Mam Helen New .....

Union College of Laguna
1947 Santa Cruz, Laguna
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THE USE OF PICTORIAL STUDY BOOKS AND THE LEVEL OF

READING READINESS OF GRADE 2 PUPILSIN
FAMY – MABITAC DISTRICT: BASIS FOR A
PROPOSED READING MATERIALS
FOR PRIMARY PUPILS
A Thesis Proposal
Presented to the
Faculty of Graduate Studies
Santa Cruz, Laguna
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Administration and Supervision
Name
September 2018
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APPROVAL SHEET
This thesis entitled “THE USE OF PICTORIAL STUDY BOOKS

AND THE LEVEL OF READING READINESS OF GRADE 2 PUPILSIN
FAMY – MABITAC DISTRICT: BASIS FOR A PROPOSED READING
MATERIALS FOR PRIMARY PUPILS”, prepared and submitted by
_______, in partial fulfillment of the requirements for the degree of
Master of Arts in Education, Major in Administration and Supervision, is
hereby recommended for Oral Examination and Defense.
Passed the comprehensive exam given on ___, 2018 with a

grade of __%.
____________
Adviser
Approved by the committee and tribunal on an oral examination

and defense with a final grade of ____% this _th day of ____ in the year
2018.
_____________
Chairwomen
______________ ____________________
Member Member
Accepted in partial fulfillment of the requirements for the Degree

Master of Arts in Education Major in Administration and Supervision.
LITO F. NOROÑA, Ed. D.

Dean, Graduate Studies
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DEDICATION
is whole-heartedly dedicated to the researcher’s family;
her husband,
Mr. ________________
her son,
_________________
her daughters,
___________________
her mother,
Mrs. __________________
and to GOD, the LORD Almighty.

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TABLE OF CONTENTS
Preliminaries Page
Title Page....................................................................................................i
Approval Sheet..........................................................................................ii
Acknowledgement.....................................................................................iii
Dedication.................................................................................................vi
Table of Contents.....................................................................................vii
List of Tables..............................................................................................x
List of Figure..............................................................................................x
Abstract....................................................................................................xii
Chapter
1 THE PROBLEM AND ITS SETTING..................................1

INTRODUCTION............................................................1
BACKGROUND OF THE STUDY..................................4
THEORETICAL FRAMEWORK.....................................9
CONCEPTUAL FRAMEWORK....................................12
THE PROBLEM............................................................15
Statement of the Problem.......................................15
Null Hypotheses......................................................16
Scope and Delimitation of the Study......................16
Significance of the Study........................................17
DEFINITION OF TERMS.............................................20
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2 REVIEW OF RELATED LITERATURE AND STUDIES. . .28

FOREIGN LITERATURE..............................................28
LOCAL LITERATURE..................................................54
FOREIGN STUDIES....................................................62
LOCAL STUDIES.........................................................90
3 RESEARCH DESIGN AND PROCEDURE.....................105

RESEARCH DESIGN................................................105
Research Method.................................................105
Research Instrument............................................106
Research Locale...................................................108
Subjects of the Study............................................108
Sampling Technique.............................................108
Statistical Treatment of Data.................................110
RESEARCH PROCEDURE........................................111
4 PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA 113
Subproblem 1.............................................................114
Subproblem 2.............................................................116
Subproblem 3.............................................................117
Subproblem 4.............................................................119
5 SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS.........................................................................136
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SUMMARY.................................................................136
FINDINGS..................................................................136
CONCLUSIONS.........................................................141
RECOMMENDATIONS..............................................144
BIBLIOGRAPHY...................................................................................147
A. Books 147
B. Periodicals.......................................................................148
C. Unpublished Materials.....................................................153
D. Other Sources.................................................................155
APPENDICES.......................................................................................159
A. Letter of Request.............................................................160
B. Questionnaire..................................................................162
.
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PAGE 1
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THEORETICAL FRAMEWORK
The importance of situating one's research within a theoretical
framework is a central piece of the research plan as it influences the
design, assumptions, and interpretation of a study. As guba and lincoln
(1994) explain, “facts are facts only within some theoretical framework”
(p. 107). Theoretical frameworks provide a particular perspective, or
lens, through which to examine a topic. The lens used in this research
views the world as a place where absolute realities are unknowable, and
thus the outcomes of one's research are individual perspectives or
constructions of reality (guba & lincoln, 1994).

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Similarly, the present study also adheres to the perspective that
“multiple realities exist that are inherently unique because they are
constructed by individuals who experience the world from their own
vantage points” (hatch, 2012, p. 15). This research is grounded in three
interrelated theoretical perspectives: constructivist learning,
contextualized learning, and experiential learning. Constructivist learning
theory purports that knowledge is constructed by learners and is not
merely transmitted from teacher to learner (philipp, 1995).
Constructivism encompasses the works of vygotsky and dewey, both of
whom believed that education and experience were inseparable
(dimitriadis & kamberelis, 2006).

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Dewey advocated students’ active participation in learning, which
in turn created experiences through which students constructed their
own learning, stating “there is an intimate and necessary relation
between the process of actual experience and education” (dewey, 1997,
p. 20). It is through these experiences, embedded within a constructivist
classroom, that students reading picture books may encounter cognitive
disequilibrium as they relate to the 14 characters in the storyline solving
problems that naturally arise. Through this process, students connect
their prior knowledge to the new situation and reflect on new
possibilities, thus creating their own knowledge (van den heuvel-
panhuizen & van den boogaard, 2008).

