THE MANOBO LEARNERS’ ENGLISH

LANGUAGE LEARNING

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 14
Pages: 236-258
Document ID: 2023PEMJ1252
DOI: 10.5281/zenodo.8403241
Manuscript Accepted: 2023-2-10
Psych Educ, 2023, 14: 236-258, Document ID:2023 PEMJ1252, doi:10.5281/zenodo.8403241, ISSN 2822-4353
Research Article

The Manobo Learners’ English Language Learning

Farhana Mishael M. Lumontod*, Arnel F. Pradia
For affiliations and correspondence, see the last page.
Abstract
This study investigated Manobo learners' experiences in learning English as a second language at
Artemio L. Martin Integrated School in Obial, Kalamansig, Sultan Kudarat, Philippines. It focused
on understanding their attitudes, encountered difficulties, and coping strategies during their English
language acquisition journey.Using a phenomenological approach, the research employed the
Collaizi method to delve into the unique experiences of Manobo learners in the context of foreign
language learning. In-depth interviews were conducted with ten carefully selected Manobo
participants, using open-ended guide questions to gather insights into their English language learning
experiences.The study revealed that Manobo learners at Artemio L. Martin Integrated School
generally have a negative attitude towards learning English, albeit recognizing its practical
importance. They face a range of challenges, including educational disadvantages, difficulties in
effectively utilizing internet resources, struggles with reading and pronouncing unfamiliar words, and
a pervasive lack of confidence in their language abilities. To overcome these obstacles, they utilized
various adaptive mechanisms, such as using dictionaries, collaborating with peers, seeking assistance
from teachers and family members, and harnessing technology and media to improve their English-
speaking skills.Additionally, the paper introduced "Padayon sa Pagtuon og Ingles para sa Kaugmaon"
as an intervention material designed to support and empower Manobo learners in overcoming these
challenges and advancing in their English language acquisition journey.

Keywords: coping mechanism, english language learning, intervention material, manobo learners

Introduction vulnerable, encounter multifaceted challenges in

accessing culturally relevant education. The United
Nations (2019) notes these challenges include
English stands as one of the world's most widely educational access barriers, disparities in outcomes,
spoken languages, serving as an official language in and the imperative to infuse Indigenous perspectives
numerous nations. Khastgir (2017) underscores the and knowledge into education systems. Nevertheless,
undeniable value of an English education. In dig enou s education holds potential for
Additionally, research conducted by Lee and Kamada empowerment, social transformation, and cultural
(2019) emphasizes the critical role of English revitalization (Bateman, 2017).
proficiency in academic, career, and social
advancement. Their study references research In the Philippines, Indigenous children contend with
indicating how strong English skills can bolster lower school attendance, higher dropout rates, and
academic achievement and open doors to diverse diminished academic performance compared to the
career opportunities, particularly in fields like business general population (EDR Policy Research Inc., 2017).
and science. A report by the Minority Rights Group International
(2017) underscores these struggles, citing limited
Yet, mastering English is a formidable challenge for access to quality education, insufficient support for
many students, with Indigenous communities facing Indigenous teachers and students, threats to ancestral
unique hurdles. Tayao's study (2017) underscores the lands, and a lack of backing from local governments
obstacles that Indigenous learners encounter, including and educational institutions. Consequently, at Artemio
linguistic and cultural barriers. Indigenous L. Martin Integrated School in Obial, Kalamansig,
communities in the Philippines often have distinct Sultan Kudarat, Philippines, it is evident that
languages and cultures, differing from the mainstream Indigenous learners face distinct challenges in
society. Unfortunately, Indigenous peoples (IP) have comprehending lessons and expressing themselves
historically had limited access to quality education, compared to their peers. Recognizing the urgency of
battling for their rights in areas such as land addressing these English learning difficulties among
ownership, freedom, segregation, poverty, and Indigenous learners, this study seeks to identify and
education. understand the challenges they encounter. The
investigation is rooted in the advocacy for the success
This issue extends beyond the Philippines, resonating of Indigenous learners in acquiring proficiency in the
globally. Indigenous peoples, often marginalized and English language.

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Research Article

Research Questions IPs have historically faced prejudice and exclusion

from political processes and economic gains in the
This study aimed to determine the English language Philippines. Exclusion, loss of ancestral lands,
learning of Manobo learners at Artemio L. Martin displacement, pressures on and destruction of
Integrated School, Kalamansig, Sultan Kudarat, traditional ways of life and traditions, and loss of
Philippines, during the school year 2022-2023. identity and culture are all common occurrences. The
Specifically, it sought to answer the following Badjao, B'laan, Bagobo, Mangyan, Manobo, T'boli,
questions: and Teduray are among the important tribes (Amnesty
International, 2019).
1. What is the attitude of Manobo learners towards the
English language? In Kalamansig, the Dulangan Manobos have spent
2. What are the English language learning difficulties their entire lives in the communities of Lebak and
encountered by Manobo learners? Kalamansig. They believe these Sultan Kudarat
3. How do Manobo learners cope with their English districts to be their ancestral lands, where their history
language learning difficulties? and heritage have flourished and thrived. Bagayan was
a popular hunting activity among the early Manobos.
Native hunters frequently travel by a stream to make
Literature Review sacrifices and pray to the deity who guards their
hunting grounds for a successful hunt. Bagayan was
the name of Datu Kadayunan's relative, a nice and
The Indigenous People
compassionate man who generously shared his
products with his neighbors. The indigenous embraced
There are 476 million Indigenous people worldwide,
the concept of community sharing, afterwards known
dispersed across over 90 nations. They are members of
as Baga-ayan, in reference to his acts. (Ortega, 2013).
about 5,000 different Indigenous peoples and speak
over 4,000 languages. Indigenous people make up Inclusive Education
around 5% of the global population. The vast
majority—70%—live in Asia. Indigenous peoples are Inclusive education strives to ensure that all learners
frequently neglected and discriminated against in have equal access and participation in educational and
judicial systems across the world, making them even social opportunities despite of their individual
more vulnerable to violence and abuse. Indigenous circumstances and difficulties (Bešić, 2020). It is
human rights activists who speak out endure significant or vital to advocate for a society that
harassment and violence, which is frequently embraces inclusive practices, where individuals with
condoned by the state. Furthermore, people may be special educational needs and developmental
physically assaulted and killed just for being disabilities, including children and adults can
Indigenous (Amnesty International, 2019). contribute to the construction and advancement of a
compassionate community. Special Education plays an
As claimed by (Wondon and Cosentino,2019) important role by providing specialized instruction and
Indigenous peoples have fewer access to and a worse support tailored to the unique learning requirements of
level of education than other populations. Their students with identified disabilities (Brown, 2020).
education frequently lacks curriculum and teaching Despite ongoing efforts, significant challenges persist
approaches that acknowledge the history, cultures, in creating truly inclusive classrooms, such as a lack of
pedagogies, traditional languages, and knowledge of knowledge on effective implementation, the
their communities. In accordance to the Expert continuation of segregated educational practices, and
Mechanism on the Rights of Indigenous Peoples varying opinions among teachers and parents
(2019), quality education for Indigenous Peoples regarding its appropriateness and these issues are
means education that is well resourced, culturally highlighted in a recent thematic issue of the
sensitive, and respectful of heritage, and that considers International Journal of Inclusive Education,
history, cultural security, and integrity, as well as suggesting that they continue to be prevalent. A recent
human rights, community, and individual review by Göransson and Nilholm, (2014) also
development. Unfortunately, this has seldom been the emphasized the lack of knowledge regarding the
case. Education programs and institutions have establishment of inclusive classrooms that cater to the
frequently been used to 'assimilate' Indigenous Peoples needs of all students. Furthermore, there are issues that
into larger society, with the risk of undermining their raised concerns about the actual progress towards
culture, languages, identities, and rights. inclusive education within school systems and the

