1

Combination of English-Filipino-Chabacano Languages: Its Effectiveness as Medium of

Instruction in Teaching Mother Tongue Subject to WMSU-ILS Kindergarten PM

Pupils

Ronalyn T. Siarez, Alliana Marie G. Uson, Elaine C. Ventolero, and Arra Pearl B. Vertudazo

College of Teacher Education, Western Mindanao State University, Zamboanga City

PED 113 FS3: Participation and Teaching Assistantship

Michelle D. Damin

December 2021
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TABLE OF CONTENTS

Research Title
Combination of English-Filipino-Chabacano Languages: Its Effectiveness as Medium of
Instruction in Teaching Mother Tongue Subject to WMSU-ILS Kindergarten PM Pupils...1
CHAPTER I...............................................................................................................................4
The Problem...........................................................................................................................4
Background of the Study....................................................................................................4
Theoretical Framework.......................................................................................................5
Conceptual Framework.......................................................................................................6
Statement of the Problem....................................................................................................7
Significance of the Study....................................................................................................7
Scope and Limitations............................................................................................................8
Definition of Terms............................................................................................................9
CHAPTER II............................................................................................................................10
Review of Related Literature................................................................................................10
CHAPTER III...........................................................................................................................13
Research Methodology.........................................................................................................13
Research Design...............................................................................................................13
Research Locale................................................................................................................13
Respondents of the Study.................................................................................................14
Instrumentation.................................................................................................................14
Validation..........................................................................................................................14
Data Gathering Procedure.................................................................................................15
Data Analysis....................................................................................................................15
Chapter IV................................................................................................................................17
Results and Discussion.........................................................................................................17
V.I.I Results Obtained from Survey Checklist.....................................................................17
V.I.II Results Obtained from the Part I of the Research Questionnaire...............................19
V.I.III Results Obtained from the Part II of the Research Questionnaire............................21
CHAPTER V............................................................................................................................25
Findings, Conclusions and Recommendations.....................................................................25
Findings............................................................................................................................25
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Conclusions.......................................................................................................................28
Recommendations.............................................................................................................28
CHAPTER VI..........................................................................................................................30
References............................................................................................................................30
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CHAPTER I

The Problem

This chapter includes the background, theoretical framework, statement of the

problem, significance of the study, scope and limitations, and the definition of terms used in

the study.

Background of the Study

Teachers' medium of instruction is important because it is a language that enables

meaningful communication between teachers and learners in order to achieve meaningful

learning within the school environment. In other words, language plays an important role in

education in thoroughly explaining concepts in order to make their meaning clearer and more

concise to learners.

In the Philippine education system, Mother Tongue Based- Multi-Lingual Education

(MTB-MLE) has been introduced nationwide practicing the use of children's first language as

a medium of instruction for younger children specifically in kindergarten to Grade 3.

However, this implementation brought up issues and challenges to both teachers and learners

because not all of them have the fluency in speaking and using the language resulting to the

difficulties of learners in understanding a certain concept.

For instance, in Zamboanga City, Chabacano was the lingua franca of the community.

However, considering the diverse cultures present in the place of Zamboanga City namely the

Chabacano, Tausug,Yakan, Badjao, Samal or Visayan, each of these also have their own

dialects. In addition, other children especially those who came from a well-off family, were

practiced by their parents and guardians to speak and use English or Filipino languages when

conversing at home. Furthermore, other children were also influenced to the languages they
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usually hear in some of the educational videos found in different online platforms like

YouTube.

As a result, the learners from the mentioned diverse cultures, those children who

practiced Filipino or English language at home and those who were influenced by the several

online platforms available would experience a number of difficulties in answering some of

their learning modules issued by the school or even in participating during class most

especially during online classes at this time of pandemic.

As a matter of fact, based on the online classroom observation noted by the

researchers of this study in their field study at Western Mindanao State University- Integrated

Laboratory School to the Kindergarten PM class, children during their online session would

often say that they don’t understand what the teacher is saying during their demonstration

teaching in Mother Tongue.

