Master of Arts major in English

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Drama and theater arts: Their acceptability in the teaching of English in the tertiary level
(1989-09) Ocampo, Jose S.
Both drama and theater arts share a fundamental concern for languages particularly the spoken word. Both can help build up; more flexible approach specifically in the teaching and learning of English as a second language. The various aspects of drama and theater arts are important in language lessons not merely insofar as the use of words in a language is concerned but also very significantly, in the effectiveness of voice and diction as means of express lion. The research methodology applied in this study is a combination of experimental and descriptive methods. First semester of the school year 1988-89, To make the interpretation of the data reliable, valid and with depth, statistical techniques such as percentage and ranking were used. Drama and theater arts produced satisfactory effects on the part of the students, professors, department heads and dean of school, as shown by the students’ ability to express their ideas through the script in dramatic arts, and through the written works based on an assigned beta-movie/film of a play end the theater arts, The problems that possibly occur in the teaching of English integrating or using drama are: shyness among students and non-cooperation on the part as well. The possible solutions to the problems met by the professors in teaching English integrating drama lessons and instructions are group contests and praise given to students. This study is recommended for use of professors in teaching English at the tertiary level so that students may become aware of the different linguistic demands placed upon them when they assume various social roles. Acting out on the part of the students may help them experience and distinguish the appropriateness of number of social registers.
Images of the Cordillera in selected Filipino children's literature
(1991) Orendain, Margarita R.
There is an entire body of Filipino children's Literature between the concern of publishers, writers and illustrators since the 1960s. There is also a considerable body of Filipino children's Literature on the Cordillera that began to be written even before this time. However, other than the form of analysis represented in the selection of worthwhile books made by early and recent award-giving bodies in the country, little discussion along scholarly lines has been done. It is in this context that this study proposed to delineate the images of the Cordillera in selected Filipino children's literature. Specifically, this study proposed to investigate the genres into which such literature may be classified, the themes of and the images reflected in them, and the results of a comparison between the images reflected and the objective description of the Cordillera, its people and its culture as recorded in the social science materials. To arrive at the answer to these problems, 46 prose works for children on the 7 ethno linguistic groups of the Cordillera were analyzed. After classifying the stories and articles into the genres of children's literature in general, a discussion followed regarding their content, the aspects or features on Cordillera life such literature treated and from which the themes were identified, the images of the Cordillera drawn from such themes and how these compare with anthropological and sociological data on the land, its people and its culture, and finally, a consideration of these selected texts as true literature. The study basically used the descriptive method, supplemented by library research and, where needed, the interview technique. Library research involved tracing the children's books back to their publication houses in Metro Manila and locating relevant and valuable sources in the libraries and special collections of institutions and individuals in Baguio City and Metro Manila. Interviews too were conducted in these places. Two literary approaches were further made use of. The formalistic approach was utilized in determining the different genres into which selected prose works may be grouped and in classifying these same works under those genres. The sociological approach was utilized in delineating the relationship among particular works on the Cordillera, the objective description of the people and culture, and the possible perceptions of the reading audience for whom the literature has been written. This need to compare material from different disciplines led then to the additional use of the interdisciplinary approach. The 46 children's stories and articles selected for analysis in this study fall under 5 genres: realistic or modern fiction, informational books, modern fantasy, picture story books and traditional or folk literature. Themes of family life, social living, friendship, beliefs and rituals, and change are the focus of these works that reflect the images of a land precious to the people to whom it has provided a home, bountiful resources and varied economic activities; of a people for whom family and children are important and for whom family and village life is characterized by cooperative behavior; and of a culture steeped in a system of beliefs in the supernatural which exerts control and influence over every aspect of human living but which may be appeased and appealed to in the form of rituals. A comparison of these works and an objective description of the Cordillera reveal that children's literature GA the Cordillera generally present no glaring misrepresent2tion of the land, its people and its culture. However, what may give rise to misimpressions or an inaccurate picture includes the portrayal of a land not distinctly characteristic of the Cordillera in its terrain, houses and name; of a people not known for their more accurate names, village life and fiercely independent and proud nature; and of a culture whose deities axe indiscriminately named and whose practices become a source of un-founded descriptions. These findings and conclusions lead to recommendations that w:4imarily focus on the studied care with which the text and illustrations of Filipino children's literature should be prepared; on the serious responsibility that falls on these writers and illustrators; on the promotion of and encouragement of Interest in such literature; and or the great need for farther investigation of certain aspects in such literature and in all children's literature on the Cordillera.