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Research Article

existence of differing viewpoints among parents and importance of addressing the distinctive linguistic,
teachers regarding its suitability (De Boer, Pijl, & cultural, and educational requisites of indigenous
Minnaert, 2011). communities in the quest for quality education and
social justice. Despite the evidence that very few
Indigenous People's Education in the Philippines: Indigenous students excel in educational approaches
that fail to acknowledge the uniqueness of Indigenous
The right to education is a universally recognized culture, the educational system persists in presuming a
principle, heralded worldwide for its transformative one-size-fits-all universality, disregarding the
impact on both societies and individuals (Mandela, distinctive cultural orientations and social experiences
2017). This right extends to all, transcending economic of Indigenous students (Gabriel, 2021).
circumstances, language, religion, ethnicity, birth
conditions, social backgrounds, political beliefs, and Challenges Faced by Indigenous Peoples in the
eco n om ic status. To com bat and prevent Philippines
discrimination within education, the United Nations
Educational, Scientific, and Cultural Organization Indigenous communities in the Philippines grapple
(UNESCO) championed the Convention Against with a myriad of complex issues, often stemming from
Prejudice in Education (Eduardo & Gabriel, 2021). historical and ongoing processes of colonialism,
discrimination, and marginalization. Among the
A study by Marbella and Evangelista (2015) delved foremost challenges is the loss of ancestral lands due
into the formidable challenges confronting indigenous to land grabbing, resource extraction, and government
students in accessing and successfully completing or private sector development projects. This has
basic education. The research highlighted significant resulted in the displacement and marginalization of
obstacles such as the dearth of culturally and indigenous communities, accompanied by the
linguistically suitable instructional materials, appropriation of traditional knowledge and cultural
insufficient teacher training, and instances of heritage (Gonzales et al., 2017).
discrimination, all impeding the educational
achievements of indigenous students. Similarly, Furthermore, indigenous peoples in the Philippines
Pabuayon et al. (2015) scrutinized the state of mother- encounter significant hurdles in the realms of health,
tongue-based multilingual education (MTB-MLE) in education, and economic security. Access to basic
the Philippines, with a particular focus on its healthcare services remains limited, leading to
implementation within indigenous communities. The disproportionately high rates of malnutrition,
study unveiled a disjuncture between official communicable diseases, and maternal mortality
recognition of MTB-MLE in national policies and its (World Bank, 2018). Inadequate access to quality
limited implementation and funding, underscoring the education poses another significant challenge,
imperative for greater attention to the linguistic and resulting in low literacy rates and restricted
educational needs of indigenous communities. employment prospects, perpetuating the cycle of
poverty and marginalization (UNICEF, 2018).
In another study, Mancao and Maturan (2015)
explored the vital role of indigenous knowledge The human rights abuses suffered by indigenous
systems in the education of Tagbanua children in peoples in the Philippines constitute a grave concern,
Palawan, Philippines. Their findings underscored the including forced displacement, extrajudicial killings,
significant benefits of integrating indigenous and torture at the hands of state forces and other actors
knowledge, values, and practices into the curriculum, (Hedlund, 2019). These violations have engendered a
manifesting in heightened student motivation, climate of fear and insecurity within indigenous
improved academic performance, and the preservation communities, severely constraining their involvement
of cultural heritage. Cadoy et al. (2015) conducted a in decision-making processes. Language and cultural
survey to gauge the perceptions of indigenous adult oppression constitute yet another formidable
learners regarding the relevance of alternative learning challenge, with the suppression or loss of many
systems (ALS) to their unique needs and aspirations. indigenous languages and cultural practices. This has
The research found that ALS served as a viable avenue led to a profound erosion of identity and cultural
for indigenous adults to acquire basic literacy and heritage among indigenous peoples (Gonzales et al.,
numeracy skills while enhancing self-confidence and 2017).
community engagement.
Historically, indigenous peoples in the Philippines
These studies collectively underscore the paramount have contended with prejudice and limited access to

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Research Article

education, accounting for 10% to 20% of the country's were negatively associated with the same.
total population of 102.9 million people. Globally, the Additionally, Moussu and Llurda (2015) investigated
issue of indigenous education is of international the influence of teachers' beliefs and attitudes on CLIL
significance. Unfortunately, most indigenous (Content and Language Integrated Learning)
individuals lack access to quality education, as existing implementation in the Spanish educational setting. The
educational curricula often fail to accommodate their authors discovered that positive views and attitudes
unique needs. Even though a small number of regarding CLIL among instructors were associated
indigenous students excel in educational systems that with higher levels of successful implementation, but
neglect the distinct aspects of their culture, the negative beliefs and attitudes had the reverse impact.
educational system frequently operates on the Liu and Jin (2015) investigated the association
assumption of universality, disregarding the unique between language learning anxiety and foreign
cultural orientations and social experiences of language enjoyment among Chinese EFL learners in
indigenous students (Eduardo and Gabriel, 2021). another study. According to the study, students who
had greater degrees of language learning anxiety had
Additionally, within the Philippines, many indigenous lower levels of foreign language enjoyment, which had
students in Region III grapple with language barriers, a detrimental influence on their language competence.
particularly in English. Most of these students reside in Additonally, Nandi (2015) also looked at the impacts
the impoverished mountainous areas of one of the of motivation, attitude, and anxiety on English
region's provinces, where their perception of language acquisition among Indian tertiary students.
civilization often differs from mainstream society. The study discovered that desire and attitude were
Nevertheless, the struggles faced by indigenous major predictors of English language competency, but
peoples do not deter them from actively combating anxiety had the opposite effect. These studies
poverty and injustice through education (Reyes et al., emphasize the significance of positive attitudes and
2021). In conclusion, indigenous peoples in the ideas about language learning as a facilitator of
Philippines confront a multifaceted array of challenges successful language acquisition, as well as the
encompassing land rights, healthcare, education, detrimental effects of worry and negative attitudes.
economic security, human rights, and cultural
preservation. Addressing these issues necessitates a Lastly, Todor (2016) stated that positive attitudes are
holistic approach that recognizes and upholds the those that contribute to improved enthusiasm for
rights and identities of indigenous peoples, ensuring learning and better language acquisition. Positive
their full participation in decision-making processes. attitudes should be emphasized over negative ones
since poor attitudes impact the entire life and lead to a
Attitude in Language Learning lack of drive. Tódor (2016) also claims that the
student's attitude really influences the whole learning
Language learning researchers have largely procedure and, basically, is the main factor that affects
acknowledged the importance of attitude in language learning success (Kovač and Zdilar, 2017). Overall,
learning. Attitude refers to an individual's views, attitude plays a critical role in language learning,
attitudes, and dispositions toward the target language affecting learners’ motivation, engagement, and
and its speakers, and has been proven to have an success in developing intercultural competence. As
important influence in determining language learners' such, promoting positive attitudes towards language
success. Learners' propensity to participate with the learning is an important aspect of language pedagogy.
target language community and culture is also
influenced by their attitude. Learners who have a Coping Mechanism
favorable attitude toward the target language and
community are more open and responsive to cultural There are limited empirical studies that investigate the
differences, and they are more likely to have a better coping mechanisms of indigenous peoples in the
knowledge of the target culture, which can aid in Philippines with language learning. One important
language acquisition (Gardner, 2006). coping mechanism of indigenous people in the
Philippines is language, which relies, on community
Moreover, Ali and Ahmed (2015) investigated the role support. This includes the involvement of family
of attitude in ESL learners' willingness to members, elders, and community leaders in language
communicate in English. The study showed that programs and the establishment of language nests or
positive attitudes towards English language and culture immersion schools in the community. These initiatives
were positively associated with higher levels of provide a supportive and culturally affirming learning
willingness to communicate, while negative attitudes environment for indigenous learners (Ganotice &

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Peñaflor, 2018). Language revitalization efforts also helped to increase students’ vocabulary and improve
play an important part in the coping mechanisms of their writing accuracy. In the context of Manobo
indigenous peoples in the Philippines in terms learners in the Philippines, using a dictionary can be an
language learning. These efforts involve the effective coping mechanism for language
documentation, preservation, and revitalization of comprehension and vocabulary acquisition. A study by
endangered indigenous languages, often in Bayong and colleagues (2015) found that Manobo
collaboration with indigenous communities. Such students used dictionaries to improve their
efforts are crucial in maintaining the linguistic understanding of the English language, and the use of
diversity and cultural heritage of indigenous peoples in a bilingual dictionary helped them to bridge the gap
the country (Gonzales et al., 2017). between their native language and English. The use of
a dictionary can also help Manobo learners to
Several studies have highlighted that family support is overcome common language barriers, such as word
important for indigenous people‘s success in learning pronunciation and grammar structures.
English as a second language. Family members can
provide a supportive and encouraging learning Not only that, but in the study by Guzman (2015)
environment that facilitates and reinforces language found that English language learners in the Philippines
learning. In the study conducted by Covens and often struggled with the differences in sentence
Borlongan (2017), family members who support and structure between English and Filipino. The use of a
encourage their children with language at home can dictionary can provide Manobo learners with a
significantly impact children’s‘ progress in learning comprehensive understanding of complex grammar
the language. structures and word meanings, providing them with the
confidence to communicate effectively in English.
In the context of learning English as a second Also, the study conducted by Reyes et al., (2021) one
language, family support can play a vital role in of the participants' coping techniques in his research
helping students overcome language barriers and gain on Aeta's conversational English is checking the
confidence in their language skills. A study by dictionary. This coping mechanism may appear so
Tetreault and Fitisemanu (2015) found that family conventional since Filipinos are prone to check the
involvement, including reading with children and dictionary anytime they face unfamiliar words.
speaking their native language, was positively However, the game has been elevated to a new level
associated with English language proficiency among since participants are still utilizing an electronic
Samoan American students. Similarly, in the case of dictionary to look up the meaning of strange terms.
Manobo learners, family support can provide a sense They consult the dictionary on their cell phones, which
of cultural affirmation and validation while learning a have the Merriam dictionary installed. Participants
foreign language. A study by Jacob and colleagues also stated that they conduct research as part of their
(2018) found that family support, including conversational English coping methods.
encouragement and help with homework, was essential
for the academic success of Indigenous students in the In addition, another study which was conducted by
Philippines, such as the Manobo. The authors noted Shretsha (2017) in Nepal found that young people in
that family support can help students navigate a school rural indigenous community were using mobile phones
system that often marginalizes their cultural heritage to access English language learning resources, such as
and language. Furthermore, family support can take online dictionaries, grammar books, and YouTube
various forms, including tutoring, providing resources videos. In the study by Mabaylan (2019), many
such as books and materials, and creating an inclusive Manobo learners use technology, such as mobile
home environment that celebrates diversity. For phones, tablets, and computers, to access online
example, a study by Kanno and Cromdal (2015) found English language learning materials. Moreover,
that Japanese immigrant families in the United States technology-based language learning tools, such as
supported their children's English language learning by language learning apps, interactive websites, and
providing them with a safe and supportive home online dictionaries, provide learners with instant
environment that emphasized the importance of feedback, personalized learning experiences, and the
bilingualism. opportunity to practice at their own pace and preferred
learning styles. A study undertaken by Canlas (2018)
Turning to the study conducted by Taufik (2019) in found that using mobile language learning applications
Indonesia found that dictionaries were useful in has a significant positive effect on Manobo learners'
improving the English language skills of indigenous English language proficiency. Further, technology-
students. They found that the use of dictionaries assisted language learning also provides learners with

