Available Online: 2 January 2022
De Mesa, Alvin
Leyte Normal University, Philippines (firstname.lastname@example.org)
This study aimed to determine the lived experiences of the Grade 3 teachers in teaching Mother Tongue using the Waray Orthography of the Filipino Language Commission. Utilizing the descriptive qualitative design and purposive sampling technique, the qualified participants of the study were identified. Participants were the teachers who received the copy of the Waray Orthography from the office of the Leyte Normal University-Center for Language and Culture, during the Regional Seminar entitled “Mga Saliksik sa Wikang Waray at iba pang Katutubong Wika” in celebration of the 2019 Filipino Language Month. On March 2021, the Focused Group Discussion (FGD) was conducted by the researcher through messenger, e-mails, and google meet. Availability of the participants was also considered and a consent letter was given to them for approval to participate in the study. Based on the results, it showed that before having the copy of the Waray Orthography, Grade 3 teachers experienced difficulty in teaching Mother Tongue, because they did not understand most of the words written in their reference module even if they are native speakers of Waray; but sometimes they heard it from their ancestors. However, after the participants received the copies of the Waray Orthography, they found it easy to teach Mother Tongue because the orthography helped them in identifying the Waray grapheme, syllable, spelling in writing/orally, consonant blends, digraph, and punctuation marks. Lastly, the participants were able to make their own Mother Tongue materials for Grade 3 based on the Waray Orthography of the Filipino Language Commission.
Keywords: lived experiences, mother tongue, Waray orthography, Grade 3 teachers, Filipino language commission
Cite this article:
De Mesa, A. (2022). Mga karanasan ng mga guro sa baitang 3 sa pagtuturo ng mother tongue gamit ang Ortograpiyang Waray ng Komisyon sa Wikang Filipino. International Journal of Research Studies in Education, 11(1), 71-76. https://doi.org/10.5861/ijrse.2022.208