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Contextualized learning—learning within a context that one can
relate to—creates authentic involvement that enhances understanding.
Brown, collins, and duguid (1989) explain the importance of this
framework, which they call situated learning, by illustrating the
usefulness of vocabulary learned through contextualized conversation as
opposed to memorizing dictionary definitions, which is often a slow and
generally unsuccessful process. They then relate this idea to
mathematics stating that “it is common for students to acquire
algorithms, routines, and decontextualized definitions that they cannot
use and that, therefore, lie inert” (p. 33).
Donaldson and hughes (1979) highlight the importance of
contextualized learning in education when they found that young children
could understand mathematical concepts in context, they had not
understood when presented formally. Lave and wenger (1991)
encourage the use of situated learning in school environments by
explaining the misalignment between the typical confined school
situations and real world contexts, further clarifying that learning
acquired in decontextualized contexts is bound and often not useful in
real life experiences.

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For instance, although mathematics word problems have often
been seen as the bridge from procedural to conceptual understanding,
the syntax and diction found in them is unique to word problems, thus
creating decontextualized and unauthentic problems (brown, collins, &
duguid, 1989). 15 the authenticity issue is central to the theory of
experiential learning, which places a high value on the relevance of
learning through experiences (dewey, 1997). The use of picture books in
instruction could provide a platform for students learning mathematics to
interact with a story and experience how the story’s characters interact
with and solve mathematical problems. This approach seeks to provide a
contextualized format that would facilitate students’ visualizing how
mathematical knowledge is used in real life contexts.

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The experiential, contextualized learning opportunities made
possible by the use of picture books afford the potential for meaningful
education. As rhodes and smith (2009) express, children enjoy picture
books, because they can relate to the characters and the storyline, thus
promoting conversation. This discussion is an important aspect of
education, as learning understanding extends beyond computational
skills and includes the ability to validate and support one's process and
answer (ball, 1999).

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The ability to validate and justify one’s responses is promoted by
the standards for academics practices outlined by the common core
state standards, which specifically advocate for students to be able to
“construct viable arguments and critique the reasoning of others”
(national governors association center for best practices, 2010, para 4).
Therefore, this study investigated the relationship between the use of
picture books and students’ academic achievement. Reflexivity as a
constructivist, i believe that one’s view of the world is impacted by one’s
background and experiences from which researchers cannot distance
themselves during 16 engagement in scholarly work. Instead, a
researcher’s background can affect the choice of what to investigate, the
manner of investigation, and the communication of the findings
(malterud, 2001).
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By acknowledging my motivation and rationale for conducting the
present study, i hope to contextualize the investigation and its
subsequent findings. During my own schooling i can recall feeling alone
in my enjoyment of the study of mathematics; my peers instead loved to
read. This pattern continued as i began my coursework in preparation for
teaching. For this reason, i sought to investigate an instructional strategy
that had the potential to cultivate positive student dispositions towards
mathematics. Reflecting on my peers’ and colleagues’ delight in reading
and literacy instruction, i began to wonder if incorporating books might
aid both teachers and students in enjoying and relating in a new manner.
Thus, i designed a study that, through professional development, aided
teachers in the use of picture books, and then investigated the impact
that these books had on students’ achievement and dispositions. I was
especially interested in investigating how picture books impacted
particular groups of students.

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As a person of hispanic cultural heritage, i have often learned
from family members through their storytelling traditions. Such
storytelling traditions closely resemble teacher read alouds, which are
common in lit 17 had on students’ mathematic achievement based on
particular characteristics, such as ethnicity, ell status, gender, and
socioeconomic status. As a researcher, it is important to acknowledge
my biases while remaining open to new insights. Based on my reading of
the current literature about the use of picture books in mathematics, i
believed this instructional strategy held the potential to improve students’
mathematical dispositions, ease teachers’ hesitations about teaching
mathematics, and improve students’ mathematical achievement. Yet, it is
important to note that i have not taught in a traditional elementary
classroom and have not implemented this strategy as a teacher.
Therefore, my investigation was not directly impacted by my own
experience using picture books to teach mathematics. My experiences
as both a teacher and elementary school administrator have impacted
the manner in which this study sought to use collaborative professional
development. Throughout my ten years as an educator, i have spent
many hours being told what and how to teach or “trained” on new
instructional strategies with no guidance on how the new strategies

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would meet the particular needs in my classroom. It is my belief that this
lack of contextualized professional development stunted the new
instructional strategies from reaching their fullest potential. For this
reason, the present study valued the knowledge teachers brought and
sought to work with teachers through collaborative professional
development that discussed their work environments and adjusted
accordingly to meet the contextualized needs of each educator. I believe
collaborative professional development between teachers and
researchers can be mutually 18 beneficial, whereby educational theory
and practice work in tandem to promote best teaching practices.
Conceptual framework
In this section the researcher identified and discussed the
variables related to the problem. The diagram of the paradigm is shown
through the Input-Process-Output model of evaluation. The input
includes the demographic profile of the respondents in terms of: Highest
educational attainment; Ethnicity, extent of Mother Tongue Translation as
a technique in developing comprehension skills in literature for grade
problems encountered by the teachers in using Mother Tongue
Translation as a technique in developing comprehension skills in