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the opportunity to communicate with native speakers Teachers who understand the unique cultural
and to be immersed in English language environments background and learning needs of their students are
virtually, which builds their confidence and increases more effective in providing support and facilitating
their motivation to learn (Chik & Kardia, 2018). language learning. Furthermore, research conducted
by Penatzer (2019) in the Philippines highlighted the
Another coping mechanism of Manobo learners is critical role of teachers in supporting the language
translation. According to Tarnopolsky (2015), found development of indigenous students. The study
that translation can promote learners’ metalinguistic emphasized the need for teachers to adopt a culturally
awareness, or their ability to reflect on analyzed responsive pedagogy that recognizes and values the
language structures. By comparing the structures of unique linguistic and cultural differences of their
their native language and the target language, learners students. Teachers who are aware of the cultural
can become more aware of their difference, similarities background and language proficiency levels of their
and pattern that exist between the two languages. A students can provide appropriate and individualized
study by Bayogan and Redoblado (2019) explored the support to help them improve their language skills.
use of translation as a coping mechanism in the
English language among Manobo college students. In a similar vein, Oxford (2017) defined language
The study found that the students preferred to use learning strategies as the purposeful procedures and
translation as a strategy for learning and understanding behaviors used by language learners to improve
English. They used their native language and cultural language acquisition, storage, retention, recall, and use
experiences to make sense of the target language, of new material. Brown (2000) also said that mastering
easing the burden of comprehending a foreign English as a foreign language is mostly contingent on
language. Moreover, this method helped them to the learner's own efforts to devote time, effort, and
understand English better with the help of context and attention to studying the target language.
expressions that are similar to their mother tongue.
Similarly, Reyes and colleagues (2020) investigated Difficulties in Learning English Language
the use of codeswitching and translation as a coping
mechanism for indigenous students in an English Difficulty can be defined as the degree of challenge or
language classroom in Chile. However, it is essential complexity involved in a task or activity. It refers to
to recognize that translation is not without limitations. the level of effort or ability required to complete the
In the study of Cook (2010), translation can sometimes task successfully (Cohen & Swerdlik, 2018).
result in learners relying too heavily on their native Difficulties are often unavoidable but are part of
language and struggle to produce English without learning process (Lodge et al., 2018). According to
translating it back to their native language. Fisher and Oyserman (2017), difficulty is an emerging
body of study that assesses how much people see
Comparatively, Leba et al.,(2021) found that the difficulty as important and difficulty as impossibility
participant had multiple techniques for learning when contemplating their own activities and
English, including reading, writing, speaking, and objectives. The availability of concise, reliable, and
listening, in their study focusing on the studying the validated difficulty as importance and difficulty as
English learning strategies of an indigenous Papuan impossibility measures is the foundation for these
student in Indonesia. The participant gathered with a investigations. In fact, O'Donnel (2021) agreed that
buddy to learn or simply have fun by taking advantage difficulty might indicate both low probabilities
of each chance to use English in daily activities. Peer (impossibility) and high value (importance).
tutoring is also a collaborative learning approach
where learners teach and learn from each other. This In language learning, difficulty can be a significant
approach has been found to be an effective way of factor in determining learners' success. For example,
promoting learner engagement among Manobo the difficulty level of a language can affect the
learners. For instance, a study by Aljafen et al. (2019) motivation and engagement of learners. If learners
found that learners who participated in peer tutoring perceive the language to be too difficult, they may
activities reported feeling more comfortable than those become discouraged and disengaged (Gardner, 2010).
who received traditional language instruction. Difficulties in language learning have been extensively
studied in the field of language learning. These
In the investigation carried out by Geia (2020) in difficulties can be attributed to various factors, such as
Australian schools emphasized the importance of learner characteristics, linguistic and cultural
teachers' cultural awareness and sensitivity in building differences, as well as pedagogical factors. One of the
positive relationships with indigenous students. primary difficulties in language learning is the

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complexity of acquiring a new language. The linguistic (2015) explored the challenges experienced by
features of a target language, such as grammar and Manobo learners in reading and comprehending
vocabulary, can be considerably different from the English texts. The research revealed that Manobo
learner's first language, which can lead to confusion, learners had challenges with unfamiliar words with
errors, and difficulty in understanding and producing their pronunciation, making it difficult for them to
sentences (Ellis, 2015). comprehend the meaning of an entire passage. Most of
the Manobo learners could read English texts but faced
Cultural differences can also pose significant difficulty in pronouncing and understanding new
challenges in language learning. In the research words due to the lack of exposure to English language.
undertaken by Tamondong (2016), Indigenous parents
in the Philippines are often unable to help their A study conducted by Besana-Gutierrez and Eslao
children with homework or engage in meaningful (2017) examined the factors affecting the academic
discussions about their education due to language performance of Manobo students in English. The study
barriers and limited knowledge. This lack of support found that students felt embarrassed to speak in
can lead to lower academic achievement, lack of English due to their limited proficiency, leading to
motivation, and disengagement from school for shyness and lack of confidence in asking questions and
Indigenous children. Moreover, indigenous children in clarifications in class. The study further emphasized
the Philippines frequently face significant challenges that students preferred to seek help from their friends
in accessing quality education, including a lack of or peers who shared the same language background
educational infrastructure and linguistic barriers. instead of their teachers. This highlights the
importance of creating a supportive environment that
According to a study by Dunham and Rodriguez fosters the confidence of Manobo students in seeking
(2018), many indigenous youth face significant help and raising questions. Moreover, research
challenges in learning English, particularly conducted by Abakan (2019) on the Shyness Scale of
comprehending words and phrases that have different Turkish EFL learners revealed that shyness negatively
meanings in their region or local area. Additionally, impacted language learning and academic success.
they can struggle to comprehend the general structure
Similarly, another study conducted by GhorbanDordi
of the language and form sentences, which can impede
and Davari (2018) indicated that shyness can hinder
their progress in the classroom. The study by Jung,
the willingness of Iranian EFL students to participate
Sandrock, and Kim (2016) also indicated that
in class, leading to lower levels of engagement and
indigenous learners can face significant hurdles in
achievement.
comprehending English structure and syntax, which
can lead to confusion and reduced academic Indigenous people often face unique challenges when
performance.
it comes to accessing and utilizing the internet for
information acquisition. These challenges can raise
One major challenge is the lack of exposure to English
from social, economic, and cultural factors that limit
in their early years and home environment. A study
their access to technology and digital resources (Tse,
conducted in Australia found that indigenous learners
2015).Google is a convenient tool, but it is also
struggled with English pronunciation due to
important to recognize that its results are not always
dependencies on the sounds of their native language
accurate or reliable. For example, if a user misspells a
(Gralton, Passfield, & Irwin, 2015). Additionally, in a
search term, Google may still produce results for a
study conducted by Ting and Tiongson (2016), they
found out that Manobo students in a university in similar term, leading to inaccurate information. A
Mindanao, Philippines have difficulty in pronouncing study by Lazer and Radford (2018) found that search
English words due to the phonetic attributes of their engines' algorithms can lead to biases in the
language as compared to English. For instance, the information retrieved. Individual preferences, cultural
vowel sound "e" in English and Manobo are backgrounds, and other factors significantly impact
pronounced differently, which makes it challenging for search results. This can create a challenge in acquiring
Manobo students to pronounce words that have this accurate information, especially in areas of politics and
sound. social issues. Another study on the topic was
published by Gianvecchio (2016), who investigated
Moreover, Manobo has fewer vowel sounds compared search engine optimization techniques being used to
to English, which contributes to difficulty in manipulate search results. The study found that some
pronouncing words with various vowel sounds. companies and individuals use unethical optimization
Likewise, another study by Tumabieneh and Wuyep techniques to appear higher in search results.

