ACTION RESEARCH ON EFFECTIVENESS OF MARUNGKO APPROACH TO

GRADES V AND VI NON-READERS OF OLINGAN ELEMENTARY SCHOOL

Proponents:

MARY ANN Y. EGUIA

LESLIE ROSE V. SUNOGAN

IAN T. DAEL
CONTEXT AND RATIONALE

The general situation that made us develop our research proposal is the class performance

of Grades V and VI non-readers of Olingan Elementary School.

This circumstance is important because reading plays a vital role in increasing pupils

interest towards education. Therefore, every pupil needs to learn how to read for them to have

better achievement in the classroom.

Although teaching pupils to read remains a major goal of education, many pupils have

extreme difficulty learning even basic reading skills. At least one in five students has significant

difficulties with reading acquisition (Lyon & Moats, 1997).

We intend to do an intervention using Marungko Approach to teach Grades V and VI

non-readers how to read.

Our study is important because it will help non-readers in developing the skills they need

to have a better understanding of the lessons taught in school and increase their interest towards

education.

The immediate learners who will benefit from our study are the Grades V and VI non-

readers of Olingan Elementary School.

These learners will benefit through this intervention by learning an essential skill in life

which is reading, a fundamental skill to find success and be better to achieve in academics.
 The potential contribution of our research is that we would be able to help Grades V and

VI non-readers develop their reading ability and increase their academic performance.

The strategies/interventions used before to solve this issue are the following:

1.) Peer – Assisted Learning Strategies (PALS) is a strategy wherein it exercises pair

strong and weak readers who take turns reading, re-reading and retelling.

2.) Teacher Read-Aloud: In this activity, says Julie Adams of Adams Educational

Consulting, is “perhaps one of the most effective methods for improving students fluency and

comprehension, as the teacher is the expert in reading the text and models how a skilled reader

reads using appropriate pacing and prosody (inflection).

3.) Shared Reading/Modeling: This is an activity wherein by reading aloud while students

follow along in their own books, the instructor models fluency, pausing occasionally to

demonstrate comprehension strategies.

These strategies/interventions are effective but no one method of intervention will work

for all learners. Thus, the proponents believed that Marungko Approach is an effective strategy

for these pupils.

Marungko Approach is designed to equip pupils with necessary materials to improve

their achievement in reading. This is very effective since the basic reading skills will be

introduced again for them to recall the phonic sounds.

ACTION RESEARCH QUESTIONS

This action research aims to determine the effectiveness of Marungko Approach in

teaching Grades V to VI non-readers of Olingan Elementary School. Specifically, this study

sought to answer the following questions:

1. What is the reading ability level of Grades V and VI non-readers of Olingan

Elementary School?

2. How does Marungko Approach affects the reading ability of Grades V and VI non-

readers of Olingan Elementary School?

PROPOSED INNOVATION, INTERVENTION AND STRATEGY

The particular problem our intervention will address is the reading ability of Grades V

and VI non-readers using Marungko Approach. The data that we will record are the number of

words, phrases, and sentences that the respondents can read.

ACTION RESEARCH METHOD

A. Participants and/or other Sources of Data and Information

This study will focus on the non-readers of Grades V and VI of Olingan

Elementary School. The respondents of this study are 10 male pupils (3 from Grade V-

Earth, 2 from Grade V-Venus, 3 from Grade VI-Gold, and 2 from Grade VI-Silver).
B. Data Gathering Methods

The instrument we used in gathering our data is assessment because we collected

information through a pre-test to determine the reading ability of Grades V and VI non-

readers of Olingan Elementary School before the implementation of the intervention.

Formula:

no. of correct answer x 100 = %

P=
no. of questions

Scoring:

10 = 100%

9 = 90%

8 = 80%

7 = 70%

6 = 60%

5 = 50%

4 = 40%

3 = 30%

2 = 20%

1 = 10%

Legend:

90% - 100% Fast Reader

75% - 89% Average Reader
50% - 74% Slow Reader
49% and below Non-Reader
C. Data Analysis Plan

The following are the results of the pre-test conducted by the proponents to identify

the non-reader pupils of Grades V and VI of Olingan Elementary School.

