Π

ENHANCING THE READING SKILLS

OF FRUSTRATION LEVEL
READERS THROUGH MARUNGKO
APPROACH

Gumintad, Roel A.
Completed 2021

E-Saliksik: the DepEd Research Portal is the official repository of

education research in the Department of Education Region IX This
(DepEd).
research was funded by the Basic Education Research Fund.
e-saliksik.deped.gov.ph
 2

Enhancing the Reading Skills of Frustration Level Readers through

Marungko Approach

Gumintad, Roel A.
Teacher I
Liasan Elementary School
Department of Education, Division of Zamboanga del Sur
[email protected]
09606434516

Abstract

This action research investigated the reading skills of the forty-two Grade
three Pupils of the two classes section Peace and Joy in Liasan Elementary
School, Pitogo District for the school year 2020-2021. Reading is one of the skills
important in language learning hence this study aims to improve the reading
skills of the pupils having difficulty in reading through the use of Marungko
approach, it’s a method associated with phonics, as a learning intervention in
enhancing the pupils reading ablity. The study made use of a quasi-experimental
research design where there was no control group, all of the forty-two grade
three pupils were exposed to the intervention or treatment. The instruments of
the study were observation guidelines and interview guidelines which were
supported by the scores of pupils reading skills tests. The data from the
observation and interview were analyzed qualitatively and the scores were
analyzed quantitatively. The participants have undergone reading Pre-Test and
Post-Test Assessment to know the level of phonemic awareness and letter
knowledge, phonics and decoding; and fluency and proficiency before and after
the implementation of the Marungko approach. Findings revealed that the
reading skills of the pupils significantly improved after the implementation of the
Marungko intervention. Moreover, there was a significant improvement of pupils
reading skills in the areas of phonemic awareness and letter knowledge, phonics
and decoding, and fluency and proficiency. Henceforth, it is concluded that the
Marungko approach is effective in enhancing the reading skills among the grade
three pupils in Liasan Elementary School.

Keywords: Decoding; Fluency; Marungko Approach; Phonetic Awareness’

Proficieny

DepEd Region IX
 3

Acknowledgment

This action research would not have been possible without the
divine help of our Sovereign God, who gave me the wisdom and strength
to finish this research work. I am especially indebted to Dr. Majarani M.
Jacinto, Schools Division Superintendent, for her commitment and passion
in the service of Research work in the entire division. To the exceptional
and highly-spirited, Dr. Romeo M. Daligdig, Assistant Schools Division
Superintendent and the Division Research Chairperson for his words of
wisdom imparted to us to inculcate the value of Research in all facets of
education. To the man of confidence and action Dr. Lito P. Bahian, Senior
Education Program Specialist of Planning and Research, for his research
competence and expertise shared to us. He has always the passion and
compassion in research amidst the challenges faced by the Department
of Education. Nothing can stop him in the pursuit of his dream in research
journey. To all the Division Research Committee especially to Dr. Belen
Cuevas and Evangeline C. Lamayo, English Panelists, who have been
supportive of enhancing and who worked actively to provide me with the
brilliant ideas to have quality research work. I would like to thank the
District Research Committee headed by Ma. Socorro M. Orion, Public
Schools District Supervisor of Pitogo, who has taught me more than I
could ever give her credit for here. She has shown me, by her example,
what a good researcher should be. She motivated me further to finish the
race in spite of many challenges and problems in conducting the study. To
the District ICT Coordinator, Gold Jeanyl Yecyec, for the technical
assistance in all segments of the conduct of this research. I would like to
extend my gratitude for being responsive and committed in research
work. It is my pleasure to thank the Teaching staff of Liasan Elementary
School led by Gaspar P. Gonzalgo, Head teacher 1 for the support and
love he gave me during the conduct of this study. My snappiest salute to
the statisticians, Starr Clyde L. Sebial and Romy Liwagon, the Josefina H.
Cerilles State College Main Campus Instructors, for verifying and analyzing
my data. They collaboratively and intelligently work together to come up
with the good results of my study. Working with them was such a great
collaboration to yield research quality output. To all the research
participants of this study, who have been receptive in learning the
Marungko approach. I am very much grateful for being my inspiration in
the pursuit of my teaching career and to become an agent of positive change in
the arena of education. Nonetheless, this action research is a concrete
manifestation of planting ideas and ideals for a harvest that is life-
changing and philosophically eternal. I know that this is the start of the
quality education farming. Nobody has been more important to me in the
pursuit of this research than the members of my family. I would like to