Hence, through these emerging issues, this study aims to improve the teaching in

Mother Tongue subject by determining the effectiveness of combining the English, Filipino,

and Chabacano as medium of instruction in the kindergarten level of WMSU-ILS in

introducing a lesson.

Theoretical Framework

This study is anchored on the theory of David Ausubel on meaningful learning which

focuses on the idea that a learner will be able to grasp meaning about a new concept when it

has relevance to the previous knowledge of the learner. In other words, this study encourages

the teachers to make the implementation of lesson be immensely connected to the pre-

requisite knowledge and skills of the learners especially to the medium of instruction used so

that meaningful learning will happen. As mentioned by Novak (2011) in his research study

about meaningful learning, “In meaningful learning the recognition of how the new
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information integrates with prior knowledge and “makes sense” provides much more

rewarding intrinsic motivation. Moreover, when the learning is integral to some activity and

helps to guide and clarify the activity, there is usually a higher level of positive affect

resulting.”

Conceptual Framework

Figure 1

Conceptual Framework

Note: The figure above shows the interconnectedness of the variables in the study. It displays

that the combination of English, Filipino and Chabacano languages in teaching Mother

Tongue Lessons significantly contribute to the increase of learner’s classroom participation

and engagement. However, the increase classroom participation and engagement of the

learners is also constituted by the teaching strategy used by the teacher in teaching the subject

while incorporating the three languages.

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Statement of the Problem

The study aims to determine the effectiveness of combining the use of English,

Filipino, and Chabacano languages in teaching Mother Tongue to Kindergarten PM Class.

Specifically, the researchers sought to answer the following questions:

1) What are the problems encountered by the kindergarten teachers and pre-service

teachers in teaching Mother Tongue subject?

2) How do the combination English, Filipino and Chabacano languages increase the

effectiveness of teaching Mother Tongue to kindergarten?

3) Is there a significant difference between using Chabacano language alone and

incorporating the three languages (English, Filipino and Chabacano) in teaching

Mother Tongue subject to the classroom engagement and participation of the

kindergarten pupils?

Significance of the Study

Generally, this is significant since it determines the effectiveness of combining the

use of English-Filipino-Chabacano languages in teaching Mother Tongue subject to

kindergarten pupils to promote meaningful learning among these young learners. This study

will also be beneficial to the following:

School Administrators

To support and administer teachers need in terms of the resources and activities to be

done that can lead to the success in the teaching and learning process of Kindergarten Pupils

during Mother Tongue Classes;

Early Childhood Educators/ Kindergarten Teachers/ Pre- Service Teachers

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Early Childhood Educators ECE will be encouraged to come up with appropriate

teaching strategies especially in the use of appropriate medium of instruction or

communication through applying the use of combining the three languages (English-Filipino-

Chabacano) which will help Kindergarten pupils understand the lesson more effectively

where its efficacy leads to quality teaching and learning process;

Parents

This study will help minimize parent’s effort in explaining a certain lesson in the

Mother Tongue subject area of their child; and

Kindergarten Pupils

This study will help kindergarten pupils gain meaningful learning by understanding

clearly the lesson presented by the teachers.

Scope and Limitations

The general intent of this study is to determine the effectiveness of combining the

usage of English-Filipino-Chabacano languages in teaching Mother Tongue to kindergarten

pupils. The study considered the views, observations and personal experiences of the

kindergarten teachers as well as the pre-service teachers at Western Mindanao State

University- Integrated Laboratory School- Kindergarten PM Class who experienced teaching

Mother Tongue subject to kindergarten learners.

The researchers limit the study to (10) participants; two (2) kindergarten teachers in

the Kindergarten Department who have the adequate knowledge in handling Mother Tongue

class in this level and the eight (8) researchers of this study who participated as pre-service

teachers who have taught in the same subject area to kindergarten learners during their filed

study on PED 113 FS3 subject.

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Definition of Terms

Chabacano- This is the first language used by the majority of people living in Zamboanga

City. In this paper, this term is used to refer to the lingua franca used by all schools in

Zamboanga City in teaching Mother Tongue.

