Journal volume 13 a

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COLLEGE OF GRADUATE STUDIES
1

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FOREWORD
Research is an indispensable aspect of being an educator. It is the springboard of instruction, extension, and production. An academic community without a strong research department is a ship without a navigator. Since the academe caters to the needs of its clients and stakeholders, research feeds information to address needs that will improve the quality of life of its stakeholders and clients. As long as problems linger in education, the academe will continue to play a vital role in conducting researches aimed at solving problems and transforming the lives of Filipinos.
Keeping to its strong research tradition, the College of Graduate Studies releases yet another journal with the hope that its readers will continue to use the researches for improving people, products, processes, and systems.
This edition of the CGS Research Journal features research articles in Iluko language, Science Education, and Special Education. The articles on Iluko language basically dissected the corpus of the language and made it possible for readers to understand the seemingly chaotic structure of the Iluko language. On the other hand, the articles on Science Education open the eyes of readers on the status of teaching science in the region. Lastly, the researches on Special Education shed some light on the importance of understanding children and people with special needs and handling them appropriately.
With a reformulated R & E agenda of the College of Graduate Studies attuned to current trends and realities, the CGS Research Journal stands to publish relevant researches for the information and enlightenment of the readers.
-The Editor

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TABLE OF CONTENTS
FOREWORD
ABSTRACTS
Quality of Water Supply from Deep Wells
of Public Elementary Schools in Pangasinan 1
Wilma M. De Vera
Tessie Q. Peralta............................................................... 8
Quality of Science Instruction in Region I: Basis for
a Proposed Teacher Enhancement Training Program
Jimmie C. Eslabra
Dr. Tessie Q. Peralta......................................................... 8
Research Proficiency of Science Teachers in Region I:
Basis for a Training Program
Jayson B. Obillo
Tessie Q. Peralta, Ph. D..................................................... 9
The Indigenous Practices of the Mountain Province
and their Scientific Implications: Bases for Instructional
Materials Development
Mary Ann M. Bautista
Godofreda E. Jacla............................................................ 9
Instructional Management Training Program for Secondary
Schools of Pangasinan
Rebecca E. Cansino
Remedios C. Neroza.......................................................... 10
Delivery System of Student Affairs and Services among
Private HEIs in Pangasinan: Basis for Program Development
Romae T. De Los Reyes-De Asis
Eligio B. Sacayanan........................................................... 10
School Performance Accountability of Principals in Region I:
Input to an Enhanced School Based Management
Joselito A. Pascua
Eligio B. Sacayanan........................................................... 11
Motivation and Learning Strategies of Liberal Arts (LA)
Students in a Catholic University: A Proposed Outcome –
Based Learning Program
Rhene C. Tabajen
Teacher Education Program of State Universities in Region I:
Input to Outcome-Based Teaching and Learning Curriculum
Amelita G. Pedrola
Estelita E. Gacayan........................................................... 12

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4
Technology Utilization Training Program for Public
Elementary School Teachers in Pangasinan II
Rodel A. Calachan
Benjamin H. Valdez........................................................... 12
Leadership Capabilities of Student Leaders and their
Involvement and Participation in Supreme Student
Government’s Thrusts: Basis for Training Program
Pedro A. Arongat
Temperament, Teaching, and Learning Styles: Their
Relationship to Students’ Performance
Danilo B. Guzman
Sustainability Training Program on Outcome-Based
Learning in Related Learning Experience (RLE)
Jesus C. Rodriguez
Remedios N. Neroza.......................................................... 14
Aspirations of Senior High School Students in the Private
Schools of Dagupan City: Basis for a Career Guidance
Program
Macrina C. Barrozo
Guidance Services of the Technical Vocational High Schools
in La Union: Basis for a Guidance Program
Joy E. Bugaoan
Levels of Adjustment among College Students of the Don
Mariano Marcos Memorial State University, South La Union
Campus: Implications for a Wellness Program
Imelda C. Alban-Coloma
Marcelina H. Ayson........................................................... 15
Psychosocial Characteristics of High School Students:
Basis for a Proposed Guidance and Counselling Program
Maria Lourdes A. Flores
Environmentally Responsible Behaviour: Basis for Proposed
Eco-therapy Model
Jonna F. Mondares
Psychological Preparedness of Lorma Colleges Nursing
Affiliates on National Center for Mental Health: A Sustainability Program
Joy C. Sagulo

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5
Children with Special Educational Needs: Input to a
Proposed Municipal SPED Program
Marry C. Basa
Marina S. Quesada........................................................... 17
Effects of Detect, Practice, Repair (DPR) Strategy on the
Math-Fact Automaticity Skills of 3rd Grade pupils
Raphael Job R. Asuncion
Raquel D. Quiambao.......................................................... 18
Constructivist Approach in Teaching Mathematics I
Dodalyn B. Banglay
Estelita E. Gacayan............................................................ 18
Strategic Intervention Materials in Enhancing Communication
Skills of Grade Six Pupils
Lani A. Pagaduan
Melda M. Uychoco.............................................................. 19
Capability Assessment of Urdaneta City Barangay Officials:
Bases for Capacity Development Program
Irene R. Veras
Eligio B. Sacayanan............................................................ 19
FACULTY ARTICLES AND RESEARCHES
On Conversation Analysis: A Reader for Language Researchers
Maricon C. Viduya............................................................. 21
Needs and Problems of Students of Broken
Christine Joy U. Ugay......................................................... 27
Coping Mechanisms of Students with Broken
Iluko Kinship and Alterado’s Fourfold Frames of Ilocano
Cosmic Nakem
Maricon C. Viduya.............................................................. 35
Assertions Against English-only Policy in the Classroom
Maricon C. Viduya.............................................................. 42
Cooperative and Collaborative Learning in ESL Classes
Melda M. Uychoco.............................................................. 48
Students’ Awareness on the Implementation of the
Guidance Program
Educational Technology: A Key to Success in Teaching
Science
Jayson B. Obillo................................................................. 57
Building a Culture of Scientific Research: An Answer
for 21st Century Learning Pedagogy
Jayson B. Obillo................................................................. 62
Municipal Fisherfolks and the Fisheries Code of the Philippines
Nestor F. Ulpindo..................................................... 67

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Adolescents’ Characteristics: Their Implications to
Parents’ Role
Christine Joy U. Ugay........................................................ 73
Topic Development Phase in Ilocano Conversation
Maricon C. Viduya............................................................ 79
Needs Assessment of Day Care Centers in the
Selected Municipalities in the 2nd District of La Union:
Input to the Extension Service Plan to Day Care
Centers by DMMMSU-CE Extension Unit
Stella G. Domondon
Glaiza A. Jaravata.............................................................. 93
Effective Reinforcement Strategies Employed by the
Teachers Teaching Children With Autism in the
Primary Level in the 2nd District Of La Union
Stella G. Domondon.......................................................... 101
Strategies Used in the Opening Phase of Conversation
in an Ilocano Speech Community
Maricon C. Viduya............................................................ 110
MTB-MLE after One year in Two Elementary Schools
in La Union
Maricon C. Viduya............................................................ 117
Enhancing Science Learning Through Diverse
Grouping Schema
Jayson B. Obillo............................................................... 123
Two Sorrows: A Stylistic Analysis of Ben Jonson’s
On My First Daughter and On My First Son
Maricon C. Viduya............................................................. 127

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DOCTOR OF PHILOSOPHY IN SCIENCE EDUCATION
Quality of Water Supply from Deep Wells of Public Elementary Schools in Pangasinan 1
Wilma M. De Vera
Tessie Q. Peralta
The study determined the quality of water supply from deep wells of selected public elementary schools of the third congressional district of Pangasinan1. The descriptive research design was used and employed the use of Standard Laboratory Procedures to determine the microbiological and physicochemical qualities of the deep well water. Statistical tools used were frequency counts , percentages, Kruskal- Wallis, Mann Whitney U test, t-test and Pearson correlation.
Findings revealed that total bacterial counts are significantly higher during dry season than wet season but E. coli is not detected. Water samples with high colour, odor, and taste have higher pH. During wet season, there is a significant relationship between physical characteristics and salinity of deep well water samples at 0.05 level. Water samples with high or intense color, odor and taste have high salinity.
As an output of the study, a training program on sustaining groundwater/deep well water potability is proposed.
Keywords: microbiological, physicochemical qualities, water quality
Quality of Science Instruction in Region I: Basis for a Proposed Teacher Enhancement Training Program
Jimmie C. Eslabra
Tessie Q. Peralta
The study determined the Quality of Science Instruction in Region I using survey questionnaires with document analysis that focused on the teachers’ content knowledge and attitude towards science teaching, teacher attributes, and competency level of one hundred sixty (160) teacher- respondents from the different school divisions of the region. The frequency counts, mean scores, percentages and Pearson Product Moment Correlation were the statistical tools used.
Positive attitude towards science teaching, pedagogically competent teachers, moderate awareness about pupils in the classroom, and high awareness on the content of the curriculum were among the salient findings. Furthermore, the abovementioned findings were found highly correlated to the level of performance of the teacher.
Key words: basic teacher enhancement training program

