Mother Tongue-Based Instruction Implementation among...

SMCC Teacher Education Journal

98

Mother Tongue-Based Instruction Implementation among

Indigenous People Schools NOEL R. AGUASITO

http://orcid.org/[email protected]

Sangay, Kitcharao, Agusan del Norte

JUDY MAY E. DALOGDOGhttp://orcid.org/0000-0002-8740-2349

[email protected]. Cruz, Magsaysay, Misamis Oriental

MARY ANTONETTE ANTIPUESTOhttp://orcid.org/[email protected]

Carmen, Agusan del Norte

FREGIE A. DE JESUShttp://orcid.org/0000-0002-0910-782x

[email protected], Buenavista, Agusan del Norte

ROSEMARIE M. TIMAhttp://orcid.org/0000-0001-7095-5601

[email protected], Carmen, Agusan del Norte

Gunning Fog Index: 13.35 • Originality 99% • Grammar Check: 99%Flesch Reading Ease: 44.10 • Plagiarism: 1%

SMCC Teacher Education JournalISSN Print: 2008- 0598 • ISSN Online: 2008-0601

Volume 1 • June 2019DOI:

Peer Reviewed Journal

99

ABSTRACT

The implementation of Mother Tongue -Based as a medium of instruction and as a subject of learning zone helps and improve the learners in developing new thoughts and ideas of their prior learning opposite to the home dialect utilized. This directly benefits the administrators and teachers enable to have an appropriate medication for learning. The respondents of this qualitative study were the school personnel of these eight indigenous schools in Buenavista IV: Simbalan Central Elementary School, Cabayugan Elementary School, Labong Elementary School, Bagang Elementary School, Lekda Elementary School, Monteverde Elementary School, Datu Saldong Elementary School, and Linao-linao Elementary School located at Buenavista Agusan del Norte. The respondents assessed through the seven parts of the questionnaire. To analyze the data, Weighted Percentage and Weighted Mean, Spearman Rank Correlation, and Chi-square were used. This study proved that there was no significant correlation between the Teacher’s Profiles to the level of implementation of Mother Tongue-Based Multilingual Education among Indigenous People institutions of Buenavista, Agusan del Norte with -09 Correlation Coefficient. Furthermore, it was found out that most answered by the respondents correspond to a fully implemented value.

KEYWORDS

Language Education, Mother Tongue, implementation, instruction, institutions, indigenous, dialect, effectiveness, lingo, English, Filipino, training, program, learners

INTRODUCTION

Figuring language utilization affects the learners’ capacity to learn. Training change endeavours considering that a dialect has a great impact on its results (Arcilla, Soriano, & Bayeta, 2017). It became an issue with its implementation around the country. It gives government ideas on how to help MTB training possible. There must be plans, trainings, projects, and data to be used. Therefore, it incorporates a review of elements to consider when creating and executing an MTB program (Pflepson, 2011).

The researchers would like to know the impact of MTB instruction. How purposely the indigenous learners of Buenavista IV gain some development. How MTB education the learners’ first lingo to second? How the researchers planned and gathered the data in the study? How possible to solve the problems using the research instrument? And how this study will affect teachers and learners?

Dialect is possibly our most unmistakable and complex achievement as individuals (Pearson et al., 2003). It started to rise as a critical variable on instructive effectiveness (Walter & Dekker, 2011). With more than 180 dialects, researchers were uncertain of the country’s readiness (Wa-mbaleka, 2014). Media has a plain effect on a child’s oral


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lingo change. It has a big impact on the learners’ language development (Mc Eachen, 2013). Teachers’ trainings and seminars are important in teaching multilingual learners. They need orientation on how to handle learners with a different language (Benson, 2005).

The researchers have high hopes of this study in the educational process to benefit. The result of this study may directly benefit the school administrators. The teachers their guide on how proficient MTB instruction is. Parents also will have the capacity to help the learners. It will also fill in the indigenous learners’ language development, lastly, to the future researchers as their guide to their study.

