Chaudron, 1988). Thus, it states that the best medium for

teaching a child is the mother tongue through which children understand better and express

themselves freely (Tsitsi Ndamba, 2008).

In view of the above, the knowledge of the mother tongue proves to be a valuable help

for the learning of the second language. In this connection, W. M. Ryburn (1981) says “the

mother tongue can be of the greatest assistance in the learning of the second language”. In

mother tongue the child learns how to sit, hold a pen and prepare the habits of speaking and

writing. Many sounds of English are similar to the sounds of the mother tongue. For example b,

k, p, n/etc. Furthermore, some items of grammar are common in the two languages. For example,

the punctuation marks, tenses, voice etc. There are also some words in English which are not

understood by the students even if the teacher uses all the devices of teaching. In such cases, the

use of mother tongue works wonder. Moreover, certain idioms of English can be best taught by

making comparison with those in mother tongue. Otherwise, student will misunderstand the

idioms or instructions in English.

According to the study carried out by Sahelehkheirabadi (2005) in India found out that

students who received or taught using relatively known language or stimulus develops positive

comprehension. This, in turn, affects their attitudes toward reading and mastering other macro
skills. Evidence for the existence of this impressive increase in students’ academic achievement

includes standardized test scores, teacher observations, anecdotal records and other teacher

assessments that indicates student’s development in learning.

Another research conducted by Kioko (2015) in Kenya found out that the reason why

students have developed negative learning outcomes because they have started school using the

language that is still new to them that severely suppresses their potential and liberty to express

themselves freely. It dulls the enthusiasm of young minds, inhibits their creativity, and makes the

learning experience unpleasant. Without the use of mother tongue as the primary medium of

instruction, students cannot communicate effectively or express ideas correctly. Thus, in many

cases, a lexical lapse can actually stop communication completely. If learners do not know how

to expand their thoughts using a newly learned medium, they gradually lose interest in learning.

Therefore, learners need to acquire a solid and accurate command of home language that will

allow them to communicate at a high level in reading, speaking, listening and writing for them to

succeed.

Despite the fact that the use of home language is a major factor to acquire the second

language, Silverman and Hines (2009) articulated the point that many English Language

Learners (ELL’s) often considers the use of mother tongue as their most frequent obstacle in the

English transition process. There are many differences between English language and mother

language. One of this differences is the structure of both languages. Another of differences is

preposition and article, the structures words of English like the articles, prepositions and

demonstratives are not always equivalents in the mother tongue. Aditionally, Wyk et. al (2016)

stressed that schools were not ready for the implementation of the MTB-MLE instruction. It

remains challenging to implement this policy equally across the whole country because some
schools lack the necessary material and human resources to fully implement MT as medium of

instruction (Wolfaardt, 2005). So, the learners try to impress their mother tongue on English and

that the knowledge of mother tongue becomes a stumbling block in learning the second

language.

In this regard, various researches have been carried out to prove and implement the use of

the dominant language in in the early years of basic education. According to Porter (1999) on his

study on “maximum exposure hypothesis” or “time-on-task hypothesis” that the more time spent

on learning a language, the better a person will do in it. She further believed that students should

receive more direct instruction in English, as this will result in them being able to do schoolwork

in English earlier and more effectively. This is supported by Kolawole and Dele (2002) who

believes that a firm foundation in English language is very important for better academic

performance. They are thus in favor that pupils should have a vast exposure to English quite

early in primary school, irrespective of the advantages of MT. They further suggested that the

number of years of study and teaching periods in English should be increased.

In view of Kolawole and Dele’s (2002) perspective Mostert et. al (2016) states that if

learners start with English (L2), they will perform better in English, which will result in better

academic achievement and opportunities in the future job market. It thus seems that there is an

escalating demand for English medium of education based on perceptions of parents and policy-

makers that English is the key to economic and social advancement.

It is for this reason and premise mentioned above that the researchers have been

encouraged to delve deeper and conduct a study on the Impact of Mother Tongue Based-Multi

Lingual Education to the Second Language of Incoming Grade 4 Pupils of Sta. Maria Integrated
Elementary School (SMIES) School Year 2015-2016 since the said scenario is relatively evident

in the Philippines.

Statement of the Problem

This study is conducted to examine and determine the Impact of Mother Tongue Based-

Multi Lingual Education to the Second Language of Incoming Grade 4 Pupils of Sta. Maria

Integrated Elementary School (SMIES) School Year 2015-2016. Specifically, the study was

undertaken to answer the following questions:

1. What is the level of the English spelling and reading comprehension skills of the

incoming Grade 4 Students?

2. What are the advantages of using mother tongue based instruction in the incoming Grade

4 Students?

3. What are the effects of mother tongue towards the acquisition of the second language?

Objectives

The main purpose of this study is to determine the Impact of Mother Tongue Based-Multi

Lingual Education to the Second Language of Incoming Grade 4 Pupils of Sta. Maria Integrated

Elementary School (SMIES) School Year 2015-2016.

Specifically, this aims to answer the following objectives:

1. To assess the effectiveness of mother tongue based instruction in terms of English

spelling and reading comprehension skills on the incoming Grade 4 Students.

2. To know the advantages of using mother tongue based instruction in the incoming

Grade 4 Students?
 3. To determine the effects of using mother tongue towards the acquisition of the

second language.

Scope and Delimitation

The study seeks to find the impact of MTB-MLE on the students’ second language. The

respondents of the study are the incoming Grade-4 Pupils of Sta. Maria Integrated Elementary

School (SMIES) for the academic year 2015-2016. This study is delimited to the assessment of

the effectiveness of mother tongue based instruction in acquiring the second language

specifically in areas of spelling and reading comprehension. There is only one section used as the

subject of the study.

In line with it the researchers use two (2) sets of assessment tools which includes the

spelling test and reading comprehension test as a way to determine the students’ English

proficiency level.