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Research Proficiency of Science Teachers in Region I: Basis for a Training Program
Jayson B. Obillo
Tessie Q. Peralta, Ph. D.
This research determined the proficiency of 157 public secondary science teachers in Region I as basis for a training program. The descriptive research designed was used.
The results of the study showed that teachers are moderately aware and attained the existing science education objectives set by the Department of Education. Furthermore, levels of awareness and attainment of objectives are negatively correlated with gender, master’s degree earned/enrolled, number of researches conducted, and number of awards received, but positively correlated with years in teaching science.
Negative significant relationship was found between research proficiency level and gender, master’s degree earned/enrolled, minor, and trainings/seminars attended but positively correlated with major and years in teaching science. A significant difference in the pre-test and post-test scores exist after a training-workshop on science research in Region I was conducted and was effective in enhancing the research proficiency of Science teachers.
Keywords: Research Proficiency, Science Research, Workshop
The Indigenous Practices of the Mountain Province and their Scientific Implications: Bases for Instructional Materials Development
Mary Ann M. Bautista
Godofreda E. Jacla
Superstition and scepticism have always hovered around indigenous practices. This study determined the indigenous practices in the Mountain Province and their scientific implications as bases for instructional materials development.
This study found that indigenous practices in the Mountain Province still exist. Some of these practices have scientific bases. The respondents occupy ancestral lands with which they are closely attached. Because of attachment to the land, most indigenous practices pertain to the use, protection, and conservation of land and forests. There is inadequate education and transmission of practices especially since they can be easily learned.
Keywords: indigenous practices, instructional materials development

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DOCTOR OF PHILOSOPHY IN EDUCATIONAL ADMINISTRATION
Instructional Management Training Program for Secondary Schools of Pangasinan
Rebecca E. Cansino
Remedios C. Neroza
The study focused on the NAT performance of Secondary Schools in Pangasinan Divisions as a basis for an Instructional Management Training Program. The study determined the respondents’ personal and professional profile; classroom management and learning factors; the needs in Science instruction; and analyzed science performance in the NAT.
The descriptive method of research was utilized with documentary analysis. Findings showed that most of the teacher-respondents were females, married who had attended local, provincial, and regional seminars, with principals older than the teachers who are mostly post-graduate degree holders, with longer teaching experience, and had attended national and international seminars.
Furthermore, teacher-respondents had higher assessment in all classroom management and learning factors than their principal counterparts.
Keywords: instructional management, performance, Science training
Delivery System of Student Affairs and Services among Private HEIs in Pangasinan: Basis for Program Development
Romae T. De Los Reyes-De Asis
Eligio B. Sacayanan
Using the descriptive-survey method of research, this study assessed the delivery system of the different areas of Student Affair and Services (SAS) of the private Higher Education Institutions in Pangasinan as a basis for an enhanced SAS Program
Findings of the study revealed that physical facilities were adequate while student development services were moderately adequate; tools and equipment for both divisions were moderately adequate; there is reverse relationship between HEA and satisfaction; and there is direct relationship between adequacy of resources and extent of implementation, and level of functionality and degree of client satisfaction.
Hence, the Student Affairs and Services Enhancement Program of Private HEIs in Pangasinan is hereby proposed and recommended.
Keywords: Student affairs and services (SAS), higher education institutions

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School Performance Accountability of Principals in Region I: Input to an Enhanced School Based Management
Joselito A. Pascua
Eligio B. Sacayanan
The study described the performance accountability status and profile of secondary school principals in Region I in terms of implementation, functionality, and effectiveness.
The research used the non-experimental design. Results revealed that majority of the respondents are between 46-50 years old with PBET eligibility, female, with Master’s Degree, some received academic excellence award, attended leadership trainings and spent more than 20 years in their present position and who possess great level of emotional intelligence. There is high implementation of accountability in terms of implementation, functionality, and effectiveness in most domains. The study recommends an enhanced School Based Management Program to possibly attain the vision, mission, goals, and specific objectives of the Department of Education. Empowerment programs and privileges on school-based management program need to be sustained and further monitored and evaluated by the central office down to the regional and division levels.
Keywords: school performance accountability, school based management
Motivation and Learning Strategies of Liberal Arts (LA) Students in a Catholic University: A Proposed Outcome–Based Learning Program
Rhene C. Tabajen
Remedios C. Neroza
Academic success of students could be attributed to motivation and learning strategies. This study delved on what motivates the Liberal Arts students and their learning strategies. The following results were revealed: (1) the variables were reflective of the respondents’ motivational characteristics; (2) the respondents learning strategies were generally rated as “true of me;”; (3) faculty and employers rated personal qualities as the highest among the three variables under this component, generally described to be of “high importance; (4) the respondents got a very good rating as to their personal qualities, core skills and subject knowledge as assessed by the faculty and employers; (5) among the three components of motivation, gender had no significant difference with value and affective components while there existed a significant difference between gender and expectancy component; and (6) cognitive, metacognitive and resource management learning strategies had significant differences to age, gender and course.
Keywords: Attributes, Competency, Motivation, Learning Strategies, Outcome – Based Learning

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Teacher Education Program of State Universities in Region I: Input to Outcome-Based Teaching and Learning Curriculum
Amelita G. Pedrola
Estelita E. Gacayan
This descriptive-evaluation research assessed the Teacher Education Program of state universities in Region I as input to Outcome-Based Teaching and Learning Curriculum Model. The study found out that the vision, mission, goals, and objectives, curriculum and instruction, faculty, research and extension, and library were rated very much attained while laboratories and physical facilities were moderately attained. Faculty and students rated the general education subjects and professional subjects with field study courses as very satisfactory and implemented. Administrators rated the general education subjects and the professional education subjects with field study courses as “fully implemented.” The personal and social qualities of graduating students were “very satisfactory”. The graduates were assessed as “very satisfactory” by both employers and graduates. Furthermore, there was no significant difference along the job preparedness of the graduating students as to their professional competence and, personal and social qualities. Lastly, an Outcome-Based Teaching and Learning Curriculum Model was developed and proposed.
Keywords: Outcome-Based Teaching, Learning Curriculum
MASTER OF ARTS IN EDUCATIONAL MANAGEMENT
Technology Utilization Training Program for Public Elementary School Teachers in Pangasinan II
Rodel A. Calachan
Benjamin H. Valdez
This descriptive research determined the personal profile of 148 teachers, their extent of use of technology, and their level of knowledge in basic computer applications such as Microsoft Word, Microsoft Excel, and Microsoft Power Point.
After the post-test was given after the training of 50 respondents, the respondents’ high scores showed that they have a working knowledge for the three applications. The training was composed of lectures, hands-on activities and brief tutorial on Windows using the above mentioned applications.
There was a significant difference between the pre-test and post-test scores of the teacher-respondents in the level of knowledge in basic computer applications.
Key words: computer applications, training, technology utilization

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Leadership Capabilities of Student Leaders and their Involvement and Participation in Supreme Student Government’s Thrusts: Basis for Training Program
Pedro A. Arongat
Benjamin H. Valdez
This study determined the leadership capabilities of student leaders and their involvement and participation in supreme student government’s thrusts as basis for enhancement training. Specifically, it described the personal and academic profile of the respondents, their personality traits and leadership skills, and the relationships of the variables with the leadership skills of the student leaders, namely planning, communicating, setting the example, sharing, counselling, and representing the group.
Results showed that the student leaders are highly capable in all the leadership skills and had high involvement and participation in the SSG thrusts. Age and length of service, and highest educational attainment were significantly related to the student leaders’ skills. There was a significant difference in the responses of the two respondents on the extent of involvement and level of participation in the Reading Program, World Teacher’s day, Kindergarten Advocacy, and Anti-Smoking Campaign. A training program was designed based on the results of the study.
Keywords: leadership skills, student leadership, student leaders
Temperament, Teaching, and Learning Styles: Their Relationship to Students’ Performance
Danilo B. Guzman
Benjamin H. Valdez
This study determined relationships between and among teachers’ temperament, teaching styles, and students’ learning styles as they relate to students’ performance.
Findings showed that the dominant temperament of Grade 8 Araling Panlipunan teachers was Extroversion Sensing Thinking Judging (ESTJ) type while their preference for teaching were the Intuition Feeling (NF) and Sensing Feeling (SF) styles. The Grade 8 students were mostly visual- introverted learners. Significant relationships were found between teaching style and students’ learning style; teaching style and students’ performance; and teachers’ temperament and students’ performance. No significant relationships were found between teachers’ temperament and teaching style, teachers’ temperament and students’ learning style, and learning style and performance.
Keywords: learning style, performance, teaching style, temperament

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Sustainability Training Program on Outcome-based Learning in Related Learning Experience (RLE)
Jesus C. Rodriguez
Remedios N. Neroza
This study determined the profile of the Clinical Instructors and its relationship with their awareness, competency, and performance on Outcome-Based Learning.
The study used descriptive study survey method. The findings revealed that the competency of the respondents on OBL is outstanding; they are highly aware on the concept of OBL, and have an excellent rating in their performance. A significant relationship exists between profile and competency; awareness and performance; awareness and competency; and competency and performance. Furthermore, a significant difference also exists between the responses of the Clinical Instructors and the Level Coordinators with their competency, awareness, and performance.
Keywords: Outcome-based learning, related learning experience, sustainability
MASTER OF ARTS IN GUIDANCE AND COUNSELING
Aspirations of Senior High School Students in the Private Schools of Dagupan City: A Basis for a Career Guidance Program
Macrina C. Barrozo
Remedios C. Neroza
The study determined the career aspirations of senior high school students which provided a basis for a career guidance program. It answered the questions on personal profile, career aspirations, and multiple intelligences of the students. It also tested the relationship between personal profiles and career aspirations, and multiple intelligence and career aspirations.
Based on the findings, a Career Guidance Program is proposed. Also, the study found out that majority of the respondents were females and most are 16 years old, with a family income within the bracket 10,001- 15,000, with degree holder parents. Most of their fathers are in the commercial field while most of their mothers are on the personal service field. Most of the students are also planning to go to college and will take a professional course. Gender, family income, and multiple intelligences posted a significant relationship with aspirations.
Keywords: aspirations, career guidance, multiple intelligences