FRAMEWORK

Helping young children expert their first dialect essentially expands their competency to secure the inside and out winning English lingo (Jandt, 2017). Ford (2011) sees that the overhaul key preparing program for training and dialect progression does not just develop oral tongue limit inside the language yet what’s more carefully teaches the child to scrutinize two target lingos (Filipino and English) to the instructive module. The standardization of the Mother Tongue-Based Multilingual Education in the nation, a few bits of preparing were led presenting its remarkable highlights, for example, the utilization of the two-track technique in showing perusing given the recurrence of the hints of the principal dialect. This study prescribes to alter the procedure or to build up a proper strategy for proficiency guideline of speakers without a solid semantic establishment in their native language (Sanchez, 2013).

Burton (2013) points out that the prompt correspondents for vernacular confirmation for keeping up ethnic identity, social orders and data is the Mother Tongue-Based Multilingual Education. Right when tongues fail miserably, these things will in like way vanish. MTB-MLE’s sponsorship will fill in as experts to keep deserted of such. Chomsky (2014) sees that the subject on what medium of instruction gives the child the best learning office has made bunches of sensible discussion driving various activities in different parts of the world.

As demonstrated by Walter & Dekker (2011), the program empowers the tyke to continue building mental for metacognitive systems. It underscores understanding centrality and bringing in and furthermore underlining fitness progression exactness and rightness. As to Piaget worries in the Cognitive Theory, that the understudies at first breezes up perceptibly mindful of the idea. Like this, they would secure those words and cases to pass on the thought.

OBJECTIVES OF THE STUDY

This study was conducted to determine the effectiveness and the level of implementation of the Mother Tongue-Based instruction in the eight (8) indigenous


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institutions namely Simbalan Central Elementary School, Cabayugan Elementary School, Labong Elementary School, Bagang Elementary School, Lekda Elementary School, Monteverde Elementary School, Datu Saldong Elementary School, and Linao-linao Elementary School of Buenavista, Agusan del Norte.

METHODOLOGY

Research DesignThis study made use of the quantitative method of research. The researchers

consequently collected numerical information and also applied statistical treatment in analyzing and interpreting data. It is an applied research since the researcher concentrated to find the solution for the problem which is stated in the study.

Research LocaleThe researchers conducted this study at the district of Buenavista IV, Agusan

del Norte where we can locate the Simbalan Central Elementary School, Cabayugan Elementary School, Labong Elementary School, Bagang Elementary School, Lekda Elementary School, Monteverde Elementary School, Datu Saldong Elementary School, and Linao-linao Elementary School.

Research RespondentsThe respondents of this study were the school personnel of Simbalan Central

Elementary School, Cabayugan Elementary School, Labong Elementary School, Bagang Elementary School, Lekda Elementary School, Monteverde Elementary School, Datu Saldong Elementary School, and Linao-linao Elementary School to see the viability of the usage of the Mother Tongue-Based guideline, school year 2017-2018.

Research Instrument The study used a survey technique using a questionnaire as a source of acquiring

the appropriate information needed to make this survey possible. The questionnaire in this study was divided into two (2) sub-divisions which were the background information of the respondents and the level of implementation of the Mother Tongue-Based Multilingual Education in Buenavista IV. The questionnaire aimed to possess peculiar profiles of the respondents, to know which includes their ethnicity, age, a position held, training, and their experience in teaching. This study also used a checklist to evaluate the different perception on the implementation of Mother Tongue-Based Education in Simbalan Central Elementary School, Cabayugan Elementary School, Labong Elementary School, Bagang Elementary School, Lekda Elementary School, Monteverde Elementary School, Datu Saldong Elementary School, and Linao-linao Elementary School.