Significance of the Study

This study is essential so that quality learning would be attained and the incoming Grade-

4 Pupils of Sta. Maria Integrated Elementary School (SMIES) for the academic year 2015-2016

would be adequately taught and trained specifically in English as their second language.

Thus, this research is absolutely beneficial to the following:

  Students: their outlook in English as their second language, taught in the Philippine

schools will be enhanced or developed. They will find the subject easy to learn,

exciting, and enjoyable. In addition, vocabulary can even increase their school grades

by improving their language competencies. They will also have more confidence in

comprehending English related works.

 Teachers: This will guide them in enhancing the students’ English Proficiency Level

using the MTB-MLE program.

 Parents: This will give them full consciousness on how to increase and improve their

children’s interest in learning the second language effectively.

 School: This will give awareness to the institution to take the responsibilities on

providing the fundamental needs of the students in order for them to be globally

competitive learners.

 Researchers: This will help them to gain satisfaction for knowing some insights

about the given problem and develop research skills to be more productive in the

field they have chosen.

Definition of Terms

In order to clarify the key terms used in this study, the following definitions are put

forward;

 Acquisition- is the learning or developing of a skill, habit or quality.

 Learning-is the acquisition of knowledge of skills through experience, study, or by being

taught.

 Mastery- is a comprehensive knowledge or skill in a subject or accomplishment.

 Target Language- is the language being studied by the learners, e. g English

 Mother Tongue – also known as home or native language which is originally spoken by

the mother which eventually becomes the primary language that the child would learn. It

further becomes the basis for social identity and becomes the medium of learning in

school and society.

 Monolingualism - is the condition of being able to speak only a single language, as

opposed to multilingualism

 Bilingualism - is commonly defined as the use of at least two languages by an individual

(ASHA, 2004). It is a fluctuating system in children and adults whereby use of and

proficiency in two languages may change depending on the opportunities to use the

languages and exposure to other users of the languages. It is a dynamic and fluid process

across a number of domains, including experience, tasks, topics, and time.

 L1 – is an individual’s first language, native language, or mother tongue.

 L2 – is an individual’s second language, foreign language, target language, or foreign

tongue.

 Language Acquisition - is used for acquisition of the first language or the mother

tongue.

 Language Learning - means learning the second or foreign language.

 CHAPTER II

RELATED LITERATURE AND STUDIES

Related Literature

This chapter presents the related literature gathered by the researchers. It also includes the

theoretical and conceptual framework of which the study is based upon.

Language to define is the method of human communication, either spoken or written,

consisting of the use of words in a structured and conventional way. It is not only confined as

means of understanding but also to the expression of one’s identity, play, emotional release and

imaginative expression as members of a social group and participants of its culture (Crystal, et.

al 2018). In the process of learning the language, different systems of communication constitute

different languages. The degree of difference needed to establish a different language cannot be

stated exactly as not all speaks exactly alike. Therefore, one cannot be understood without

specific learning by both parties as it limits mutual intelligibility (Roberts, 2018). Substantially,

to describe in detail the actual different language patterns, the term “mother tongue” or “home

language” or the habits of expression used by those with whom, or by whom, they are brought up

from infancy has been coined. This underlying system of communication may impede but do not

prevent mutual comprehension.

 UNESCO (1953) defines Mother Tongue as the language which a person acquires in

early years which takes place from birth with parents and close family (Glover, et.al. 2010). It

normally becomes their natural instrument of thought and communication and is the natural basis

on which verbal skills can be built (Oluwole, 2008). Therefore, mother tongue is the language a

person grows up with, the language he or she used to speak, to communicate and to dream since

childhood.

Children use this language to express their feelings during a social contact and to

communicate with others (Mussem, et. al 1990). Thus, native language has always played a big

part in education. It is one of the glues that hold the communication of the learners and the

teachers.

Consequently, mastering another language or second language is one of the most

challenging tasks that any learner faces (Nyikos and Fan, 2007). This subsequent “second”

languages are learned to different degrees of competence under various conditions. Complete

mastery of two languages is designated as bilingualism in many cases such as upbringing by

parents using different languages at home or being raised within a multilingual community

children grow up as bilinguals. In traditionally monolingual cultures, the learning, to any extent,

of a second or other language is an activity superimposed on the prior mastery of one’s first

language and is a different intellectual process of learning the language. Thus, in the case of

second language learning, students need to be educated with strategies, which can help them in

acquiring the meaning of words.

Interestingly, according to Francie Alexander (2008), having a wide and strong

foundation of home language is one of the major factor that helps to easily master the second
language for it improves all areas of comprehension- listening, reading, writing and speaking.

Moreover, Farhardy (2006) underscored, that the longer the exposure they have in their native

language is the better they are able to learn and apply what they have learned in acquiring the

second language. However, if the students were automatically taught with newly designed

medium in early years of education they will find some difficulties to support the interaction

whether oral or written communication using the newly learned language. This is supported by

Schmitt (2008) who thinks that extended exposure of mother tongue in primary education as

medium of instruction is critically an important component for second language acquisition.

Furthermore, Takac (2008) also emphasizes that acquiring a second language is a

complex process where learners acquire the lose partial knowledge and automatic use of words.

Meanwhile, Nunan, (2007) presents the Four Strands of Language Learning, which effectively

balances development of learner’s language knowledge and skills: one-strand focuses (25%) on

language-focused learning that promotes learning knowledge about language; whereas, the

remaining three strands (75%)-meaning-focused learning or input develops word knowledge and

word skills through experiential learning processes. These learning strategies are subsets of what

they called Language Learning Strategies. Interestingly, Gu (2008), has pointed out several main

ideas about the concept of language learning. Most learners prefer to use simple mechanical

strategies and deeper use of more complex strategies like contextual guessing. In this manner,

they can fully express their ideas direct to their experiences as they are encouraged to speak their

own native language.