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Guidance Services of the Technical Vocational High Schools in La Union: Basis for a Guidance Program
Joy E. Bugaoan
Remedios C. Neroza
The study identified the Guidance Services of the Technical Vocational High Schools in La Union by identifying the profiles of the guidance personnel and the guidance office, determining the extent of attainment of their respective objectives, ascertaining problems met by the guidance personnel, the level of implementation, effectiveness, and functionality of the guidance services, the relationship between profile of the guidance personnel and the guidance office with the level of implementation, effectiveness, and functionality of the guidance services.
Levels of attainment of the objectives of the guidance services were moderate. There were seven problems met by the guidance personnel in the performance in their responsibility in guidance. Guidance services were consistently moderate, in terms of implementation, effectiveness, and functionality. These results became the basis for the Guidance Program.
Keywords: Guidance Services, Guidance Program
Levels of Adjustment among College Students of the Don Mariano Marcos Memorial State University, South La Union Campus: Implications for a Wellness Program
Imelda C. Alban-Coloma
Marcelina H. Ayson
This research study was comparative in nature and focused on the differences between and among the adjustment profile of DMMMSU-SLUC college students with reference to their personal, family, and academic profiles. Participants of the study were 338 randomly selected college students of DMMMSU-SLUC during the academic year 2012-2013. The students’ levels of adjustment were measured by the 5-Factor Personal Adjustment Inventory organized around five primary college adjustment areas: (1) Mental, (2) Physical, (3) Emotional, (4) Social, and (5) Spiritual. Distribution of the levels of adjustment was high in all dimensions - physical, mental, emotional, social, and spiritual. Significant differences were found in the Family’s Monthly Income in relation to Mental, Physical and Social adjustments; Year Level on the Mental and Spiritual adjustments; Mother’s Level of Education on Social Adjustment; and Grade Point Average in all levels of adjustment.
Keywords: levels of adjustment, wellness program

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Psychosocial Characteristics of High School Students:
Basis for a Proposed Guidance and Counselling Program
Maria Lourdes A. Flores
Remedios C. Neroza
Adolescents manifest certain psychosocial characteristics that are evident as they interact with their environment. This became the primary premise of this study.
This descriptive study collected data using questionnaires and standardized IQ and personality tests that were administered to 276 high school students. All variables were compared in relation to the students’ psychosocial characteristics.
The study found out that age and birth order influence the student’s psychosocial characteristics, their choices of which they tell their problems with and their perceptions towards their neighborhood or community. These findings of the study were the bases for the proposed Guidance and Counselling Program to address the specific needs of the students.
Keywords: Psychosocial characteristics, Guidance and Counselling Program
Environmentally Responsible Behaviour: Basis for Proposed
Eco-therapy Model
Jonna F. Mondares
Remedios C. Neroza
This study looked into the Environmentally Responsible Behaviour: Environmental Cognitive Belief and Human Nature Connectedness and their correlation with Environmentally Responsible Behavior as basis for an Eco- Therapy Model.
The findings show that there was a relationship between human nature connectedness, environmental cognitive beliefs and environmental responsible behavior. There was a significant difference between human nature connectedness and type of school but no significant difference between environmental cognitive belief and type of school.
Based on the findings, an eco-therapy model was constructed.
Keywords: Environmentally Responsible Behaviour, Human nature connectedness

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Psychological Preparedness of Lorma Colleges Nursing Affiliates
on National Center for Mental Health: A Sustainability Program
Joy C. Sagulo
Remedios C. Neroza
This determined the psychological preparedness of the nursing affiliates of the National Center for Mental Health. A descriptive research design was used and a questionnaire was administered to determine the personal and personality profile of the respondents.
The findings revealed that majority of the respondents were female, aged 18 to 19, first-born children with two or three siblings, and whose parents were married and living together. Most of their personality profile was not elevated and their personality profile along physical, social, emotional, and mental wellness was high. No significant relationship exists between personal profile and personality profile with the psychological preparedness of the respondents. The findings of the study served as a framework in designing a sustainability program.
Keywords: nursing affiliates, psychological preparedness, sustainability program
MASTER OF ARTS IN SPECIAL EDUCATION
Children with Special Educational Needs:
Input to a Proposed Municipal SPED Program
Marry C. Basa
Marina S. Quesada
Special Education in the Philippines has caught the attention of society. This study determined the incidence of children with special needs in the municipality of Agoo, La Union to establish a Municipal Special Education (SPED) Program.
The study found out that there are 115 multi-aged SPED children, manifesting various types of exceptionality like autism and intellectual disability in the different barangays. These children were either in special school, regular school, and serviced at home or out of school. Very few of the parents of the exceptional children were either college or vocational graduates. The three SPED teacher-respondents were BEE graduates with special training in SPED who were relatively young with ages ranging from 28-35 years old.
Keywords: special educational needs, SPED program

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` MASTER OF ARTS IN MATHEMATICS EDUCATION
Effects of Detect, Practice, Repair (DPR) Strategy on the Math-Fact Automaticity Skills of 3rd Grade pupils
Raphael Job R. Asuncion
Raquel D. Quiambao
The Philippines lags in Mathematics behind Asian countries. This study investigated the effect of Detect, Practice, Repair (DPR) Strategy on the Math-fact automaticity of third graders of DMMMSU-SLUC Elementary Laboratory School on multiplication and division.
The study found out that most respondents were in the advanced level in their Math 2 final grade, with above average IQ, and have a favorable attitude toward Mathematics. After the implementation of DPR, the pupils improved in their accuracy in time and routine tests and performed better in Math-fact automaticity skills. Lastly, the respondents’ profile, except IQ, had no significant difference with their Math-fact automaticity skill.
Key words: DPR strategy, math-fact automaticity
Constructivist Approach in Teaching Mathematics I
Dodalyn B. Banglay
Estelita E. Gacayan
This study determined the effectiveness of constructivist approach on the Mathematics performance of first year students of Pugo Central National High School by identifying the respondents profile as to final Grade in Math six, learning style, and attitude towards Mathematics; Mathematics performance in their pre-test and post-test; difference between the two groups’ scores in their pre-test, post-test and mean gain scores; and relationship between profile and Mathematics performance. The pre-test post-test control experimental matched group design was employed.
Findings showed that most of the respondents were visual learners who had a favorable attitude towards Mathematics and had fair to good performance in Grade Six Mathematics. After the experiment, the experimental group performed better than the control group. Lastly, the respondents’ profile was not related to their Mathematics performance.
Keywords: attitude, constructivist approach, learning style

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MASTER OF ARTS IN LANGUAGE TEACHING
Strategic Intervention Materials in Enhancing Communication Skills of Grade Six Pupils
Lani A. Pagaduan
Melda M. Uychoco
This study focused on the use of Strategic Intervention Materials to improve the least mastered learning skills of 33 grade six pupils of Christ the King College.
The study utilized the one group pre-test–post-test experimental research design. The respondents were subjected to pre-test before they used the SIM which were developed with the aim of improving their communication skills.
The pre-test was compared to the result of the post-test which showed that the respondents performed better after the intervention. The results showed that the subjects improved their communication skills as reflected in their post-test.
Key words: communication skills, Strategic Intervention Materials
MASTER IN DEVELOPMENT ADMINISTRATION
Capability Assessment of Urdaneta City Barangay Officials:
Bases for Capacity Development Program
Irene R. Veras
Eligio B. Sacayanan
The primary aim of this study was to develop a proposed capacity development program that responds to the capability building needs of the barangay officials of the City of Urdaneta, Pangasinan in three major areas namely: 1) governance, 2) administration, and 3) economic development.
One hundred fifty barangay officials served as respondents. The findings of the study promise some implications and directions for future capacity development programs that might be conducted to help barangays achieve improved performance in barangay governance, administration, and economic development; and thereby contribute towards attaining inclusive growth and development as envisioned by the current president of the Republic through the Philippine Medium-Term Development Plan 2010-2016.
Keywords: capacity assessment, capacity development program