Classroom Engagement- This term refers to the class participation of the kindergarten

pupils during the teaching and learning process in Mother Tongue subject.

Meaningful Learning – This refers to the full understanding of the learners from the

teaching of the Mother Tongue subject by the teachers.

Medium of Instruction- This term refers to the language used by the teachers in the teaching

and learning process. In this study, the languages that were referred to as the medium of

instruction used by the teachers are English, Filipino and Chabacano in teaching Mother

Tongue to the target learners who are the kindergarten pupils at WMSU-ILS (Kindergarten

Department).

Mother Tongue Based- Multilingual Education (MTB-MLE) - This refers to the subject

area that requires teachers to use the first language of the children during the teaching and

learning process.
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CHAPTER II

Review of Related Literature

This section of the paper presents various related literature and studies that greatly

support the results of this study.

Related Studies

The school year 2012-2013 marks the first implementation of the Mother Tongue

subject area to Kindergarten, Grades 1, 2, and 3 as part of the K-12 Basic Education program

in the Philippines (deped.gov.ph, 2012). As this significant DepEd memorandum was

released, this brought numerous issues and challenges to the teachers and learners because it

affects the academic performance as well as the participation of the children in the classroom

during discussion.

In the study that was conducted by Dubria, et al., (2017), based on the teachers’

viewpoints in using mother tongue (Hiligaynon) as their medium of instruction in teaching

this subject area, this influences the student’s academic progress and classroom participation

negatively.

Additionally, it was mentioned by the researchers that teachers' problems include the

lack of MTB-MLE materials, lack of vocabulary, and the impact of social media on students

(Dubria et al, 2017). In another study conducted by Alberto et al., (2016), it showed that the

lack of instructional materials for the learners’ enhancement of listening, speaking, reading

and writing skills of the subject and inadequate trainings and seminars of the teachers in

teaching MTB-MLE (Kapampangan) leading them to execute difficulties in speaking several

terminologies of the language during instruction implementation. Similarly, Lartec et al.,

(2014) also pointed out the same problems, “absence of books written in mother tongue, lack
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of vocabulary and lack of teacher training” ... in the study they conducted to some teachers

in Baguio City. In addition to that, the challenges which hinder the implementation of MTB-

MLE are grouped into four significant themes according to Cabansag (2016), which include

the multilingual environment, difficulty in translation, inadequacy of instructional materials,

and mandatory compliance to the Department of Education (DepEd) order.

More significantly, as mentioned by Lear (2019), in her research entitled “Lived

Experiences of Mother Tongue Based-Multilingual Education Teachers in Teaching Diverse

Pupils in Zamboanga City”, the ten (10) teachers as her respondents stated that instructional

materials are not sufficient, the texts in the books are translations and not contextualized in

the local setting, the need of the utilization of poems, stories and songs to unlock difficulties

among pupils, the need for multilingual teaching in a multilingual classroom setting, and the

continuous seminars and training for teachers from K1 to Grade III.

However, in lieu to these problems, teachers used teaching strategies that would help

learners cope with their lessons in MTB-MLE. From the analysis of the data from the study

conducted by Dubria, et al., (2017), to engage learners in the classroom, the results showed

that teachers translate stories, songs, games, workbooks, worksheets and other instructional

materials to mother tongue; use translated literary pieces in storytelling as motivation,

introduce Kapampangan words for Word-of-the-day to enrich vocabulary, use multilingual

teaching, improvise instructional materials, and conduct remedial classes. Similarly, Lartec et

al., (2014), teachers also translation of target language to mother tongue, utilization of

multilingual teaching, utilization of lingua-franca, improvisation of instructional materials

written in mother tongue, remediation of instruction and utilization of literary piece written in

mother tongue as motivation. Nevertheless, Lear (2019) in her study conducted in

Zamboanga City, revealed that teachers frequently code switch to another language during
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the presentation of lessons in the classroom and the knowledge of more than one language is

needed not only when code-switching but particularly in translation.