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literature for grade II, significant difference between Mother Tongue
Translation as a technique in developing comprehension skills in
literature for grade II used by the teachers to their demographic profile.
.The process involves the procedure on how the study was
conducted. It concludes the administration of questionnaire- checklist,
gathering data and analysis and interpretation of the gathered data.
The output involves the proposed Teacher's Guide in Literature
Instruction..
INPUT PROCESS OUTPUT

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Figure 2. The Research Paradigm of the Study
THE PROBLEM
Statement of the Problem
The study aims to assess the Mother Tongue Translation as a
technique in developing comprehension skills in literature for grade II in
Famy-Mabitac District, Division of Laguna: Basis for proposed Teacher's
Guide in Literature Instruction..
Specifically, it will attempt to answer the following research programs.
1. What is the level of interest of the grade 2 pupils in reading?

2. What is the quality of the pictorial story books being used in
teaching the pupils to read in terms of :

2.1. Simplicity of the words and
2.2. Creating of design?
3. What is the level of reading readiness of the pupils included in the
study?
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4. Is there a significant relationship between the level of interest of
the grade 2 pupils in reading and the level of reading readiness?

5. Is there a significant relationship between quality of the pictorial
story books being used in teaching the pupils to read and the
level of reading readiness of the pupils?
Null Hypotheses
The study tested the hypothesis that:
HO1: there is no significant relationship between the level of interest of
the grade 2 pupils in reading and the level of reading readiness.
H02. There is no significant relationship between quality of the pictorial
story books being used in teaching the pupils to read and the
level of reading readiness of the pupils.
Scope and Limitations
This research will focus on the Mother Tongue Translation as a
technique in developing comprehension skills in literature for grade II in
Famy-Mabitac District, Division of Laguna: Basis for proposed Teacher's
Guide in Literature Instruction.

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. The coverage of this study was only for the teachers of grade II in
Famy-Mabitac District, Division of Laguna, Academic Year 2018-2019
and the learners.
Significance of the Study
The researcher has high hopes findings of this study will be used
by and shall benefit the different person’s included in the educational
process.
Pupils – In this study, the result may directly benefit the students.
Mother tongue encourages a child to express himself easily and active
participation because they understand what is being discussed.
Elementary Teachers – Mother tongue can empower the teachers as
well, the teachers can more accurately assess what has been learned.
Teachers can reflect and see if they are using the appropriate language
and technique in teaching basic education and to maintain their ability in
the art of teaching.
School Administrators – The result of this study may help the school
administrators in the assessment and re-evaluation of what happening in
the classroom. Especially, the administrators would be guided to

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examine the existing policies and practices, identifying which of these
(policies and practices) have to be retained, improved or strengthened
and to involved reasons for such actions, furthermore, the result of this
study would enable the administration to evolve styles and approaches
that can be used to attain the desired efficient practices and vision in the
development of the high mode among the teachers.
DepEd– The result of this study may help the DepEd strengthened the
implementation of mother tongue as a medium of instruction in grade 1
to grade 3.
Government – The result of this study may help the government as
source of recent study to pursue the mother tongue as effective medium
of instruction.
Future Researchers – The result of this study will personally benefit the
researcher. The researcher will be made fully aware of the importance of
mother tongue based multilingual language as effective medium of
instruction.
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Definition of Terms
This section defines the key term used in order to make ease in
understanding the problem. To aid the comprehension of the study, the
following terms are defined operationally.
Picture books – A picture book is a “book in which the story depends on
the interaction between written text and image and where both have
been created with a conscious esthetic attention” (Arizpe & Styles, 2003,
p. 22). In accordance with Flevares and Schiff (2014), this definition has
been amended to include wordless picture books..
Teachers- These are the Grade II teachers teaching in Famy-Mabitac
District, Division of Laguna.
Translation- The way of translating Second language to the Mother
Tongue.
DepEd-- Department of Education

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-- Sources of information and guide in implementing MTB-MLE.
Language-- System of communication which consists of a set of sounds
and written symbols which are used by the people of a particular country
or region for talking or writing.
-- Words and the systems for their use common to a people who
are of the same community or nation
First Language -- The language that they learned first and speak best.
-- Filipino or Tagalog used to be the first language of the
Philippines.
Second language -- Language which is not their native language but
which they use at work or at school.
-- Tagalog
Linguistic-- Study of human speech including the units, native,
structure, and modification of language.
-- Way in which language works
Mother Tongue -- Native language, first language

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-- Language that you learn from your parents when you are a
baby.
Mother Tongue Based Multilingual Education -- Program of DepEd
-- Fundamental educational policy.
-- Well advanced in an art, occupation or branch of knowledge
Reading comprehension - ability to process text, understand
its meaning, and to integrate it with what the reader already knows. ...
--An individual's ability to comprehend text is influenced by
their skills and their ability to process information