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Ethical Standard This present study subscribed to the principles of Voluntary participation in

research, implying that the respondents might withdraw from this research at any time. Informed consent, which means that the respondents at all times be fully informed about the research process and purposes, and must give consent to his/her participation in this research. Safety in participation put differently that the researchers made sure that respondents should not be placed at risk or harm of any kind. Privacy, meaning, that the confidentiality and anonymity of the respondents should be protected at all times. And Trust, which implies that the respondents is not subjected to any acts of deception or betrayal in this research process or its published outcomes and has the right to know the conclusion of this study. Likewise, the researchers understand what plagiarism entails and are aware of the School’s policy in this regard. We undertake not to make use of another person’s previous work without acknowledgment or to submit it as our own. We also undertake not to allow anyone to copy our work with the intention of using it as their own work. We understand that the data collected in the course of our research become the property of Saint Michael College of Caraga.

Data Gathering Procedure The researchers observed the following processes in gathering the data needed

for this study. First, the researchers sent a letter addressed to the dean of the College of Teacher Education for her approval to conduct this study. Second, the researchers conducted an orientation regarding the purpose, process, benefits, and participation as a respondent. Subsequently, the researchers distributed the informed consent form to the respondents together with the survey questionnaire. Lastly, after all the respondents gave his/her answers to the study, the researchers collected/retrieved the survey questionnaire for tabulation, analysis, and interpretation of the data collected.

Statistical TreatmentThis study used the numerical tool: Percentage Weighted mean, Pearson Product

Moment Coefficient Correlation (PPMCC), and Chi-Square.

RESULTS AND DISCUSSION

Table 2. The Ethnicity of the RespondentsEthnicity Frequency Percentage

Higaonon 2 4.17

Manobo 1 2.08

Cebuano 43 89.58

Others 2 4.17

TOTAL 48 100 .00


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The table shows that most of the teachers were Cebuano with the frequency of 43 and a percentage of 89.58%. It was followed by the Higaonon and Butuanon (Others) with the frequency of 2 and a percentage of 4.17%. And the last one was the Manobo with the frequency of 1 and a percentage of 2.08%. With the results given, the table also shows that most of the teachers who were teaching in the eight (8) indigenous institutions in the district of Buenavista IV were Cebuano. Therefore, the ethnicity or the background of the teacher was not the basis for the implementation of Mother Tongue-Based Instruction but the capacities and skills the teacher possessed.

Table 2. Objectives on the implementing guidelines of MTB-MLE Indicators Weighted

MeanVerbal Description

1. Language development for the learners is established in the school as one of the aims to develop Mother Tongue-Based Multilingual Education (MTB-MLE) of the Department of Education (DepEd).

3.98 Fully Implemented

2. The school aimed for the cognitive development of the pupils through the teachers’ techniques and the use of suitable approaches in their lesson. 3.90 Fully Implemented

3. The school aimed for the academic development of the pupils specially from the different learning/subject areas 3.84 Fully Implemented

4. Socio-cultural awareness of the pupils is observed inside the school and in the classroom. 3.78 Fully Implemented

5. The school aspired for a strong education for success in all the pupils specifically the development of the learners’ knowledge and perceptive thinking.


6. Learners are prepared to acquire mastery of competencies in each of the learning/subject areas. 3.73 Fully Implemented

7. Learners’ pride in their heritage, language, and culture is enhanced through the help of school administrators, teachers, and parents.


8. The growth of learners’ verbal communication is instituted for a lifelong learning 3.77 Fully Implemented

9. Teachers used higher order thinking skills (HOTS) questions for the learners’ progress in their logical thinking. 3.80 Fully Implemented

10. The school has its own objectives for Mother Tongue-Based Multilingual Education which is also based on the implementing guidelines of the Department of Education (DepEd) Order No. 16, s. 2012.


TOTAL 3.8 or 4 Fully Implemented


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The table shows that among the ten (10) questions, number one (1) was ranked as first where language development of the learners was established in the school as one of the aims to develop Mother Tongue-Based Multilingual Education (MTB-MLE) of the Department of Education (DepEd). It was followed by number two (2) and five (5) where the school aimed for the cognitive development of the learners and the school also aspired for a strong education for success in all. The table also shows relying on the result of the respondents’ answers, the objectives of the implementing guidelines of the Department of Education (DepEd) was fully implemented.