Table 1.1 Reading Condition Level of Grade V – Earth Pupils (Pre-Test)

Pupils/Respondents Pre-Test Score Reading Ability Level

1 100 Fast Reader

2 80 Average Reader

3 80 Average Reader

4 80 Average Reader

5 90 Fast Reader

6 80 Average Reader

7 100 Fast Reader

8 90 Fast Reader

9 60 Slow Reader

10 20 Non-Reader

11 10 Non-Reader

12 70 Slow Reader

13 70 Slow Reader

14 10 Non-Reader

15 60 Slow Reader

16 90 Fast Reader

17 60 Slow Reader

18 80 Average Reader
 19 80 Average Reader

20 60 Slow Reader

21 80 Average Reader

22 80 Average Reader

23 90 Fast Reader

24 90 Fast Reader

25 80 Average Reader

26 60 Slow Reader

27 90 Fast Reader

28 50 Slow Reader

Legend:

90% - 100% Fast Reader

75% - 89% Average Reader
50% - 74% Slow Reader
49% and below Non-Reader

Table 1.1 presents the individual scores of Grade V-Earth pupils during the pre-

test. The data shows that out of twenty-eight (28) pupils there are eight (8) pupils who are fast

readers, nine (9) pupils fall under average reader, eight (8) pupils are slow readers, and three (3)

pupils are identified as non-readers who will be included as respondents of this study.
 Table 1.2 Reading Condition Level of Grade V – Venus Pupils (Pre-Test)

Pupils/Respondents Pre-Test Score Reading Ability Level

1 80 Average Reader

2 80 Average Reader

3 90 Fast Reader

4 20 Non-Reader

5 10 Non-Reader

6 90 Fast Reader

7 60 Slow Reader

8 80 Average Reader

9 80 Average Reader

10 100 Fast Reader

11 100 Fast Reader

12 50 Slow Reader

13 70 Slow Reader

14 50 Slow Reader

15 60 Slow Reader

16 90 Fast Reader

17 90 Fast Reader

18 60 Slow Reader

19 100 Fast Reader

20 80 Average Reader

21 80 Average Reader
 22 90 Fast Reader

23 90 Fast Reader

Legend:

90% - 100% Fast Reader

75% - 89% Average Reader
50% - 74% Slow Reader
49% and below Non-Reader

Table 1.2 presents the individual scores of Grade V-Venus pupils during the pre-test. The

data shows that out of twenty-three (23) pupils there are nine (9) pupils who are fast readers, six

(6) pupils fall under average reader, six (6) pupils are slow readers, and two (2) pupils are

identified as non-readers who will be included as respondents of this study.

Table 1.3 Reading Condition Level of Grade VI – Gold Pupils (Pre-Test)

Pupils/Respondents Pre-Test Score Reading Ability Level

1 80 Average Reader

2 10 Non-Reader

3 20 Non-Reader

4 60 Slow Reader

5 60 Slow Reader

6 80 Average Reader

7 60 Slow Reader

8 80 Average Reader

9 10 Non-Reader

10 80 Average Reader
 11 50 Slow Reader

12 80 Average Reader

13 60 Slow Reader

14 60 Slow Reader

15 80 Average Reader

16 100 Fast Reader

17 100 Fast Reader

18 100 Fast Reader

19 80 Average Reader

20 80 Average Reader

21 80 Average Reader

22 100 Fast Reader

23 80 Average Reader

Legend:

90% - 100% Fast Reader

75% - 89% Average Reader
50% - 74% Slow Reader
49% and below Non-Reader

Table 1.3 presents the individual scores of Grade VI-Gold pupils during the pre-test. The

data shows that out of twenty-three (23) pupils there are four (4) pupils who are fast readers, ten

(10) pupils fall under average reader, six (6) pupils are slow readers, and three (3) pupils are

identified as non-readers who will be included as respondents of this study.

