1

MOTHER TONGUE TO ENCHANCE LANGUAGE PERFORMANCE

OF GRADE SEVEN STUDENTS OF JUAN G. MACARAEG
NATIONAL HIGHSCHOOL

A Thesis Proposal
Presented to the Faculty
of the College of Teacher Education
University of Eastern Pangasinan
Binalonan, Pangasinan

In Partial Fulfillment of the Requirements for the major subject

EL 110 Language and Research for the
Second Semester A.Y. 2019-2020

By:

ACOSTA, LILIBETH A.
DE VERA, RAISA G.
GANSOWEN, MONICA B.
MIRANDA, JOHN PAUL Z.
PADEL, LOYGENE R.

MAY 2020
 2

ACKNOWLEDGEMENT

The outcome of this research proposal work has required intensive devotion,

effort, time, and lot of skills for its preparation. It does not mean, however that the

researchers did it purely themselves. Rather, they have also sought for the help and

guidance of other people and online references.

To show their sincerest gratitude, the researchers would like to express their

warmest thanks to the following, who willingly contributed their knowledge, talent, skills,

words of advice and support in the accomplishment of this endeavor;

Dr. Ramon V. Guico III, President, University of Eastern Pangasinan, for his

dedication in bringing education to the citizens in his town and his words of

encouragements for the students to strive their studies;

Dr. Evelyn A. Tomboc, President, University of Eastern Pangasinan, for she

continually and convincingly conveyed a spirit of adventure in regard to education and

scholarship, without her guidance and help this research would not have been possible.

Dr. Jose S. Padillo, our Adviser on the research subject and the chairman of the

Defense Panel, for his heart-warming extension of knowledge in helping the

researchers in writing this work and for his unwavering support for the completion of this

research work;

Mr. Jan Karlo Thomas V. Ranchez, Faculty (College of Teacher Education),

for his genuine advices in guiding the researchers to make this research possible and in

sharing her superfluous wisdom, patience and support. It was with her supervision that

this work came into existence;

 3

Respondents, the Grade Seven students of Juan G. Macaraeg National

Highschool, for their help in providing their time to answer the checklist in completion for

this study;

Friends, for boosting and motivating the researchers to finish the work with

utmost confidence;

Family, for their un-ending support through moral and financial, and for their

undying encouragement throughout the writing of this study; and

Almighty God, for giving the researchers’ source of wisdom and strength and

leading the researchers to the right path to finish the work.

Lilibeth A. Acosta

Raisa G. De Vera

Monica B. Gansowen

John Paul Z. Miranda

Loygene R. Padel
 4

DEDICATION

To our Almighty God, the source of wisdom and great understanding,

With full adoration that he bestowed upon us His abundant grace,

Empowering us to finish this humble piece of work.

To our beloved parents, the root of strength and inspiration,

With full support in all the way in working for this study,

Motivating us to set higher targets.

To our kindhearted mentors, the source of challenges and knowledge,

With full extent of advices that becomes the fruit of our labor,

Guiding us until the finish line.

To our wonderful friends, the root of laughter and encouragement,

With full happiness you cheer us up when we are struggling.

We thank you all for your undying love and care,

In this we honor you.

Lilibeth

Raisa

Monica

John Paul

Loygene
 5

Chapter 1

INTRODUCTION

Background of the Study

There are opposing views about MTB-MLE. Many countries have decided to take

the MTB-MLE direction while others have taken the opposite. The Philippines is no

exception to this pulling of ropes, and it has chosen to be on the side of the proponents

of the policy. This is the reason why this policy has become a controversial topic of

debate in the country. This literature review introduces the history and goal of MTB-MLE

then proceeds to the discussion of the impact of the policy on the individual and national

levels as presented by different scholars.

Many countries have implemented strong English language policies in their belief

that the English language will alleviate social, economic, and political problems, among

others (Hillman, 2015; Kirkpatrick, 2014). On one hand, some countries are adapting

the Mother Tongue-Based Multilingual Education (MTBMLE) policy to join the United

Nations Educational, Scientific, and Cultural Organization (UNESCO) in upholding the

mother tongue of learners as the medium of instruction (Cruz, 2015; Wa-Mbaleka,

2014).