Zamboanga Peninsula
 4

thank my parents, whose love and guidance are with me in whatever I

pursue. They are the ultimate role models. I acknowledge them for
supporting me financially, morally and spiritually in order to finish this
research successfully some of the teachers of Pitogo District both
elementary and secondary schools, for encouraging me to continue the
study amidst the pandemic faced by the Department of Education. I
sincerely acknowledge the words of wisdom they have taught me along
this journey. I am grateful to all of those with whom I have had the
pleasure to work during the conduct of this research. Each of them has
provided me extensive personal and professional guidance and taught me
a great deal about both this research and life in general.

DepEd Region IX
 5

Context and Rationale

Reading is a labor process that gives meaning from a print. For us to

become a reader, it requires effort and practice according to Wolf (2008). To
become an active reader, we must be motivated in reading and appreciate the
pleasure of reading. We must give what the child interest for them to be
motivated. It should be viewed as a social act that can be shared to others.
The child must enjoy what they are reading and have a purpose for it.
According to Wolf (2008) the learners must have support and encouragement
from their teachers, tutors, and parents to make a plunge in their hard time in
cumbersome reading materials.
A child’s reading skills are important to their success in school as they
will allow them to access the breadth of the curriculum and improve their
communication and language skills. In addition, reading can be a fun and
imaginative time for children, which opens doors to all kinds of new worlds for
them. As part of the curriculum, reading is a key area for development and
will be included in the school’s strategic development plan. Teachers play a
pivotal role in enhancing the reading skills of the pupils, so that learning will
be fun and meaningful.
It is commonly assumed that the teacher is the nation builder. It is the
teacher in the classroom who molds the fortune of a country as he/she has
various capacities to influence his/her pupils. It is also believed that only
teacher can make tremendous positive changes among his students. They
can guide right and wrong of every action being a role model (Mishra and Puri,
nd). The most difficult task of a teacher is to teach the learners to read and
understand what they are reading. It is the teachers’ role to teach learners to
read. Foundation of reading starts at grade one, teachers are expected that
when the pupils reach grade 3 they are all readers, but unfortunately it is not
happening in real life. There are some learners who are considered as non-
readers but then were promoted to grade three. In this case the teacher must
provide reading interventions that will help the learners to become literate.
Moreover, teachers are challenge in their teaching and learning process
towards their pupils especially in the development of reading.
Much research has been done into the importance of phonological
awareness and phonics ski ls for beginning readers. Phonological awareness is
a “strong and significant predictor of word reading ski ls in elementary
children’(Parl & Lombardino, 2013, p.83). These decoding skills are especially
impotant in the early stages of reading, when students are learning to read
and need to be taught directly by the teacher. Phonological awareness is
essential for word recognition, and word recognition is a foundational skill for
reading comprehension.These factors should be the priority of teachers to
engage their learners but undeniably there are pupils who are struggling
readers and these become their challenge to enhance themselves with reading
intervention.
Based on the consolidated Monthly Reading Report of grade two pupils
in Liasan Elementary School, last s.y 2019-2020 that out of 41 enrolled pupils,
15 of them cannot read, where 3 of the pupils are in alphabet knowledge level,
3 of them are in syllable readers, 3 pupils are in CVC readers level, 9 are few
sentence/Phrase Readers and 9 only can read level. This represents that the

Zamboanga Peninsula
 6

grade two pupils are not good readers resulting to a Domino Effect of poor
reading comprehension and low Mean Percentage Score (MPS).
This motivates the researcher to conduct the study to address the cause
of the problem and to implement effective innovation strategies.