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On Conversation Analysis: A Reader for Language Researchers
Maricon C. Viduya
Introduction
In this paper, I present some notes about Conversation Analysis. This is with the thought that through this paper, those who intend to conduct researches using the Conversation Analysis approach may find help in understanding this approach and may also be encouraged to help augment researches on this line. This paper focuses its discussion on Conversation Analysis, its strengths, goals, and principles. In addition, the reader will also acquire an understanding about conversation analysts and how they carry out the research methodology using conversation analysis approach. Furthermore, the reader will also understand how Conversation Analysis views language.
Discussion
Conversation Analysis
Conversation Analysis is a discipline that can be classified under discourse analysis in that it views language as a social interaction. Other disciplines that belong to the umbrella term discourse analysis include speech act theory, interactional sociolinguistics, ethnography of communication, pragmatics, and variation analysis. Conversation Analysis is also considered the “most visible and influential for of ethnomethodological research” (Woodruff and Aoki, 2002). It is concerned with describing the methods by which the members of a culture engage in social (human) interaction. Conversation Analysis, commonly abbreviated as CA, is also called sequential analysis. CA was started by sociologists Harvey Sacks and Emanuel A. Schegloff in early 1960s as a ‘naturalistic observational discipline that could deal with the details of social action rigorously, empirically and formally’ (Schegloff & Sacks, 1973, p.289). A study of talk in interaction, or social organization of conversation, CA involves the researcher or conversation analyst into detailed transcriptions of recordings of conversational interaction in terms of devices used by participants. What makes talk a worthy focus of study for social scientists is that “talk” is the primary means of human interaction.
Major strength of Conversational Analysis
The major strength of conversation analysis (CA) lies in the idea that “an important area of interactional meaning is revealed in the sequence.” Its most powerful idea is undoubtedly that human interactants continually display to each other, in the course of interaction, their own understanding of what they are doing.
Central goal of conversation analysis
Conversation Analysis has for its goal, the description and explication of the competences that ordinary speakers use and rely on in intelligible, socially organized interaction (Have, 1991). It examines social interaction to reveal organized practices or patterns of actions, under the fundamental

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assumption that interaction is structurally organized. Social interactions include talk, gesture, and use of objects.
Principles of CA
The basic principles of CA, according to Seedhouse (1999), are as follows:
1) There is order at all points in interaction. Talk in interaction is systematically organized, deeply ordered and methodic.
2) Contributions to interaction are context-shaped and context- renewing. Contributions to interaction cannot be adequately understood except by reference to the sequential environment in which they occur and in which the participants design them to occur. They also form part of the sequential environment in which a next contribution will occur.
3) No order of detail can be dismissed a priori as disorderly, accidental, or irrelevant (Heritage, 1984, p. 241). CA has a detailed transcription system, and a highly empirical orientation.
4) Analysis is bottom-up and data driven. The data should not be approached with any prior theoretical assumptions, regarding, for example, power, gender, or race; unless there is evidence in the details of the interaction that the interactants themselves are orienting to it.
The conversation analysts
Conversation analysts are sociologists who have turned the problem of social order upside down. For them, the crucial question is not how people respond to a social order and its normative constraints, but rather how that order is brought about in a specific situation, through activities in quite specific time and place. To understand the orderliness of social life, one does not need abstraction and aggregation, but instead one must turn to the fine grained details of moment-to-moment existence and their sequential organization. In other words, conversation analysts can be seen as sociologists who assume that everyday social structure is a skilled accomplishment by competent actors. Conversation is one such type of action and one which is particularly salient in social terms. Moreover, conversation can be recorded and described in detail, with transcriptions providing a yardstick for the replicability of social-scientific analysis. Thus, one version of the birth of conversation analysis is voiced in Harvey Sack’s methodological notes, to wit:
When I started to do research in sociology I figured that sociology could not be an actual science unless it was able to handle the details of actual events, handle them formally, and in the first instance be informative about them in the direct ways in which primitive sciences tend to be informative, that is, that someone else can go and see what was said is so. [...] It was not from any large interest in language or from some theoretical formulation of what should be studied that I started with tape-recorded conversation, but simply because I could get my hands on it and I could study it again and

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again, and also, consequentially, because others could look at what I had studied and make of it what they could, if, for example, they wanted to be able to disagree with me.
At what point exactly this preference for tape-recorded data became invested with an actively-developed suspicion towards the use of 'unsatisfactory data sources' in language description (e.g. interview data, observational data obtained through field notes, invented examples and experimental elicitation) is a matter of hindsight interpretation. For its practitioners, conversation analysis is a stake within the methodology debate of sociology (where does one situate one's sociological object of enquiry, i.e. society), with a clear preference for the formal properties of social action, and, in many cases, a suspicion towards any kind of pre-analytical theorizing. For instance, conversation analysts often state their reluctance to allow categories to enter the analysis other than those entertained by the participants or revealed in an analysis of the sequential flow of interaction.
CA view of language
Schegloff and Sacks, looked at conversation as a way to confront commonly held assumptions about social order. Conversation Analysis View of Language maintains that interaction is responsible for determining the nature of the relationship between people and that social distance and power are not fixed properties; they are negotiated through interaction (Vine, 2001). Conversations are seen not so much as structural realizations, but as interactive accomplishments which may involve co-narration, a division of interactive labor, in addition to the minimal ingredients of a negotiated "extended, monological part" which is claimed, invited or granted by one or more of the talkers. Conversation, according to Harvey Sacks and Emmanuel Schegloff, is orderly, not only for observing analysts, but primarily for the participants. This orderliness is seen as the result of the interaction participants of strategies also called as devices, systems, or an apparatus.
Model for Conversation
The general model for conversation proposed by Harvey Sacks and associates is outlined as follows:
1) Speaker-change recurs, or at least occurs;
2) Overwhelmingly, one party speaks at a time;
3) Occurrences of more than one speaker at a time are common, but brief;
4) Transitions (from one turn to the next) with no gap and no overlap are common. Together with transitions characterized by slight gap or slight overlap, they make up the vast majority of transitions.
5) Turn order is not fixed, but varies;
6) Turn size is not fixed but varies;
7) Length of conversation is not fixed in advance;
8) Relative distribution of turns is not specified in advance;
9) What parties say is not specified in advance;
10) Number of parties can vary;

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11) Talk can be continuous or discontinuous;
12) Turn allocation techniques are used. A current speaker may select a next speaker (as when he addresses a question to another party); or parties may self- select in starting a talk;
13) Various turn-constructional units are employed; e.g. turns can be as short as a single word; and
14) Repair mechanisms exist for dealing with turn-taking errors and violations (e.g. if two parties find themselves talking at the same time, one of them will stop prematurely, thus the trouble is repaired).
In addition, the norm of reciprocity – the idea that one will receive the equivalent of what one gives—may be said to operate as a social control mechanism in conversation. People learn to reciprocate, in order to get what they want. Conversation is a social arrangement. To successfully conduct a conversation, participants must display willingness and ability to collaborate. Successful conversation yields, for each participant, a degree of relational and interactional satisfaction. Successful verbal communication requires one to be able to identify and satisfy the needs of one’s fellow conversant. To do this, one must be able to take the perspective of the other and adapt one’s language to reflect that perspective.
Moreover, conversation is a type of social exchange: it consists of linked behaviors through which partners voluntarily provide one another with resources. As such, the conversational relationship is in some ways similar to relationships in which money or material goods are exchanged. In both cases, the interpersonal behavior involves giving and/or receiving one or more symbolic resources; and in both cases, the interaction may be a means by which individuals may acquire supplies of resources needed to control their environment. Exchange partners of any sort are motivated to reciprocate when provided with a resource. Unless each party to an exchange receives some amount of resource, it is unlikely that future interactions will take place. Under the rule of reciprocity—an equity in the giving and receiving of positive and negative consequences—participants reinforce or punish each other to approximately the same degree that they feel they have been rewarded or punished.
The commodities in conversation, however, do not always consist of information that one wants from the other parties. The valuable commodity may just be one’s time and attention. In this case, the speaker may be the consumer, not the producer, of the valued commodity. One is sometimes told, “Pay attention.” If one must listen (or read) when one does not desire to do so, one can feel that one is being robbed of one’s time, or that one’s time is being wasted.
Regardless of the nature of a conversation, participants must feel comfortable with each other on the social, personal, and feeling levels for there to be any chance for information to be imparted successfully. That is,

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one needs to feel good about the speaker in order to take any of what he or she has to say.
Structure of conversation
One of the most important things about any conversation is beginning it. Different cultures have different ways of beginning conversations and in the same culture conversations are begun in different ways when different forms of conversations are used. According to Schegloff (1992), opening conversations consists of three distinct moves: a) the opening of the ‘channel’ (consisting of summons-answer sequence); b) an identification sequence; and c) a topic-negotiation sequence. Following the opening phase are topic development phases and closing phase.
The four-step research approach using CA
Doing CA involves four simple steps: 1) recording, 2) viewing/listening, 3) transcribing, 3) analyzing. The type of text to be recorded includes any form of talk. It may be a talk that involves social life, business life, healthcare, education, leisure, or politics. Conversation analysts are also interested in casual talk, or every day conversation at home, in school, and in the market. Some have even explored on conversation among friends during a drinking session.
Parts of conversation or talk that can be analyzed
Conversation analyst may explore on the whole conversation or talk, from beginning to end, or he may explore on the devices or strategies used in the opening part of the conversation, the structure of topic development, how turn taking is done, or the closing part of the conversation, its structure and strategies used by the interlocutors. If conversation is video recorded, the researcher may also analyze the non-verbal strategies used by the interlocutors. Finally, the supra-segmental features of language such as intonation may also be analyzed.
Transcribing of recorded data
In transcribing, one may only transcribe parts of the conversation needed in the research. For example, if the researcher intends to study only the topic development part of the conversation, he/she may transcribe only that part. It is wise, however, if the researcher would be able to transcribe all the recorded parts of the conversation from the opening, topic development, and closing for future use. This is with the thought that there are many things that can be explored or studied in conversation. Another importance of transcribing is that sometimes details come out more clearly when one can work very slowly and painstakingly through the fine details written out on the printed page. Textual document may also be complemented with the recorded version, although it is not needed for publications.
In transcribing orthographically, interactional features like overlaps, latched utterances, pauses, non-linguistic/paralinguistic features of the conversation, and indecipherable utterances should be indicated as