Hence, with the problems mentioned from the various reliable sources, the researchers

inferred that there is a need to implement a teaching strategy that would eventually elevate

the pupil’s learning in embracing MTB-MLE subject to attain the goals of implementing this

significant intervention to the Philippine setting. Specifically, the translation of terms from

mother tongue to other languages helped learners in coping with the lessons in MTB-MLE

subject and contextualizing it to make it more understandable and engaging to the learners to

attain meaningful learning among them.

In the light of the research conducted by Lear (2019) in the place of Zamboanga City,

the researchers have decided to examine the effectiveness of combining the three (3)

languages namely, English, Filipino and Chabacano in teaching Mother Tongue subject to

the kindergarten learners. This is through conducting a research study at Western Mindanao

State University- Integrated Laboratory School, Kindergarten Department to determine if

these have significance to the classroom engagement and participation of the kindergarten

learners.
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CHAPTER III

Research Methodology

This section of the paper includes the design, locale, respondents, instruments,

validation, data gathering procedure, statistical treatment and the data analysis of this

research study.

Research Design

This study used the descriptive research design. The researchers used this type of

research design as this aims to determine the effectiveness of combining the use of English,

Filipino and Chabacano languages in teaching Mother Tongue subject to kindergarten pupils.

The data that was being gathered through a survey questionnaire and interview was analyzed

through a descriptive analysis to show that the phenomena being studied in this research

should be recognized and be given attention to ensure that the teaching and learning process

during Mother Tongue classes become more meaningful towards kindergarten pupils.

As mentioned by Siedlecki (2020), the purpose of descriptive studies is to describe

individuals, events or conditions by studying them as they are in nature. Moreover,

according to Akhtar (2016), descriptive research answers the questions, what, who, where,

how and when and is used to study the current situation.

Research Locale

The study was conducted at Western Mindanao State University – Integrated

Laboratory School, Zamboanga City particularly in the Kindergarten Department. This study

has been implemented to the WMSU-ILS kindergarten teachers and pre-service teachers of

College of Teacher of Education under Bachelor of Early Childhood Education who

experienced teaching Mother Tongue subject to kindergarten PM pupils. The gathering of

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data was implemented through online form using Google and an interview through Google

meet.

Respondents of the Study

The respondents of this study were the two (2) kindergarten teachers in the

Kindergarten Department who have the adequate knowledge in handling Mother Tongue

classes in this level and the eight (8) pre-service teachers including the researchers of this

study who have taught a lesson in the same subject area to the kindergarten PM learners as

one of their requirements of their course subject, PED 113 FS3- Participation and Teaching

Assistantship subject.

Instrumentation

To determine the effectiveness of combining the use of English, Filipino and

Chabacano language in teaching Mother Tongue to kindergarten pupils in WMSU-ILS, this

study used a survey checklist in a Google form format that was sent to the respondents

respectively. Additionally, the researchers also used a research questionnaire that served as a

guide to conduct an interview to the respondents using the Google meet. However, due to the

unavailability of other respondents for an interview, the questions in the questionnaire were

transferred to a Google form to still be able to obtain responses from them. These instruments

were used by the researchers to obtain qualitative data to answer the set research questions of

this study.

Validation

This study was anchored to the theory of David Ausubel on meaningful learning

which states that there is a need to relate new concept to the previous knowledge of the child

to make learning more observable in a learning environment. Furthermore, for the validation

of the data being gathered, all the two (2) kindergarten teachers in Western Mindanao State
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University-Integrated Laboratory School of Zamboanga City and at least eight (8) pre-service

teachers were selected to participate in the study. In order to arrive at the sample of experts,

the different criteria were considered: (1) educational degree related to Early Childhood

Education (ECE); (2) number of years in teaching kindergarten pupils; and (3) has experience

in teaching Mother Tongue subject to kindergarten pupils. Also, the availability and

willingness of the participants to undergo the process of answering the survey checklist and

interview were all considered. The participants were given a letter of consent to ensure their

willingness to participate in the data gathering process and their decision whether to accept or

decline were respected. Nevertheless, to check and validate the analysis and interpretation of

the study, the researchers considered the suggestions and recommendations by the different

experts in the higher education that include the action research adviser and the board of

panelists during the scheduled final defense.