Critical analysis of selected fairy tales from James Finn Garner's politically correct bedtime stories
(2000-03) Corpuz, Leah Solmerin
This study dealth with fairy tales and the type of language used. It attempted to explore the use of politically correct terms and the elimination of biases in Garner's version of the popular fairy tales. This paper also explored the aspects of language use in Garner's fairy tales, specifically on the speech acts and the ethnography of communication. The researcher used several techniques and methods of research for the analysis of the study. The descriptive-comparative approach was used in order to analyze the differences between the popular versions of the fairy tales and those of Garner's. The linguistic-stylistics approach was also employed as the researcher got into the etymologies, recurrence of words, and word patterns to get at the spirit not only of the work but also of the times in which it was written, and even at the "psychogram" of the individual artist.
The Level of performance in english of BCF engineering students
(2002-04) Castillo, Rizalina Muiko
Language is man's potent tool. By means of language, man develops himself and helps others develop themselves. A man's communicative competence which is essentially rooted in his thoughts, feelings, and actions, is the by- product of a dynamic process interlocked with his direct experiences. Speaking and writing are the productive modes of language (Alcantara, 1996). Writing and speaking are skills. Both require skill in organizing words and ideas in meaningful sequence. Speech is the more fluid form of expression, with less structure of formal patterns than written expression. However, the communicative purposes of speech and writing are similar. It can be seen, therefore, that many factors and variables effect English language teaching and learning in the Philippines today. A multi-pronged effort aimed at minimizing, if not eliminating, the blocks to the effective learning and use of English must be planned and implemented if teachers are to develop competent users of the language {Soriano, 1(486). Also, learners learn the language at different levels and rates. They progress based on their own pace and motivation. It is with this notion that this study focused on the level of performance of BCF Engineering students in the written and oral English. BCF Engineering students were chosen to be the respondents because of the observations and common misconceptions that these students are incompetent in the oral skills; they could not express themselves effectively. Apparently, this study gave a comparison of the respondents' performance in their oral and written English. This study determined the level of performance in English - written and oral speech - of BCF Engineering students enrolled in Speech Communication (English 3) subject. It also determined their level of performance in written and oral speech as influenced by selected factors. It also undertook a correlational study on the respondents' level of performance in written and oral speech and some variables. The study came up with the following hypotheses: 1)there is a significant difference between the respondents' level of performance in written and oral speech; 2)there is a significant difference on the respondents' level of performance in written and oral speech when compared according to ethnic membership; 3)there is a significant correlation between the respondents' level of performance in written and oral speech and final grade in English 1, mental ability, and attitudes. The descriptive-correlational research method was used. Data from the Registrar's Office and Guidance Office were used to correlate with some variables. A questionnaire was administered to determine the profile of the respondents' ethnic membership. Written and oral speech activities on the respondents were undertaken. Three judges were requested to rate the respondents' level of performance in written and oral speech along various criteria. Mean scores were used to describe their level of performance in written and oral speech. The t-test was used to determine the difference on their level of performance in written and oral speech according to their ethnic membership. The Pearson Product Moment of Correlation was used to determine the correlation between the students' level of performance in written and oral speech and their final grade in English 1, mental ability, and at A four-point arbitrary scale was used to describe the respondents' attitudes towards written and oral speech. A tour-point scale was used to describe their level of performance in written and oral speech and their final grade in English 1. The following were the major findings of the study: 1. The respondents were rated good in their level of performance in written and oral speech. a. There is no significant difference between the respondents' level of performance in written and oral speech. 2. There is no significant difference on the respondents' level of performance in written and oral speech when compared according to ethnic membership. 3. Selected variables yielded the following results as far as their correlation to the respondents' level of performance in written and oral speech were concerned. a. There is a moderate positive correlation between the respondents' level of performance in written speech and final grade in English 1. b. There is a moderate positive correlation between the respondents' level of performance in oral speech and final grade in English 1. c. There is a slight positive correlation between the respondents' level of performance in written speech and mental ability. d. There is a slight positive correlation between the respondents' level of performance in oral speech and mental ability. e. There is a slight positive correlation between the respondents' level of performance in written speech and attitudes. f. There is a slight positive correlation between the respondents' level of performance in oral speech and attitudes. Based on the findings of the study, the following are the conclusions: 1. BCF Engineering students enrolled in Speech Communication have good level of performance in written and oral speech. 