Innovation, Intervention, and Strategy

This study has introduced technique in teaching Reading to grade three

pupils of Liasan Elementary School to enhance their Reading Skills in the areas
of phonetic awareness and letter knowledge, phonics and decoding, fluency
and Proficiency.
The first part is the introduction and conduct of Marungko Approach in
instruction. The second part provides the relevant guided practices and
reading exercises and activities all related to the development of the pupil’s
reading performance.
According to Burgess and Logan (2010) the pupils must have a code
related skills and understanding of the spoken words and it should be
composed of smaller elements of speech (Phonological Awareness).

Action Research Questions

This study aimed to determine the Reading Skills of Grade 3 Pupils in

Liasan Elementary School by means of individual reading through home
visitation using the Marungko Approach.

Specifically, it aims to answer the following questions:

1. What is the level of the phonetic awareness and letter knowledge,

phonics and decoding, and fluency and proficiency of the Grade 3
pupils before and after the implementation of the Marungko
Approach?
2. Is there a significant difference or improvement on the phonetic
awareness and letter knowledge, phonics and decoding, and fluency
and proficiency after they were using the Marungko Approach?
3. How teacher do employs Marungko Approach as an intervention to
develop pupils’ reading skills?
4. What recommendations of effective strategies can be drawn to
enhance the reading skills of the grade three pupils of Liasan
Elementary School?

Action Research Methods

Research Design
The study made use of a quasi-experimental research design where there
was no control group, all of the forty-two grade three pupils were exposed to the
intervention or treatment.

Participants and Other Sources of Data Information

DepEd Region IX
 7

This study includes 42 grade three pupils section Joy and Peace of Liasan
Elementary School, Barangay Liasan, Pitogo, Zamboanga del Sur. These pupils
have selected as subject of the study because of their poor performance in
reading in their previous grade level.

Research Instruments
The instruments of the study were observation guidelines and interview
guidelines which were supported by the scores of pupils reading skills tests.

Data Gathering Procedure

The researcher sent a letter of permission to conduct study to the Schools
Division Superintendent, Dr. Majarani M. Jacinto. This is to notify the Division
office as to the implementation of the approved action research.
Afterwards, the researcher made a request from the Public Schools
District Supervisor of Pitogo, Ma. Socorro M. Orion to conduct the study in her
vicinity. After acquiring a favor from her and being assured of a close
collaboration and contact of the school head of Liasan Elementary School,
Gaspar P. Gonzalgo. This has to inform the journey of the action research
conducted in the school. The researcher shall engage the participants through
home visitation following the health protocol to ensure safety against COVID19.
With this procedure, the researcher brought and used the form of non-
instrument test which was the observation. It is observed in this case including
their activeness in listening to the teacher explanation on the Marungko
approach and how they respond with the given explanation. The researcher
brought also the Marungko Instructional Materials like flashcards, letters and
words written in Cartolina Paper and video materials to expose the participants
in the said intervention. Further, in gathering the data the researcher conducted
some interviews to find out their level of reading skills especially the phonetic
awareness and letter knowledge, phonics and decoding, and fluency and
proficiency. The interview, observation and field notes were also personally done
by the researcher.
The researcher personally administered the Pre-Test to the participants
before the implementation of the Marungko Approach then following the Post-
Test after the implementation of it. This has to effectively gather and assess the
scores from the participants for both Pre-Test and Post-Test. The schedule of the
session of the remedial class is after the regular class. The teacher will allot 30-
minute in teaching the remedial class using Marungko Approach. A Marungko
approach used as the main research instrument in this study and then. Follow-up
reading materials, worksheets and activities used to test performance and
results.
To identify the Non-Readers the teacher utilized the Phil-IRI, it is an oral
test given to learners to measure reading ability. The learners are categorized as
the level of Independent, Instructional and Frustrated. However, in the previous
years, there were Monthly Reading Report have done. This is to evaluate as to
what level the learners are in the reading.
Moreover, the researcher used Learning to Read (LTR) Tool to enhance
well their reading performance during the conduct of the study. Learning to
Read Tool is about listening and understanding as working out what’s printed on

Zamboanga Peninsula
 8

the page. This helps them build their own vocabulary and improve their
understanding when they listen, which is vital as they start to read.

