Learning to Decode in Filipino Through the The Marungko Lessons
One approach being used in teaching beginning reading is the Marungko
approach devised by Nooraihan and Urbano. This method is explained in the book
Bumasa Tayo at Sumulat. Following are excepts from the book’s introduction
Since Filipino is generally polysyllabic, the phonic method of teaching is
considered to be the most suitable to be used. The emphasis is on teaching of
correct sounds rather than on the teaching of the alphabet. Since words are
formed by a combination of sound units in syllables, we call our method on
teaching reading – phono-syllabic.
For example, take the word, bumasa. It is made up of three syllables- bu-ma-sa.
Thence the word bumasa can be broken into three distinct sounds, bu ma sa.
Again, take the word ama. The syllabic sound ma is represented by two letters, m
and a. When we read ma, we are in effect reading the sound of m and the sound
of a. Therefore the easier way of teaching one to read the word ama is to teach
him the single sounds first, a and then m, then the composition of sounds called
sound syllables a-ma. As a further illustration, take the word sama. It consists of
two syllables, sa and ma. Each syllable is formed by the combination of the
sound of letter s and the sound of ma and that a, respectively. The natural way,
therefore to teach a person to read sama is to make him recognize the particular
sounds and the written symbol of such sounds.
We consider alphabets as mere symbols for specific sounds. There should be no
reason for confusing the sound of a letter and the name of the letter from the
alphabet. The names of the letters of the alphabet are used in oral spelling. This
has always been the practice. But there is no need for such if the language is
phonetically pronounced as in Filipino. A person can show recognition of the
symbol without knowing the name of the symbol. Hence, the names of the
alphabets are not taught until the end of the book, only after the sounds have been
thoroughly learned in conjunction with the shape of the sound which is
represented by the letter of the alphabet. Thus pupils are not required to
memorize the ABC or ABKD.
In order to set a pupil’s pattern for learning , only five sound units are taught at the
beginning : they are as follows:
1. The sound of letter m, thus mmmm
2. The sound of letter s, viz ss
3. The sound of letter a, viz aa.
4. The sound of letter I, viz ii
5. The sound of letter o, vi zoo.
We choose the sound m as a starting sound: it is represented by the letter m. We choose
mm because it is one of the first few sounds a baby learns to say. It is associated with
mama and mommy; and when a child frets, he cries quietly m m m m m. The sound m
can be pronounced easily by both children and adults.
Similarly, the sound s is common enough as an experience to the child. The mother helps
her child do his morning chore by inducing it with the sound ssss. Again, a child’s first
plaything is a balloon. The hissing sound of air coming out from an inflated balloon,
ssss, is a sound which is generally familiar to children.
We introduce only three vowels initially so that it will not be too difficult for beginner to
remember them. Any possible confusion with other vowels is thus avoided. By
combining one or both of the two consonants (i.e., m and s) with the vowels they have
learnt, the learners can form and read several words by themselves. The ability to read by
themselves at an early stage of learning is an achievement which will encourage them and
whet their interest to do more reading.
We delay the teaching of the capital letters until the learners have mastered all the small
letters. This is intended not only to facilitate the teaching of small letters but also to
avoid possible confusion by reducing the number of letters they have to remember at one
time, and to fix more enduringly in the visual memory the initial letters learned.
Reading and writing are taught almost simultaneously. Writing helps the retention of the
shape of the sound symbol (letter) in the mind of the learners. Because letters are
introduced gradually, learners will have sufficient practice in writing and reading. This
method also provides the basis for correct pronunciation and fluent reading.
In using the Marungko Approach, the teacher must keep in mind the following features as
well as the guiding principles:
1. The peculiar sequence of the letters used in the approach consists of five sounds
m, s, a, i, o. Each sound is learned thoroughly before another sound is introduced.
a. After, m, s, a, i, o, any other sound can be taught by associating the new
sound with experiences familiar to the learners.
b. The sample exercises in this report have the following sequence:
After m, s, a, i, o
Letter 6 y
Letter 7 n
Letter 8 t
Letter 9 u
Letter 10 k
Letter 11 g
Letter 12 ng
Letter 13 e
Letter 14 p
Letter 15 l
Letter 16 b
Letter 17 r
Letter 18 d
Letter 19 h
Letter 20 w
c. Function words like ang, ng, mga, ay and at are introduced as whole words
during the first five lessons.
2. The cumulative nature of the approach
After lesson 3 (a), the three sounds (m, s, a, i) already taught should be combined
to form words and phrases wnd with function words, even sentences and stories.
In a similar manner, every new sound introduced must be presented with all
previous sounds taught in different patterns and combinations. Thus the child does
not wait to master all the sounds first before he reads words, sentences, and
stories. The stories naturally become more and more interesting and they become
longer and more colorful, as reading and writing powers are developed.
3. When to teach the capital letters and punctuation is left to the discretion of the
teachers, although Noraihan and Urbano suggest they be taught only after the
small letters have been mastered for the reasons that they have enumerated.
4. A variety of materials such as flash cards, pictures, charts, cut-outs, sound cards,
etc, and activities like games, manipulative activities, puzzles, etc, should be used
with the lessons.
5. Diagnosis before the actual start of the lessons and during the lessons should be
done so the learners in a class can be grouped according to the reading and
writing ability.