In view of the above, UNESCO (2003) further articulated the point that instruction in the

mother tongue is beneficial to language competencies in the first language, achievement in other

subject areas, and second language learning. The use of mother tongue or the language of the
immediate environment has been found to be of immense help in promoting childhood literacy

and functional education (Osokoya, 2010). Gacheche (2010) has said “Most supporters of the

mother tongue – based learning agreed that child’s home language can effectively be used as a

language of instruction in the early years in their schooling as a bridge to learning a foreign

language”.

Empirical studies also affirm the benefits and relevance of the MTB-MLE: Educationally,

children with a rich vocabulary in the mother tongue find it easier to read and write in the second

language (Gudschinsky, 1971). In addition, teachers from the same linguistic and cultural

communities as their students are less likely to exploit students (Benson, 2005). According to

Malone, (2007) the well-balanced school use of the home language increases parent participation

and influence. Parents remain as the main source of support in facilitating the learning of the

mother tongue, by using their residual language skills and understanding of heritage culture

(Papatheodorou, 2007). Psychologically, Mirzaei & Vaezi (2007) stressed out that this system of

meaningful signs employed using the home language automatically works in the mind of the

learners thereby acts as support in enhancing the students’ learning because they themselves are

indirectly valued.

Despite the many local initiative and international studies about the superiority and

advantages of mother tongues in the facilitation of effective learning in schools and its influence

on policies in several developing countries, many of the researches and studies had continued to

raise arguments that the program has gave birth to lots of potentially negative consequences

(Kavaliauskie 2009). In the Philippines context, the seemingly abrupt implementation of MTB-

MLE the subject of great argumentation because it might cause many challenges in the

educational system.
 However, a research on English Language Learning Anxiety Among Foreign Language

Learners in The Philippines by Lucas (2011) evidently shows that learners of foreign language

who uses same kind of strategy enables them to take charge of their own learning as this serves

as their basic aid to learn other macro skills in the target language.

Finally, Setiawan (2010) also supports the use of MTB-MLE instruction. She cited that it

is needed to help students learn unknown words, content area words and concepts, and

independent word learning skills. In addition, it could also increase reading comprehension,

develop knowledge of new concepts, improve range and specificity in writing, help students

communicate more effectively and develop deeper understanding of words and concepts of

which they were partially aware.

Related Studies

This section presents foreign and local studies, which discusses about the use of MTB-

MLE as medium of instruction thereby helping the students to efficiently learn the second

language.

Foreign Studies

This section presents foreign studies, which discusses about the use of mother tongue to

effectively learn the English Language.

In the study conducted by Thomas, et. al (2002) titled “The School Effectiveness for

Language Minority Students’ Long-Term Academic Achievement of Santa Cruz, CA, and

Washington, DC: Center for Research On Education, Diversity & Excellence” concluded that L2

learners immersed in their mother tongue outshine those students whose medium of instruction

in primary years of learning is English. Thus, according to Thomas (2002) that if learners start
with English (L2) it severely suppresses their potential and liberty to express themselves freely.

It dulls the enthusiasm of young minds, inhibits their creativity, and makes the learning

experience unpleasant. Without the use of mother tongue as the primary medium of instruction,

students cannot communicate effectively or express ideas correctly. Thus, in many cases, a

lexical lapse can actually stop communication completely. If learners do not know how to

expand their thoughts using a newly learned medium, they gradually lose interest in learning.

Therefore, learners need to acquire a solid and accurate command of home language that will

allow them to communicate at a high level in reading, speaking, listening and writing for them to

succeed.

In addition, the Southern and Eastern Africa Consortium for Monitoring Educational

Quality (SACMEQ) reports show that the reading ability of grade-6 learners in Namibia is very

low (Makuwa, 2004). The SACMEQ II research that was conducted in Namibia on the literacy

and numeracy levels of grade-8 learners, found that learners that did not achieve the required

literacy or numeracy levels in grade 8, came from schools where English, and not the MT, was

chosen as the medium of instruction from Grade 1. This neglect of MT instruction could partly

be the reason for poor reading results in Namibian schools.

Paker (2015) conducted a study titled The Use and Functions of Mother Tongue in EFL

Classes. In this paper, the use and functions of it in various classes have been analyzed and

discussed. The purpose of the present study was to find out to what extent the instructors in the

School of Foreign Languages at Pamukkale University use mother tongue in their classes. We

attempted to find out whether their mother tongue use changes according to different variables,

for which functions they use it, whether they are aware of the amount and the functions, whether

the instructors are satisfied with the amount of L1 they use, and whether their students are
satisfied with it, and whether this satisfaction differs according to the amount used by their

instructors. The study was conducted in the School of Foreign Languages at Pamukkale

University, and it was based on both qualitative and quantitative research designs. The

participants were 20 English instructors working in the School of Foreign Languages and their

286 students. The data were collected through classroom recordings, questionnaires that were

administered both to the instructors and the students, and interviews were conducted with all of

the instructors and randomly chosen 39 students. Our data have revealed that mother tongue is an

inseparable part of language teaching, and it actually has different functions like “rapport

building purposes”, “making the topic/meaning clear (by giving examples, explaining, making

extra explanations, etc.)”, “explaining difficult concepts or ideas”, etc. It was also found out that

both the instructors and the students were aware of the importance of using the target language as

much as possible in the classes, however, they could not deny the need of mother tongue from

time to time.

In line with it, a study carried out by Rutherford et. al (2008) titled “The use of mother

tongue and English in the learning and expression of science concepts: a classroom‐based study”.