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While the internet offers a wealth of educational organization is progressively giving way to a more
resources, such as YouTube videos, understanding and westernized plan of province administration and
retaining the information from these sources can be municipal councilmen, which emphasizes the young
challenging. For example, a study by Hamrick (2018) and educated. The unique ethnic outfits have
found that technical vocabulary in educational videos essentially given place to commercial attire, with
on YouTube can be a barrier to learning for many ethnic materials offered as antiquities (Smith, 2021).
students. The study emphasized the need for clear and
straightforward explanations to improve students'
understanding of complex topics. Similarly, study by Methodology
Reuter (2019) examined language barriers in online
learning. Research Design

Another problem faced by indigenous people is Qualitative research employing phenomenology was
translation. Translation is the power dynamic that can utilized to gain insights into the experiences of
arise between indigenous and non-indigenous Manobo learners as they learn English as a foreign
translators. Translators may lack an understanding of language. This qualitative research approach sought to
Indigenous cultures, values and beliefs, leading to illuminate the learning experiences of Manobo learners
incomplete or inaccurate translations (Holmes, 2018). in the context of the target language. According to
Plaza (2016) found that translation errors could lead to Woods (2006), this method is employed to explore
serious misunderstandings, potentially resulting in various aspects, comprehend specific occurrences, and
inappropriate treatment strategies and poor health address research questions through methods such as
outcomes. Similarly, study by Kjell (2019) examined observation, interviews, and analysis of relevant
machine translation and its implications for non-native documents. Additionally, as described by Fraenkel et
speakers of English. The study found that while al. (2011), qualitative research involves investigating
m ach in e tr an s lat io n can be v alu ab le for individuals, groups, or significant examples to
communicating basic information, reliance on generate interpretations for the current context or to
automatic translation can hinder language acquisition draw meaningful generalizations. In this study, it
and language skills development. serves to delve into the English language learning
experiences of Manobo learners.
The Manobo
Phenomenological research, as adopted in this study,
Manobo translates as "people" or "person"; other aims to capture, as closely as possible, how individuals
names are Manuvu and Minuvu. The title may have who have participated in a particular phenomenon
been derived from "Mansuba," a mix of the words man have lived and experienced it (Creswell & Poth, 2018).
and suba (Indigenous People, 2021). The Manobo Moreover, phenomenology, in line with Creswell
appear to be a survivor of the initial Austronesian (2018), is concerned with the exploration of the
migration from Taiwan, predating peoples such as the structures of human experience. It is a qualitative
Ifugao of Luzon. Several of the groups listed research approach that focuses on describing the
elsewhere (Bagobo, Hiligaynon, and Bukidnon) are essential qualities of a shared phenomenon
members of the Manobo supergroup, although there experienced by a group of individuals.
are numerous other Manobo peoples who are not
included in the main group. Participants

Manobo settlements are typically built near tiny bodies In this study, the researcher carefully selected ten
of water or forest clearings, although they also participants to delve deeper into the learning
construct on slopes, rivers, valleys, and plateaus. The challenges faced by Manobo students in their English
villages are modest, with approximately 4 to 12 language education. These ten participants were
dwellings. They engage in slash-and-burn farming intentionally chosen, as their insights were deemed
(Indigenous People, 2018). essential for understanding the phenomenon under
investigation. They all shared specific characteristics:
A competent and socially strong Datu makes they were indigenous students, specifically belonging
relationships in a variety of ways, including marriage, to the Manobo community, enrolled at Artemio L.
to acquire leadership. Several Datus would be arranged Martin Integrated School, English Language Learners,
under a higher datu, which would thereafter be merged high school students, and had achieved grades in
under the Sultanate with a Rajah Muda. This English below 85%. Furthermore, all participants were

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assessed using the Phil-IRI (Philippine Informal a translated version was made available. This approach
Reading Inventory), a redesigned assessment tool ensured that the questions were thoroughly
comprising graded passages aimed at evaluating comprehensible, facilitating the collection of rich and
students' reading abilities (Liego, 2018). meaningful information. Each one-on-one interview
with a participant lasted approximately 10-30 minutes
Locale of the Study and spanned five days, resulting in an average of over
seventy exchanges per interview.
The study was conducted at Artemio L. Martin
Integrated School, situated in Obial, Kalamansig, To ensure the validity of the research instruments, the
Sultan Kudarat, Philippines. This school is located researcher established a clear understanding of the
approximately 4 kilometers away from the Cotabato- research question and the phenomenon of interest. The
Isulan National Highway, within the Municipality of research instrument was meticulously crafted to
Kalamansig, Sultan Kudarat province. Founded in capture the essence of the phenomenon, employing
1966 in Kalamansig I District, the school has a unique open-ended questions that allowed participants to
history. Due to its considerable distance from the share their experiences without preconceived notions
secondary school in Kalamansig, the school or biases. A panel of experts validated the interview
administrators made the decision to integrate guide questions, which were designed to probe the
elementary and secondary education, providing an attitudes, learning challenges, and coping mechanisms
opportunity for students who could not easily access of Manobo learners in relation to the English language.
Kalamansig National High School. Furthermore, Corrections, suggestions, and recommendations from
Artemio L. Martin Integrated School is the sole the expert panel were thoughtfully incorporated into
educational institution in the entire barangay offering the instrument utilized in this study.
both elementary and junior-senior high school
programs, ensuring that local youth have access to free Data Gathering Procedure
secondary education. The school's name honors the
late Artemio L. Martin, whose family generously The primary data collection approach in this
donated the land upon which the school stands. As of phenomenological study involved conducting in-depth
the school year 2022-2023, the school employs a interviews with participants, as outlined by Creswell
dedicated team of 24 faculty members, consisting of (2007). The research process commenced with the
21 itemized teachers and 3 volunteer teachers. The researcher identifying the research question or the
student body comprises a total of 534 students, phenomenon of interest. Subsequently, the researcher
including 38 Manobo learners, reflecting the school's selected participants who have encountered the
commitment to inclusive education, and serving the phenomenon of interest. Once the participants were
diverse needs of its community. identified, the researcher gathered data through open-
ended interviews. Following data collection, the
Instruments of the Study researcher engaged in data examination, pinpointing
significant statements. From these statements, the
In this study, an Interview Guide was employed to researcher derived themes or categories, organizing
conduct in-depth interviews with participants. This them based on commonalities. Subsequently, the
tool consisted of open-ended questions designed to researcher undertook the analysis and interpretation of
elicit information regarding the learning experiences of the data, striving to derive meaning from the themes
Manobo students in the context of English language while employing bracketing to set aside preconceived
acquisition. The questions were centered on the assumptions or biases. After interpreting the data, the
students' attitudes towards English, as well as the researcher encapsulated the essence of the
challenges they faced and the strategies they employed phenomenon by crafting a narrative that captured its
to overcome them. Based on the responses of the significance. Lastly, the researcher validated and
students, follow-up questions and probing inquiries confirmed the findings by sharing them with the
were posed to extract more profound and detailed participants.
accounts of their experiences.
Phenomenological interviews were employed to
Considering the participants' challenges with the elucidate the meaning of experiences shared by
English language, the researcher anticipated the need multiple individuals, as described by Marshall and
to occasionally use Cebuano and Filipino languages Rossman (2006). Before conducting the in-depth
for clarification during the interviews. As a precaution, interviews, the researcher formally requested
the questions were initially formulated in English, but permission from the school principal through a written

