ABSTRACT
This qualitative-phenomenological study was conducted to find out the experiences of Senior High School teachers and learners in using Kinaray-a in classroom instruction as basis for instructional strategies. Findings showed that both English teachers and learners experienced that using Kinaray-a during classroom instruction help learners understand the lesson; promote lively, engaging, and active participation; and smooth and spontaneous exchange of ideas. Moreover, learners experienced that using Kinaray-a in classroom instruction made the lessons easier to understand, allowed exchange of ideas and there was spontaneous delivery of the lesson. Both the teachers and learners encountered problems, such as interference of the English language when used in actual situations, the difficulty learners experienced being non-native speakers, and difficulty in understanding deep Kinaray-a words. Both teachers and learners had the same facilitating factors which were; enjoying the lesson and exchanging of ideas. Instructional strategies were formulated as a result of the study.
Keywords: Kinaray-a, Classroom Intstruction, Instructional Strategies
INTRODUCTION
In order to fulfill its mission of "Providing Quality Basic Education that is equitably accessible to all and lays the foundation for life-long learning and self-actualization needed for effective citizenship at the local, national, and international levels," the Department of Education (DepEd) implemented the K–12 Curriculum in June 2012, which marked a significant shift in the nation's educational system.
Teachers face a problem in implementing this significant curricular shift because they are its actual implementors in many areas of our educational system. Teachers face a number of obstacles and hindrances implementing this new curriculum because it is new.
Inclusion and high-quality learning are greatly enhanced by the mother tongue, which also boosts academic achievement and learning outcomes. This is essential to prevent knowledge gaps and to accelerate learning and comprehension, particularly in elementary school. Above all, mother tongue-based multilingual education enables every student to participate fully in the discourse. It promotes respect and understanding among people and aids in the preservation of the rich cultural and traditional legacy that is ingrained in all languages worldwide.
DepEd Order No. 16 was released by the Department of Education 2012 outlining the Mother Tongue-based Multilingual Education Implementation Guidelines. The following areas were intended to be developed: (1) language development, which helps students succeed in school and pursue lifelong learning; (2) cognitive development, which emphasizes higher-order thinking skills (HOTS); (3) academic development, which equips students to master competencies in all subject areas; and (4) socio-cultural awareness, which raises students' pride in their heritage, language, and culture.
More than merely language a learner's native tongue embodies his/her social, cultural, and personal identities. The same words and idioms might have different meanings in different cultures. For instance, in one language, it might be considered intrusive to ask direct questions, yet in another, it might be considered inquisitive. This suggests that speech is produced using well-considered word choices.
Teachers have noticed that students find it difficult to present and express their ideas in the English language, but they can readily understand and respond to queries in their dialect.
Teachers are required to evaluate their students' learning. Learning is thought to be a continuous process. The researcher, a senior high school teacher, thought that many students were having trouble understanding English-language literature. For students to comprehend every new word they come across, teachers must explain it. The most popular strategy in this subject is translation because students find it hard to understand and articulate what they are thinking. They understand and communicate clearly when speaking in their native Kinaray-a dialect. Other English teachers who are teaching the subject have noted similar experiences. Most students struggle to articulate their thoughts or ideas about written texts and to understand literary works.
These observations led the researcher to conduct this study to determine the effectiveness of using Kinaray-a in classroom discussion that will serve as the basis for developing an enhancement program on instructional strategies.
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