Data Analysis
The data from the observation and interview were analyzed qualitatively and
the scores were analyzed quantitatively.

Results and Discussion

Table 1.
Descriptive levels of pupils’ mastery on phonetic awareness and letter knowledge
(n=42)

M SD % QD
Upper Case Before 17.60 1.8 67.6 Moving Towards Mastery
Guessing 4 7
After 24.93 1.2 95.8 Closely Approximating
6 8 Mastery
Before 15.93 2.0 61.2 Average Mastery
Sound Recognition
8 6
After 25.29 0.8 97.2 Mastered
1 5
Lower Case Before 19.10 1.6 73.4 Moving Towards Mastery
Recognition 4 4
After 25.24 0.8 97.0 Mastered
8 7

Note: M = mean, SD = standard deviation, % = percentage, QD = Qualitative

Description; Percentage scale is based from DepEd Memo. No. 160 series
2012: 0-4 = Absolutely No Mastery, 5-14=Very Low Mastery, 15-34=Low
Mastery, 35-65=Average Mastery, 66- 85=Moving towards Mastery, 86-
95=Closely Approximating Mastery, 96-100=Mastered

Table 1 shows the Descriptive levels of Pupils’ mastery on phonetic

awareness and letter knowledge before and after the implementation of the
Marungko approach. The grade 3 pupils manifested Moving towards mastery
reading performance for both uppercase guessing and lowercase recognition,
while average mastery performing in sound recognition before the
implementation. This is understandable that the pupils were not yet exposed
to any lecture nor intervention.
After implementation of the Marungko Approach, the pupil’s
performance substantially improved to mastered for both sound recognition

DepEd Region IX
 9

and lowercase recognition, while attaining closely approximating mastery for

uppercase guessing. These results indicate that most of the pupils have gained
knowledge of the uppercase and lowercase of the alphabet, attributable to
their exposures to the Marungko Approach implemented during the conduct
of the study.

Accordingly, the SD of the scores visibly narrowed down to 1.26 for uppercase
guessing,
0.81 for sound recognition and 0.88 for lowercase recognition, revealing less
dispersed scores about the mean after the implementation. These also indicate
that almost the pupils obtained scores which are close to the mean after the
implementation, with less variability above and below the mean score. This
result (of improved performance) suggests further that most of the grade 3
pupils were able to grasp the lesson imparted to them using the Marungko
Approach.

Table 2.
Descriptive levels of pupils’ mastery on phonics and decoding (n=42)
M SD % QD
Beginning Sound Before 16.1 1.4 64.5 Average Mastery
Letter Recognition 4 2 7
23.5 0.9 94.2
After 7 4 9 Closely Approximating
Mastery
Letter Pairing and Before 14.4 1.8 57.6 Average Mastery
Sound Blending 0 7 2
23.1 1.1 92.5
After 4 4 7 Closely Approximating
Mastery
Before 14.1 2.1 56.4 Average Mastery
Word Recognition 2 2 8
After 23.1 1.6 92.3 Closely Approximating
0 5 8 Mastery
Note: M = mean, SD = standard deviation, % = percentage, QD = Qualitative
Description; Percentage scale is based from DepEd Memo. No. 160 series
2012: 0-4 = Absolutely No Mastery, 5-14=Very Low Mastery, 15-34=Low
Mastery, 35-65=Average Mastery, 66- 85=Moving towards Mastery, 86-
95=Closely Approximating Mastery, 96-100=Mastered

Table 2 demonstrates the descriptive levels of pupils’ mastery on

phonics and decoding before and after the implementation of the Marungko
approach. Based on the findings, before the implementation of the Marungko
approach results in the three areas (Beginning Sound Letter Recognition,
Letter Pairing and Sound Blending, Word Recognition) revealed in average
mastery level. This could be attributable to the acquired knowledge from the
exposures in the previous activities of phonemic awareness and letter

Zamboanga Peninsula
 10

recognition. With respect to SD, before the implementation of the intervention

results were still spread about the mean as indicated by large SDs of 2.12
(word recognition), 1.14 (letter-pairing and sound blending, 1.42 (beginning
sound recognition). This means that some of the pupils’ scores obtained far
below the mean while some scored above the mean.
However, the pupils’ performance improved to closely approximating
mastery in the three areas after the implementation of the intervention. These
results indicated that their ability to comprehend of the concepts in those
areas has improved after being exposed to the Marungko approach of teaching
reading. This could imply that the pupils were able to know the sound
recgonition of the letters and that can blend the sounds and read the words as
how the teacher done the teaching after using the intervention.