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request. This request was duly acknowledged by the ensuring easy retrieval as necessary, as cited in
researcher's adviser. Subsequently, the master teacher (Samson, 2017).
at the school recommended a teacher to assist the
researcher and orient the study participants regarding Following this, the researcher embarked on the process
the study procedures. After the orientation, the of developing meanings from the relevant statements
researcher prepared the research instruments and extracted from each transcript. These developed
provided clear instructions on their utilization. meanings were then organized into categories, clusters
of themes, and overarching themes. The themes that
The researcher initiated the process by informing the emerged from this clustering process were skillfully
selected participants and obtaining their consent and woven together to create a comprehensive and vivid
willingness to participate. Given the focus of the study account of the Manobo learners' experiences in
on their English language difficulties, it was crucial to learning the English language. In doing so, the
encourage students to provide honest responses to the investigator crafted a description that outlined the
Interview Guide. Students were assured that their fundamental structure of the Manobo learners' English
comments would be used exclusively for research language learning journey.
purposes and would not impact their assessment
process. Subsequently, the researcher scheduled face- In the final phase of the analysis, after formulating a
to-face interviews utilizing the interview guide. comprehensive description of the phenomenon, the
Participants were encouraged to freely share their researcher presented the analyzed data to the
stories in their own words. Each interview, conducted participants for validation. A subsequent meeting was
solely by the researcher, typically lasted between 15 to scheduled with the participants to review and validate
30 minutes. their individual interview transcripts. During this
process, the researcher emphasized the significance of
Participants were given the freedom to choose the the participants' experiences within the context of the
language in which they preferred to answer the phenomenon. Participants had the opportunity to
questions. The researcher ensured that all participants compare the researcher's descriptive results with their
had an equitable opportunity to express themselves, own experiences. They provided their agreement and
regardless of their proficiency in English. Each validation by signing the validation form, affirming the
interview was conducted in a separate, private space, content of their respective transcripts and the
with strict guarantees of confidentiality and privacy researcher's description of the core structure of their
rights. It was made clear that there would be no English language learning experiences.
misrepresentation or harm resulting from the
interviews, as this could lead individuals to withdraw Ethical Considerations
their participation. At the conclusion of each
interview, the researcher informed the participants of In this study, the researcher strictly adhered to the
the need for a follow-up meeting to discuss the study research protocols established by Mindanao State
findings and ensure that these findings accurately University - Maguindanao. Prior to data collection,
reflected their personal experiences. ethical standards were diligently upheld through
formal correspondence. Transmittal letters, including
Data Analysis letters of permission and informed consent, were sent
to the school head to seek their endorsement and
In the analysis of phenomenological data, the approval from the Division Superintendent to conduct
researcher adopted Collaizzi's (1978) approach, the study involving teachers. Ethical considerations
following the methodological steps as outlined in played a central role, ensuring that the participants'
Speziale et al. (2007). The analysis process data remained confidential and that their individual
commenced with the researcher immersing herself in rights were fully respected.
the transcripts of interviews conducted with the ten
participants. This immersion involved reading and re- To address the diversity among participants, the
reading each transcript to capture the overall essence research questions were thoughtfully crafted to
of the text. Subsequently, the researcher systematically encompass a broad range of perspectives, safeguarding
extracted significant statements from each transcript against any infringement of their rights during the
that pertained to the experiences of Manobo learners in study. Respondents were assured of strict
their English language learning journey. These confidentiality, with their identities safeguarded
noteworthy statements were meticulously recorded on throughout the research process. This anonymity
a separate sheet, complete with page and line numbers, provided them with the assurance that their personal

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information would be handled appropriately and study informants.

discreetly. The study underwent a rigorous review for
any potential plagiarism issues, as the researchers Finally, confirmability was assured by mitigating
referenced and incorporated secondary sources into researcher biases and grounding the findings in actual
their work. The research results were subjected to data provided by research participants. An audit trail
thorough analysis and interpretation, emphasizing that was employed to document the study's development
the study's purpose was to contribute to the broader and the rationale behind findings and interpretations
knowledge base rather than for the researchers' based on participants' responses. As Tobin et al.
personal gain. (2004) pointed out, confirmability is concerned with
d emon strating that research findings and
Establishing Rigor interpretations are not products of the researcher's
imagination but are clearly derived from the data itself.
The researcher employed Lincoln and Guba's (1985)
criteria, as amended by Lincoln (1995), to establish
Results and Discussion
rigor and trustworthiness in this study. These criteria,
namely credibility, transferability, dependability, and
confirmability, serve as essential benchmarks when The Attitude of Manobo Learners’ in Learning
evaluating qualitative research. To enhance the English Language
understanding of these factors, insights from other
scholars in the field of qualitative research are also The following table presents emergent themes
considered. In this study, credibility was established identified in the study in the attitudes of Manobo
by diligently collecting accurate and reliable data learners towards learning English language.
directly from the participants. The in-depth interviews
(IDI) allowed Manobo learners to openly share their Table 1. Emergent Theme 1 on the Attitude of Manobo
thoughts and experiences regarding their attitudes, Learners’ in Learning English Language
learning difficulties, and coping mechanisms in
English language learning. Graneihm et al. (2004)
emphasized the importance of assessing whether study
findings faithfully represent the credible information
obtained from original data, preserving the
participants' authentic perspectives.

To ensure transferability, specific criteria were

employed to select the participants for this study,
consisting of ten Manobo learners. The locale of the
study was carefully described, and the lived
experiences of these participants regarding their
attitudes, learning difficulties, and coping mechanisms
in English language learning were comprehensively
detailed. Bitsch (2005) defined transferability as the
extent to which qualitative research findings can be
applied in different contexts with diverse participants,
making it the interpretative counterpart of
generalizability.

Dependability was rigorously maintained by providing

meticulous and comprehensive descriptions of the
research process and procedures. This approach aimed
to achieve consistent findings among the Manobo Negative Attitude towards learning English
participants, which could be replicated by other
researchers. Bitsch (2005) described dependability as As gleaned in Table 1, there is a common negative
the consistency of findings over time, while Cohen et attitude towards learning English as a second
al. (2011) stressed the importance of reviews by peers language. Participants 2, 7, and 8 expressed the
to ensure that findings, interpretations, and challenges they face in learning English, such as
recommendations align with the data obtained from

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difficulty understanding the language, unfamiliarity

with English words and structure, and struggling with
According to a study by Dunham and Rodriguez
English sentences. These negative attitudes towards
(2018), many indigenous youth face significant
learning English can significantly impact a Manobo
challenges in learning English, particularly
learner's self-esteem, motivation, and confidence in
comprehending words and phrases that have different
their ability to learn the language. Language learning
meanings in their region or local area. Additionally,
can be a challenging process, and Manobo students
they can struggle to comprehend the general structure
may face unique barriers that interfere with their
of the language and form sentences, which can impede
learning experience.
their progress in the classroom.
The statement given by Participant 2 reflects the
Recognizing the importance of learning English for
common response of Manobo learners in this study
when they are being asked by the researcher if they prospects
like English language. According to Participant 2, she
does not have the motivation to learn English because The need to learn English is an important mindset in
it is difficult for her to comprehend the foreign learning English, as shown in the statement given by
language. Similar in the statement given by Participant participants in the table, which reflects the practical
7 and 8, in which they find the language unfamiliar to attitude of English language learning, where they
them. The participants experienced unfamiliarity in the acknowledge that their need-to-know English is driven
language given by the fact that they did not grew up in by their desire to master the language for prospects.
areas where English is widely spoken. They come English proficiency is essential in today's globalized
from indigenous communities that have different world, where English is the primary language for
dialects, making it challenging for them to like the international trade, diplomacy, and communication.
English language and develop negative attitudes Indigenous learners recognize that learning English
towards the English language. can open new opportunities for them, including access
to higher education, better-paying jobs, and broader
Table 2. Emergent Theme 2 on the Attitude of Manobo social connections. For the Manobo students, English
Learners’ in Learning English Language can also be a tool for cultural preservation and
empowerment. By learning English, Manobo learners
can participate fully in the educational system and
improve their academic achievement.

Non-native speakers see the importance of English

language learning, which is the global language of
business and technology. The participants in this study
are not alone in recognizing the practical importance
of English language learning because based on the
study conducted by Ali and Ghorbani (2019), non-
native speakers of English often view the language as
a necessity for academic and career growth. The
researcher further highlighted that non-native speakers
see English as a tool to integrate better into the host
community, especially in countries where English is
the primary language of communication.

English proficiency is crucial to Manobo learners’

prospects and success in today's globalized world.
Teachers and educators must recognize the importance
of English in indigenous learners' lives and strive to
provide them with effective language learning
opportunities and support. By promoting English
proficiency, educators can help indigenous learners
achieve their goals and create a more equitable and
inclusive society.

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The Learning Difficulties of Manobo Learners’ in

English Language performance. All participants in this study were
hesitant at first to answer every time the researcher
The following table presents emergent themes asked them why they would not ask for their parents'
identified in the study in the learning difficulties of
help with their studies. They answered that they were
Manobo learners towards learning English language.
only helped by their siblings and friends, who were
also students like them. When the researcher asked
Table 3. Emergent Theme 1 on the Learning
Participant 4 who helps her in her studies, she narrated
Difficulties of Manobo Learners’ in English Language
that she prefers studying independently but explained
later that both of her parents are uneducated.

These Manobo parents, unfortunately, cannot assist

their children with their studies because they were not
given a chance to be educated, and their children must
cope and find alternative ways to support their
learning. Some of the participants in the study also
shared that their parents are always on the mountain to
farm or that their older siblings are working students
while they are left to take care of other family
members. Some of the family members of the Manobo
students prioritize their daily needs over education
expenses as they face economic challenges that hinder
their ability to access education or finance the needs of
their children.

The statements that came from the Manobo

participants reflect the reality faced by many Manobo
students whose parents have limited education. These
students face an educational disadvantage that limits
their academic achievement. When parents lack
education, they may not be able to provide the
necessary support and resources for their child’s
learning, including homework assistance, guidance,
and encouragement. As the participants noted, some
Manobo students may be hesitant to ask their parents
for help because they fear that their parents may not be
able to comprehend the material. This lack of parental
support can lead to feelings of isolation and
frustration, making it difficult for Manobo students to
thrive in an educational environment.

According to a study by Tamondong (2016),

indigenous parents in the Philippines are often unable
to help their children with homework or engage in
meaningful discussions about their education due to
language barriers and limited knowledge. This lack of
Educational Disadvantage support can lead to lower academic achievement, lack
of motivation, and disengagement from school for
The statements above in Table 3 reflect a prevailing Indigenous children. Moreover, indigenous children in
phenomenon of educational disadvantage among the Philippines frequently face significant challenges
parents of indigenous learners, which can have far- in accessing quality education, including lack of
reaching implications for the learners' academic educational infrastructure and linguistic barriers.