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accurately as possible. There are several notation conventions which are already developed for this purpose.
Conclusion
CA may be used not only as a method for exploring what language is and how it is used to achieve communicative goals in different contexts but it may also be used as a research method for investigating practices of teachers and interaction among language learners. Thus, CA can help create a second language learning environment that more accurately reflects how language is used and help encourage learners achieve proficiency in the target language.
References
Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching. New York: Cambridge University Press.
Goodwin, C. (1981).Conversational organization: Interaction between speakers and hearers. New York: Academic Press.
Have, P ten (1999). Doing conversation analysis. London: Sage.
Johnson, K. (1995). Understanding communication in second language classrooms. New York: Cambridge University Press.
Markee, N. P. (2000).Conversation analysis.Mahwah, NJ: Erlbaum.
Ohta, A. S. (2001).Second language acquisition processes in the classroom. Mahwah, NJ: Erlbaum.
Schegloff, E. A., & Sacks, H. (1973).Opening up closings.Semiotica, 7, 289- 327.
Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking in conversation. Language, 50, 696- 735.
Schegloff, E. A., Jefferson, G., & Sacks, H. (1977). The preference for self- correction in the organization of repair in conversation. Language, 53, 361-382.
Seedhouse, P. (1999). The relationship between context and the organization of repair in the L2 classroom. IRAL, 37, 59-78.
Silverman, D. (2000). Doing qualitative research: A practical handbook. Thousand Oaks, CA: Sage.
Woordruff, A., Szymanski, M.H., Grinter, R. E., & Aoki, P.M. (2002). Practical strategies for integrating a conversation analysis in an iterative design process. ACM, 19-28.

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Needs and Problems of Students of Broken Families
Christine Joy U. Ugay
Introduction
Families are the bedrock of society. When families fall apart, society falls into social and cultural decline. The breakdown of the family is at the root of nearly every other social problem and pathology (Anderson, 1994). Not only social problems such as drug addiction, teenage pregnancy, and juvenile crime are attributed to disintegration of families but more alarmingly is the deep intellectual, physical, and emotional scars in children (Zinsmeister, 1994).
Broken homes and broken hearts are also reasons for the incumbent economic difficulties in all cultures. The moral foundation of society erodes as children learn the savage values of the street rather than the civilized values of culture.
In the Philippines according to Villar (2007), family life has changed. Before, the physical, intellectual, emotional, social and spiritual needs of children are initially met and nurtured. It is within the family that questions are answered, errors are corrected, and problems are heard and dealt with. Now, many married couples separate because husband and wife cannot get along. Many children are left to their own devices because their parents are trying to earn a living abroad or out-of-town. Or children, while living with their parents, hardly see them because they are too busy earning a living or trying to pursue their own happiness. Many children have no parents to turn to for emotional support and guidance. They feel unwanted, unloved, unworthy, lost and confused. They are not properly guided because they believe that parents are too preoccupied to listen or to respond to them or are too obstinate to understand. Some have the impression that all their parents care about is that they pass their courses. No one is around to give them feedback for the right or wrong they do.
Because of the absence of nurturance and supervision as well as the emotional, physical and verbal abuse that they may have experienced, many children from the disappearing and unready families grow up with unresolved issues or become pathological. These children manifest symptoms that could be a cry for help. They display disruptive or inappropriate behavior as children. They may become quarrelsome or attention-seekers. They lose concentration or focus and, as a result, underachieve. Some turn to false cures like drugs and alcohol and manifest maladaptive behaviors. If they assume the responsibility for the family, they may become angry or depressed because they had been robbed of their youth. Those are exposed to violence grow in fear of violence or become violent themselves. Many of these children grow up into adults whose marriages do not work out. And the cycle is repeated.

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Studies conclude that 25 % of children from divorced families have severe social, emotional, or psychological problems, as opposed to 10 % of kids from intact families (Corliss). After following more than 100 kids whose parents had recently divorced, Wallerstaein concluded that the effects of a break in the family unit are life-long and traumatic for children and adolescents. While the parents were liberated, interviews with the kids revealed that they have a profound pessimism about their future.
Furthermore, problems can be identified as disturbance or unsettled matters that demand solutions (Bittel&Newstorm, 1990). Problems are present when a person does not know how to do something or when he lacks the capability to perform it. Individuals are confronted with problems in everyday life when they do not know what to do in some situations they are engaged to (Binae, et. al., 1995).
Moreover, Gottesman (1991) also noted that parents contribute in the problems a child, “even in cases of severe and profound emotions or behavioral disorders, it is possible to find consistent and valid research findings that allow the blame of the children’s problems placed in the parents.
In the research of Dulay, Higoy& Lopez (2001) entitled, “Problems Encountered by the Family of OFW and their Coping Mechanisms” it was found that the respondents encountered emotional and physical problems.
Lastly, the study of Grayda& Peralta (2006) on problems encountered and adjustments of DMMMSU-SLUC children separated from their parents reveals that most of the children separated from their parents have to a great extent on a feeling of missing family bonding (homesickness), moderate extent on being deprived from entering into relationship with the opposite sex (love life), moderate extent on experiencing fatigue. The respondents were affected to a great extent in terms of emotional problems.
Children from broken families are likened to organisms deprived of an essential substance such as food or water, it is in a state of need. The state of need eventually triggers the organism’s energy, initiating instrumental behavior directed toward obtaining the essential substance. Once the need has released the organism’s energy, it is considered a drive. An organism’s primary drives are produced by emotional and physiological conditions that stimulate the individual to seek fulfillment of basic needs. Eating, drinking and breathing are examples of behavior based on primary needs and such behavior regulates basic physiological requirements for a particular organism. This kind of regulation is called homeostasis. It describes the organism’s tendency to maintain optimal level of a physiological requirement by attempting to restore any deviation from the optimal condition.
According to Maslow, human needs can be placed on a hierarchy. This hierarchy runs toward the simplest biological motives up to the most

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complex. Maslow says there are five primary levels on the hierarchy of human motivation. According to Maslow, fundamental needs must be satisfied before a person is free to progress to psychological needs, and these in turn must be satisfied before a person can turn to self-actualization needs. Bodily needs (physiological needs or biological needs) come first. A person must always satisfy his/her physical needs or he/she will not live long enough to take care of any psychological or social needs he/she may have. A person cannot take the next step up the motivational ladder, safety needs, unless, and until, his/her primary biological needs are met. Being cared for as a child and having a secure source of income and a place to live as an adult are examples of safety needs. Many people spend most of their lives in an attempt to satisfy needs at this level. The next need refers to belongingness and love needs. Belongingness is integrated into various kinds of social groups, such as clubs and other formal social organizations. By love, Maslow meant affectionate relationships with others based on mutual respect, admiration, and trust. In addition, esteem needs are just as important for human life as are food and water. An honest, fundamental respect for a person as a useful, honorable human being constitutes esteem. Esteem brings feelings of competence and confidence and a sense of achievement and individuality. For some people, the effort to meet esteem is carried out through their careers; others through their relationships with family, friends or the community. Until a person has developed self-esteem, he/she probably will not feel secure enough to become a “fully actualized person”.
Such are the unmet needs of children from broken homes. And teachers being second parents should help meet these needs in order to save children from unconsciously creating dysfunctional families of their own.
The school also needs to play its role in protecting children. Since the school is an institution established by the society to enhance the growth of young boys and girls, it seems logical that this time the same institution shall provide program for the needs and activities of pupils. The school is created for the purpose of molding the children that they may become self-directing and self-guiding citizens who can increasingly think and act for themselves in the best interest of the society. Carino (1993: p 11) claims that education plays the key role to meet the demands of present and future societal needs.
Arellano (1990) observed that many of the best institutions are those in which parents and teachers feel they are one team working together, not competing in child’s attention and interest.
In addition, the government is also playing its role in protecting children. The Republic Act 8990, the Early Childhood Care and Development Act, provides children the help they need during their critical, formative years. It is said that the first six years of a child are critical formative years. These critical childhood years are crucial for human growth and development because it is in this period when children develop faster. This new law works

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for the family’s and society’s advantage by ensuring that the needs of children at this critical stage are adequately provided.
In conclusion, students from broken families have special needs- different from those children with complete family. In addition, separation of parents has many negative effects on the students that live through them. Also, broken homes are tough situation to deal with that students handle in very similar ways and it affects both psychological and social aspects of their lives and t is also associated with numerous problems.
In line with this, administrators, teachers, and parents and the government should work hand and hand in designing activities or programs for these students to address their problems and provide essential measures to make the students escape and resist from traumatic environment. Also, a program of activities may be develop in order to help them develop their psychological and social aspects in order for them to become well-adjusted and well-developed individuals.
References
Anderson, K. (2002).Broken homes, broken hearts. Retrieved from: http://www.leaderu.com/orgs/problem/docs/broken.html [April 10, 2011]
Arellano, R.A. (1990). Parents plus schools equals pupils’ achievement. The Modern Teacher, 39 (7), pp. 90-110.
Gines, A.C. (2006). General Psychology: A textbook for college students. Philippines: Rex Bookstore.
Lambino, N. (2000). SLU guidance and counseling handbook. Philippines: Saint Louis University.
Lalorga, E. (1991). How to parent when marriage is broken. Health and Home, 8, pp. 33-41.
Sanchez, C.A. et.al. (2007). General Psychology (4th ed.). Quezon City: Rex Printing Company, Inc.
Uriarte, G.G. (2000). A psychological approaches in promoting wholesome behavior and solving behavior maladies in school, family and community. Supang, Bulacan: Dr. Gabriel G. Uriarte Publishing.
Villar, I.V.G. (2007). Implementing a comprehensive guidance and counseling program in the Philippines. Philippines: Aligned Transformations Publications.
Widdison, H.A. (1996). Annual edition: Social problems (3rd ed.). Service Dock Guilford: Duskin Publishing Group, Brown Benchmark Publishers.