Data Gathering Procedure

First, the researchers sent a permission letter to each respondent. Second, the

researchers created a Google form which consists of four different parts: (1) respondents’

profile; (2) consent form; (3) survey checklist; and (4) respondents’ preferred date and time to

be interviewed. Then, the Google form that was being created was shared through a link to

the ten (10) respondents of the study. After sending in their responses of the Google form,

the researchers sent a copy of the questionnaire that was used during the interview. Next, the

researchers conducted the interview, following the date and time suggested by the

respondents to be interviewed. Since there are other respondents who don’t have time to be

interviewed due to personal matters, the researchers created another Google form containing

the questions from the questionnaire and sent it to them through a link. Lastly, as the

interview process was finally performed, the researchers collated all the responses of the

respondents and analyzed them thoroughly.

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Data Analysis

The responses that were obtained from the survey checklist, questionnaire and with

the interview were collated and were thoroughly examined by the researchers using

descriptive analysis. Descriptive analysis was used because it characterizes the world or a

phenomenon—answering questions about who, what, where, when, and to what extent (Loeb

et al., 2017). The answers from each item in the research instruments were all counted and

became the basis for the formation of conclusion of the study and used effective visualization

methods to present them.

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Chapter IV

Results and Discussion

This section of the paper shows the results obtained from the data gathering and its

corresponding explanation.

V.I.I Results Obtained from Survey Checklist

Figure 2

Issues and Challenges Encountered by the Teachers and Pre-service Teachers in Teaching

Mother Tongue to Kindergarten

Lack of instructional materials (books and

worksheets)
Issues and Challenges in Teaching
Mother Tongue to Kindergarten Pupils Texts in the books are translations and not
contextualized in the local setting.

Lack of Vocabulary in Chabacano language as

a medium of instruction.

8% 6% Inability to speak and use Chabacano

Language in Teaching MTB-MLE fluently.
9%
14% Not all pupils in the class can speak Chabacano
Language.

14% Sometimes, the pupils do not participate ac-

tively when they don't understand a term in
Chabacano during MTB-MLE class.

15%
Inconsistency of using Chabacano language
6% alone as medium of instruction due to the di-
verse cultural background of the pupils in the
classroom.

14% 15% Difficulty in getting answers from children dur-

ing oral questioning as they don’t understand
the terms in Chabacano.

Inadequate trainings and seminars in teaching

MTB-MLE
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Note: In the above figure, the numbers inside the pie chart are the percentage of the ten (10)

selected respondents’ responses in the survey checklist as instrument of the study.

The figure shows that there are two (2) most occurring problems in teaching Mother

Tongue to Kindergarten pupils: (1) “not all of them in the class can speak Chabacano

language” (2) “inconsistency of using Chabacano language alone as medium of

instruction…” According to the respondents during the interview, the inconsistency of using

the Chabacano language alone in teaching mother tongue is due to the fact that not all

children are native speakers of this language at home. Additionally, another respondent also

stated that children came from different culture, who also speaks different kind of languages

which mainly become the roots of this issue. As a matter of fact, during the demonstration

teaching of the respondents in this study, if the teacher discusses the lesson using the

Chabacano language alone, few pupils would often turn on their microphone during online

class and tell the teacher that they don’t understand what she is talking about.

Another three (3) problems were also experienced by most of the teachers and pre-

service teachers these are: (1) teacher’s lack of vocabulary in Chabacano language as a

medium of instruction due to the fact that not all of the teachers has sufficient trainings and

considering that they were not native speakers of the language; (2) pupils do not participate

actively when they don't understand a term in Chabacano; and (3) difficulty in getting

answers from children during oral questioning as they don’t understand the terms in

Chabacano. According to the respondents they would often translate terms in other

languages and use pictures to help them understand the lesson.

Furthermore, nine percent (9%) of the respondents has problem with the texts that are

translations and not contextualized in the local setting, seven percent (7%) has inadequate
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trainings and seminars and six percent (6%) admitted that they both experienced the

inconsistency of using Chabacano language alone as medium of instruction due to the

diverse cultural background of the pupils in the classroom and the lack of instructional

materials.