As expressed by Lorente (2013), languages grow and change in response to changes in the physical, social, political, spiritual, and economic environments in which they are used. As a language is used for instruction, for example, it intrinsically evolves to adapt to the demands of its users. What our children and we know is the conversational language or the everyday variety used for daily interaction. Success in school depends on the academic and intellectualized language needed to discuss more abstract concepts. One’s language enables a child to express him/herself easily, as there is no fear of making mistakes. MLE encourages active participation by children in the learning process because they understand what is being discussed and what is being asked of them. They can immediately use their mother tongue to construct and explain their world, articulate their thoughts and add new concepts to what they already know.

As cited by Benson (2005), mother tongue-based bilingual programs use the learner’s first language, known as the L1, to teach beginning reading and writing skills along with academic content. The second or foreign language, known as the L2, should be taught systematically so that learners can gradually transfer skills from the familiar language to the unfamiliar one. Bilingual models and practices vary as do their results, but what they have in common is their use of the mother tongue at least in the early years so that students can acquire and develop literacy skills in addition to understanding and participating in the classroom.

As stated by Chomsky (2014), the child can be expert their neighborhood lingo paying little personality to their general academic limit having a solid foundation of the tongue they used, learners can amass their convictions while building up their capacities; that is dialect and thinking aptitudes. The local dialect will fill in as the ground of foundation to their lingo and capability getting ready considering it is the tongue they at first picked up.

The Department of Education (DepEd) gets inspiration in its thought of Mother Tongue-Based Multilingual Education (MTB-MLE) as a part of the Enhanced Basic Education Program. It arranges the usage of the vernacular that children think about (their first tongue) as a medium of bearing to empower them to understand necessary thoughts.

We have now the Mother Tongue-Based Multilingual Education (MTBMLE) vernacular demonstrating fragment embedded in the new K-to-12 instructive projects. Preparing Undersecretary Dina Ocampo-Cristobal clears up that this confirmation


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based tongue getting a course of action engages early-audit understudies to pass on what needs be in class in a lingo that they unquestionably know (Jandt, 2017).

Burton (2013) points out that the prompt correspondence for vernacular confirmation for keeping up ethnic identity, social orders and data is the Mother Tongue-Based of Multilingual Education. Right when tongues fail miserably, these things will in like way vanish. MTB-MLE’s sponsorship will fill in as expects to keep the deserted of such.

Table 3. Areas of focus on the implementing guidelines of MTB-MLE

Indicators Weighted Mean

Verbal Description Rank

1. Mother Tongue-Based Multilingual Education (MTB-MLE) from Kindergarten to Grade 3 is used in the classroom as a learning/subject area. 3.92

Fully Implemented 3.5

2. Mother Tongue-Based Multilingual Education (MTB-MLE) from Kindergarten to Grade 3 is used in the classroom as a medium of instruction (MOI). 3.93


3. Mother Tongue (MT) is used as a subject that focuses on the development of beginning reading and fluency from Kindergarten to Grade 3. 3.94


4. The learners’ Mother Tongue (L1) is utilized as the medium of instruction (MOI) in all domains/learning areas from Kindergarten to Grade 3 except Filipino (L2) and English (L3).

3.87Fully

Implemented 3.5

5. Mother Tongue (MT) is applied as a medium of instruction (MOI) in a transition or bridging process (Mother Tongue-Filipino-Mother Tongue or Filipino-Mother Tongue-Filipino) to Grade 3.