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Coping Mechanisms of Students with Broken Families
Christine Joy U. Ugay
The family is the basic component or unit of the society and it is the most essential component of a country. The home is where a family lives. It may be alternated to the word house but a house is more appropriately referring to the material or built structure, whereas home refers to the intangible things that bind the family members together. It is the immeasurable love and care that keeps the mother, father and their children.
A group of persons united by ties of marriage, blood or adoption, consisting of a single household unit interacting and communicating with each other in their respective roles of husband and wife, son and daughter is a family. Every member is under the care and custody of the family. The right caring and maintenance may assure every family member that he feels the love and security from his family then his outlook in life is sunny and therefore highly favorable (Paneda and Mapile, 2005).
Having a broken family, however, hurts the members of the family. The children of a broken family cannot get the whole experience and protection of a real family. They cannot also see the special experience of having a whole family. Moving on in their lives as broken family without the full understanding of their parents is not easy. They look out into the world and wonder why it has happened to them, not to others. Having to deal with separated parents can sometimes be much harder than if one were to grieve their loss through death.
People with broken family swing to the opposite end by denying that it affects them. Also, some people deny that they have a broken family. There is a world of difference between what one experiences in a good or healthy family against the one that is a broken family. It is like having a chaotic life. One can do something about it. Only when they know what they feel can they learn to overcome the situation of having a broken family and move on positively with better strength and hope for their future life.
In terms of family relationship, no matter how ideal a family is, there are still hardships and misunderstandings or miscommunication that will come along the way. It is just a part of what goes on the family. When one of the family members has given up and the others have no choice but to accept and let go, the family starts to be broken.
Broken families vary for numerous reasons. Usually it starts in misunderstanding from a simple quarrel in the family that grows negatively and damages the long-bond relationship between the family members such as unfaithfulness. When someone cheats on his or her spouse, it causes distrust, and it breaks the sacred bond between man and woman. It is usually very hard to face the person who cheats, and that right there can end a marriage. Moreover, it is also hard to forgive the person who cheats. More

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and more marriages end today because people do not know how to be faithful. When they split up, the ones who are greatly affected are their children, scarring them physically, emotionally and socially. Some of them try harder to become achiever and to have better life or make more friends. But some are sorry for themselves and think that no one cares so they do not have to try hard. They do not trust enough to be friends with anyone too easily and there is a great tendency that they also drop out school or may have low academic performance or achievement than students from intact families.
In addition, students with broken families may experience a unique psychological dynamic. Timing of their parents’ separation may adversely affect them. If these students are in college, and away from home, learning of their parents’ separation can often lead to a variety of mental health complications. Being away from home, the adolescent child may feel helpless and, oftentimes, feel a need to leave school to be home to care for the parents and try to mend the relationship. In addition, college students who experience a separation of their parents at this late stage of life often feel overwhelmingly depressed, experience poorer physical health and may even, after leaving school, fail to continue in their education or find high income employment.
It was also found out that adolescents had fewer behavior problems if there is a positive relationship not only with biological parents, but if stepparents are involved, specially a strong relationship with them. The younger the boy when separated from his father, and the longer is the separation, the more the boy will be affected in his years. The older a boy gets, however, the early effects of father decreases. The absence depends particularly on whether boys have male surrogate models. Father-absent boys with a father substitute such as an older male sibling are less affected than those without father substitute. Young father-absent male children seek the attention of older males and strongly motivated to imitate and please potentially father figure (Ariola & Manangan, 2004).
The nature of family interaction was powerful predictor of problems than family characteristics bearing labels. As regards the sex of children with broken family, boys generally have a more difficult time adjusting to their parents’ separation than girls do. In fact, conflicts with mother and sons are still common even after separation, while most mothers and daughters adjust fairly well. Boys tend to adjust better when the father is the custodial parent.
We can also say that the home environment is a strong predictor of the future behavior of children and their coping mechanisms on different situations. A Chinese proverb states: “In a broken nest there are few whole eggs.” One study reported that children who lived with only one parent had lower grade point averages, lower college aspirations, poor attendance records, and higher dropout rates than students who lived with both parents. These trends generally exist even when a stepfather is present. Children in

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single-parent families are two times as likely as two-parent families to have emotional and behavioral problems. School children from broken homes tend to become more anxious, hostile, and withdrawn than those from intact families. Children who live apart from their fathers are 4.3 times more likely to smoke cigarette as teenagers than children growing up in intact homes (Stewart, 2005).
In addition, children with single parents were still twice as likely to have psychiatric disorders, attempt suicide, and abuse alcohol, and three to four times more likely to use narcotic drugs. Both male and female adolescents from non-intact families are more likely to engage in premarital sex than peers from intact families. Daughters of single parents are 53% more likely to marry as teenagers, 164% more likely to have a premarital birth, and 92% more likely to dissolve their own marriages (Stewart, 2005).
Despite the ups and downs in the process, students with broken families can cope positively and successfully with their parents’ separation and the changes it brings. You might even discover some unexpected positives. Many students find that their parents are actually happier after the separation or they may develop new and better ways of relating to both parents when they have separate time with each one. Some students learn compassion and caring skills when a younger brother or sister needs their support and care. Siblings who are closer in age may form tighter bonds, learning to count on each other more because they are facing the challenges of their parents’ separation together.
Also, coping well with separation can also bring out strength and maturity. Some become more responsible, better problems solvers, better listeners, or better friends. Looking back on the experience, lots of people say that they learned coping skills they never knew they had and feel stronger and more resilient as a result of what they went through. Moreover, children with broken families can turn their stressful situation into challenge by focusing on ways to control it or when the situation is uncontrollable, they prefer to take in a different approach by changing one’s appraisal of the situation, to view it in a different light and to modify their attitudes toward it. Some of these children just change their goals in life by adopting a new goal that is practical in view of their present situation (Taang, 2009).
According to Acero and her associates (2008) much has been said about children who are product of broken homes. Some of them are beaten black and white by their stepfather/stepmother/relatives rendering them incapable to walk or even talk straight. Much has been written about these children who have become victims of sexual or physical abuse, become malnourished, use prohibited drugs, some of these children just end up roaming around the streets and work at a very young age selling sticks of cigarettes and sampaguita garlands just so they could eat and go to school. So, the situation of children with broken homes is disheartening. Efforts are

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made to address the problem and the effects of this problem to children. Nevertheless, the problem has not been solved completely.
In view of this concern, the school’s administrators, faculty, staff and other students have joined together in seeing that the interest of the child who is a product of a broken home is accepted, assisted, protected, respected and in giving the child a life equivalent to his worth. The school should also provide a school environment where they can grow, study and develop their potentials to the fullest. Let us also put in mind that the family as the basic unit of the society must be oriented towards the procreation and education of children because the source of future human beings is family. Always remember that man and woman live together in the hope of bringing children into this world. Every married couple must then make sure that the natural process by which human life is conceived is not blocked nor impede by artificial means. So, there is also a need to keep enlightening the parents and the importance of home structure on the life of their children. This is necessary so that parents can understand the implications and consequences of parental separation and thus mobilize all resources to curtail the problems arising from the situation. In addition, every father and mother should also work towards giving their children a wholesome family life that will provide him with love, care, and understanding, guidance, moral and material security in order for him to have a well-rounded development of his personality to the end that he may become a happy, useful, and active member of the society.
References
Ariola, M.D., & Manangan, R.Q. (2004). Comparative Study on the Psychological Profile of Aringay National High School Students with Both Parents and With Solo Parent. Undergraduate Thesis. DMMMSU- SLUC
Mapile, R. E. (2000). Personality Characteristics and Academic
Performance of College Students with Solo and Both Parents: Input to Student Services. Master’s Thesis. DMMMSU-SLUC, Agoo, La Union.
Paneda,J.D., & Mapile, A.B. (2005). Attitudes of Agoo, District Jail Inmates towards their Family. Undergraduate Thesis. DMMMSU-SLUC
Stewart, D. (2005). Discussion with my Friend: An introduction to the Gospel of Jesus Christ. Retrieved from http://cumorah.com/index.php?target=outreach_articles&story_id=15 on April 15, 2014.
Taang, G. (2009). General Psychology (Revised ed.). Pantoc, Meycauayan City, Bulacan: Trinitas Publishing, Inc., Trinitas Complex.