In this globalized world, on the other hand, the role of English language cannot

be overlooked. Linguistic imperialism has limited the accessibility of many resources to

certain language groups (Phillipson, 1992). Because of this phenomenon, UNESCO

(1953, 2003, 2010) advocated the MTB-MLE policy as a way of upholding equal rights

and opportunities for all (Ball, 2011). It is also a means of safeguarding indigenous

languages and promoting sustainable national development (Ouane & Glanz, 2011; SIL

International, 2009; UNESCO, 1953; Wa-Mbaleka, 2015).

 6

MTB-MLE, however, poses potential adverse effects on English language

acquisition considering the role of English in globalization (Alberto, Gabinete, & Rañola,

2016; Li & Majhanovich, 2010; Wa-Mbaleka, 2014). These concerns are expressed by

parents, teachers, and second language acquisition (SLA) experts alike.

In 1948, the United Nations Universal Declaration on Human Rights was passed

with its Article 2 affirming that everyone is entitled to education without discrimination

(Ball, 2011). Then UNESCO, in the 1950s, advocated that children be educated in the

language they know best to maximize learning (UNESCO, 1953). Later, Article 5 of the

1960 Convention and Recommendation against Discrimination in Education re-echoed

the same sentiment that every citizen of a country should enjoy the right to education

even in their mother tongue (Ball, 2011).

MTB-MLE is education through learners’ mother tongue and other languages as

they are gradually acquired (Trammel, 2016). In other words, this policy lets children

start formal education in their mother tongue and finish in a more dominant language

(Malone, 2016). As a response to the act of UNESCO enjoining countries to preserve

national identity and make education available to all, the Philippines passed Republic

Act No. 10533 otherwise known as the Enhanced Basic Education Act of 2013.

Aside from the addition of years to basic education, this act requires instruction,

instructional materials, and assessment to be in the learners’ mother tongue from

kindergarten through the first 3 years of elementary education (Official Gazette, 2013).

The world has witnessed a great decline in literacy rate and a steady rise of the

number of out-of-school children (United Nations [UN], 2015; UNESCO, 2015). These

children either did not have access to formal education, or attended school only to leave

later because they did not understand the language of instruction. In addition, the
 7

number of indigenous languages becoming extinct is rising because the newer

generations speak English or a foreign language more than they speak their own

mother tongue. UNESCO seeks to address these problems through MTB-MLE (Stone,

2012; UNESCO, 1953; Wa-Mbaleka, 2015).

In addition, UNESCO envisions more children enjoying equal opportunity for

education. It also sees the future with more people fluent in their mother tongue, their

national language, and other international languages regardless of ethnicity.

Furthermore, it foresees the preservation of indigenous languages and cultures

(Alcazaren & Rafanan, 2016; SIL International, 2009; UNESCO, n.d.). UNESCO hopes

to turn these visions into reality through MTB-MLE.

MTB-MLE aims to promote the development of competent and well-rounded

individuals. It maintains that teachers should start where the students are and build new

knowledge from what they already know. When students are taught in their mother

tongue, they think more effectively and perform better (The Effects of Mother Tongue-

Based Multilingual Education 163 December 2017, Vol. 20, No. 2 (Medilo, 2016;

Ricablanca, 2014).

This type of education also prevents marginalization of speakers of minority

languages. In the end, lifelong learners are produced (Mohanty, as cited in Malone,

2007; SIL International, 2009; Stone, 2012; Torpsten, 2012; UNESCO, n.d.).

Proponents of MTB-MLE believe that this policy also prevents the development of

individuals who are not fluent in any language.

UNESCO research showed that children, especially those in the lower grades,

learn the most basic language skills better, among which are cognitive skills and idea

formation, in their mother tongue, not in a foreign language (Manila Times 2017)
 8

The Department of Education (DepEd) is now pushing for inclusion of Mother

Tongue-Based Multilingual Education (MTB-MLE) as a feature of the Enhanced Basic

Education Program. The DepEd said the MTB-MLE mandates the use of the language

that school children are familiar with their first languages as a medium of Instruction to

allow them to grasp basic concepts more easily.