Audiotapes of group work were analyzed for several features including the use of both English

and SiSwati and its effect on conceptual change, the causes and frequency of language changes

and the social interaction of the group during learning. Analysis of the transcripts of the tapes

showed that the use of SiSwati served several important functions including articulation and

elimination of alternative conceptions, clarifying of concepts and formulating ideas. The study

showed that students with SiSwati as their MT could make gains in learning vocabulary and

reading comprehension.
 Moreover, a study conducted by Mara Shah (2015) titled Direct Vocabulary Instruction,

which employs a quasi-experimental design and Laufer, and Nation’s (1999) Productive

Vocabulary Levels Test (PVLT) as means of collecting data. The research show that there are

statistically significant differences in students’ vocabulary skills and guided essay writing test

scores in the pre-test and post-test after the treatment using Direct Vocabulary Instruction in

which each of the words where automatically translated in the local’s native tongue compared to

those group who uses English as the only medium of learning.

In 2007, same study has been conducted by Christopher Patrick Wharton (2007 which

uses two different types of instruction, meaning-based and position-based over a five week

period. Overall results showed a slight (10%) increase in the total number of respondents

between WAT 1 and WAT 2 However, there was a more substantial (26)% increase in the total

number of responses from WAT2 and WAT3 and the researchers concluded that students were

positively affected by mother tongued based instruction and the PW’s were becoming better

known.

Another study conducted by Vicki D. Frink Lawrence (2005) entitled Losing the

Achievement Gap: The Implementation of Direct Instruction in Whiteville City Schools employs

an expose factor method of research, based upon a comparison of available data on the Third

Grade Pre -Test before and after the implementation of Direct Instruction. The research shows

the success in reading is effective in closing achievement gaps, student achievement and

proficiency increased, the achievement gap is closed, and therefore the results from this research

show an overall positive influence on vocabulary retention, student participation, and student

feelings about learning new vocabulary after teaching them with the help of their home language.
 Moreover, a study conducted by Jennifer Cearley et.al (2012) which uses a 10-week

intervention targeting 10 words from the students’ current classroom social studies unit and was

characterized by the presentation of simple definitions, use of the target words in context,

creation of vocabulary maps, discussion and expansion of word meanings, and written language

activities shows or lends preliminary support to the effectiveness of the MTB-MLE intervention

approach for English-language learners.

Local Studies

This section presents local studies, which discusses about the impact of using Mother-

Tongue Based Instruction in Learning the Second Language.

In the Philippines, the use of Mother Tongue both as a subject and as medium of

instruction from Kinder to Grade 3 posed challenges and opportunities for teachers and

curriculum planners/ policy makers. A study conducted by Navarro et. al (2016) titled Mother

Tongue- Based Instruction: Policy to Practice looked into the level of awareness and extent of

implementation of the Mother-Tongue Instruction. The study used the descriptive-normative

method to take into account the 500 Grade 3 teachers’ responses in the awareness and

implementation questionnaires and in the FGDs. The cool analysis of the data revealed that the

teachers’ high level of awareness and high level of implementation have created certain benefits

and opportunities which lead the students to learn and enjoy their varied learning activities.

Through this, both the pupils and the teachers have become conscious on the significance of the

program towards global understanding. In sum, the results indicate that MTI has an impact on

some aspects of literacy proficiency in the mother tongue, despite the restricted time allocated

for it.
 In line with it, a research on English Language Learning Anxiety Among Foreign

Language Learners in The Philippines by Lucas (2011) achieves a conclusion that learners of

foreign language who uses same kind of strategy enables them to take charge of their own

learning as this serves as their basic aid to learn other macro skills in the target language.

The said scenario is relatively evident as cited in the research of Felicitas E. Pado-

University of the Philippines Diliman (2011). She found out that the students have the difficulty

in familiarizing or associating words and that it is very hard for them to acquire the language or

the meaning of oral or written text. As Dr. Quijano (2007), head of the Deped’s Bureau of

Elementary Education articulated, “reading problems remained to be the main culprit for the

poor performance of some students in the National Achievement Test (NAT)”. According to

him, there is a big chance that the students will have difficulty in writing and speaking if they

cannot read properly. Thus, the reading comprehension problems mentioned earlier can be

attributed to several factors such as the presence of reading disabilities and positively, the neglect

and inclusion of mother tongue in teaching is included. Furthermore, a research conducted by

Maria Selena Protacio (2013) in selected Grade 3 pupils found out that Filipinos as English

language learners has a problem in decoding words and understand how each word works

leading them to have low level of understanding or gains in comprehension for they do not

understand each word in their own context.

In addition, Felicitas E. Pado - University of the Philippines Diliman (2011) conducted a

study entitled Using Story Reading and Explicit Instruction in the Vocabulary Acquisition of

Kindergarten Children. The said study uses quasi-experimental method. The first group was

exposed to Method 1 (story reading with unlocking of difficulty activities), the second group to

Method 2 (story reading without unlocking of difficulty vocabulary) and the third group to
Method 3 (explicit instruction in vocabulary without story reading). A pre-test and post-test was

given prior to and after the vocabulary acquisition sessions. Results show that Method 1 was the

most effective in contributing to the vocabulary development of the kindergarten subjects.

Therefore, the researchers concluded that direct instruction of vocabulary words in pre-reading

through the use contextual explanation allows the children to become familiar with key words

prior to the story being read. Thus, in general, this instruction found to be very satisfactory and

supplementary material for reinforcing comprehension problems and that teachers should explore

and use them as means of assisting the child to learning and understanding the terms written in

the Second Language.

Theory Based

This study is anchored with the following theories stated below that support concepts on

the impact of Mother Tongue based Instruction on the Acquisition of the Second Language on

primary grade pupils.

Piaget (1991) highlighted the point that Stage of Cognitive Development is a

psychological theory of learning which is very influential in the 1940’s and 1950’s. According to

cognitivists, we see that effective language learning actually starts right from the second stage.

