"Bridging the Gap: Perception on MARUNGKO Approach and Traditional Approach for Struggling Readers"

The persistent challenge of low reading literacy among Filipino students, evidenced by the 2022 PISA results (77/81 nations), underscores an urgent need to address struggling readers in early grades. Despite national policies, the efficacy of various pedagogical approaches in foundational literacy remains an area requiring further exploration. This study aimed to bridge this gap by examining primary teachers' perceptions of the MARUNGKO Approach (MA) and the Traditional reading approach (TR) in teaching struggling readers at Bubukal Elementary School, exploring their understanding, perceived impact on student engagement and skill development, advantages, challenges, and recommendations. A descriptive research design was employed, utilizing a researcher-made questionnaire administered via Google Forms to five primary teachers (Grade 1-2) at Bubukal Elementary School, all experienced in both methods. Thematic analysis, following Braun and Clarke (2006), was used to identify recurring themes and patterns in teachers' perceptions. Findings consistently showed teachers perceived the MA as highly effective for developing foundational literacy, phonological awareness, decoding, and blending, significantly boosting student interest through its systematic, phonetic, and multi-sensory nature. Conversely, the TR was valued for broader vocabulary exposure and contextual understanding but seen as less effective for engaging struggling readers and systematically building core decoding skills. Teachers identified the need for specific training and materials as a challenge for MARUNGKO, while maintaining engagement and addressing individual learning gaps were challenges for the Traditional method. A hybrid approach, integrating MARUNGKO's systematic phonics with the contextual richness of Traditional methods, was consistently recommended. These findings underscore the critical role of structured, phonics-based instruction in enhancing foundational literacy among early-grade struggling readers. The study implies a need for policy and pedagogical refinements advocating for the strategic integration of the MA within a broader literacy framework, targeted professional development for teachers, and adequate resources to foster a balanced literacy approach, ultimately improving national reading literacy outcomes for Filipino students.