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of related literature and studies
that give relevant information helped the researcher in establishing the
justification and additional insights to the study under consideration.
Foreign literature
In 2010, the Ministry of Education launched a number of reading
strategies and policies. 334 recommended children’s books were
selected by MOE to public and private preschools around Taiwan in
anticipation that teachers would employ picture book teaching to guide
and encourage children to read at a young age, and develop the habit of
reading.
Lin, (2011) mentioned that the primary material that introduces
children to the world of reading, picture books are critical and can
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substantially influence a child’s interest in reading. Selecting appropriate
picture books and utilizing relevant teaching strategies are important
aspects that teachers must consider in order to maximize the
effectiveness of picture book teaching, thereby instilling and maintaining
children’s passion for learning.
Meyer (2014) found that visualization has a positive effect on the
readers‟ comprehension as well as helping the reader to remember what
they have read. To visualize means creating a mental picture as you
read or either produce or make use of more concrete illustrations
provided to you in the text for comprehension. The interdependence of
picture and word reinforces the understanding of the other. In this
present study I have focused on decoding (word recognition and
spelling) and visualization as they are major problem areas for the weak
readers.
As stated by Malinsky & McJunkin, (2013) Picture books used
stories to integrate the curriculum, were provides unique and useful
benefits. Because stories have been an influential part of society since
the inception of time, they are a familiar context. In ancient times oral
stories were passed from generation to generation, and advancements

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in technology now allow such stories to be passed in written form that
hold “wondrous tales” that “speaks to the heart of children” Cognitive
scientists have affirmed the significance of this long standing storytelling
tradition, indicating that they are the most instinctive way to organize
information for.
Draper (2012) specifically states that such books not only make
mathematics and reading compatible but also inseparable. However,
picture books should not replace the curriculum or textbook. They
instead can enhance the mathematics curriculum when used to
introduce mathematical content, assess student’s prior knowledge,
address mathematical misconceptions, or demonstrate visual
representations of mathematical ideas.
According to Wasik & Bond, (2015) that Picture books enhance
the learning of mathematics vocabulary learned in a contextualized
format. Literacy experts have long proclaimed increased vocabulary as a
major benefit of picture book readings.
Picture books expose children to rich language. For example,
picture books contain a richer diversity of words (Montag et al., 2015)
and a greater incidence of rare grammatical constructions than child-

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directed speech. In addition, caregivers use a larger number and wider
variety of words during reading than other activities. It is not surprising,
then, that joint reading has been associated with a variety of later
language outcomes, including vocabulary growth and early literacy skills
like letter knowledge.
Cameron-Faulkner and Noble, ( 2013) stated that interested in
particular features of books that may support the process of language
learning from picture books on a less protracted scale—words and
letters learned from individual reading sessions. We expect that symbolic
understanding plays an especially important role in this domain, as
transfer of a new word to a new context heavily depends on recognition
of the labeled item in the book as representing objects in the real world
to which the label also applies.
Thus, features of books that make the link between depicted
objects and real world referents clearer or easier to discern should
support transfer, whereas features of books that make these links more
difficult to recognize may make transfer more difficult. The book features
that have been most studied in this domain include pictorial realism,
manipulative features, and fantastical contexts.