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Table 4. Emergent Theme 2 on the Learning

Difficulties of Manobo Learners’ in English you different type of glass ma’am.) Google is a
Language convenient tool, but it is also important to recognize
that its results are not always accurate or reliable. For
example, if a user misspells a search term, Google may
still produce results for a similar term, leading to
inaccurate information. This can be overwhelming for
Manobo students who may not have the knowledge
and skills to sift through the various sources critically.
Consequently, this can affect the validity and
appropriateness of the information gathered.

While the internet offers a wealth of educational

resources, such as YouTube videos, understanding and
retaining the information from these sources can be
challenging. Participant 6 noted the challenge of
understanding materials found on YouTube. This
results partly from the fact that some Manobo students
speak different languages and dialects than most
internet platform users. Moreover, comprehension
problems could also be attributed to the presentation of
information and how it differs from traditional
classroom-based lessons. The statement made by
Participant 6 in the table above shows that factors such
as language barriers, technical jargon, and learning
preferences can make it challenging to understand and
learn from online resources. For example, a study by
Hamrick (2018) found that technical vocabulary in
educational videos on YouTube can be a barrier to
learning for many students. The study emphasized the
need for clear and straightforward explanations to
improve students' understanding of complex topics.
Similarly, study by Reuter (2019) examined language
barriers in online learning.
Barriers on Using the Internet for Acquiring
Information Also, it relates to the problem faced by participant 8, in
which she highlighted the difficulty of finding the
One of the significant challenges of using the internet correct translation of words on the internet. This
for research is the abundance of information. While problem is, in some ways, technical due to limitations
this can be valuable for broadening the scope of in translation, as some Manobo students may have
research, it can also lead to issues with accuracy and cultural concepts that do not have a direct translation
relevance. The statements above emphasize the in some languages. Plaza (2016) found that translation
different challenges that Manobo students face when errors could lead to serious misunderstandings,
using the internet to acquire information. Despite the potentially resulting in inappropriate treatment
numerous opportunities that the internet presents, the strategies and poor health outcomes. Similarly, study
possible difficulties with the retrieval of correct by Kjell (2019) examined machine translation and its
information can greatly hinder their experience.
implications for non-native speakers of English. The
Participant 4 highlighted the challenge of the diverse
study found that while machine translation can be
array of information available on the internet by
valuable for communicating basic information,
raising interesting point regarding the using Google for
reliance on automatic translation can hinder language
research in which the participant stated that
acquisition and language skills development.
“Halimbawa mag research ako nang glass tapos iba na
glass ang gina mean nya, ganyan ganyan ma’am.”
(When you research for glass then the Google shows

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Table 5. Emergent Theme 3 on the with words or has an advanced vocabulary. This
Learning Difficulties of Manobo Learners’ in makes it difficult for her to comprehend advanced
texts or express herself fluently in English.
English Language
Participant 5's statement highlights the importance of
pronunciation when communicating in the English
language. Many factors can affect a person's ability to
pronounce English words accurately, such as accent,
intonation, and stress patterns. If a person cannot
pronounce words correctly, it can affect their
confidence and their ability to communicate
effectively in professional or academic settings.
Participant 7's statement highlights the difficulty of
encountering English words for the first time. This can
be particularly challenging for Manobo students who
may not have had frequent exposure to the English
language. When they come across new words, they
may struggle to understand their pronunciation,
meaning, and usage in context. Many of the
participants in the study were raised in households
where indigenous languages are spoken, and English
was only introduced later in their schooling. For
example, in the statement given by participant 7 in
which she said “Hindi kasi ako makagamit ng english
ma’am, makagamit lang ako kapag kailangan na
talaga, pag subject na.” (I don’t use English ma’am,
I can only speak English when it is really needed,
only during our class subject). Her experience can
result to a lack of familiarity with English vocabulary,
sentence structure, and gammar making it difficult for
her to use the language proficiently.

A study conducted in Australia found that indigenous

learners struggled with English pronunciation due to
dependencies on the sounds of their native language
(Gralton, Passfield, & Irwin, 2015). Likewise, another
Challenges in Reading and Pronouncing study by Tumabieneh and Wuyep (2015) explored the
Unfamiliar English Words challenges experienced by Manobo learners in reading
and comprehending English texts. The research
The sentiments expressed in the statements in Table 5 revealed that Manobo learners had challenges with
are common to many Manobo learners in the study. unfamiliar words with their pronunciation, making it
Being a non-native speaker of a language can present difficult for them to comprehend the meaning of an
challenges, but these can be intensified for Manobo entire passage. Most of the Manobo learners could
learners due to a variety of factors. The statements read English texts but faced difficulty in pronouncing
provided by Participants 4, 5, and 7 highlight the and understanding new words due to the lack of
challenges that Manobo students face when they are exposure to English language.
tasked with reading and pronouncing unfamiliar
English words. These challenges can be attributed to a The challenges faced by Manobo students when
range of factors, such as the linguistic differences learning new English words are significant. These
between their native language and English, the lack of challenges can be addressed by adopting strategies that
exposure to advanced English vocabulary, and the incorporate visual aids, breaking down complex
difficulties associated with decoding complex English words, and encouraging the development of
words. Participant 4's statement indicates that she pronunciation skills. This will enable indigenous
struggles with reading English words that are very people to acquire the necessary language skills to
deep. This suggests that the participant is not familiar communicate effectively in academic and professional
settings.
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English-speaking teachers who have a different

cultural background. Participant 7 shared that she is
Table 6. Emergent Theme 4 on the Learning shy about asking the teacher, which may be due to a
Difficulties of Manobo Learners’ in English lack of self-confidence or a fear of negative feedback.
Language
This can be a significant barrier when it comes to
language learning, as students may find it challenging
to clarify their doubts, receive feedback, or take part in
classroom discussions. Participant 10 expressed a
desire to learn English but is held back by shyness.
This is an unfortunate predicament, as English is a
vital tool for communication, academic achievement,
and professional success. Indigenous people who
aspire to learn English must overcome their fear of
speaking up and actively participate in language
learning activities. A study conducted by Besana-
Gutierrez and Eslao (2017) examined the factors
affecting the academic performance of Manobo
students in English. The study found that students felt
embarrassed to speak in English due to their limited
proficiency, leading to shyness and lack of confidence
in asking questions and clarifications in class. The
study further emphasized that students preferred to
seek help from their friends or peers who shared the
same language background instead of their teachers.
This highlights the importance of creating a supportive
environment that fosters the confidence of Manobo
students in seeking help and raising questions.

Moreover, research conducted by Abakan (2019) on

the Shyness Scale of Turkish EFL learners revealed
that shyness negatively impacted language learning
and academic success. Similarly, another study
conducted by GhorbanDordi and Davari (2018)
indicated that shyness can hinder the willingness of
Iranian EFL students to participate in class, leading to
lower levels of engagement and achievement. To
Lack of Confidence address these challenges, it is crucial to foster a
learning environment that promotes inclusivity,
The statements made by the participants in this study respect, and support for Manobo student. Teachers
are a clear indication of the lack of confidence that must understand the experiences and challenges that
some Manobo students or even non-indigenous Manobo students face and provide tailored support to
students’ face while trying to learn the language. cater to their needs. This includes implementing
These challenges are often tied to shyness or a lack of culturally responsive teaching practices, encouraging
confidence, which may arise due to factors such as peer-to-peer learning, and creating opportunities for
cultural and linguistic differences, academic students to practice speaking English in a safe and
background, and self-esteem. Participant 5 shared that supportive environment. Lack of confidence is
she is embarrassed to ask her teacher, which may be significant barrier to language learning for Manobo
because of a fear of being perceived as unintelligent or students.
incapable. This is a common experience among
indigenous people who may feel like they do not The Coping mechanism of Manobo Learners’ in
belong in academic settings or may be intimidated by English Language Learning