Research have also showed similar problems in teaching Mother Tongue subject

particularly in the study conducted by Lear (2019) about the experienced of MTB-MLE

teachers in Zamboanga City which led the teachers to use other languages and teaching

strategies to make learning more meaningful for learners.

V.I.II Results Obtained from the Part I of the Research Questionnaire

For the first question, “In the motivation part of the lesson, what do you usually do to

tickle children’s attention and interest during Mother Tongue class?”, respondents said that

when they do the motivation part of the lesson, they usually used an originally made video,

originally composed action song, music in Chabacano language related to the lesson and

the use of appealing instructional materials to tickle children’s interest. Another respondent

also stated that she made use of a storytelling using the Chabacano language alone and make

children understand the story through translating it to other languages like English and

Filipino and through asking questions to them. Additionally, setting standards at first is also

important for a respondent to guide children’s behavior throughout the class. Nevertheless,

maintaining an energetic and well- modulated voice as well as the use of positive praises

were also given importance by the respondents.

In the second question, “During discussion, what do you do when there is a certain

term in Chabacano that the pupils do not understand?” most of the respondents have

answered that to make the discussion clearer; they usually translate Chabacano term to

English or Filipino. On the other hand, aside from translation a respondent also added that
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presenting a picture and an example could also make a term in Chabacano understandable to

children. Lastly, a respondent also said that she “use play particularly “guessing game” to

encourage interaction to learners and to see if they are paying attention.”

For the third question “When asking questions to the pupils about the lesson, how do

you encourage them to answer the question that was expressed in Chabacano considering

that not all of them are native speakers of this language?”, most of the respondents answered

that they usually translate the question asked in Chabacano to English or Filipino and make

sure to give examples for them to comprehend it clearly and give the answer correctly. Also,

a respondent said that there is a need to keep the question short and simple so that it would

not lead to confusion to young learners.

In the fourth item, “How do you give examples or explain situations to kindergarten

pupils to help them understand a lesson in Mother Tongue subject?” the respondents stated

that, there is a need to use other languages like English and Filipino while speaking in a

firm but non-threatening voice for children to understand a lesson. Aside from that, a

respondent also said: “… teachers need to go down to the level of the children by using

pictures, concrete materials and real- life situations that best relate to them…”

In the fifth item, “Can the learners name or identify objects that are shown through

picture or concrete material using the Chabacano term? If not, how do you deal with this

type of situation?”, All of the respondents answered that children can name the object in the

picture but they usually give the equivalent English term, hence, according to them, they will

just accept their answers but they encourage them to repeat its name in Chabacano term so

that they will also know about it.

In the sixth item, “During activities, do you translate the direction stated in

Chabacano to English or Filipino? Why? all of the respondents said that they really translate
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directions to either English or Filipino so children at young age would be guided on the

steps to be done during the activity.

In the last item, “In giving incentives to pupils, how do you incorporate these three

languages? Are these effective to encourage active participation to the class?” the

respondents said that there is really a need to incorporate the three languages in giving

incentives because not all children knew what the meaning of “Muy Bien” is. Hence, they

also need to use other praises in English or Filipino as well.

The responses of the respondents in the part 1 of the questionnaire only prove that

there are advantages in combining the three languages namely English, Filipino and

Chabacano in teaching Mother Tongue subject to kindergarten learners. It can be clearly seen

that in every part of the lesson, there is an integration of these three languages to deliver

effectively the topic of the day, to motivate learners through giving of incentives, to

assess learners through the use of activities and more importantly, to make children

understand the topic that the teacher is teaching during Mother Tongue classes.

V.I.III Results Obtained from the Part II of the Research Questionnaire

Figure 3

Respondents Responses to Question No. 1

In what way does the combination of English, Filipino and Chabacano languages helped
you as a teacher in teaching MTB-MLE subject to the kindergarten learners?

Teachers could explain confidently the lesson.

