ENHANCING UNDERSTANDING OF GRADE ONE ON FILIPINO TEXT

THROUGH USING ENGLISH TRANSLATION STRATEGY

ASSUMPTION COLLEGE OF DAVAO

DAVAO CITY

AILYN M. BULAO

LOVELY MAE B. SANCHEZ

SEPTEMBER 2024
Context and Rationale

We all know that English language is our second language. However, in

the modern world, the parents are practicing their children to speak English at

home. One of the challenges faced by the grade 1 pupils, teaches, and even

parents are the inability to read and write in Tagalog of their grade 1 pupil, which

can significantly affect their academic development and their communication

skills.

This problem is critical, as this is foundational literacy in their native

language and it is essential for their overall learning and confidence. It is evident

in the classroom that the grade 1 pupils are struggling when it comes in

understanding and writing, Tagalog or Filipino language and it is a big challenge

for the educators and parents, as well as for the school heads. To address this

issue, a multifaceted approach has been suggested. Writing on the board can

serve as a visual reference for students, allowing them to see the letters, words,

and sentence structures in real time. This technique not only reinforces

recognition but also provides an opportunity for interactive learning, where

students can practice writing and spelling. Additionally, incorporating visual aids

such as flashcards, pictures, and illustrated storybooks can enhance

understanding and retention. These aids make learning engaging and help

students associate words with images, thereby boosting their vocabulary. Verbal

communication is also crucial; through storytelling, songs, and interactive

dialogues, pupils can develop their listening and speaking skills in Tagalog. This

combination of visual and verbal strategies aims to create a rich, immersive

language environment that fosters both reading and writing proficiency.

Ultimately, these methods can empower students to build a strong foundation in

their language skills, setting them up for future academic success.

According to Delos Reyes et al. (2023), there are several challenges

associated with learning a new language, particularly for those who are natural

English speakers starting the process of learning Filipino. Learning Filipino can

provide a number of transitional difficulties for English speakers. These

difficulties could stem from a word's unfamiliarity as well as variations in

grammar, pronunciation, and language structure. However, a number of

variables, including their desire to learn, their exposure to the language, and their

use of study techniques, may influence how well they learn. A thorough and

supportive approach is needed to address these transitional problems and

influences affecting English-speaking learners' acquisition of the Filipino

language.

Moreover, Napil & San Jose (2020) stated that, it is necessary to

accommodate a second language, particularly in the Philippines due to more

than just its physical circumstance, as well as its cultural facets. Since Filipinos

are naturally multilingual, they have adopted the Filipino language can result in

international understanding and unification. The findings clearly demonstrate that

indigenous groups are currently allowing access to the contemporary ideology

that is acquiring a second language.

It is also recommended by Tana (2021) such as an extrinsic motive could

be highlighted so that pupils are aware of the significance of Filipino competence

in obtaining concrete rewards. Additionally, adding curricula and the setting of the

classroom as a factor is also advised.

The studies above show no interventions on how can the pupils enhance

their reading and writing skills specifically on the Filipino language. Given that

early literacy is essential for academic achievement, it is imperative that grade 1

students' incapacity to read and write in Tagalog be addressed. These students

could suffer greatly in the absence of assistance, creating long-term gaps in their

education. Thus, the researchers aim to create an intervention or the English

Translation Strategy which writing on the board can be implemented right away

to give obvious visual support, and verbal and visual ways can engage students

of different learning types. This combination creates a stimulating learning

atmosphere that helps kids develop critical language abilities. Giving these

solutions top priority now will improve their literacy as well as their confidence

and eagerness to learn, laying a solid basis for their future academic success.

Action Research Questions

This study aims to find out the effectiveness of utilizing English Translation

Strategy in enhancing the understanding of Filipino text among grade 1 pupils at

(school). Specifically, it sought to answer the following questions:

1. What is the pupil’s level in understanding the Filipino text before

implementing the intervention?

2. What are the effects of the interventions after implementing to the

grade 1 pupils?

3. Is there any difference between the pupil’s level of understanding

before and after the intervention?

Proposed Innovation, Intervention and Strategy

The researchers introduce an innovative strategy which is the English

Translation Strategy which aim to address the problem regarding the grade 1

pupils who’s struggling in understanding, reading, and writing Filipino language.

The English Translation Strategy, to better understand, this is the strategy

implemented to the grade 1 pupils through a (DAYS) session in which pupils will

be given Filipino text together with English translations. Given that early literacy

is essential for academic achievement, it is imperative that grade 1 students'

incapacity to read and write in Tagalog be addressed. These students could

suffer greatly in the absence of assistance, creating long-term gaps in their

education. Strategies like writing on the board can be implemented right away to

give obvious visual support, and verbal and visual ways can engage students of

different learning types. This combination creates a stimulating learning

atmosphere that helps kids develop critical language abilities. Giving these
solutions top priority now will improve their literacy as well as their confidence

and eagerness to learn, laying a solid basis for their future academic success.

This strategy is particularly suitable to solve the issue of Grade 1 students'

poor comprehension of Filipino texts. Both native English speakers and non-

native English speakers can benefit from this approach in the classroom. The

rigorous translation process, which moves from word by word to phrase by

sentence, helps students improve their comprehension of Filipino literature by

helping them expand their vocabulary and grammar at the same time. Pre- and

post-intervention evaluations will determine how well the strategy improves

reading comprehension, allowing for a precise measurement of the students'

progress. It is critical to address the reading and writing deficiencies of first-

graders in Tagalog, since early literacy is essential to academic achievement.