3.92Fully

Implemented 3.5

6. Filipino is introduced in the first semester of Grade 1 for oral fluency. 3.48 Partially

Implemented 10

7. Filipino is introduced in the first semester of Grade 1 for reading and writing. 3.58 Fully

Implemented 8.5

8. Oral fluency in English Language is introduced in the second semester of Grade 1. 3.57 Fully

Implemented 8.5

9. Reading and writing in English Language is introduced in the first semester of Grade 2. 3.77 Fully

Implemented 7

10. The four macro skills, namely: listening, speaking, reading, and writing are developed from the second semester of Grade 2 until Grade 6. 3.92




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The table above shows that out of ten (10) questions, the areas of focus as one of the levels of implementation of the Department of Education (DepEd) was followed and applied in the eight (8) Indigenous People institutions of Buenavista, Agusan del Norte. Question number five (5) indicates Filipino was introduced in the first semester of Grade1 for oral fluency was partially implemented. The second level of the implementing guidelines of the Department of Education (DepEd) was fully implemented.

Chomsky (2014) sees that the subject on what medium of instruction gives the children the best learning office has made bunches of sensible discussion driving various activities in different parts of the world. As also stated by Pflepson (2011), figuring out what dialect will be utilized to show kids is a standout amongst essential choices that services training make. They think profoundly on what ought to be the correct way(s) to improve the learning aptitudes of the students. The language(s) utilized as a part of the classroom drastically influences learners’ chance and capacity to learn.

As being conveyed by Lorente (2013), the Philippines is a multilingual and multicultural nation with more than 150 languages. A national language is a powerful resource for inter-ethnic dialogue, political unity, and national identity. It is partially true that native speakers of Tagalog enjoy a small advantage under the present bilingual education set-up in which some subjects are taught in their L1. But this is nothing compared to the overwhelming bias of the present system for English.

As viewed by the Department of Education (DepEd), Filipino is introduced in the second quarter of Grade 1 for oral fluency. For reading and writing purposes, it will be taught beginning in the third quarter of Grade 1. The four other macro skills which are listening, speaking, reading, and writing in Filipino will continuously be developed from Grades 2 to 6. The purpose of a multilingual education program is to develop appropriate cognitive and reasoning skills, enabling children to operate equally in a different language starting with the first language of the child.

“Researchers have proven that 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. This gave birth to the Iloilo experiment and the result of that study was very remarkable,” said Ms. Rosalina Villaneza, Chief of Teaching and Learning Division of DepEd.

In the Philippines, we have different sorts of our neighborhood tongues. Like this, there is an issue of what genuinely is the medium of the course we should use inside the classroom understanding that we in like manner get a handle on in using the English Language. Eventually, this will enable us on in what capacity should talk to do in educating our local vernacular. Instructors in the control or standard schools proceed with the ordinary national routine with regards to showing all topics in either English or Filipino, neither of which is talked by youngsters when they start school. Understudies begin their preparation in the vernacular they appreciate best their mother tongue and need to develop a strong foundation in their home lingo before feasible learning speeches (PIA, 2016). It considers the area dialect and culture of the child toward the


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beginning of their learning. Moreover, it advocates sensible and whole deal data osmosis through the vernacular that understudies use and fathom (DepEd Order, 2009).

Table 4. Teaching and learning process on the implementing guidelines of MTB-MLE

Indicators Weighted Mean

Verbal Description

1. Kindergarten or Grade 1 is taught in the children’s Mother Tongue (MT) which public schools must follow as implemented by the Department of Education (DepEd) for K to 12 Basic Education Program (BEP).


2. There are variations of Mother Tongue (MT) in school that can be observed in the learners. Therefore, the Lingua Franca (LF) in the area is used as the medium of instruction (MOI).


3. Special classes offering the children’s Mother Tongue (MT) is held twice a week if the teacher is available for the development of oral fluency.

3.31 Partially Implemented

4. The oral fluency is bridged to other Lingua Franca (LF) languages (as pointed out by the Department of Education Order No. 16, s. 2012) for the development of reading and writing skills of the learners.


5. The school encouraged the teachers to use the Mother Tongue (MT) from Kindergarten to Grade 3 as their medium of instruction (MOI).


6. Teachers conducted activities that are appropriate in using Mother Tongue (MT) in all domains/subject area for Grade 1 effectively.