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The Reading Comprehension
Reading is one of four important language skills that should be
mastered by students. It is one of the ways for getting knowledge that
cannot be separated from every learning process and it does not only
happen in educational field but also in our daily life. For getting
knowledge and information, people read books, magazines,
newspapers, advertisement and etc. Nation states that reading is a
source of learning and enjoyment.
1.It can help students learn a new vocabulary and grammar. It also
makes them enjoy the reading. They can learn more and more by
reading. According to Richard, reading means perceiving a written text in
order to understand its contents. This can be done silently (silent
reading).
2 It is a particular way in which the readers understand texts, passages,
paragraphs even books and an ability to understand and find out the
information presented in the form of written text
According to Hurst (1997), picture books have important role in every
classroom. The wonderful combination of visual and textual story that
picture books offer is a valuable literary experience. Theodor Seuss
Geisel, well known as Dr. Seuss, is a famous picture book author and
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illustrator from the United States that had published 46 children’s books.
Books by Dr. Seuss provide a variety of high-interest stories that can be
used to address a wide range of social competencies while improving
reading skills (Wolf & Baker, 2012, p.172). The research about the use of
picture book in teaching reading for junior high school students is still
rare based on the observation about this topic on the online journal
website, especially in Indonesia. Therefore, an investigation is needed to
discover the use of picture book in EFL classroom. This research
focuses on investigating the use of picture book in helping junior high
school students learn reading narrative. This research also aims to
discover the students’ responses to the use of picture book in teaching
reading for junior high school students. Literature Review  Reading
Visual Images Werner (2002) states that visual images in educations
textbooks have to be dynamically read by learners. Portraying on
literature from cultural lessons there are three instructional
circumstances for teaching learners to read visual texts: readers have
the chance, capability, authority, and community for appealing in the
assignment of reading in several ways. According to Walsh (2006), by
visual images, interaction among reader and text is dissimilar because of
the use of images and how images cooperate with words. The image is
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diverse from the words that we read chronologically and syntactically.
For both the reading of pictures and the reading of words the related
procedures that would arise would be prediction, the initiation of schema
or repertoire and signaling in to several contexts. The reader would be
searching and visualizing a plot while portraying on background
information of the world, and information about narrative genre whether it
is provided through pictures or words. A reader would also be answering
to interpersonal implications in the text. The purpose of reading visual
images is to engage a reader in the story at an amount of diverse levels.
Journal of English and Education 2016, 4(2), 49-62 51  Picture book as
Media for Learning Reading Brown (2004, p.180) states that using a
variation of media will increase the chance that the learners will recall
better what they learn in developing the performance of skill they are
expected to improve. There are many varieties of teaching media that
can be used to deliver the lesson and one of them is picture. Harmer
(2001, p.134) states that picture is one of the variability of teaching
supports which is used to describe language meaning structure, to
employ learners in a topic, or as the base of an entire activity. According
to Matulka (2008), a good picture series in a story links the reader to the
pictures and generates the implication of the pictures. Story and pictures
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work together to push the story onward. Lee (2015) points out that
students enjoyed picture books and felt they had made development in
their English language ability, especially in terms of motivation and
confidence. The use of picture book that has imaginative characters
such as comic is more efficient to teach reading than those of general
texts and pictures Roozafzai (2012).  Dr. Seuss’s Picture Book Kennedy
(2016) defines a picture book as a book in which the illustrations are as
significant as the words in carrying the story and have conventionally
been 32 pages long, for example is Dr. Seuss’s “The Lorax” book. In
picture books, there are illustrations on one of every pair of pages or on
every page. Dr. Seuss’s books typically have illustrations in the form of
pictures and imaginative characters on every page. Books by Dr. Seuss
offer a variety of high-interest stories that can be used to address a wide
range of social competencies while improving reading skills (Wolf &
Baker, 2012, p.172). Schulze (2009) points out there are five reasons
why Dr. Seuss’s books are good for reading activity. Firstly, the book is
good for beginning readers and mastering phonics. Secondly, it is a
great read-aloud book. Thirdly, the unique words and rhyme in the book
is good for reluctant readers. The other reason is the book great for
teaching life’s lessons. Last reason is the book great for gift giving and
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children of all ages. Dr. Seuss’s books are also known for the messages
delivered in the story, such as the ecological message in the story of
“The Lorax”. Dr. Seuss advises that young children need to be educated
on how to live in a maintainable way without corrupting the environment,
so that forthcoming generations have an unsoiled Maulana Restanto The
Use of Picture Book in Teaching Reading For Junior High School
Students 52 place to live. The message depicted by the Once-ler
teaching the small boy about the dangers of pollution and degradation of
the environment, then give him the last "Truffula" seed as the analogy of
tree seed to be planted and grown after (Lowell, 2008, pp.218-222). 
Steps in Reading Narrative Activities with Picture book There are nine
steps in reading narrative activities adopted from Honig, Diamond and
Gutlohn (2008) that can be categorized into three activities, which are
initial steps, main activities’ steps, and post activities’ steps. The initial
steps in reading narrative activities based on Honig et al. (2008) are
categorized into three: Students pay attention to the teacher modelling of
types of questions that readers need to ask while reading, students pay
attention to the teacher modelling of questions that can encourage
deeper levels of comprehension, and students connect their relevant
prior experiences or to other stories with the guidance from the teacher.
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The first initial step of reading narrative activities is students pay
attention to the teacher modelling of the types of questions that students
need to ask to themselves before start reading. According to Wood et al.
(1995) this step includes readers asking themselves questions during
the reading of a text. Asking the correct questions let readers to
emphasis on the most significant information in a text. The second initial
step of reading narrative activities is teacher directs the students to ask
some questions that can make them understand the story better. As
Wood et al. (1995) state that the capability of readers to ask themselves
related questions as they read is important in assisting them to integrate
the information, find the main ideas, and digest the information. The last
initial step of reading narrative activities is students relate their
background knowledge or experiences, which are relevant with the story.
Anderson and Pearson (1984) point out that this step requires readers to
trigger their background knowledge and to use that information to help
them comprehend what they are reading. Background knowledge is
come from somebody’s experiences, along with his notions for how a
text works containing word identification, meaning, and how a text is
structured. The steps of the main activities in teaching reading are
delivered into four steps based on Honig et al. (2008). The steps are:
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Students create mental images as Journal of English and Education
2016, 4(2), 49-62 53 they read with the help of illustration and teacher’s
explicit teaching, students make predictions based on prior knowledge or
story structure with the help of the teacher, students look at the
illustrations to aid comprehension with the instructions from the teacher,
and students use context to figure out difficult words with the guidance
from the teacher. The first step in main activities is students create
mental images as they read with the help of illustrations while the
teacher provides explicit teaching. Gambrell and Bales (1986) state that
this step includes the capability of readers to make mental images of a
text as a way to comprehend procedures they face throughout reading.
This skill can be a sign that a reader comprehends a text. Visualizing
mental images is essential when it is applied to the narrative texts. In
reading narratives, readers frequently can improve a clear
comprehension of what is occurring by visualizing the characters,
setting, or activities in the plot. The second step in main activities is
students predict what happen next in the story with the guidance of the
teacher. According to Gillet and Temple (1994) this step includes the skill
of readers to get meaning from a text by creating familiar predictions.
Readers use foreseeing as a way to associate their current knowledge to

PAGE 32
new information from a text to get meaning from what they read.
Throughout reading, readers might make predictions about what is going
to occur, or what ideas the writer of the book will deliver to support an
argument. They tend to assess these guesses unceasingly and review
the predictions, which are not confirmed by the reading. The third step in
main activities of reading narrative activities is teacher directs the
students to look at the pictures or the characters to help them
understand the story better. As Matulka (2008) points out that, the
pictures in a story associate the reader to the illustration and produces
the inference of the pictures, then story and pictures work together to
push the story ahead. The last main activities’ step in reading narrative
activities is students look at the context when they found difficult words
and then comprehend the story with the guidance from the teacher.
Writers of the books do not continuously offer complete descriptions of
information about the character, event, or setting. Nevertheless, they
frequently offer hints that readers can use by making conclusions that
combine another information in the text or with their background
knowledge. According to Honig et al. (2008), post activities of reading
narrative activities is involving the activity of reasoning the story,
summarize it, and Maulana Restanto The Use of Picture Book in

