Sign Ko, Sound Mo: Strategy in Teaching Beginning Reading among Manobo Adult Learners

Abstract

INTRODUCTION

Reading has not only a tremendous power when it comes to fueling the development of all aspects of language ability but it is important to the entirety of human life. Thus, the inability to read particularly to adults may become a source of frustration, anger, and fear. In San Miguel I District, illiteracy has been an issue for quite long years now particularly in Indigenous People (IP) communities. The prevailing situation challenged the learning facilitator of the Alternative Learning System to take necessary action and make strategic intervention to mitigate the alarming number of literacy challenged individuals. Thus, teaching beginning reading among adult learners was deemed necessary in implementing the program. Anchored in the district's target to eradicate illiteracy, the researcher was able to design a "Sign Ko, Sound Mo" strategy which focuses on the development of phonemic awareness of learners, a necessary prerequisite to reading.

METHODS

This study employed a quantitative method of research and the purposive sampling technique. It provides data on basic literacy levels of adult Manobo learners based on the pre-test and post-test results of an Assessment for Basic Literacy (ABL) in reading. The participants of the study were the 32 adult Manobo learners. In determining the basic literacy level of learners, the scale of scores 0-10 for non literate, 11-15 for neo-literate, and 16-20 for post-literate was the basis.

RESULTS

The pre-test results of the Assessment for the Basic Literacy revealed that the 32 adult Manobo learners under study had no ability to recognize letters and decode written symbols. There being non-literates greatly affected their academic performance. During post-test, 14 learners became post-literates, another 14 belong to neo-literate level and 4 were non-literates with improved scores.

DISCUSSIONS

A remarkable increase in reading performance among adult Manobo learners is duly attributed to the effective implementation of "Sign Ko, Sound Mo" teaching strategy. Thus, teachers shall attend more in-service training on Andragogy to improve their knowledge, skills, and competence in teaching beginning reading among adult learners.