7. Teachers conducted activities that are appropriate in using Filipino (L2) in oral fluency, reading and writing for the whole semester of Grade 1 pupils effectively.


8. Teachers conducted activities that are appropriate in using English (L3) in oral fluency, reading and writing among Grade 1 and 2 pupils effectively.


9. Mother Tongue (MT) is obtained, with an approved orthography, and learning resources in the school have been developed with trained teachers.


10. The school head (SH) informed the Division Office (DO) about some problems (such as lack of learning resources, well trained teachers, etc.) so that technical assistance could be provided and learning resources could be evaluated to meet the national standards for learning resources.




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The school should offer special classes that would be held twice a week for the children’s development in their Mother Tongue (MT) was partially implemented in the eight (8) Indigenous People institutions among Buenavista, Agusan del Norte. However, relying on the respondents’ answers the table above shows that the Teaching and Learning Process on the implementing guidelines of the Department of Education (DepEd) was fully implemented in the district of Buenavista IV.

Based on a Department of Education (DepEd) order, the mother tongue (MT), or vernacular in the region, should be taught as a subject from Grades 1 to 3 and used as a medium of instruction from kindergarten to the first three years of grade school. Citing local and international studies, the DepEd has said that “the use of the learner’s mother tongue or the language used at home is the most effective medium of learning.”

“Children need to feel secure and comfortable in school because they are faced with new learning tasks, like raising their hands to be allowed to speak, counting and participating in class discussion. If you want children to learn such skills and be able to be functional immediately, you use the language they know well,” said Arzadon, an advocate of the mother tongue system of instruction.

A couple of pilot wanders relating to the Mother Tongue-Based Multilingual Education (MTB-MLE) reveal that the educators viewed a good level of venture among understudies since they could speedily relate the lessons to their own explicit experiences, prior learning, and another socio-social establishment. Like this, the school or classroom is not an outcast place for them anymore. All the more along these lines, they made sense of how to examine quickly and effortlessly (Kahneman, 2011).

Table 5. Teacher’s training and development on the implementing guidelines of MTB-MLE

Indicators Weighted Mean Verbal Description

1. Teachers undergo training in Mother Tongue-Based Multilingual Education (MTB-MLE) for the K to 12 Basic Education Program (BEP) of the Department of Education (DepEd).


2. The teacher utilized his/her understanding and knowledge in Mother Tongue-Based Multilingual Education (MTB-MLE) trainings in his lessons and learning resources for the development his learners.


3. The teacher applied his/her expertise from his/her training to enhance the pride of the learner’s heritage, language, and culture.


4. The teacher aimed on learner’s mastery of competencies in each of the learning using his/her skills he/she gains from the training.



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5. The school organized for the model schools and been responsible for the division and school-based training of teachers on the Mother Tongue-Based Multilingual Education (MTB-MLE) for the K to 12 Basic Education Program (BEP).


6. Teachers undergone not only the Training of Trainers (TOT) for Mother Tongue-Based Multilingual Education (MTB-MLE) but also the K 4to 12 Basic Education Program (BEP).


7. The teacher utilized his/her expertise from the training to innovate the learners in their oral fluency skills. 3.77 Fully Implemented

8. The teacher utilized his/her expertise from the training to innovate the learners in their reading and writing skills. 3.87 Fully Implemented

9. The teacher applied his/her knowledge in constructing and making his/her lesson objectives in teaching Mother Tongue (MT).


10. The teacher applied his/her knowledge in constructing and making his/her lesson objectives in teaching Filipino (L2) or English (L3).



The teacher utilized his/her expertise from his/her training to innovate the learners in their reading and writing skill as mandated by the Department of Education. The fourth level of the implementing guidelines for Mother Tongue-Based Multilingual Education (MTB-MLE) of the Department of Education (DepEd) was fully implemented.