When the participants were asked about how they cope

with their English language learning difficulties,

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consulting a dictionary, collaborative efforts in words, understand meanings and how to incorporate
learning English speaking skills, asking for assistance them into conversations. For the participants, the
from the teachers, and family support appeared to be dictionary provides them the detailed explanation of
the most cited coping mechanisms. Among these, words phrases that can be challenging for them to
using a dictionary was the first among the others. comprehend without context. Studies have shown by
Taufik (2019) in Indonesia also found that dictionaries
Consulting dictionary were useful in improving the English language skills
of indigenous students. They found that the use of
The following comments are made by the participants dictionaries helped to increase students ‘vocabulary
that are representative of the overall cohort: and improve their writing accuracy. In the context of
Manobo learners in the Philippines, using a dictionary
“Naga practice ako ma’am gamit yong English can be an effective coping mechanism for language
dictionary.” (I practice using my English dictionary, comprehension and vocabulary acquisition. A study by
ma’am)- Participant 1;Lines 130 Bayong and colleagues (2015) found that Manobo
“Dictionary ma’am” – Participant 4; Lines 777 students used dictionaries to improve their
“Meron kaming yang Tagalog-English-Manobo understanding of the English language, and the use of
Dictionary.” (We have Tagalog-English-Manobo a bilingual dictionary helped them to bridge the gap
dictionary)- Particpant 6;Lines 1170 between their native language and English.
Furthermore, the use of a dictionary can also help
Learning a new language can be daunting, but for Manobo learners to overcome common language
Manobo students, using a dictionary is a significant barriers, such as word pronunciation and grammar
help in achieving fluency. During the study, it was structures.
revealed by the participants that using a dictionary is a
common coping technique of Manobo learners to In conclusion, the use of dictionary while learning
improve their English language skills. The statements English is impressive. From vocabulary acquisition to
reflect how Manobo students use dictionaries as an accuracy, confidence, nuanced understanding, and
essential tool for learning and improving their English self-correction, Manobo students can improve their
language skills. Participant 1 practices using their language skills.
English dictionary, while Participant 4 simply uses a
Collaborative Efforts in Learning and Enhancing
dictionary. Meanwhile, Participant 6 mentions having
a dictionary that translates from Tagalog to English English-Speaking Skills
and Manobo, their native language. This approach
might seem conventional, as even non-indigenous The chance to be helped by their peers and social
people are known to use dictionaries when they come interaction are needed for them to excel in learning the
across unfamiliar words. language. As supported in the interview by participant
4 and 10; “Meron ma’am, yang pag ingles ingles gud
Participant 1's emphasis on practicing with an English sila ma’am hehehe pag English nila ma’am di mag
dictionary highlights the importance of practice and ingles ingles din kami ma’am, tapos pag maganda gud
perseverance when learning a new language. yang pag ano ma’am like “how are you doing?”
Consistent practice helps learners broaden their Ganyan gud ma’am..”(When my friends speak in
vocabulary and improve their understanding of English then I also speak. It is so nice Ma’am like
nuanced language aspects such as grammar and “how are you doing?” stuffs like that, Ma’am)-
pronunciation. Participant 4's statement underlines the Participant 4;lines 856-858
simplicity of using a dictionary. It emphasizes the
accessibility of this tool to Manobo students, “Pag magawa ako ng tagalog sentence eh explain
regardless of their level of English proficiency. lang nila sa aking kung paano tapos yon ma’am ako
Participant 6's reference to a bilingual Tagalog- na ang magawa ng English pero eh explain muna nila
English-Manobo Dictionary highlights how Manobo sa akin.” (After constructing sentence in Tagalog ,
students can use their own language to assist them in
they would translate it to me Ma’am, on how to do it
learning English. By having a dictionary that translates
in English, they need to explain it to me first)-
both English and Manobo words, their education can
Participant 8;lines 1690-1692
be more inclusive and conducive to their learning
“Kapag may hindi sya alam sa english, tinutulongan
style.
ko sya para ma apply ko din yang mga gipang tulong
This approach seems essential for them to learn new nya sa akin.” (When she does not know English, I help

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Psych Educ, 2023, 14: 236-258, Document ID:2023 PEMJ1252, doi:10.5281/zenodo.8403241, ISSN 2822-4353
Research Article

her so I can apply what I have learned from her.) – sya gawin ma’am?” like “paano sya eh explain
Participant 10;lines 2107-2108 maam?”(Yes, ma’am, I asked for help like, "How to
do this, Ma’am?" or “how to explain it?”) – Participant
The statements of participants 4 and 8 highlight the 5; lines 1085-1086
importance of social interaction in learning the English “Ang sa teacher naman malaking tulong din sila
language among Manobo learners. Being able to ma’am, syempre halimbawa sa akin, pag hindi ko
practice the language is an essential aspect of language
maintinduhan mag tanong ako.”( Our teachers are
learning that provides learners with an opportunity to
really a big help Ma’am, because they help me how to
practice their communication skills and develop their
understand when I ask”- Participant 6; lines 1266-1267
confidence in the English language. The collaborative
efforts among the Manobo students and their friends
The statements made by the participants exemplify the
created a supportive environment for them to cope
importance of seeking guidance from teachers.
with language difficulties. Moreover, collaborative
Learning a new language can be a challenging job,
learning improves Manobo students’ access to
particularly when it comes to mastering the English
essential resources, which help them overcome
language. For many Manobo students, asking for
obstacles in learning English. Most of the participants’
assistance from teachers is one of the most effective
residential areas have no access to resources like
coping mechanisms for learning English. Participant 3
textbooks or stable internet. However, practicing the
highlights the significance of teachers' guidance in
language with their classmates serves as their coping
improving pronunciation and reading skills, while
mechanism for learning conversational English.
Participant 5 mentions how she asks her teachers for
According to Swain’s (1985) output hypothesis,
explanations on certain topics. Meanwhile, participant
interaction is necessary for a second language
6 notes how teachers assist them in understanding
acquisition as learners need opportunities to produce
tasks. As part of the formal education system, teachers
language output and receive feedback. Swain argued
are important figures in Manobo students' learning
that social interaction is essential to learning as it helps
journey. They provide Manobo students with
learners to develop their cognitive and linguistic skills.
instruction, guidance, and feedback that aids in
improving their English competency. Participant 3's
The statement by participant 10 highlights the
statement acknowledges the importance of accurate
effectiveness of peer tutoring as an approach to
pronunciation and reading skills for language learners,
learning English as a second language. Peer tutoring is
which is where teachers step in to assist with
a collaborative learning approach where learners teach
corrections and modeling.
and learn from each other. In the context of Manobo
students learning English, peer tutoring allows them to Without teacher guidance, the participants may
share their knowledge and apply techniques. It allows struggle to master English's complex sounds and rules,
them to receive individualized support tailored which can impact their fluency and communication
specifically to their needs. This approach has been abilities. Participant 5's statement highlights how
found to be an effective way of promoting learner teachers' role extends beyond pure instruction, with
engagement among Manobo learners. For instance, a learners able to reach out for clarifications and
study by Aljafen et al. (2019) found that learners who explanations. This is especially important for Manobo
participated in peer tutoring activities reported feeling students, who may feel hesitant or unsure about asking
more comfortable than those who received traditional questions in English due to the language barrier.
language instruction. Asking for help is a significant step in the learning
journey, as it enables learners to fill in gaps in their
Assistance from the Teacher understanding and expand their knowledge. Participant
6's statement demonstrates the value of teachers'
Another finding indicated that the participants need the assistance regarding tasks. As part of the education
assistance of their teacher in learning the language. In system, Indigenous learners often receive assignments
the interview, participants echoed. and tasks in English. Teachers can help clarify the
task's objectives and instructions, ensuring that the
“Tinutulongan po kami ma’am paano pag pronounce
students can complete them accurately and
tsaka paano ang tamang basahin ng kuan ang pag confidently. The student-teacher relationship can
pronounce ng mga words” (Teacher help us how to increase engagement and confidence in the student and
pronounce and how to read correctly Ma’am)- help them integrate into the education system. The
Participant 3; 608-610 lack of seeking help from teacher can positively
“Yes ma’am naga tanong ako kung ma’am “paano ito impact and individual’s language learning experience

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Research Article

by reducing their anxiety and boosting their “Yang hindi ko masyado mabasa tapos ginapatulong
confidence. Many of the Manobo participants in the ko sa kanila.” (I asked for their help when I cannot
study have negative views in learning English read it.)-Partcipant 7; lines 1040-1042
language, they worry about making mistakes, being “Kay tong sa daan gina tudlo ko sa akoang ate naku.”
misunderstood, and feeling embarrassed but asking (Before, my sister teaches me)” - Participant 9;lines
their teachers some help give them the assurance to be 1733
confident in their language skills. To them, their
teachers can explain the concept that they are The statement above highlights the importance of
struggling with and provide clarification on certain supportive relationships in indigenous education.
grammar rules. This makes the learning more Manobo students face challenges in accessing quality
enjoyable and productive. education since most of their previous generation was
uneducated and suffered from discrimination and a
In a study conducted by Reyes (2018) on indigenous lack of cultural representation. In the context of their
youth learning English in Chile, participants reported education, family and community support play a
that receiving help from their teachers and peers was crucial role in supporting academic achievement and
an effective way to improve their language skills. The success. Participants 3, 7, and 9 recognize the support
study highlighted the importance of creating an of their siblings in their academic journey. This
inclusive and supportive learning environment that support takes various forms, including help with
fosters trust and confidence among indigenous reading, writing, teaching, and emotional support.
learners. Moreover, teachers were found to have Their sisters and brothers provide meaningful support
critical roles in providing individualized support and as they share similar cultural backgrounds, languages,
addressing the specific needs of their students. and life experiences.
Another study conducted by Geia and colleagues
(2020) in Australian schools showed that cultural Several studies have highlighted that family support is
identity and respect are significant factors in important for indigenous people’s success in learning
promoting learning among indigenous students. The English as a second language. Family members can
study emphasized the importance of teachers' cultural provide a supportive and encouraging learning
awareness and sensitivity in building positive environment that facilitates and reinforces language
relationships with indigenous students. Teachers who learning. In the study conducted by Covens and
understand the unique cultural background and Borlongan (2017), family members who support and
learning needs of their students are more effective in encourage their children's language learning at home
providing support and facilitating language learning. can significantly impact the children's progress in
Furthermore, research conducted by Penatzer and learning the language.In the context of learning
colleagues (2019) in the Philippines highlighted the English as a second language, family support can play
critical role of teachers in supporting the language a vital role in helping students overcome language
development of indigenous students. The study barriers and gain confidence in their language skills.
emphasized the need for teachers to adopt a culturally Similarly, in the case of Manobo learners, family
responsive pedagogy that recognizes and values the support can provide a sense of cultural affirmation and
unique linguistic and cultural differences of their validation while learning a foreign language.
students. Teachers who are aware of the cultural
background and language proficiency levels of their A study by Jacob and colleagues (2018) found that
students can provide appropriate and individualized family support, including encouragement and help
support to help them improve their language skills. with homework, was essential for the academic
success of Indigenous students in the Philippines, such
Family support as the Manobo. The authors noted that family support
can help students navigate a school system that often
The statement made by the participants below marginalizes their cultural heritage and language.
exemplifies the importance of family support, though Furthermore, family support can take various forms,
they commented that their parents cannot help them in including tutoring, providing resources such as books
the English language. They clearly stated to the and materials, and creating an inclusive home
researcher that their older siblings did not fail them environment that celebrates diversity.
and are assisting them to learn the English language.
Using Technology for Learning English Language
“Uhm sa ate ko lang ma’am.” (Uhm. Only my sister
Ma’am)- Participant 3; lines 579 The rapid advancement of technology has created new