At this stage, children start learning through experimentation. That is why it is so important that

in the pre-school stage and in the stages, that follow, children from the ethnic minority groups

should be taught through their mother tongue, supported by locally contextualized curriculum, so
that their experiments and experiences get repeated both in their home and in their own school. It

is equally important to provide the children with the opportunity to talk and discuss any activities

that they participate in. These different activities build up their confidence in terms of expressing

their thoughts in concrete terms. However, if such activities and discussions take place in an

unfamiliar environment, and more importantly, in a language in which the children do not feel

comfortable to communicate, the whole educational process loses much of its meaning.

Therefore, it is very important that the use of the mother tongue be allowed to give that impetus

to the children in their second stage of learning. Once it is started through their MT in the

concrete operational stage, it becomes easier for the children to relate their experience to internal

symbolic interpretations. Finally, in the formal operation stage, these children, with a strong MT

input provided through a culturally contextualized curriculum, can easily grasp abstract concepts

and then relate these to concrete experience and hypothesize new concepts.

Interestingly, Constructivism or the use of one’s schematic knowledge is believed to

occur in a similar process. The knowledge of the students’ background in terms of their culture,

tradition, surrounding environment and social atmosphere, plays a vital role in all aspects. It

becomes convenient for the teachers to enable the learners to see connection between their prior

knowledge and the new knowledge which is being imparted. This enables the learners to build a

meaningful schema which is further enriched by the addition of new knowledge to the already

existing knowledge base of the learners. It can promote student’s active participation in problem

solving and critical thinking. Vygotsky claims that children construct new knowledge by

applying their knowledge structures to new experiences and modifying them accordingly. This

perspective emphasizes that active role children play in their own mental growth develops

inquisitive thinking.
 Another theory that presents the acquisition of the second language as a set of predicable

patterns is the Social Learning Theory. It is in this theory that a great deal of emphasis is given

on the acquisition of oral literacy by the learners. A considerable amount of time is actually

expected to be devoted for developing the skills for speaking the language. The learner centered

and activity-based method in MTB-MLE encourages a lot of discussion and conversation of the

learners with their peers and with the teachers. As such discussion progresses, the learners come

up with new ideas and knowledge which further strengthens their confidence and their

knowledge base. The MTB- MLE teacher plays a vital role in this regard. The teacher can apply

a variety of methods for encouraging meaningful and relevant talking and discussion among the

learners. Techniques like discussing in pairs, in small groups, and even the whole class talking,

are some of the interesting ways of facilitating learning.

Additionally, Balance Theory also attempts to explain this phenomenon. This theory

claims that in the case of bilingual speakers, the two languages exist together in balance in the

brain of the individual. It visualizes the theory in the form of a picture of weighing scales, with a

second language increasing at the expense of the first language. As such, the level of

development of the first language, and the corresponding critical thinking skills that come with

language development, actually contribute to learning the second language. The more one can

articulate thought in the first language, the more that can happen in the second language when

the second language is sufficiently developed to express those thoughts.

Additionally, Threshold Theory points out that children taught through a second language

most of the time fail to develop sufficient competency in their second language. This is because

they are not allowed to develop competency in their first language. Therefore, this hypothesis

suggests that a child’s language competency in second language is partly dependent on the level
of competence already achieved in the first language. The more developed the first language, the

easier it will be to develop the second language. The more the first language is at a low stage of

evolution, the more difficult will be the achievement of bilingualism. The theory also touches

upon the issue of the distinction between surface level fluency and the more academically

demanding language skills. Cummins (1979) found that everyday conversational language could

be acquired in two years, while the more complex language abilities needed to cope with the

curriculum could take five to seven or more years to develop.

In lie with it, Krashen’s Monitor theory attempts to explain variety of phenomena in

language learning. It supports Chomsky’s Faculty Universal Grammar theory, which emphasizes

that humans being endowed with a specific faculty for language acquisition sees the

comprehension a meaningful input and the interaction of these messages with the innate

language acquisition acts as the driving force behind any kind of acquisition. Bloom’s Mastery

Learning Theory claims that for a student to acquire and learn the second language sufficient

time, attention, and help are afforded to each student to master and allowing students the

opportunity to achieve mastery of content at different time intervals has proven to be an effective

method of increasing student learning.

Moreover, Krashen’s Monitor theory cited that learning the second language is gaining

explicit knowledge about and is working consciously with the language. Learning occurs when

the second language acts as the object and the meaning. When these effortful processes in

learning grammar rules and other patterns within the process of learning language, the result will

be learning. According to him knowledge that is learnt explicitly or via practice, a learner may

use a structure correctly.

 In addition, Krashen’s Input Hypothesis also reveals that providing comprehensible

input; students could acquire the language. As stated by Chandler in his Semiotic Theory,

learning vocabulary is made by the deployment of acts, which function as signs, that enables the

students to construct language systems and acquire language abilities.

Conceptual and Theoretical Framework

Shown below is the conceptual and theoretical paradigm in which the study is based

upon.

Figure 2.1 Theoretical and Conceptual Framework

PREPARATION

Distribution of Questionnaires at STA.

MARIA INTEGRATED SCHOOL
 20 Pupils from Class (Grade 3)

COLLECTION OF DATA

RECORDING OF THE COLLECTED DATA

RESULTS

INTERPRETATION OF THE RESULT

This study is anchored on the idea that integrating Mother Tongue Based

Instruction can help to improve students’ second language learning. The study seeks to find the

impact of MTB-MLE on the students’ second language. The respondents of the study are the

incoming Grade-4 Pupils of Sta. Maria Integrated Elementary School (SMIES) for the academic

year 2015-2016. As such, the researchers use two (2) sets of assessment tools which includes the

spelling test and reading comprehension test as a way to determine the students’ English

proficiency level.

In line with it all theories discussed above involves second language acquisition in

several ways. The first connection is on the Stages of Cognitive Development theory wherein the

child learns the his/her first language through experimentation. That is why it is so important that

in the pre-school stage and in the stages, that follow, children from the ethnic minority groups
should be taught through their mother tongue, supported by locally contextualized curriculum, so

that their experiments and experiences get repeated both in their home and in their own school.