Training and seminars are important for teachers who are teaching multilingual learners because they need to be oriented and guided on how to handle learners with different languages. Also, through training and seminars, the teacher’s knowledge is enriched because they are being involved in the different workshops during seminars. Seminars and training also served as an opportunity for the teachers to learn from and interact with the different participants. The sharing of the respondents lends support to Armitage (2004) who stated the teachers need training in using the first language in the classroom and that the materials have to be appropriate, available, and interesting to the pupils, as well used. If they are not being used (the case in Guatemala from the recent study of the Grade 6 graduates) learning is not progressive. Most teachers need training in methodology so that they can exploit the advantages of teaching in the language that children can understand The IAFOR Journal of Language Learning Volume I - Issue I - Winter 2014 12 (Armitage, 2004). This means less emphasis on rote learning, repetition and copying, and more on peer-to-peer interaction and on encouraging students to think for themselves, read, and come to their own conclusions (Armitage, 2004).

Ford (2011) sees that the overhaul key preparing program for training and dialect progression does not just develop oral tongue limit inside the language yet


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what’s more carefully teaches the youths to scrutinize two target lingos (Filipino and English) to the instructive module. As demonstrated by Walter & Dekker (2011), the program empowers the tyke to continue building mental for metacognitive systems. It underscores understanding centrality and bringing in and furthermore underlining fitness progression exactness and rightness. As to Piaget worries in the Cognitive Theory, that the understudies at first breezes perceptibly mindful of the idea. Like this, they would secure those words and cases to pass on the thought.

Figuring out what dialect will be utilized to show kids is a standout amongst essential choices that services training make. The language(s) utilized as a part of the classroom drastically influences children chance and capacity to learn. However, this choice is regularly made without a restrained thought of suggestions for learning results. Moreover, training change endeavours once in a while consider the effect that the dialect of direction will have when planning instruction ventures. Rather, the utilization of native language or commonplace dialects is rejected as a political or national issue; considered an issue excessively confused, making it impossible to handle inside the extent of an undertaking; or ignored because of an absence of comprehension of the focal part that dialect plays in encouraging access to tutor and scholastic accomplishment. This concise gives teachers, governments, contributors, and undertaking implementers with significant data on native language based (MTB) instruction to help them in the plan and usage of training arrangements and projects. To begin with, the concise gives foundation data on MTB training. Second, it offers to look into based confirmation in regards to the advantages and adequacy of instructing kids in a dialect they utilize and get it. Therefore, the short incorporates a review of elements to consider when creating and executing an MTB program (Pflepson, 2011)

Table 6. Preparation of learning resources on the implementing guidelines of MTB-MLE

Indicators Weighted Mean Verbal Description

1. The school established Learning Resource Center (LRC) for Kindergarten to Grade 3 pupils exclusively. 3.3 Partially

Implemented

2. The schools Mother Tongue-Based Multilingual Education (MTB-MLE) trained writers continuously update their knowledge and skills in the development of indigenized materials.


3. The school provided the pupils needs with variety of learning resources. 3.56 Fully Implemented

4. The teacher created instructional materials that can be used in teaching Mother Tongue (MT) during activities. 3.65 Fully Implemented

5. Instructional materials in all domains/subject area from Kindergarten to Grade 3 are provided by the school. 3.63 Fully Implemented


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6. Broadcast Media and Electronic Communication is used in teaching Mother Tongue (L1), Filipino (L2), English (L3).


7. The teacher utilized the instructional materials appropriate to the learning objectives of the lesson. 3.82 Fully Implemented

8. The school improvised learning resources for Mother Tongue-Based Multilingual Education (MTB-MLE) related activities.


9. The teacher prepared his/her learning resources that can be used in his/her lesson 1 day or 2 days before his discussion. 3.67 Fully Implemented

10. The district organized an Enhancement Training Program in planning and making of instructional materials for Mother Tongue-Based Multilingual Education (MTB-MLE).