Table 1.4 Reading Condition Level of Grade VI – Silver Pupils (Pre-Test)

Pupils/Respondents Pre-Test Score Reading Ability Level

1 80 Average Reader

2 80 Average Reader

3 50 Slow Reader

4 80 Average Reader

5 80 Average Reader

6 80 Average Reader

7 80 Average Reader

8 90 Fast Reader

9 10 Non-Reader

10 80 Average Reader

11 10 Non-Reader

12 50 Slow Reader

13 100 Fast Reader

14 80 Average Reader

15 60 Slow Reader

16 100 Fast Reader

17 100 Fast Reader

18 80 Average Reader

19 80 Average Reader

20 90 Fast Reader

21 50 Slow Reader
 22 50 Slow Reader

23 80 Average Reader

24 50 Slow Reader

25 80 Average Reader

Legend:

90% - 100% Fast Reader

75% - 89% Average Reader
50% - 74% Slow Reader
49% and below Non-Reader

Table 1.4 presents the individual scores of Grade VI-Silver pupils during the pre-test. The

data shows that out of twenty-five (25) pupils there are five (5) pupils who are fast readers,

twelve (12) pupils fall under average reader, six (6) pupils are slow readers, and two (2) pupils

are identified as non-readers who will be included as respondents of this study.

Table 1.5 Summary of Reading Ability Level of Grades V and VI Pupils (Pre-Test)

Grade V- Grade V- Grade VI- Grade VI- Frequency Percentage

Earth Venus Silver Gold
Fast Reader 8 9 4 5 26 26.26
Average
Reader 9 6 10 12 37 37.37
Slow
Reader 8 6 6 6 26 26.26
Non-
Reader 3 2 3 2 10 10
Total 28 23 23 25 99 100

Table 1.5 shows the summary of the reading ability of the pupils of Grades V and VI

during the implementation of the pre-test done by the proponents. Twenty-six (26) pupils or

26.26% are fast readers, thirty-seven pupils (37) pupils or 37.37% fall under average readers,
twenty-six (26) or 26.26% are slow readers, and ten (10) pupils or 10% comprises the non-

readers, a total of ninety-nine (99) pupils as respondents of the pre-test.

ACTION RESEARCH WORK PLAN AND TIMELINES

We plan to do the following tasks in this order with the corresponding dates of

completion:

Activities Time Frame

Meet the parents of the non-readers. October 4, 2019

Conduct a pre-test to determine the reading ability level of the October 8, 2019
non-readers.
Conduct the intervention program using Marungko Approach for October 9, 2019 to
an hour every afternoon during school days. February 9, 2020

COST ESTIMATES

The budgetary requirements our study will need are as follows:

No. Materials/Items/Activity Estimated Cost

1 Bond Paper (Long and Short) Php 400.00

2 Manila Paper Php 90.00

3 Pentel Pen Php 60.00

4 Ink Php 150.00

5 Cartolina Php 120.00

6 Folder Php 75.00

 7 Paper Fastener Php 15.00

8 Ink (Printer) Php 500.00

Total Php 1, 410.00

PLANS FOR DISSEMINATION AND UTILIZATION

If our findings show that the proposed intervention has positive outcome, we plan to

disseminate and utilize this through informing our fellow teachers during LAC session of the

results of the action research and introduce this intervention to encourage them to do the same in

teaching the non-readers.

REFERENCES

Although teaching students to read remains a major goal of education, many students have
extreme difficulty learning even basic reading skills. (Lyon & Moats, 1997)

https://www.cram.com/essay/the-importance-of-early-reading-intervention-for/P3NL3N2SJ

PALS/Teacher Read-Aloud/Shared Reading/Modeling

https://www.lexialearning.com/blog

No one method of intervention will work for all students.

http://www.teach-nology.com/tutorials/teaching/readingintervention.html