2. Ethnic membership does not significantly influence the students' level of performance in written and oral speech. 3a. There is a moderate influence of the students' final grade in English I in their level of performance in written and oral speech. b. There is a minimal influence of mental ability and attitudes in the students' level of performance in written and oral speech. Based on the findings and conclusions of this research, the following recommendations are forwarded: 1. There should be an improvement in the English subjects offered in the Engineering Department as regards students' writing and speaking skills. a. Teachers must develop the students' fluency in written and oral speech by providing enough knowledge and application of their writing and speaking skills in relation to their field of interests or specialization. b. English teachers should provide more practice and drills in specific areas where the students are having difficulty, like correct spelling, punctuation, sentence patterns, paragraph structures, vocabulary, rules of capitalization, and organization of ideas. As regards oral speech, correct pronunciation, stress, and intonation of words, phrases and sentences should be taught. Likewise, the proper pauses when delivering speeches as well as the proper volume and modulation of voice should be given due attention when teaching. 2. Since findings on selected variables presented insights on their relationship to the level of performance in written and oral speech of the students, the following are forwarded: a. English teachers in the Engineering Department should make good use of the students' final grades in English 1 and other Basic English subjects as instruments in determining students who need more encouragement and enhancement of skills and abilities in written and oral communication, There should also be a review of the syllabus in this subject offered for engineering students -course outline should provide enough topics or subject matters that best suit their needs. b. English teachers should understand better why students behave and react in different ways towards English subjects, Students may either be positively motivated or the other way around due to some reasons, namely: a)they are bored with the discussion; b)they dislike the subject; c)they dislike the teacher; or d)they appreciate everything about the subject and the teacher as well. c. English teachers should apply various teaching strategies that would suit and serve the skills, abilities, interests, and motivation of the students. During discussions, teachers must make use of meaningful situations, creativity, and resourcefulness towards the integration of current trends in teaching - with special purposes to improve the skills and performance of Engineering students in their written and oral speech. 3. A replication of this study shall be undertaken using other variables or factors that may influence the students' level of performance in written and oral speech such as learning styles, teachers' teaching techniques and styles, gender, year level, and socioeconomic status. This study also recognizes the need to provide continuous training for English or language teachers in the primary and secondary levels for them to be more equipped in establishing good foundation of the students' communicative competence.
An Analysis of teacher talk of Baguio Colleges Foundation High School teachers in three subject areas
(2004-01) Duong, Huu Khiem
The role of the teacher in the class cannot be ignored. He has to use communication strategies to ensure comprehension of his subject matter. Also, the teachers can challenge the minds of the learners by asking thought provoking questions. On the other hand, students need to evaluate teachers along their teaching techniques and personal characteristics. This study will improve the communication of teachers with their students. This study was conducted to identify and analyze teacher-talk of Baguio Colleges Foundation High School teachers in three subject areas with the following objectives: 1. To identify the communication strategies used by the Mathematics, Science and English teachers; 2. To find out the types of questions teachers asked in the classroom; and 3. To analyze how the students evaluate their teachers along: a. Teachers' voice; b. Teaching techniques; and c. Personal characteristics. This is a descriptive study which analyzed tape-recorded classroom lectures of three subject teachers in the fourth year of Baguio Colleges Foundation High School: one teacher of English, one teacher of Mathematics, and one teacher of Science during the school year 2003-2004. Their fourth year students were the student-respondents. Analysis of data was confined to the model of Mitchell (1988b) on teachers' communication strategies; the model of Smith (1980) on the types of questions used by the teachers and a questionnaire to gather information on teacher talk. Data on the audio-taped proceedings and students' perceptions on the teacher-talk were treated statistically using descriptive and inferential statistics such as frequency, percentage, ranking, test on proportion, Friedman and Chi-square. The salient findings of the study are hereby presented: 1. As a whole, repetition, explanation and exemplification were the most commonly used strategies. Substitution, contrast, clue-giving and language switching were the least used strategies by the teachers. 