It makes teaching fun, engaging effective and balance.
Teachers could interact effectively to his/her diverse learners in the classroom.
Teachers could manage the class.
Teachers can demonstrate properly every step written on the lesson plan.
Teachers could manage the time as this makes explanation clearer and more precise to learners.
The lesson is more understandable for kindergarten learners.
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Note: The seven (7) statements in the table are the responses of the respondents in question

no. 1 “In what way does the combination of English, Filipino and Chabacano languages

helped you as a teacher in teaching Mother Tongue subject to the kindergarten learners?” of

the last part of the questionnaire.

This only means that these three languages as medium of instruction are very

effective to use in teaching Mother Tongue to Kindergarten pupils.

Figure 4

Comparison of Using Chabacano alone and Combination of English, Filipino and

Chabacano to the Classroom Engagement/ Participation Kindergarten Pupils

Limited engagement of the pupils

The use of Chabacano Less interactive
alone in teaching Mother Teachers get lesser response from the pupils
Tongue to Kindergarten Lesson may not be clear and understandable
for all learners
Pupils

More engaging
The use of the three Children interacts actively with the teacher
(English, Filipino and Teachers can get quick responses from the
Chabacano) in teaching pupils
Mother Tongue to Assures teachers that all learners understands
Kindergarten Pupils the lesson

Note: The figure above shows the comparison of using Chabacano language alone and the

combination of the three languages (English, Filipino and Chabacano) in terms of classroom

engagement and participation of the Kindergarten pupils during Mother Tongue classes.
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This only shows that the combination of English, Filipino and Chabacano languages is

effective in obtaining the maximum classroom participation of kindergarten pupils as it helps

teachers and pre-service to have a more engaging class discussion and active interaction with

the pupils, can get quick responses from the pupils when asking questions, and assures them

that all learners understand the lesson.

Figure 5

Most Preferred Medium of Instruction of the Respondents in Teaching Mother Tongue

Subject

Most Preferred Language as Medium of Instruction

in Teaching Mother Tongue

10%
Chabacano Language alone
Combination of the English,
Filipino and Chabacano
Languages

90%

Note: The figure above shows the most preferred language to be used in teaching Mother

Tongue.

It shows that 90% of the respondents preferred to use the combination of the three

languages during Mother Tongue class in teaching to kindergarten level. However, 10% of

the respondent chose the use of Chabacano language alone. This respondent pointed out that

although the combination of the three languages is effective to obtain the maximum class
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partoicipation of the kindergarten pupils, she would still prefer the use of the Chabacano

alone while using pictures and other visual tools to impart learning effectively to successfully

fulfill the goals set to attain by the MTB-MLE program in the Philippines.
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CHAPTER V

Findings, Conclusions and Recommendations

This chapter includes the findings, conclusions and recommendations of this study.

Findings

Findings pertaining to Research Question No. 1

From the data obtained from the Survey Checklist, the researchers had sought out the

following:

 The two (2) most occurring problems that teachers and pre-service teachers

experienced in teaching Mother Tongue subject among kindergarten pupils include

the inability of most learners to speak Chabacano language and the inconsistency of

the teachers in using this language alone.

 Another three (3) problems were also encountered by both teachers and pre-service

teachers in teaching Mother Tongue subject these include: 1) the teacher’s lack of

vocabulary in Chabacano language as a medium of instruction due to the fact that not

all of the teachers has sufficient trainings and considering that they were not native

speakers of the language ; (2) pupils do not participate actively when they don't

understand a term in Chabacano; and (3) difficulty in getting answers from children

during oral questioning as they don’t understand the terms in Chabacano.

Findings pertaining to Research Question No. 2

From the data obtained from the interview and research questionnaire, the researchers had

sought out the following:

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 In the motivation part of the lesson during Mother Tongue class, according to the

result, there is a need for both teachers and pre-service teachers to use an originally

made video, originally composed action song, music in Chabacano language related

to the lesson and the use of appealing instructional materials to tickle children’s

interest. Also, storytelling using the Chabacano language alone and make children

understand the story through translating it to other languages like English and Filipino

and through asking questions to them also helped children to be engaged in this

specific part of the lesson. Additionally, setting standards at first like stating the

classroom rules and teacher’s expectations also helped them to guide children’s

behavior throughout the class. Nevertheless, maintaining an energetic and well-

modulated voice as well as the use of positive praises were also effective to encourage

the participation of the kindergarten pupils.