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Iloko Kinship and Alterado’s Fourfold Frames of Ilocano Cosmic Nakem
Maricon C. Viduya
Introduction
The culture of a speech community can be understood by studying the kinship system of a particular group of people, in this paper, the Ilocanos. Culture is based on kinship. The widespread use of kin terms among Ilocanos is a reflection of their closely knit family ties. When one calls for a reunion, not only the immediate members are invited but also relatives such as second degree cousins, nieces, nephews, grandchildren, aunts, uncles, and in-laws.
This paper presents an analysis on and description of the kinship terms used by Ilocanos. This study anchored on Theory of Communicative Competence by Fraser (1978) and Hymes (1974), Speech Act Theory by Austin and Searle, Theory of Politeness by Brown and Levinson (1987), and Theory of Kinship by non- evolutionary theorists who see kinship terms as a result of culture borrowings and modifications, as a means of understanding aspects of the history of a particular society, or even as a linguistic phenomenon and as a means of kinship terms to contemporary behavior. In this theory, the terms are considered tools for understanding the ties between—and values of—people in any given society.
In this paper, the following questions are answered: 1) What are the terms used by Ilocanos in addressing their kins?; 2) What are the meanings/functions of these terms?; 3) How do these terms relate to the four frames used by Dr. Danilo S. Alterado in his Ilocano Cosmic Nakem(self).
Discussion
The Ilocano kin naming system follows the Eskimo System as described by O’Neil (2008). The Eskimo System is the most common kin naming pattern in North America and Europe today. Members of the nuclear family are given terms of reference based only on their gender and generation (in the diagram below 1 = father, 2 = mother, 5 = brother, and 6 = sister). No other relative is referred to by any of these terms.

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Aunts and uncles are distinguished from parents in the Eskimo system and separated only by gender (3 = aunt and 4 = uncle). The spouses of aunts and uncles may also be given these kin terms. All cousins are lumped together (7 = cousin). No kinship distinction is made between uncles, aunts, and cousins with regard to side of the family. For instance, there is no kin term for aunts on the mother's side of the family in contrast to those on the father's side--they are all called aunt.
The Ilocano kinship system can perhaps be traced to the influence of the Spaniards who occupied our country for more than three centuries.
Table 1. Kinship terms in English and Ilocano.
Relation
English equivalent
Lalaki
Babai
Male
Female
Grandparent
Apo Lakay/Apong (+FN)
Apo Baket/Apong (+FN)
Grandfather
Grandmother
Naggannak
Parent
Tatang
Nanang
Father
Mother
Katugangan
Katugangan
nga lalaki
Katugangan nga Babai
Father-in- law
Mother-in-law
Asawa
Spouse
Lakay
Baket
Husband
Wife
Balo
Biyudo
Biyuda
Widow
Widower
Anak
Child
AnakngaLalaki
AnakngaBabai
Son
Daughter
Manugang
Manugang
nga Lalaki
Manugang nga Babai
Son-in-law
Daughter-in-law
Apo
Grandchild
Apo ngaLalaki
Apo ngaBabai
Grandson
Granddaughter
Kabsat
Sibling
Manong
Manang
Brother
Sister

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Kayong
Ipag
Brother-in- law
Sister-in-law
Kasinsin/Insan
Cousin
Uncle
Antie
Uncle
Aunt
Kaanakan
Kaanakan
nga Lalaki
Kaanakan nga Babai
Nephew
Niece
The Ilocano descent principle shows the Ilocanos respect for the female gender. The Ilocano descent is bilateral in that descent groups are traced through both sexes, the female blood given equal recognition with the male blood.
This confirms O’Neil’s (2008) explanation that:
The Eskimo kin naming system is found mainly in societies that use the bilateral principle of descent and that strongly emphasize the nuclear family over more distant kinsmen. Both ego's mother's and father's collateral relatives are considered equally important. That is to say, no distinction is made between relatives on the mother's and father's side of the family. This is reflected in the kin names. Despite the fact that some relatives are lumped together with the same linguistic terms in the Eskimo and other kin naming systems, people do make distinctions between them as unique individuals. For instance, you would make a distinction between your uncle John and your uncle Pete by using their first names along with the kinship term.
The Ilocano kinship system, reflecting the Eskimo System, manifests the Ilocano’s simplicity and individuality. It also shows the nuclear family’s courage and independent spirit. When the Ilocano family encounters accidents or emergencies, the Ilocanos do not ask financial help from distant relatives. This can be contrasted to ritualistic occasions such as baptism, confirmation, and marriage where distant family members become an important part of the occasion and also during occasions when a member of the family dies where the neighborhood participate in the vigil and in the burial. During these occasions distant relatives and the neighborhood extend help in the forms of sacrifices of labor and money.
Echoing the words of O’Neil (2008) in his description of the Eskimo system of naming kin:
“The Eskimo system is one of the simplest, despite the fact that it is found among some of the most technologically complex societies. It is also found among hunters and gatherers living in harsh environments…In both of these extremes, the common denominator for the Eskimo kin naming system is an economy that

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forces the nuclear family to be mostly independent. The Eskimo system is used today by about 10% of the world's societies.”
. . . it can also be noted that the Ilocano’s parsimony is also related to its kinship system besides the Ilocano’s geographical origin, the Ilocandia, which is originally composed of the provinces of Ilocos Norte, Ilocos Sur, Abra, and La Union. The Ilocandia has a limited area of plains for the Ilocano farmers because it is sandwiched by the China Sea at the west and the Cordillera Mountains at the east. Both explain why he Ilocanos are economical and independent.
Kinship terms and Alterado’s Fourfold Frames on Ilocano Cosmic ‘Nakem’
The Ilocano kinship terms also mirror Dr. Danilo S. Alterado’s fourfold frames which he mentioned in his article entitled Aquinas and Discoursing on the Ilocano Cosmic Nakem (2012). These frames which are “interconnected, integrated and complementary to shape up a holistic self-understanding” (Alterado, 2012) include the relational/communal frame, cultural frame, the ecological frame, and the religious frame.
The Relational/Communal Frame. The Ilocano sense of community is marked by personal alliance systems, that is, groupings composed of kins. The Ilocanos have a strong sense of kinship and communal relationship and this is manifested by the Ilocanos’ putting a premium to smooth interpersonal relationship both within and outside their family. To maintain harmony in their relationship, they make sure that there is an appropriate use of a variety of terms of address depending on the context, status, and role relationships of the interlocutors. Even an elderly with a low social status is ascribed respect by someone in higher occupational status in that he/she addresses the elderly Manong + FN or Manang+ FN, and never by the first name. Manong or Manang, Uncle or Antie, Tata or Nana, Apong, Ading, Kabsat and Anak are examples of address terms used by the Ilocanos in addressing someone within his/her consanguineal and affinal relationships and extends it outside his/her family to assimilate others in the community to become part of that person’s bigger family. This is very much reflected in rural communities where members tend to be relatives, close or distant, and they even know each other by name. In addition, Uncle/ Antie or Tito/Titan is used by someone in reference of his/her parents’ close friends. Uncle and Antie, however, are most commonly used by children and teenagers to address a stranger. Both in the ascending and descending generational relationships, each of the members of the community receive a sense of belongingness to a community where members may not necessarily be their relatives.
The Cultural Frame. In connection with the communal spirit of the Ilocanos, and as previously mentioned, the widespread use of kin terms among Ilocanos is a reflection of their close family ties. While the Ilocano

[Date]
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maintains a sense of belongingness to his community, hence, his being a member of big community or social family, the Ilocano also tends to be clannish. When a member of a family runs for a position in the community during political elections, the size of the family of that person running for a position and that person’s ability to maintain smooth interpersonal relationship predict his/her success in the elections. This close family ties is also seen when the Ilocano family calls for a reunion. The gathering does not only include the immediate members but also relatives such as second degree cousins, nieces, nephews, grandchildren, aunts, uncles, and in-laws. Still in relation to the cultural frame, the Ilocanos also maintain bonds of ritual kinship besides the consanguineal and affinal bonds of kinship. This type of kinship is sealed on during baptism, confirmation, and marriage. Ritual or mutual or fictive kinship, also called compadrazgo, meaning godparenthood or sponsorship, can be traced back to the introduction of Christianity. Through this, the Ilocano personal alliances are intensified and extended and inherent with the formed mutual relationship are expected help in the form of favors and simple gifts on special occasions. When a friend is asked to be the godparent Ninong (male godparent) or Ninang (female godparent) of one’s child during baptism, confirmation, or marriage, this means that the friend is also being asked to be a close friend or a part of the family. Through godparenting, the Ilocanos voluntarily build lasting ties of shared responsibility to children and they become compadres (co-fathers) and comadres (co-mothers).
Moreover, the kinship terms used in reference to father and mother such as Ama and Ina are also extended to the head or leader of a community. For example, the kapitan (captain) of a barangay or a town Mayor is referred to as the Father ‘Ti Ama’ if male and the Mother ‘Ti Ina’ if female. The word Apo which is also used as politeness term is also used to ascribe respect to these people in positions; hence, the captain or the mayor is called Apo Kapitan or Apo Mayor, respectively.
In terms of succession and inheritance, the Ilocano culture tends to be patrilineal as shown by their practice of giving family house to the youngest son, although land properties are equally divided among the children in the family and in terms of family name, the Ilocano family is patriarchal in that the children carry the surname of their father. In addition, major decision making is accorded to the father being the head of the family.
The Ecological Frame. The Ilocano terms of address and reference can also be seen through the environmental aspect of the frames of the Ilocano Nakem (Alterado, 2012). For example, the same term Apo which carries sense of respect for persons in authority is also ascribed to elements in the environment in that the Ilocanos say Apo Init (Lord Sun), Apo Bulan (Lord Moon) in reference to the sun and the moon, etc. This may be explained by the fact that these elements of nature are sources of man’s needs. In the case of the sun and the moon, light; the earth, land to tilt and food to eat; the sea, food like fish; and the mountain, minerals. These are accorded