The DepEd said learners begin their education in the language they understand

best and need to develop a strong foundation in their mother language before effectively

learning additional languages (Ashley Manabat, Business mirror 2016).

Researchers have proven even during our education with the Thomasites that

the child’s first language really facilitates learning, as emphasized by Dr. Monroe, that

we should be educated in our mother tongue (Rosalina Villaneza).

Congresswoman Gloria Macapagal Arroyo issued a proposed bill in the House of

Representatives mandating the use of English as a medium of instruction, where House

Bill 5091 says English Proficiency is closely linked to quality education and global

competitiveness. (Manila Times, 2017)

Mother Tongue- Based Multilingual Education shows that school children learn

better if properly taught in a language they speak at home.

Although many minority languages are endangered, mother tongue-based

multilingual education has a proven to be an effective means of respecting both the

children’s first or home language and the national language. Moreover, if minority

populations achieve higher rates of functional literacy in their mother tongue as well as

the national language, they are more likely to gain wider access to skills likely to gain

wider access to skills, knowledge and practices of the country. This cultural capital
 9

strengthens material success in education and leads to greater stability and social

cohesion (Risa Shibata 2019).

The purpose of multilingual education program is to developed appropriate

cognitive and reasoning skills enabling children to operate equally in different

languages.

Some educators argue that only those countries where the student’s first

language is the language of instruction are likely to achieve the goals of Education for

All. Research also suggests that engaging marginalized children in school through

mother-tongue based, multilingual education (MTB-MLE) is a successful model (Benson

& Kosonen, 2013; Yiakoumetti, 2012).

English as medium of instruction (EMI) was defined by Dearden (2014, p. 4) as

“the use of English language to teach academic subjects in countries or jurisdictions

where the first language (L1) of the majority of the population is not English”.

Language, communication and the underlying culture are without doubt the very

basis of learning, due to which they must be given primary attention throughout a child’s

schooling, specifically during the first years. The importance of focusing on becoming

fluent in one’s first language is a consensus supported by numerous studies (Wilmot

2003; Mwinsheikhe 2003; Alidou, Aliou, Brock-Utne, Diallo, Heugh 2006; Shin, Sailors,

McClung, Pearson, Hoffman, Chilimanjira 2015; Debreli & Oyman 2016). The benefits

of learning a second language at a young age are likewise widely researched and

confirmed (Barac & Bialystok 2011; Nicolay & Poncelet 2013).

 10

Theoretical Framework

This study will be based on Acculturation Theory. This is an environmental-

oriented theory proposed by John Schumann in 1978. It was used in 1980 in the field of

Linguistics, precisely, Second Language Acquisition. It states that Second Language

Acquisition is the result of acculturation, which he defines as “the social and

psychological integration of the learner with the target language (TL) group”

(Schumann, 1978, p. 29). The major claim of the theory is that acculturation, which is a

cluster of social-psychological factors, is the major cause of Second Language

Acquisition (Schumann, 1990).

Schumann states that any learner can be placed along a continuum ranging from

social-psychological distance to social-psychological proximity with the speakers of the

target language. The degree of language acquisition, then, would correlate with the

degree of the learner’s proximity to the target group. Thus, the acculturation theory

argues that learners will be successful in Second Language Acquisition if there are

fewer social and psychological distances between them and the speakers of the second

language.

Some of the factors that account for the acquisition of second language

according to the theory include: motivation and attitude of the learner, limited integration

of cultural groups and how tight-knit the group is. This theory applied to this study

because this study endeavoured to find out how use of a 10 language in a social

context influences second language acquisition.

The theory also indicates that learners will be successful in Second Language

Acquisition if there are fewer social and psychological distances between them and the

speakers of the second language. This study sought to establish the influence of use of
 11

mother tongue (which is a social factor) and the attitude towards use of mother tongue

(a psychological factor) and how the distance created by use of mother tongue (Kikuyu)

influences acquisition and thus performance in second language (English).