The second link is the theory of constructivism where learners of second language construct

meaning from previously learned concepts. The concepts heavily rely upon word meaning in the

same sense that ideas of concepts rely on words of language. The last considerable

connectedness is on the Balance and Threshold Theories of Language Learning which states that

children taught through a second language most of the time fail to develop sufficient competency

in their second language however, if one can articulate thought in the first language, the more

that can happen in the second language when the second language is sufficiently developed to

express those thoughts.

Other learning theories that are believed to be related to the use of MTB-MLE are

Mastery Learning Theory, Krashen’s Theory, Behaviorism Theory, Structural Linguistics

Theory. These theories have various kinds of activities that would alleviate student’s ability to

acquire the second language.

CHAPTER III

METHODOLOGY

This chapter contains the methods and procedures used in the conduct of the study. The

following are discuss in detail: research design, population of the study, respondents of the study,

locale of the study, research instruments, data collection procedure, and the statistical treatment

of data.

Research Design
 The study is descriptive in type for the said research aims to know the impact of MTB-

MLE on the second language in the selected incoming Grade-4 respondents.

In the preliminary stage, letters of requests were addressed to the school principal of Sta.

Maria Integrated School. The survey/test was conducted based on the pupils’ availability. Such

practice was observed to ensure that a more natural and open atmosphere is created, thus,

establishing better rapport and understanding between the participants and the researchers (de

Guzman & Tan, 2007).

For this study the researchers use the descriptive survey method using spelling test and

reading comprehension test. Through these the researcher can now identify the preferable source

of information after having a survey to this study. This is to determine the impact of Mother

Tongue in their communication skills of the incoming grade 4 pupils.

Research Respondents

The researchers used purposive random sampling. The respondents were drawn from Sta.

Maria Integrated School. Wherein there would be 28 incoming grade 4 pupil’s respondents were

drawn from the population. The researchers will draw 20 respondents from the section. The

researchers used ratio and proportion in identifying the gender of the population to be balanced

and to avoid gender bias. The researchers will use random sampling design using lottery

technique.

Locale of the study

The present study was conducted on the premises of (background of the school)

Population,principal,means of transpo,teachers
Figure 3.1 The Map of

Retrieved on date:_____________ from: source:ex. www. jdhfih

Research Instrument

Related to the research problems, the researchers use the questionnaire method in

conducting the study to determine the impacts of the mother tongue on the spelling and

comprehension skills of the incoming grade 4 pupils of Sta. Maria Integrated School, Tagbina

Surigao Del Sur.

The said spelling test is a 20-written type of test in which every correct answer was given

a score of one. Meanwhile, the reading and comprehension skills test is composed of written text

with five comprehension check questions which is patterned to the different levels of

understanding to further achieved valid and reliable results. This said test is also scored 1 point

each.

Data Collection Procedure

 The researchers followed several steps in conducting the descriptive study as shown

below:

Pre-Implementation Phase

1. Securing the approval to conduct the study.

2. Determining the respondents and the number of respondents involved in the conduct of

the study.

Implementation Phase

1. Administering the test for the selected respondents.

Post-Implementation Phase

1. Checking and scoring the test.

2. Consolidating the data gathered.

3. Analyzing and interpretation of the data gathered.

Statistical Treatment of Data

The researchers used the following statistical tools.

1. To determine the performance of the students and after taking the assessment test. The

∑x
mean for ungrouped data x́= is used, where x́ stand for the mean, ∑ x for
N

summation of data, and N for the total number of cases.

Below is a table showing the researchers’ qualitative interpretation of the scores:

Table3.2 Score Interpretation for the Spelling Test

Range of Scores Range of Scores in Level of Proficiency

Numerical Scores Percentage

16-20 80%-100% Highly Competent

10-15 50%-75% Competent

0-9 0%-45% Not Yet Competent

Table3.3 Score Interpretation for the Reading Comprehension Test

Range of Scores Range of Scores in Level of Proficiency

Numerical Scores Percentage

4-5 80% Highly Competent

3 60% Competent

0-2 40% Not Yet Competent

CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

 Included in this chapter are the presentation, analysis and the interpretation of the data

gathered based on the results from the spelling and reading comprehension test conducted for

this study.

The researchers assessed the spelling and reading comprehension level of the incoming

Grade-4 Pupils of Sta. Maria Integrated School for the academic year 2015-2016 in which the

scores are categorized into three different levels namely: not yet competent, competent and

highly competent. The students’ scores will serve as the factual basis to determine their skills in

learning the English Language.

The total population of the incoming Grade-4 Pupils of Sta. Maria Integrated School of

SMIS is 28. However, 20 or 71 % of the total population served as the convenient sample of the

study for the researchers make used of purposive random sampling using lottery technique.

Moreover, the researchers used ratio and proportion in identifying the gender of the population to

be balanced and to avoid gender bias. Thus, they have agreed that the remaining 8 or 29 % of the

total population will be rejected and that the convenient sample of the students are well presented

and can be accepted.

Table 4.1 Spelling Test Scores of the Incoming Grade-4 Pupils Sta. Maria Integrated
School
(SMIS) School Year 2015-2016

Table 4.2 displays the frequency distribution of the scores of the respondents on the given

Spelling test. In addition, this also shows the English Proficiency level of the students in which
the researchers have set out to see how close the respondents are to having enough English

spelling skills after the conduct of the MTB-MLE as their primary medium of instruction.

Range of Range of No. of No. of Interpretation

Scores Scores in Students Students in
Percentage Percentage

16-20 80%-100% 13 65% Highly Competent

10-15 50%-75% 5 25% Competent

0-9 0%-45% 2 10% Not Yet Competent

Total 20 100%

It is seen that there are 13 of the total population of the respondents whose scores

belonged to the highly competent level; there are 5 of the students in the competent level and

there are 2 of the respondents whose scores belonged to the not highly competent level. This

significantly shows that 65 % of the total population of the students reaches the highly competent

level and 25 % of the respondents reaches the competent level, which signifies a higher degree or

gains in the areas second language learning and comprehension with the aid of the said

instruction.