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Research Article

opportunities for language learners to access English A study by Shretsha (2017) in Nepal found that young
language learning materials that were previously people in rural indigenous community were using
unavailable or difficult to obtain. Manobo learners mobile phones to access English language learning
have started to use technology as a coping mechanism resources, such as online dictionaries, grammar books,
for learning the English language. It has been revealed and Youtube videos. According to a study by
in this study that Manobo learners are now more aware Mabaylan (2019), many Manobo learners use
of using mobile phones and the internet to access and technology, such as mobile phones, tablets, and
learn English. For example, in the statements made by computers, to access online English language learning
the following participants: materials. Moreover, technology-based language
learning tools, such as language learning apps,
“Magbasa ng libro ma’am tapos social media.” (I interactive websites, and online dictionaries, provide
read some books then use social media Ma’am )- learners with instant feedback, personalized learning
Participant 4; lines 773 experiences, and the opportunity to practice at their
Minsan ma’am, magkuha ka doon ng idea ma’am own pace and preferred learning styles. In addition,
tapos halimbawa pag yang ginapa report ka magkuha technology-assisted language learning also provides
ka doon sa Youtube ma’am. Tapos magkuha ka lang learners with the opportunity to communicate with
native speakers and to be immersed in English
doon kay kasi madami. (Sometimes Ma’am, I would
language environments virtually, which builds their
get idea from it then for example if I have to report in
confidence and increases their motivation to learn
class I would get idea from Youtube. I would get from
(Chik & Kardia, 2018).
there because there are too many)- Participant 4; lines
810-812 The use of technology in language learning is an
“Google ma’am”- Participant 7; lines 1399 innovative way to promote equal access to quality
education and support Manobo learners’ cultural and
The statements reflect the increasing use of technology linguistic rights. Integrating technology in the form of
as a learning tool by Manobo students who are learning, social media, and online resources can
learning English. Participant 4 mentions using social provide new opportunities for learning, interaction,
media and YouTube, while Participant 7 uses Google and collaboration with other students, educators, and
to assist them in their learning journey. Technology is communities.
becoming an increasingly popular tool for learning
languages, especially for self-study and supplemental Translation
learning. The use of technology has opened new,
flexible, and engaging options for the participants to Another coping mechanism commented on by
enhance their learning experience. The availability of participants addressed the importance of translation.
digital resources and tools has made learning more As they mentioned in the interview,
accessible than ever before.
“Pag may ginatanong gud ako ma’am tapos eh
As mentioned by Participant 4, social media platforms translate lang ila.” (When I asked question Ma’am
such as Facebook and Twitter can provide a vast they translate it to me)- Participant 1; lines 228-229
amount of language content. Participants can access “Meron din yang tagalog then eh translate mo sya sa
videos, conversation sessions, interactive games, and english.” (There is also in Tagalog then you translate it
quizzes that cater to various English language learning in English) – Participant 3; lines 499-502
levels. The availability of user-generated content on “Ano ma’am, yang una una po na ginagawa ko ay
digital platforms such as YouTube has opened new isulat ko po sya sa tagalog then yon ma’am eh
possibilities for Manobo learners, who can access an translate ko naman sya sa English, isa isa ko po sya
abundance of resources for the English language, from na eh translate. (The first thing I do is I write it in
the basics of grammar to more complex sentence Tagalog then I translate it in English, I translate them
structures. This, as described by Participant 4, has one by one) – Participant 5; lines 1585-1589
provided them with ideas when she must report in
class. Participant 7's statement highlights the The statements reflect two different approaches to
usefulness of search engines such as Google as a translation for Manobo students learning English.
learning tool. Indigenous learners can look up English Participant 1 relies on the assistance of their friends to
vocabulary, pronunciation, grammar rules, and other translate English words into a language that she can
important information needed to communicate in understand, while Participant 3 writes the words in
English, making it a helpful tool for self-study. Tagalog and translates them into English. In contrast,

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Research Article

Participant 5 writes the words in Tagalog and Similarly, Reyes and colleagues (2020) investigated
translates them into English without assistance. These the use of codeswitching and translation as a coping
diverse approaches highlight the variety of strategies mechanism for indigenous students in an English
that Manobo students use to learn and understand language classroom in Chile.
English. Using friends as resources for translating
English words can be helpful, as it allows them to
improve their language skills and become more Conclusion
confident learners.
Based on the findings, it is concluded that the Manobo
However, there are potential drawbacks to relying
learners showed a great desire to learn English
solely on peers for translation. For instance, some
language yet faced various learning difficulties when it
words and phrases may be nuanced and difficult to
comes to English language. These difficulties stemmed
translate, resulting in possibly incorrect or inaccurate
from their parents being uneducated, challenges in
translations. Moreover, peer translation may not
using the internet for acquiring information,
always be available or reliable, especially for Manobo
difficulties in reading and pronouncing unfamiliar
students who live in remote communities and have less
English words, and lack of confidence. The Manobo
access to resources and support systems. Participant
learners’ students also feel the need to overcome these
3’s approach of writing the words in Tagalog before
challenges by Manobo learners' coping mechanisms
translating them into English is a more independent
for learning English include consulting dictionaries,
method and can help in retaining and improving
collaborative efforts in learning and enhancing
language skills.
English-speaking skills, asking assistance from the
teacher, family support, learning through technology
The translation for learning English by Manobo
and media, and translation.
students’ is diverse, reflecting the many different paths
Manobo learners can take. The participants'
Based on the findings and conclusion of this study, the
approaches demonstrate the important role of the
following are recommended: (1) Artemio L. Martin
Filipino language in their educational journeys and the
Integrated School should provide resources and
importance of access to resources that can assist their
opportunities for English language practice, to develop
learning. While peer assistance can be valuable, it
the English proficiency students need ample
should not be relied on completely, and there should
opportunities to practice listening, speaking, reading,
be more resources and support systems in place to aid
and writing in English. (2) The parents may continue
indigenous people's English language development.
to strongly support, guide , and monitor their child’s
education through the conduct of symposium to relay
Translation is a common strategy used by the
the findings of the current phenomenon. (3) Peer and
participants in this study to bridge the gap between
mentorship programs can be developed to encourage
their native language and the English language.
active participation and engagement among Manobo
According to Tarnopolsky (2015), found that
learners, promoting self-sufficiency and mutual
translation can promote learners ‘metalinguistic
learning. (4) The Reading Coordinator must be
awareness, or their ability to reflect on analyzed
consistent in continuing the monitoring and evaluation
language structures. By comparing the structures of
of the students through PHIL –IRI. (5) Language
their native language and the target language, learners
Teachers should recognize the students’ difficulties in
can become more aware of their difference, similarities
using English language and then should take
and pattern that exist between the two languages. A
appropriate reinforcement to sustain. (6) Other
study by Bayogan and Redoblado (2019) explored the
researchers may conduct similar study to other setting
use of translation as a coping mechanism in the
and participants to further validate the result of this
English language among Manobo college students.
study.
The study found that the students preferred to use
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O’Donnell S. (2021). s difficulty mostly about impossibility? What
d i f f i c u l t y i m p l i e s ma y be c u l t u r a l l y v a r i a n t Farhana Mishael M. Lumontod, LPT, MAELT
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Department of Education – Philippines
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among the natives. Philippine Journal of Anthropology, 25, 35-46. Lebak Legislated National High School
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