PAGE 33
Teaching Reading For Junior High School Students 54 retell the story in
collaborative discussion. Ediger (2000) points out some ways to help
learners improve positive attitudes to the reading narrative activities,
which are discussing in the innate subject matter of a text and sharing
the ideas from content read. This step includes the capability of readers
to combine information in a text and describe in their own words what
the story is about. Summarizing is very essential because it can support
readers to recall the story quickly, make readers more attentive of text
structure and the important information in a story, and tell readers how
notions in the story are connected
Local literature
According to Education Secretary Leonor Briones (2016) the
findings of various local initiatives and international studies in basic
education have validated the superiority of these of the learners’ first
language in improving learning outcomes and promoting Education for
all.
Reviews of the country’s educational system tend to lead to
painful discussions of the downward slide of the Filipino students’
academic performance, particularly in English, Science, and Math. In his

PAGE 34
Primer on Mother Tongue-Based Multilingual Education and other Issues
on Language and Learning in the Philippines (alternately titled 21
Reasons Why Children Learn Better While Using Their Mother Tongue),
The conference was held to identify the best practices of MTB-
MLE implementers in using the mother tongue in the teaching and
learning process, with the theme “Empowering Young Learners through
MTB-MLE”.,” the DepEd issued Order No. 74 series of 2009, entitled
“Institutionalizing Mother Tongue-Based Multilingual Education (MLE).”
Under this framework, the learner’s first language (L1) will be
used as the primary medium of instruction from preschool to at least
Grade 3, and as the main vehicle to teach understanding and mastery of
all subject areas like Math, Science, Makabayan, and language subjects
like Filipino and English. Moreover, the mother tongue as a subject and
as a language of teaching and learning will be introduced in Grade 1 for
conceptual understanding, while additional languages such as Filipino,
English, and other local or foreign languages are to be introduced as
separate subjects no earlier than Grade 2.
According to Devi (2014), the role of language as a medium of
instruction in promoting an effective teaching and learning is an issue

PAGE 35
that has occupied many scholars all over the world for many years. This
role of language as a medium of instruction has been a concern
mostly in countries where immigrant children are in the minority such
as United States and Canada (Krashen, 1981 as cited by Deyi, et al.,
2014). It is in these countries where research has been widely
conducted and a number of legislations have been passed and amended
throughout the years. Despite such developments, debates on the use of
language persist.
Malone (2012) mentioned that one of the latest developments
in the Philippine educational system is the Mother Tongue – Based
Multilingual Education (MTB-MLE). MTB-MLE refers to the use of
students’ mother tongue and two or more additional languages as
Languages of Instruction (LoI) in school. In other contexts, the term is
used to describe bilingual education across multiple language
communities—each community using its own mother tongue aside from
the official school language of instruction. In South Asia, multilingual
education usually follows the first definition, learning and using multiple
languages in school. In some countries, MTB-MLE includes four
languages—the students’ mother tongue or first language, a regional
language, the national language and an international language.

PAGE 36
According to the official language policy of the 1987
Educational Act (revised in 2004), children in Grades 1 – 3 were
to be instructed in their first language, while those in Grade 4
onwards are set to be instructed using a second language (L2), which is
English. This language policy can be identified as a possible model for
bilingual education (Borch & Tombari, 1997 as cited by Ndamba, 2013).
UNESCO (2013), stated that many studies have already revealed
that teaching using the mother tongue in the early grades enhances
children’s ability to learn better compared to the use of a second or
foreign language . It has also been reported that if children are
taught in languages which are different from their home language or
mother tongue, they drop out from school, have low academic
performance, and repeat classes due to a high failure rate.
Yoon, et al., (2013), there is still one critical factor that must be
addressed even if all these characteristics are met by a professional
development program. Teachers must have or acquire the attitudes,
beliefs, and motivation to apply the professional development in the
classroom context. If professional development provides the skills to
influence student achievement but teachers are not motivated to