 During discussion, the teachers and pre-service teachers translate Chabacano term to

English or Filipino. On the other hand, aside from translating, presenting a picture and

giving of example could also make a term in Chabacano understandable to children.

Lastly, the “use of play particularly “guessing game” encourage interaction to learners

and to see if they are paying attention.”

 For children to answer a question in Chabacano language, teachers and pre-service

teachers suggested that there is a need to translate the question to English or Filipino

accompanied by examples for them to comprehend it clearly. Also, keeping the

question short and simple would also help to ensure that it would not lead them to

confusion.

 In giving examples to kindergarten pupils to explain a lesson, they use other

languages like English and Filipino while speaking in a firm but non-threatening

voice for children to understand clearly the topic. Aside from that, there is need to go
 27

down to the level of the children by using pictures, concrete materials and real- life

situations that best relate to them.

 If the pupils give the English or Filipino equivalent term when answering, the teachers

and pre-service teachers must accept their answers but they encourage them to repeat

its name in Chabacano term so that they will also know about it.

 During activities, the teachers and the pre-service teachers translate directions to

either English or Filipino so children at young age would be guided on the steps to be

done during the activity.

 In giving incentives not all children knew what the meaning of “Muy Bien” is.

Hence, they also need to use other praises in English or Filipino as well.

 Overall, through the combination of the three languages namely, English, Filipino and

Chabacano help both teachers and pre-service teachers in a way that they can explain

confidently the lesson, makes teaching fun, engaging effective and balance

supplemented with their teaching strategies. Specifically, teachers could interact and

manage effectively his/her diverse learners in the classroom, could demonstrate

properly every step written on the lesson plan, could manage the time as this makes

explanation clearer and more precise to learners. Moreover, lesson is more

understandable for kindergarten learners.

Findings pertaining to Research Question No. 3

 Both teachers and pre-service teachers most preferred the use of the three languages

in teaching Mother Tongue because these helped them to obtain the maximum

participation and engagement of the kindergarten learners.

 Specifically, the combination of these three languages helped teachers and pre-service

teachers to make the Mother Tongue class become more engaging as children
 28

interacts actively by giving quick responses and these assure them that all learners

understand the lesson.

Conclusions

The main goal of this study is to determine the effectiveness of using the combination of

English, Filipino and Chabacano languages in teaching Mother Tongue to Kindergarten

pupils. Based on the results and findings, the researchers conclude that:

 The different problems encountered by the teachers and pre-service teachers during

their teaching in Mother Tongue, it was found out that there are five (5) most

occurring issues and challenges. These are: (1) not all children speak Chabacano

language; (2) inconsistency of using Chabacano language alone as medium of

instruction; (3) teacher’s lack of vocabulary in Chabacano language as a medium of

instruction; (4) pupils do not participate actively when they don't understand a term in

Chabacano; and (5) difficulty in getting answers from children during oral

questioning as they don’t understand the terms in Chabacano.

 The combination of English, Filipino and Chabacano languages as medium of

instruction increase the effectiveness of teaching Mother Tongue subject to the

diverse kindergarten pupils because its integration helped both teachers and pre-

service teachers to make lessons more understandable, engaging, fun and manageable.

 There is a significant difference between using Chabacano alone and combining the

use of the three languages (English, Filipino and Chabacano) to the classroom

participation and engagement of kindergarten pupils during Mother Tongue subject.

The combination of the three languages is more significant to use to obtain the

maximum class participation.

 29

Recommendations

For the improvement and modification of this study, the researchers suggest the

following:

 Conduct similar study using a much larger population for the study to become more

valid and acceptable;

 Validate the study by consulting research experts;

 Include two experimental groups in kindergarten level composed of heterogeneous

pupils to compare the significance of using the Chabacano language alone and the

combination of the three languages to their level of participation during Mother

Tongue classes.
 30

CHAPTER VI

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