This means that the deployment of acts or signs such as the use of word explanations for

unfamiliar words and letting them explain their own definitions on the target words enables them

to construct language systems and acquire language abilities, (Cain, 2007) therefore, closing the

achievement gap and showing an overall positive influence on vocabulary retention, student

participation, and student feelings about learning new vocabulary, (Lawrence, 2005).
 This is
10%

similar to the

study conducted
highly competent
25%
by Mara Shah
competent
not yet competent (2015) titled
65%
Direct Vocabulary

Instruction, which

employs a quasi-

experimental design and Laufer, and Nation’s (1999) Productive Vocabulary Levels Test

(PVLT) as means of collecting data. The research show that there are statistically significant

differences in students’ vocabulary skills and guided essay writing test scores in the pre-test and

post-test after the treatment using Direct Vocabulary Instruction in which each of the words

where automatically translated in the local’s native tongue compared to those group who uses

English as the only medium of learning.

Figure 4.1 Percentage Distribution of the Spelling Test Scores of the Incoming Grade-4
Pupils Sta. Maria Integrated School (SMIS) School Year 2015-2016
 Figure 4.1 discloses that 65% of the respondents falls under the highly competent level,

25% for the competent level and only 10% or 2 of the total number of respondents falls under the

not yet competent level, which means that there is a great impact of incorporating Mother

Tongue Based Instruction in their spelling/word recognition development.

This is supported by Krashen’s Input Hypothesis which also reveals that providing

comprehensible input; students could acquire the language. As stated by Chandler in his

Semiotic Theory, learning vocabulary is made by the deployment of acts, which function as

signs, that enables the students to construct language systems and acquire language abilities.

Table 4.2 Reading Comprehension

Range of Test
No. Scores
of of theNo.
Incoming
of Grade-4
Interpretation
Pupils Sta. Maria
Integrated
Scores
School
in(SMIS)Students
School Year 2015-2016
Students in
Range of Percentage Percentage
Scores

4-5 80% 15 75% Highly Competent

3 60% 2 10% Competent

0-2 40% 3 % Not Yet Competent

Total 20 100%

It is seen that there are 15 of the total population of the respondents whose scores

belonged to the highly competent level; there are 2 of the students in the competent level and

there are 3 of the respondents whose scores belonged to the not highly competent level. This

significantly shows that 75 % of the total population of the students reaches the highly competent
level and 10 % of the respondents reaches the competent level, which signifies a higher degree or

gains in the areas second language learning and comprehension with the aid of the said

instruction.

This impressive results in reading comprehension was supported by the research

conducted by Felicitas E. Pado - University of the Philippines Diliman (2011) titled Using Story

Reading and Explicit Instruction in the Vocabulary Acquisition of Kindergarten Children. The

said study uses quasi-experimental method. The first group was exposed to Method 1 (story

reading with unlocking of difficulty activities), the second group to Method 2 (story reading

without unlocking of difficulty vocabulary) and the third group to Method 3 (explicit instruction

in vocabulary without story reading). A pre-test and post-test was given prior to and after the

vocabulary acquisition sessions. Results show that Method 1 was the most effective in

contributing to the vocabulary development of the kindergarten subjects. Therefore, the

researchers concluded that direct instruction of vocabulary words in pre-reading through the use

contextual explanation allows the children to become familiar with key words prior to the story

being read. Thus, in general, this instruction found to be very satisfactory and supplementary

material for reinforcing comprehension problems and that teachers should explore and use them

as means of assisting the child to learning and understanding the terms written in the Second

Language.

Figure 4.2 Percentage Distribution of the Reading Comprehension Test Scores of the

Incoming Grade-4 Pupils Sta. Maria Integrated School (SMIS) School Year
2015- 2016
 15%

10%
highly competent
competent
not yet competent

75%

Figure 4.2 discloses that 75% of the respondents falls under the highly competent level,

10% for the competent level and only 15% or 3 of the total number of respondents falls under the

not yet competent level, which means that there is a great impact of incorporating Mother

Tongue Based Instruction in their reading comprehension skills.

In this regard, the use the use of Mother Tongue both as a subject and as medium of

instruction from Kinder to Grade 3 posed challenges and opportunities for teachers and

curriculum planners/ policy makers. A study conducted by Navarro et. al (2016) titled Mother

Tongue- Based Instruction: Policy to Practice looked into the level of awareness and extent of

implementation of the Mother-Tongue Instruction. The study used the descriptive-normative

method to take into account the 500 Grade 3 teachers’ responses in the awareness and

implementation questionnaires and in the FGDs. The cool analysis of the data revealed that the

teachers’ high level of awareness and high level of implementation have created certain benefits

and opportunities which lead the students to learn and enjoy their varied learning activities.

Through this, both the pupils and the teachers have become conscious on the significance of the

program towards global understanding. In sum, the results indicate that MTI has an impact on
some aspects of literacy proficiency in the mother tongue, despite the restricted time allocated

for it.

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Presented in this chapter are the summary of the findings, conclusions and
recommendations of the researchers.

Summary

This study is conducted to examine and determine the Impact of Mother Tongue Based-

Multi Lingual Education to the Second Language of Incoming Grade 4 Pupils of Sta. Maria
Integrated Elementary School (SMIES) School Year 2015-2016. Specifically, the study was

undertaken to answer the following questions:

1. What is the level of the English spelling and reading comprehension skills of the

incoming Grade 4 Students?

2. What are the advantages of using mother tongue based instruction in the incoming Grade

4 Students?

3. What are the effects of mother tongue towards the acquisition of the second language?

The researchers used purposive random sampling. The respondents were drawn from Sta.