Acculturation theory’s strength lies in the fact that it considers motivation to be

instrumental and integrative. The motive for learning second language is important,

however, the theory assumes that there will always be a group which is familiar with the

second language; this is not always the case.

Conceptual Framework

In this research, the relationship between the use of mother tongue and

acquisition of English skills of writing, speaking and reading, hence performance of

English was considered. The independent variable was use of mother tongue while

performance of English was the dependent variable. Precisely, the output was

measured in terms of performance in English.

Figure 1: The Relationship Between the Usage of Mother Tongue and

Performance in English of the Students

Reading in English

Comprehension

Use of Mother Tongue Speaking in

Code Switching English Performance in English
Pronunciation

Writing in English
*Sentence
construction
*Essay writing
 12

Basically, Figure 1 shows that the study highlights how mother tongue influences the

acquisition of skills in English and thus performance of English. The conceptual

framework indicates that the input of mother tongue influences the acquisition of reading

skills through comprehension of texts, writing skills through sentence construction and

essay writing, and speaking skills through pronunciation. The influence of mother

tongue on these skills eventually influences the performance of English.

Statement of the Problem

This study attempts to determine the impact of mother tongue in using English of the

grade 7 students of Juan G. Macaraeg National High School.

Specifically, this study sought to answer the following questions:

1. What are the profile of the students in terms of their:

a) Age

b) Gender

c) Academic Performance

2. Is there any significant influence with the use of mother tongue on the written and

spoken English of the Grade 7 students?

3. Is there any significant relationship of mother tongue in enhancing the English

instruction in the classroom?

Scope and Delimitation of the Study

In this study, the researchers distributed survey questionnaires to the 9 different

sections of the Grade 7 Students of Juan G. Macaraeg National High School.

 13

The survey questionnaires were given to the following sections of the Grade 7 Students

of Juan G. Macaraeg National High School:

1. SSC EDISON

2. SSC EUCLID

3. GRADE 7 ELIJAH

4. GRADE 7 EZRA

5. GRADE 7 JEREMIAH

6. GRADE 7 JOB

7. GRADE 7 MALACHI

8. GRADE 7 NAHEMIAH

9. GRADE 7 OBADIAH

The respondents are randomly selected.

Significance of the Study

English is the considered as the world’s medium of instruction because it serves as the

bridge to people that enables you to communicate easily with your fellow global citizens. In

addition, learning English will let you have an access to great wealth of entertainment and will

be able to have a greater cultural understanding.

On the other hand, Mother Tongue serves as a preserverance of cultural heritage. The

success stories of devoted teachers proves that using mother-tongue in primary education is

no obstacle to learning an official language including English. Children discover a lot of joy

and enthusiasm for learning.

 14

The aforementioned are the importance of English and Mother Tongue. The

researchers, who are aware of the countless benefits and impact of Mother Tounge in

English proficiency of the students, designed this study to assess and recommend a more

effective way in preservation of the Mother Tongue while engaging in English Language. The

researchers believed that the results of this study may be useful and beneficial to the

following group of individuals:

Facilitator-The result of this study may serve as an eye opener to create and innovates

instructional materials with appropriate teaching strategies.

Guidance Councilor- This study will help develop guidance program in line with

individual needs and abilities of the students.

Students-Results of the study will serve as an eye opener to motivate themselves

actively to the countless skill-building activities of English, and to recognize the importance of

learning and mastering the basic components of English, as well as preserving the cultural

heritage through the use of Mother Tongue.

Educational Institutions- The result of this study will serves as foundation in setting a

more progressive and effective way in teaching English and preserving the cultural heritage

of the of the students primarily addresing their micro skills such as speaking, listening,

reading and writing.

Future Researcher-The results of this study can serve as basis for further study in

teaching-learning activities most especially the English subject.

Definition of Terms
 15

Acculturation - a process of social, psychological, and cultural change that stems from

the balancing of two cultures while adapting to the prevailing culture of the society.

Alleviate - make (suffering, deficiency, or a problem) less severe.

Fluent - able to express oneself easily and articulately.