[Date]
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respect but not necessarily adoration. In addition, being superstitious, the Ilocanos believe that when certain spirits (usually believed to be found anywhere in the environment) are hurt by people, they cause illnesses in those people; hence, the Ilocanos offer food sacrifice and libations to appease the angered spirits. During this occasion, the Ilocanos also ascribe respect to the spirits in that they address the spirits as Apo. Hence, when offering a sacrifice, the quack doctor would talk to the spirits and say, Mangan kayo, Apo.
The Religious Frame. The Ilocano term of address and reference Apo comes before Diyos (God) to complete the formula Apo Diyos. The same is true with Ama, the term used to address father. God to the Ilocanos is like a father whom they can depend upon so much; hence, the Ilocanos use this term to complete the formula Diyos Ama orDiyos Anak( Father God or My Father God). The Ilocanos may also simply address God as Ama, or Anak or when praying in group Amami (our Father).
Finally, being by nature cosmopolitan and wanderlust, the Ilocano has gone to various places in the Philippines and in the world, and that brought the terms Manong (older brother) and Manang (older sister) their popularity. In fact, these terms are now being used even in Metropolitan Manila s address term even by the Tagalog speakers.
Conclusions
It has been uncovered that the non-evolutionary theory on kinship which sees kinship terms as a result of culture borrowings and modifications, as a means of understanding aspects of the history of a particular society, or even as a linguistic phenomenon applies in the kinship system in Ilocano. In addition, the most common anthropological view, which relates kinship terms to contemporary behavior is also true. Moreover, the Ilocano kinship does not have a variety of alternate terms for father and mother, and also for spouse but it can be seen that there is now a widespread linguistic borrowings; hence, Daddy/Mommy, Papa/Mama, and their diminutives Dy/My, Pa/Ma are now prevalent. Finally, based on the kinship systems of the Ilocanos, it has been uncovered that the Ilocanos are by nature spiritually rich (nanakem) in terms of their connection with their community, their culture, their environment, and their God.

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References
Alterado, D. S. (2012).Aquinas and discoursing on the Ilocano cosmic nakem. Thomism and Asian civilization: Proceedings of the quadro-centennial international philosophy congress. Manila: UST Printing Press.
Bernabe, E. (1971). Ilokano lessons . Honolulu: University of Hawaii Press.
Brown, R., & Levinson, S. (1978). Universals in Language Usage: Politeness Phenomenon. Cambrige: Cambridge University Press.
Cannell, F. (1999).Power and intimacy in the Christian Philippines, Cambridge Studies in Social and Cultural Anthropology, 109.
Espiritu, P. (1984). Let's speak Ilokano. Hawaii: University of Hawaii Press
Fox, C. (2000). The anthology of language: Properties, individuals, & discourse. USA: CSLI Publications.
Kikuchi, Y. (2000). The social role of Filipino Kinship Ritual System (Through the Theoretical Issues of Cognatic Kinship Form).Waseda University
MacDonald, C., &Guillermo, P. M. (2000).Old ties and new solidarities: Studies on Philippine communities. Philippines: Ateneo de Manila University Press.
O’Neil, D. (2008). Kinship.U.S.A.: Palomar College.

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Assertions Against English-only Policy in the Classroom
Maricon C. Viduya
Introduction
The question on whether L1 be given a place in English classrooms has created ambivalence among language educators, especially those teaching English as a second language or as a foreign language. In the opposite poles of the continuum, the first principle claims that first language (L1) does not have a place in the English classes and the second recognizes the significant role played by L1 in the learning of a target language (TL). The former adheres to the principle of monolingualism (intralingualism) and the latter to multilingualism (cross-lingualism).
In this paper, we discuss the principles of monolingualism or English- only policy and some theories against the principles.
Discussion
Three related monolingual instructional assumptions dominate in monolingual classrooms. Cummins (2007, 222-223) terms these as direct method assumption, no translation assumption, and two solitudes assumption. Monolingualism, the first school of thought whose goal is to set the mind of the students to think in the target language has continued to leave a strong influence on many language educators as reflected in their use various teaching methods namely direct method, audiolingual, and audio- visual approaches during the 15th and 16th Centuries and the contemporary communicative language teaching approach which emphasizes “teaching English through English”. In support of this, Ellis (1984),Chaudron (1988), Lightbrown (2001), and Cook (2001), advocates of intralingual strategy, to name a few, stipulate for the use of as little L1 as possible if not for its absolute exclusion. To them, “code-switching will result in a negative transfer in FL learning.” The historic influence of monolingualism both in practice and in policy making has long been seen as “natural, axiomatic, and common sense”. In fact, teachers of English as a second or foreign language are left with guilt feelings after using L1 in their classroom.
The assumptions of the monolingual approach in teaching English as a second or foreign language include the following (Cummins, 2007): 1) English is best taught monolingually; 2) The ideal teacher of English is a native speaker; 3) The more English is taught, the better the results; and 4) Standards of English will decline if other languages are used for any significant amount of instructional time.
These virtual ideals of English-only policy, however, are now greatly challenged. This is attributed to the increasing awareness of “sociological reality that 50% of the population in most parts of the world is bi- or multilingual” (Garcia-Mayo, 2012). In addition, no empirical pieces of

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evidence support the principle of monolingualism and its assumption that the use of L1 is detrimental in the development of students’ TL or L2. In his protest against monolingualism, Auerbach (1993) asserts that “the monolingual principle is rooted in a particular ideological perspective that serves to reinforce inequities in the broader society. “This may also be attributed to the fact that native teachers who strongly advocate the use of only English in their classroom do not know the mother language of their students.
Other arguments in support of the use of L1 in the English classroom include the following: 1)L1 is used as a cognitive tool in learning the TL (Cummins, 2007); 2) “translation [or the use of L1] provides an easy avenue to enhance linguistic awareness and pride in bilingualism, particularly for minority bilingual children whose home language is not valued by the majority culture,” (Malakoff and Hakuta, 1991); 3) translation promotes the acquisition of English, biliteracy, and identities of competence (Malakoff and Hakuta, 1991) as cited by (Cummins, 2007), and 4) “translation develops three qualities namely accuracy, clarity, and flexibility which are essential to all language learning” (Duff, 1994).
The revival of interest in the principles of translation is attributed to the recognized role of “mother tongue as a resource for the promotion of language learning” and to the fact that “translation develops three qualities essential to all language learning namely accuracy, clarity, and flexibility” (Duff, 1994). In addition, Cummins (2001) documented that the metacognitive awareness of bilingual students is enhanced as a result of processing two languages. Cummins (2007) further emphasized “that students make cross-linguistic connections throughout the course of their learning; hence, teachers should nurture this learning strategy and help the students apply it more efficiently.”
The following are the theoretical perspectives which challenge the practices of teachers in the monolingual classroom:
First, the use of prior knowledge in learning a TL is important. Cummins (2007) explains that if students have acquired knowledge in their L1, the processing of their knowledge is also done through their L1. This is relevant especially in relation with the issue of “teaching for cross-cultural transfer.” Therefore, if teachers (influenced by the principles of monolingualism) teach students to abandon their L1, they also teach them to shun the knowledge they encoded in L1 and deter them from articulating their knowledge and skills through their L2. Whitsett and Hubbard, (2009) suggest the use of prior knowledge as an effective strategy in teaching English and in achieving optimal learning among students especially those learning an L2. To Thomas and Collier (2002) L1 proficiency is the strongest predictor of English academic development among immigrant students.

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Second, there is interdependence of knowledge and proficiency across languages. Despite the surface differences among languages, e.g. differences in pronunciation, structure, etc., “there is underlying cognitive/academic proficiency that is common across languages.” Through this common underlying proficiency, cognitive/academic or literacy-related proficiency can be transferred (especially with proper exposure and motivation) from L1 to L2 (Cummins, 2007).
Cummins (2007) identified five major types of cross-lingual transfer that will operate in varying ways depending on the socio-cultural and educational situation:
1) Transfer of conceptual elements (e.g. understanding the concept of photosynthesis);
2) Transfer of metacognitive and metalinguistic strategies (e.g. visualizing, using graphic organizers, mnemonic devices, vocabulary acquisition strategies, etc.);
3) Transfer of pragmatic aspects of language use (willingness to take risks in communication through L2, ability to use paralinguistic features such as gestures to aid communication, etc.);
4) Transfer of specific linguistic elements (knowledge of the meaning of photo in photosynthesis); and
5) Transfer of phonological awareness – knowledge that words are composed of distinct sounds).
In the same light, Anderson (2005) recognizes that metacognitive strategies play the most important role in second language acquisition. When a non-native student reading in L2 for instance, he plans, monitors, and evaluates his own learning using his L1 as he thinks in L1 and then uses his metacognitive strategies in reading a text in L2. This is supported by data on inter-language and language transfer showing that “it is highly probable that L2 learners will always think most often in their L1, even at the advanced level” (Mahmoud, 2006). To Huang and Nisbet (2012, p 6.), using metacognitive strategies “not only facilitates learners’ becoming more efficient in their efforts to learn a second language, but is also motivates and empowers them to function as autonomous learners.”
Third, the mother tongue serves as a Language Acquisition Support System (LASS).Using the term Language Acquisition Support System which he borrowed from Bruner (2003), Butzkamm’s (2003) convincing articulation of this theory cannot be contested:
Using the mother tongue, we have (1) learnt to think, (2) learnt to communicate and (3) acquired an intuitive understanding of grammar. The mother tongue opens the door, not only to its own grammar, but to all grammars, inasmuch as it awakens the potential for universal grammar that lies within all of us. This foreknowledge is the result of interactions between a first language and our

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