Maria Integrated School. Wherein there would be 28 incoming grade 4 pupil’s respondents were

drawn from the population. The researchers will draw 20 respondents from the section. The

researchers used ratio and proportion in identifying the gender of the population to be balanced

and to avoid gender bias. The researchers will use random sampling design using lottery

technique. After proving the validity of the research questionnaire, the researchers then conduct

the spelling and reading comprehension test as a tool in assessing their English Proficiency

wherein their scores were classified according to the different competence level. The

classification were as follows: highly competent level (students who scored 16-20 in spelling and

4-5 in reading comprehension), competent level (10-15 in spelling; 3 in reading comprehension),

and not yet competent level (students whose scores are 9 and below for spelling and 2 and below

for reading respectively).

Findings

Based on the interpreted data, the following findings are given:

1. Using the three-point scale to measure the English spelling and reading comprehension

skills of the selected respondents, the researchers found out the results below:

 As per result of the spelling test, it is found out that there are 13 of the total

population of the respondents whose scores belonged to the highly competent

level; there are 5 of the students in the competent level and there are 2 of the

respondents whose scores belonged to the not highly competent level. This

significantly shows that 65 % of the total population of the students reaches the

highly competent level and 25 % of the respondents reaches the competent level,

which signifies a higher degree or gains in the areas second language learning and

comprehension with the aid of the said instruction.

 Meanwhile in the reading comprehension test, it is found out that there are 15 of

the total population of the respondents whose scores belonged to the highly

competent level; there are 2 of the students in the competent level and there are 3

of the respondents whose scores belonged to the not highly competent level. This

significantly shows that 75 % of the total population of the students reaches the

highly competent level and 10 % of the respondents reaches the competent level.

 This means that the deployment of acts or signs such as the use of word

explanations for unfamiliar words and letting them explain their own definitions

on a localize and contextual basis enables them to construct language systems and

acquire language abilities, (Cain, 2007) therefore, closing the achievement gap

and showing an overall positive influence on vocabulary retention, student

participation, and student feelings about learning new vocabulary, (Lawrence,

2005).
 2. In effect, students will not be able to suppress their potential but will be able to express

themselves freely, boost their enthusiasm, widen their creativity and make the learning

experience pleasant.

Conclusions

Providing the findings of the study, the following conclusions were established.

1. After evaluating the test results, it is found out that there are 13 or 65% of the total

population of the respondents whose scores belonged to the highly competent level;

there are 5 or 25% of the students in the competent level and there are 2 or 10% of the

respondents whose scores belonged to the not highly competent level. This significantly

shows that 65 % of the total population of the students reaches the highly competent

level and 25 % of the respondents reaches the competent level. Meanwhile in the reading

comprehension test, it is found out that there are 15 of the total population of the

respondents whose scores belonged to the highly competent level; there are 2 of the

students in the competent level and there are 3 of the respondents whose scores belonged

to the not highly competent level. This significantly shows that the use of mother tongue

could really help the pupils acquire the second language easily. According to the theory

of Piaget on the Stages of Cognitive Development. Teaching students at this early age is

a crucial process for it provide the children the opportunity to talk and discuss any

activities that they participate in. These different activities build up their confidence in

terms of expressing their thoughts in concrete terms. However, if such activities and

discussions take place in an unfamiliar environment, and more importantly, in a

language in which the children do not feel comfortable to communicate, the whole

educational process loses much of its meaning. Therefore, it is very important that the
 use of the mother tongue be allowed to give that impetus to the children in their second

stage of learning. Once it is started through their MT in the concrete operational stage, it

becomes easier for the children to relate their experience to internal symbolic

interpretations. Finally, in the formal operation stage, these children, with a strong MT

input provided through a culturally contextualized curriculum, can easily grasp abstract

concepts and then relate these to concrete experience and hypothesize new concepts.

2. It is found out that the reason why pupils have easily learned second language because

mother tongue based instruction brings lots of advantages which greatly contributes to

the gradual mastery of the target language.

Some points in this regard can be given as follows:

 In mother tongue the child learns how to sit, hold a pen and also prepare the habits

of speaking and writing.

 Many sounds of English are similar to the sounds of the mother tongue. For example

b, k, p, n/etc.

 The mother tongue teaches the child how to read silently and loudly. It transfers

habits to the second language.

 Some items of grammar are common in the two languages. For example, the

punctuation marks, tenses, voice etc.

 There are some words of English which are not understood by the students even if

the teacher uses all the devices of teaching. In such cases, the use of mother tongue

works wonder.
  Certain idioms of English can be best taught by making comparison with those in

mother tongue. Otherwise, student will misunderstand the idioms or instructions in

English.

3. This, in turn, affects their attitudes toward reading and mastering other macro skills. As such,

they will have better performance in English, which will result in better academic achievement

and opportunities in the future job market. It thus seems that there is an escalating demand for

English medium of education based on perceptions of parents and policy-makers that English is

the key to economic and social advancement.

Recommendations

Through the results, findings, and conclusions, the following are recommended:

1. The teachers and curriculum implementers are recommended to continue the use MTB-

MLE in teaching English especially in Grades 1-3. They are suggested to use the said

instruction based on the procedures in this research but they should be more creative,

interactive, relevant and realistic in implementing them in class in order to get better

result and achievement.

2. In order to achieve most in learning, it is essential that teachers must have adequate and

relevant knowledge and resources to fully sustain and assist the students toward the

acquisition of the second language. The teacher should assume responsibility for finding

out the complexity or suitability of the instruction for his/her class as well as involving

learners in searching interesting games and interactive activities that will allow them to

interact with their peers.

3. The future researchers are suggested to implement the techniques and procedures of the

result to different English skills.

4. All year levels (homogeneous, heterogeneous) must be used as a follow-up study to know

whether MTB-MLE still have an impact to the students on learning the second language.