PAGE 37
implement them in the classroom, then the connection between
professional development and improved student learning is lost.
As stated by Special Education Unit Supervisor, Ms. Arsenia C.
Lara (2013) some information about how they implemented the mother
tongue considering various reasons based to recent studies stated
above. Inspired with the information and experience, the researchers
have conceptualized to pursue the study about the Mother Tongue-
Based Multilingual Education.
Foreign Studies
Research indicates that the use of picture books in kindergarten
mathematics instruction leads to improved mathematics achievement
(Hong, 1996; Jennings, Jennings, Richey, & Dixon-Krauss, 1992; van
den Heuvel-Panhuizen Elia & Robitzsch, 2014), gains in student use of
mathematical vocabulary and communication (Jennings et al, 1992), and
improved student attitudes towards mathematics (Hong, 1996; Jennings
et al., 1992). Despite these positive outcomes, research also indicates
that the use of picture 4 books in mathematics instruction is scarce (van
den Heuvel-Panhuizen Elia & Robitzsch, 2014; Flevares & Schiff, 2014).
PAGE 38
Due to the limited research regarding the use of picture books in
mathematics instruction, the use of such books in mathematics
instruction remains at its hypothesized state, rather than its realized
potential (Flevares & Schiff, 2014). In addition, Ouma (2013) researched
on factors that affect performance of English in Gucha District, Kenya
and found out that low proficiency and performance in English was
associated to limited resources and students’ use of mother tongue. He
discourages the use of mother tongue in schools. Moreover, it is a
requirement for students to pass in English language before entering the
university since English is considered in various clusters that are a
requirement for entry to various courses.
Accordingly, research has found that information learned within a
story context produces greater retention and information recall (Bower &
Clark, 1969; Graesser, Hauft-Smith, Cohen, & Pyles, 1980; Mishra,
2003), a necessary skill to reach mathematical proficiency. Furthermore,
the retention and recall of information is especially true for stories that
combine text and pictures (Levie & Lentz, 1982; Mayer, 2011). Using
picture books in the classroom can tap into the rich storytelling traditions,
because these books synergistically use “both text and illustration to
create meaning; one is not as powerful alone as it is with the other”

PAGE 39
(Giorgis, 2010, p. 51). Thus, picture books have the “potential to act as a
magnifying glass that enlarges and enhances the reader’s personal
interactions with a subject” (Vacca &Vacca, 2005, p. 161).
Bartoo (2014) investigated on the acquisition of English syntax by
Keiyo mother tongue speakers. In her study, she looked at the syntactic
errors that result from First Language (L1) transfer in the process of
acquiring English as a Second language (L2) by Keiyo speakers of
English. She equally looked at the effects of the errors on performance
of students. In her investigation, she found out that syntactic errors found
in first language inhibit acquisition of English skills and thus performance
of learners in English. This was important to this research since the
researcher endeavored to analyze the influence of L1 (mother tongue)
on L2 (English).
Muller et. al,(2014), in his study, he concluded that the students
who read well generally show themselves to be organized thinkers who
can comprehend what needs to be said, connect thoughts logically,
examine the importance or meaning behind things, and more likely to
demonstrate the empathy or seeing-the-other-person’s-point-of-view
upon which sound relationships are built.

PAGE 40
Local Studies
According to the research, examining teacher attitudes and giving
teachers the opportunity to openly reflect on these attitudes is a key
component for successful professional development programs.
Recently, in the educational reforms in the country, the mother
tongue in the regions plays an important role especially in the
educational system. To strengthen this, the Department of Education
(DepEd) has implemented the use of mother tongue as a medium
of instruction (DepEd order No. 74, series of 2009).
Kosonen, 2013; in his research that in the beginning to get
answers to some key questions: Under what circumstances and with
what resources can education in the mother-tongue combined with
multilingual education be an effective approach whereby children
become proficient in their home language while laying the foundation for
learning in additional languages? What are the costs and benefits of

PAGE 41
alternative approaches directed at the individual, family, community,
school, region, and nation?
Yiakoumetti, 2012). In his research about the the implications of
MTB-MLE for recruiting, educating, and mentoring teachers and teacher
assistants and for creating and evaluating curricula in diverse language
classrooms? What are the contributions of family and community i in
formal and non-formal MTB-MLE, and how can these be measured.

PAGE 42
Chapter III
RESEARCH METHODOLOGY
This chapter presents the methods of study used; the research
utilizes to obtain the needed data and information including its
preparation, validation and administration on the respondents, other
research techniques employed and the statistical treatment applied to
the data.
Method of Research Used
In this chapter, they will see the brief explanation based on the
methods of research writing. The methods of research generally
categorized as descriptive, historical. It will also provide corresponding
explanation to the process on methods that has been used like research
PAGE 43
design, research instrument, and the statistical treatment that has been
used.
Research Design
The study adopted the descriptive method that assessed the
Strategies and Problems Encountered by Teachers in Implementing
Mother Tongue - Based Instruction in a Multilingual Classroom in public
elementary school at 4th district of Laguna. Pertaining to the
demographic profile of the respondents in terms of: Highest educational
attainment; Ethnicity, extent of Mother Tongue Translation as a technique
in developing comprehension skills in literature for grade problems
encountered by the teachers in using Mother Tongue Translation as a
technique in developing comprehension skills in literature for grade II,
significant difference between Mother Tongue Translation as a technique
in developing comprehension skills in literature for grade II used by the
teachers to their demographic profile.
The study utilized the descriptive method of research as
the most appropriate method in conducting the investigation. The
method was deemed most appropriate in the light of the objective nature
and scope of the study.