Table 3.
Descriptive levels of pupils’ mastery on fluency and proficiency (n=42)
M SD % QD
Before 13.5 1.7 54.2 Average Mastery
Sentence reading 7 8 9
After 23.3 1.4 93.2 Closely Approximating
1 7 4 Mastery
Note: M = mean, SD = standard deviation, % = percentage, QD = Qualitative
Description; Percentage scale is based from DepEd Memo. No. 160 series
2012: 0-4 = Absolutely No Mastery, 5-14=Very Low Mastery, 15-34=Low
Mastery, 35-65=Average Mastery, 66- 85=Moving towards Mastery, 86-
95=Closely Approximating Mastery, 96-100=Mastered

As shown in table 3, the descriptive levels of pupils’ mastery on fluency

and proficiency where the result manifested that the pupils’ performance was
stimulated by the previous activities following the Marungko content were
enabling them to get closely approximating mastery level. This impressive
performance of the pupils strongly suggests high improvement after the
implementation of Marungko approach indicating high acquisition of
knowledge employing the Marungko approach.

DepEd Region IX
 11

Table 4.
Test of significant difference on the phonetic awareness and letter knowledge,
phonics and decoding, and fluency and proficiency
M SD t df p-value
Before 17.6 1.8 -35.061 41 0.000
Upper Case Guessing 0 4
After 24.9 1.2
3 6
Before 15.9 2.0 -34.369 41 0.000
Sound Recognition 3 8
After 25.2 0.8
9 1
Before 19.1 1.6 -22.607 41 0.000
Lower Case Recognition 0 4
After 25.2 0.8
4 8
Beginning Sound Letter Before 16.1 1.4 -34.404 41 0.000
Recognition 4 2
After 23.5 0.9
7 4
Letter Pairing and Before 14.4 1.8 -29.997 41 0.000
Sound 0 7
Blending After 23.1 1.1
4 4
Before 14.1 2.1 -35.044 41 0.000
Word Recognition 2 2
After 23.1 1.6
0 5
Before 13.5 1.7 -36.871 41 0.000
Sentence Reading 7 8
After 23.3 1.4
1 7
N-Number of participants ̅ - Mean SD-Standard Deviation
** highly significant at 0.01 level of significance
As presented in table 4, the test of difference on the Phonetic
Awareness, and letter knowledge, phonics and decoding, and fluency and
proficiency before and after implementation of Marungko approach of Grade 3
Pupils yielded to t-values of -35.061, -34.369, -22.607, - 34.404, -29.997, -
35.044, and -36.871 respectively, with p-values all equal to 0.000 implied to
reject the null hypothesis and established highly significant difference at 0.05

Zamboanga Peninsula
 12

level of significance. Moreover, the negative t-values signified that the reading
skills of the pupils after using Marungko approach were significantly higher
than their reading performance without applying the said intervention.
Therefore, it can be concluded from the results that the reading skills of Grade
3 Pupils in the areas of Phonetic Awareness and letter knowledge, phonics and
decoding, and fluency and proficiency improved significantly after using
Marungko approach.
Conclusion and Recommendations

All results indicated that Marungko Approach is proven effective in the

enhancement of the reading skills of grade 3 pupils in Liasan Elementary
School. The findings suggest the usefulness such a strategy in addressing
reading difficulties and problems in general education classroom.
The grade 3 pupils exposed to the Marungko Approach substantially
improved their levels of reading skills in the areas of phonemic awareness and
letter knowledge, phonics and decoding, fluency and proficiency.
Grounded on the findings and conclusions drawn from the study, the
researcher recommends that;

1. Teachers may instill to the pupils the importance of reading as it

sharpens their academic capabilities.
2. Teachers may strongly use the Marungko Approach as reading
intervention to facilitate and help pupils reading problems
3. Teachers may prioritize capacitating the pupils with reading
problems in school and may allot 30-minute teaching remedial
reading after the regular class to effectively assess and maintain
quality reading skills and;
4. Regular Training-workshop for Reading Teachers.