The table shows that the question numbers eight (8) and ten (10) were ranked as the highest where the school improvised learning resources for Mother Tongue (MT) related activities and the school also organized an Enhancement Training Program in planning and making of instructional materials as required by the Department of Education (DepEd). Question number one (1) was realized as partially implemented in all Indigenous People institutions of Buenavista 4 where the school established Learning Resource Center (LRC) for Kindergarten to Grade 3 pupils exclusively. However, among the ten (10) questions it was found out that the fifth level of the implementing guideline of the Department of Education (DepEd) was fully implemented in all Indigenous People institutions of Buenavista, Agusan del Norte.

Books are one of the most needed materials in the learning process of the pupils. Teaching and learning cannot be effective without the adequate and relevant use of instructional materials (Grant, 1978 as cited by Sunday & Joshua, 2010). One of the respondents emphasized that to effectively implement MTB-MLE, the curriculum should be updated and textbooks and teaching materials should be made available in advance. The respondents’ emphasized those they really need books written in mother tongue so that they will be able to implement MTB-MLE successfully. The absence of books The IAFOR Journal of Language Learning Volume I - Issue I - Winter 2014 10 written in mother tongue affects the teaching specifically when translating since their pupils are speakers of different languages.

The government did not provide materials right after the issuance of a memorandum on the implementation of MTB-MLE; instead, Department of Education authorities gave curriculum guides embedded with the core competencies during the week three of classes. After that, principals received learning packages with lessons incorporated in it as well as worksheets for pupils. But teachers lamented because they had to reproduce


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these materials at their own expense. Further, the teachers and administrators professed that the scarcity of teaching materials affected their delivery of instruction. This is based on the claim of one teacher and member of the Local School Board (LSB).

Armitage (2004) posited that essentially the program is fruitless when there are scanty teaching materials, inferior teacher training, and deficient language development. Ambatchew (2010) argued that “unless adequate learning materials like books, ICTs, software, print and broadcast media are provided in the medium or media of instruction, the pupils are threatened to failure.” While it is true that learning materials are being supported by non-government organizations, it is lamentable to note that this is only limited to some places. Ironically, the support to the program given by these groups surpassed what the national government had provided (Lewis, 2014).

McEachen (2013), states that the minorities with access to satellite TV’s have a more unmistakable street to learn new words through viewing impart in Filipino, two or three restricted vernaculars, and sometimes in English. While in the nation domains, radio fills in as their medium of a rule to take in the conventional tongue. Hillman (2017) verifies that giving adolescents their specific book is a champion among another way to deal with help the poor children to take in progressively and be charmed to understand data and urge them to a not too bad scrutinizing affinity.

As cited by Gleick (2011), teachers’ abilities to clearly articulate their precepts, and opinions, about what makes learning happen in an integral part of their effectiveness as educators? Their precepts become the vessel within which all future teaching ideas are contained and the perspective through which new ideas are filtered. They are the criterion of which the failure of current instructional strategies is judged as well as the mental framework from which decisions are made regarding future instructional choices. Perhaps most importantly, teachers’ ability to articulate these foundational beliefs can assist them in maintaining a focus on the long-term objectives of a learning situation. Therefore, the teacher’s background is not a mere basis to have the capacity in teaching Mother Tongue (MT) especially the indigenous learners.

CONCLUSIONS

Based on the given statements and findings of the study, the following conclusions were drawn:

The study showed that the result of the implementation of Mother Tongue-Based instruction survey in the district of Buenavista IV school year 2017-2018 was “fully implemented.”

Consequently, they valued and made sure the growth and development specifically the indigenous learners in terms of coping up with their first language to Filipino and then English, which is the main aim of the new program implemented by the Department of Education (DepEd), the K to 12 Program. Through this, learners would be able to master and comprehend well in class to become participative and enthusiastic


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to learn and to gain new knowledge. The home language is the best medium of learning according to local and international studies. This supports the Socio-Cultural Theory by Lev Vygotsky that the role of others was indispensable for children’s learning. Language development arises as a result of social interaction between and among people. This serves as a bridge to cultivate a new knowledge with the help of their parents and peers.

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