Globalization - The worldwide movement toward economic, financial, trade, and

communications integration.

Imperialism - a policy of extending a country's power and influence through

Diplomacy.

Marginalization - treatment of a person, group, or concept as insignificant or

peripheral.

MTB-MLE (Mother Tongue- Based Multilingual Education) - it is a formal and

non-formal education, in which the children’s mother tongue is used in the

classroom as a bridge in learning Filipino and English.

Multilingual -  able to use more than two languages for communication, or written

or spoken in more than two different languages.

SLA (Second Language Acquisition) - Language is the method of expressing ideas

and emotions in the form of signs and symbols.

 16

CHAPTER 2

METHODOLOGY

This chapter presents the research design, population and locale of the study,

data gathering instrument, data gathering procedures and statistical treatment of the

data used in the study.

Research Design

The study will use the descriptive purposive method of research. Descriptive

research involves the description, analysis and interpretation of the present nature,

composition or processes of phenomena which focuses on prevailing conditions, or how

a person, group or thing behaves or functions in the present. It often involves some type

of comparison or contrast.

In other words, descriptive research maybe defined as a purposive process of

gathering, analysis, classifying and tabulating data about prevailing conditions,

practices, beliefs, processes, trends and cause effect relationships and then making

adequate and accurate interpretation about such data with or without the aid of

statistical methods (Calderon, 2012).

Purposive random sampling is the process of identifying a population of interest

and developing a systematic way of selecting cases that is not based on advanced

knowledge of how outcomes would appear. The use of a randomized sampling strategy,

even when identifying a small sample, can increase credibility.

 17

Population and Locale of the Study

The respondents of this study will be the officially enrolled Grade Seven students

of Juan G. Macaraeg National High School of the academic year 2018-2019.

The number of the respondents will be 120 out of 300 randomly selected

students from the 9 sections of 22 different sections of Juan G. Macaraeg National High

School.

Data Gathering Instrument

The data gathering instrument that will be used is a checklist formulated by the

researchers and further revised by incorporating suggestions from the validators.

The checklist is composed of two parts.

The Part I dealt with the profile of the respondents in terms of their age and

gender.

The Part II is composed of questions focused on the identification of the influence

and relationship of Mother Tongue with the Enhancement of English Language

Performance of the Grade Seven Students of Juan G. Macaraeg National High School.

Data Gathering Procedure

The author will begin this study by first securing a permission to conduct a

research study on Impact of Mother Tongue Using English of the Grade 7 students of

Juan G. Macaraeg National High School. The purpose of the study, method of

administration of the research instruments, the date of administration and retrieval of the

research instruments were explained.

 18

After a letter of permission was sought, the researcher will meet with the

respondents on the dates scheduled.

For students which are conducted by researchers, questionnaires will be

distributed to the respondents to assess the Impact of Mother Tongue Using English in

Grade 7 students. The purpose of the study and the direction of answering the

questionnaire will be explained to the respondents before the administration of the

questionnaires.

Statistical Treatment of Data

In order to identify the influence of Mother Tongue with the English Performance

of the respondents, Weighted Arithmetic Mean will be used.

The Weighted Arithmetic Mean is a type of average where each observation in

the data is multiplied by predetermined weight before calculation. In calculating a simple

average all observations are treated equally and assigned equal weight. Weightings are

the equivalent of having that many like items in with the same value involved in the

average.

The weighted mean of the responses of the students regarding their English

proficiency were calculated and described using the adapted weighted average point

with the corresponding verbal description.

Weighted Mean Description

1.31 and above Highly Influential

1.30 Influential

1.29 below Not Influential at all

 19

Population and Sample of the Study

The population of the study will be the Grade 7 Students of Juan G. Macaraeg

National High School. The study will make use of Three Hundred (300) students who

are Freshmen Students regardless of certain characteristics such as age, sex, and

Native Language. Juan G. Macaraeg National High School will be selected and will

have at least 10 sections.

The target sample will be Three Hundred (300) students. The study includes

those students who already have knowledge about the new curriculum Mother Tongue.