DepEd Region IX
 13

Action Plan

Goals/ Activities/ Persons Resourc Time Success

Objectiv Strategies Involved es Frame Indicator
es Needed
1. To Provide 1. Selection Schoo Entrance Augus Level of the
entrance and l Exam (Test t Support of
examination classification Head Questionnair 2021 the
which of Pupils who e) Intervention
includes Oral will undergo Reading (Marungko
Test and the one-week Coordinator Approach)
Reading Remedial
Comprehensi Reading
on Test Class.
2. To give 2. Information Reading Letter to 1st Week Level of
orientation Dissemination Coordinator Parents and of Acceptabilit
on the and Orientation Pupils and Contact Septembe y
nature, scope of Parents and Number, r
Parents
and rationale Pupils through Facebook
of the letters and Account if
Marungko personal any
Approach as conversation.
Intervention
for Struggling
Readers to
pupils and
parents for
familiarity
and stimulate
pupils love of
reading.

Zamboanga Peninsula
 14

3. To assess 3. Assessment Reading Pre-Test Septembe Reports

the Reading of Pupils Coordinator Questionnai r 27, on the
level of Reading level and Pupils re 2021 Reading
Pupils by giving pre- Diagnosis
Photocopies
through Test.
giving Pre- of
Test appropriate
stories Oral
reading of
the story
and
answering
the
questions
in the story

4. To 4. Adoption Reading Flash Cards Septembe Maximum

increase the of Reading Coordinator Word game r 28, participatio
Reading Intervention and Pupils Scrabble 2021 n of Pupils
Proficiency (Marungko Reading
of Pupils by
Reading Exercises
engaging
activities. Materials) Reading
Videos on
the use of
Marungko

5. To 5. Embracing Pupils Reading Septemb Satisfacto

encourage reading even short fables er 27-30, ry in
personal at home with Parents and stories 2021 Analytic
responsibilit the guidance and and other Scoring
y for one’s of Parents Relatives reading Rubric
own and relatives. materials
progress.
6. To 6. Evaluation of Reading Furnish October Report
evaluate the Pupils Reading Coordinator post-test 1, on Mean
improvement Level 2021 and
of the pupil’s And Pupils Oral and Proficienc
reading Written y
proficiency. Reading test

References

DepEd Region IX
 15

Dudych, K. 2015. “ Literature Review: Supporting Struggling Readers”. BU Journal

of Graduate Studies in Education, 7(2), 52-59.
Tamor, K. Q. 2016. “Action research in reading”.
Vivas, R. K. 2017. “Proposal research study”.
Yayen, C. P. 2018. “Effectiveness of Marungko approach on the English
reading performance and comprehension skills of first grade Thai
learners”. Asian Journal of governance and education (AJGE).

Zamboanga Peninsula
 16

Financial Report

Items Quantity Unit Price Total Cost

DepEd Region IX
 17

Estimated Total estimated

Activities Quantity Unit
cost cost
SUPPLIES AND MATERIALS
Bond paper Long Sub20 3 reams 265 795
Bond paper A4 Sub20 3 reams 245 735
Construction Paper Long 3 reams 300 900
Printer Ink Black BTD60 2 bottle 550 1100
Printer Ink Cyan BT 500 2 bottles 550 1100
Printer Ink Yellow BT 500 2 bottles 550 1100
Printer Ink Magenta BT 500 2 bottles 550 1100
SUBTOTAL: 6,830
Reproduction and Binding cost
Binding of documents @ P100 5 instance 100 500
SUBTOTAL: 500
Food expenses during surveys and FGDs
Snacks during FGD and
1 Pax 500 500
validation
SUBTOTAL: 500
GRAND TOTAL: ₱7,830.00

Zamboanga Peninsula
 Appendix A

Validated Research Instrument

Appendix B

Informed Consent/Assent Form

Region IX