These kids could struggle a lot and develop long-term educational deficits if

assistance is not provided. Visible aids and spoken techniques engage a variety

of learning styles, and immediate use of techniques like writing on the board

offers unambiguous visual support. With the help of this combination, children

can develop important language skills in a rich learning environment.

Encouraging these solutions now will improve their literacy and provide a solid

basis for their future education by boosting their confidence and excitement for

studying.
Action Research Methods

Participants

In this study, twenty (20) grade 1 pupils from Assumption College in Davao

are the participants. In terms of their language skills and learning capacities,

these pupils in the "Masipag" class are a heterogeneous group. Researchers will

assess the pupils to see how the English Translation Strategy affects their ability

to interpret materials written in Filipino.

Data Gathering Methods

Pre-Intervention Assessment

Implementation of the English Translation Strategy

Ongoing Monitoring and Formative Assessment

Post-Intervention Assessment

Data Collection of Assessment

Ethical Considerations

Researchers will follow ethical standards in this study. The parents or

guardians of the groups are given informed consent detailing the objectives and

methodology of the study. Additionally, some organizations maintain all data

while deleting any personally identifiable information in order to maintain secrecy.

The intervention strategy is risk-free. The possibility of extra support is

considered as educators get ready to increase the learning options for students.

None of the kids will ever be forced to cease taking part; they will all always be

free to stop at any moment. Throughout the course, every student will have equal

access to respect and dignity, ensuring that they have no negative experiences

and that the material remains helpful.

Data Analysis

The researchers will utilize both quantitative and qualitative methods to

analyze and describe assessment results during the data collecting and analysis

phases. The assessment conducted both before and after an intervention yield

quantitative data in addition to formative evaluations that document the process.

Descriptive correlational design is used to effectively assess the data. Paired t-

tests are used to examine whether scores before and after the intervention are

statistically significant. When employing qualitative data, a multi-source

technique is used, with sources such as instructor notes, student questionnaires,

and interview data. A thematic analysis of student interviews reveals common

themes on the usefulness of English the Translation Strategy, and the

observations contribute to the body of knowledge by verifying or disputing the

findings.

Action Research Work Plan and Timeline

TIMELINE ACTIONS PERSONS MATERIALS

INVOLVED
August 5 – 20, Drafting and  Researchers None
2024 visualizing action
research proposal
August 20-30, Submission of the  Researchers  ½ ream A4
2024 action research bond paper
proposal  10 pcs folder
 Printer
 Laptop

September 1 – Submission and  School head,  ¼ ream A4

15, 2024 filling informed researchers, bond paper
consent and parents  10 pcs folder
 Printer
 Laptop
September 15- Facilitating Pre-  Researchers,  ¼ ream A4
30, 2024 assessment Grade 1 pupils bond paper
 Printer
 Laptop
October 1-15, Conducting learning  Researchers  ¼ ream A4
2024 interventions by and grade 1 bond paper
applying English pupils  Printer
translation strategy  Laptop
October 16, Facilitating Post-test  Researchers  ¼ ream A4
2024 and grade 1 bond paper
pupils  Printer
 Laptop
November 16 – Finalizing action  Researchers  ¼ ream A4
30, 2024 research final bond paper
manuscript  10 pcs folder
 Printer
 Laptop
December, 2024 Submission of final  Researchers
manuscript and  School heads
reporting of results  Teachers
 Parents

Cost Estimates

EXPENDITURES QUANTITY UNIT COST TOTAL COST

ITEMS
DESCRIPTION
A4 Bond Paper 2 ream 170.00 340.00
Folder 20 pcs. 8.00 160.00
Epson Ink 1 set 295.00 1, 180
Transportation - - 500
Source of Funds: Personal 2,180.00

Plan for Dissemination and Utilization

To effectively disseminate and utilize the study, the researchers will

highlight the study ethical principles by giving consent to the guardian or parents

to allow the researchers to conduct the study. Next, partnership with teachers

and parents are essential to effectively utilize the interventions. Finally, an

assessment framework will be created to assess the success of the method,

ensuring that outcomes are tracked and altered as necessary. This

comprehensive plan will ensure that the study's findings are effectively applied,

thereby improving students' comprehension of Filipino texts.

References
Delos Reyes, N. R. B., Tongkoh, N. a. L., & Chavez, N. J. V. (2023).

Transitional challenges and factors affecting English-Speaking learners in

learning the Filipino language. Journal of Namibian Studies History Politics

Culture, 33, 1720–1744. https://doi.org/10.59670/jns.v33i.3141

Napil, M., & San Jose, A. (2020). Beliefs and strategies in Filipino

language learning and academic performance of indigenous students Received

22 May, 2020 Revised 15 July, 2020 Accepted 23 July, 2020 Published 29 Sep.

International Journal of Educational Policy Research and Review, 7(5).

https://doi.org/10.15739/ijeprr.20.017

Tana, N. R. (2021, December 29). Factors influencing the level of Filipino

language proficiency among secondary students. Interdisciplinary Journal of

Applied and Basics Subjects. https://identifier.visnav.in/1.0002/ijabs-21j-30001/