PAGE 44
Description of the Respondents
The study involved Public Grade II elementary School Teachers
and learners who are currently employed and enrolled in public
elementary school in Famy-Mabitac District at Division of Laguna
Academic Year 2018-2019.
Research Instrument
Questionnaire – A prepared set of questions design to operate
data necessary for accomplishing the objectives of the research project.
It will be the primary instrument of the researcher to have the data.
The questionnaire consisted of the following: The General Profile
of the respondents such as the demographic profile of the respondents
in terms of:Highest educational attainment; Ethnicity, extent of Mother
Tongue Translation as a technique in developing comprehension skills in
literature for grade problems encountered by the teachers in using
Mother Tongue Translation as a technique in developing comprehension
skills in literature for grade II, significant difference between Mother
Tongue Translation as a technique in developing comprehension skills in

PAGE 45
literature for grade II used by the teachers to their demographic
profile.?..
The weighted average had the following interpretation.
Legend Scale Description

5 4.50-5.00 Always
4 3.50-4.49 Often
3 2.50-3.49 Sometimes
2 1.50-2.49 Seldom
1 1.00-1.49 Never
Procedures in Gathering Data
A letter of request to conduct a study addressed to the school
administration will submitted after it approved, another request letter to
the respondents will attached to the questionnaire asking for their
cooperation about the study to be undertaken. The questionnaire will be
distributed during school year 2018-2019. The researchers personally
collected the data from the respondents.
The data gathered will compiled and will strictly scrutinized for
accuracy, computation and analysis for later tabulation.

PAGE 46
Statistical Treatment of Data
The following descriptive and inferential statistical tools are used
in the treatment of the data for analyzing and interpretation.
Descriptive Statistics
a. Percentage – this was used to provide relative distribution of
the respondent’s according to some variables; the formula for
obtaining the percentage (p) is;
Where in:
P = percentage
F = Frequency of the respondent’s
N = total number of the respondent’s
X = fx
b. Weighted Mean – this was used to compute the average
values of the observation
Where in;
PAGE 47
F = frequency
Statement Statistical tools
1. Level of interest of the grade 2 Weighted mean, percentage and

pupils in reading. verbal interpretation
2. quality of the pictorial story Weighted mean, percentage and

books being used in teaching the verbal interpretation
pupils to read in terms of :
2.1. Simplicity of the words and
2.2. Creating of design.
3. Level of reading readiness of Weighted mean, percentage and

the pupils included in the study. verbal interpretation
4. Significant relationship between Anova

the level of interest of the grade 2
pupils in reading and the level of
reading readiness.
5.significant relationship between Anova

quality of the pictorial story books
being used in teaching the pupils to
read and the level of reading
readiness of the pupils
PAGE 48

Mam Helen New .....

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Union College of Laguna

1947 Santa Cruz, Laguna

THE USE OF PICTORIAL STUDY BOOKS AND THE LEVEL OF

This thesis entitled “THE USE OF PICTORIAL STUDY BOOKS

Passed the comprehensive exam given on ___, 2018 with a

Approved by the committee and tribunal on an oral examination

Accepted in partial fulfillment of the requirements for the Degree

LITO F. NOROÑA, Ed. D.

is whole-heartedly dedicated to the researcher’s family;

and to GOD, the LORD Almighty.

1 THE PROBLEM AND ITS SETTING..................................1

2 REVIEW OF RELATED LITERATURE AND STUDIES. . .28

3 RESEARCH DESIGN AND PROCEDURE.....................105

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF

5 SUMMARY, FINDINGS, CONCLUSIONS AND

The importance of situating one's research within a theoretical

framework is a central piece of the research plan as it influences the

design, assumptions, and interpretation of a study. As guba and lincoln

(p. 107). Theoretical frameworks provide a particular perspective, or

thus the outcomes of one's research are individual perspectives or

constructions of reality (guba & lincoln, 1994).

Similarly, the present study also adheres to the perspective that

constructed by individuals who experience the world from their own

vantage points” (hatch, 2012, p. 15). This research is grounded in three

interrelated theoretical perspectives: constructivist learning,

contextualized learning, and experiential learning. Constructivist learning

theory purports that knowledge is constructed by learners and is not

merely transmitted from teacher to learner (philipp, 1995).

Constructivism encompasses the works of vygotsky and dewey, both of

whom believed that education and experience were inseparable

(dimitriadis & kamberelis, 2006).

Dewey advocated students’ active participation in learning, which

in turn created experiences through which students constructed their

own learning, stating “there is an intimate and necessary relation

between the process of actual experience and education” (dewey, 1997,

p. 20). It is through these experiences, embedded within a constructivist

classroom, that students reading picture books may encounter cognitive

disequilibrium as they relate to the 14 characters in the storyline solving

problems that naturally arise. Through this process, students connect

their prior knowledge to the new situation and reflect on new

possibilities, thus creating their own knowledge (van den heuvel-

panhuizen & van den boogaard, 2008).

Contextualized learning—learning within a context that one can

relate to—creates authentic involvement that enhances understanding.

Brown, collins, and duguid (1989) explain the importance of this

framework, which they call situated learning, by illustrating the

usefulness of vocabulary learned through contextualized conversation as

opposed to memorizing dictionary definitions, which is often a slow and

generally unsuccessful process. They then relate this idea to

mathematics stating that “it is common for students to acquire

algorithms, routines, and decontextualized definitions that they cannot

use and that, therefore, lie inert” (p. 33).

Donaldson and hughes (1979) highlight the importance of

contextualized learning in education when they found that young children

could understand mathematical concepts in context, they had not

understood when presented formally. Lave and wenger (1991)

encourage the use of situated learning in school environments by

explaining the misalignment between the typical confined school

situations and real world contexts, further clarifying that learning

acquired in decontextualized contexts is bound and often not useful in

real life experiences.

For instance, although mathematics word problems have often

been seen as the bridge from procedural to conceptual understanding,

creating decontextualized and unauthentic problems (brown, collins, &