2. In general, memory, analysis, evaluation and interpretation were the commonly used types of questions while application; translation and synthesis were the least used questions. 3.a Findings on teachers' voice, revealed that the following were rated statistically significant: teachers' rate of speech (satisfactory), teachers' articulation (clear), the volume of teachers' voice (very audible), the quality of teachers' voice (pleasant) and the teachers' speech (very good). 3.b With regard to teaching techniques, results showed that teachers' motivation of the class (sometimes), the review of the previous lesson (always), teachers' explanation of the new lesson (satisfactory), the use of illustrations and visual aids (sometimes), the teachers' orderliness of blackboard presentation (orderly), the general mood of the class (serious), the teachers' class discipline (sometimes appropriately strict), the teacher preparedness (very prepared), the teachers' variation of techniques (sometimes), adequate explanation of assignment (adequate) promptness in returning and grading assignment (very promptly), encouragement in class participation (always), the ability to create classroom environment conducive to the learning (sometimes), and the effectiveness of teachers' techniques (effective) were all rated statistically significant except the teachers' mastery of subject matter. 3.c Findings on personal characteristics of the teacher-respondents revealed that the following were rated statistically significant: sense of humor (sometimes), show of favoritism (never), teachers are approachable (sometimes), always well-poised (always), punctuality (always), lively and enthusiastic (always), tolerance or understanding (sometimes), praise and encourage (always), personal interest in students (sometimes), and teachers really like teaching (definitely). On the other hand, personal characteristics that were not statistically significant: teachers are well-groomed (very well-groomed), patient and sympathetic (sometimes), teachers' resourcefulness (sometimes) and teachers' recognition of individual differences (sometimes). Based on the findings of this study, the following conclusions are drawn: 1. The teachers employ different communication strategies to render their input comprehensible to the learners. 2. The teachers vary their questions to develop critical thinking among the students. 3. The teachers use the phonological modifications and varied teaching techniques and teacher characteristics to bring to fore pedagogical implications for better teaching learning process. Based on the findings and conclusions of the study the following recommendations are forwarded. 1. Subject teachers are encouraged to language switch to make their students understand difficult concepts. It is recommended that teachers must explore other communication strategies. 2. Teachers need to provide more opportunities for students by asking questions that develop critical thinking and explore other effective types of questions like application, translation and synthesis. 3.a It is recommended that teachers pay more attention to rate of speech, articulation, and qualities of the voice to improve their communication strategies. 3.b It is suggested that High School teachers take courses in phonology for teachers in the graduate school to improve their communication skills. 3.c Perceived by students to be improved for High School teachers to be able to convey their lessons are explanation of lessons, use of visual aids, black board presentation, variation of techniques, effectiveness of techniques and class discipline, these teachers maybe encouraged to enroll in a method of teaching course in the graduate school to enhance their knowledge and skills in teaching their areas of specialization. 3.d On personal characteristics, the teachers have to improve on the following: patience and sympathy towards their students, sense of humor, approachable to students, resourcefulness, tolerance, recognition of individual differences and taking personal interest in their students. 4. It is suggested that a seminar-workshop be conducted for High School teachers on the following: the art of questioning, teaching techniques, and speech improvement to facilitate a better teaching-learning process. 5. It is recommended that the administrators should come up with a faculty development program to identify the professional needs of their faculty and to identify which of the faculty be sent for scholarship/training. 6. Further researches may be conducted along communication strategies and types of questions asked by the teachers in the elementary schools, questions asked by teachers and students/pupils to their teachers to negotiate meaning.
Christian truths as depicted in the Lord of the Rings
(2004-04) Samole, Blessing Castillo
This study discussed, analyzed, and interpreted the Christian Truths as depicted in the Lord of the Rings. It focused on the three books, The Lord of the Rings by J.R.R. Tolkien. The three books are: The Fellowship of the Ring, The Two Towers, and The Return of the King. It answered the following problems: 1. What are the Christian truths depicted in The Lord of the Rings through the characters and setting? 2. How does J.R.R. Tolkien employ literary techniques to depict Christian truths? The research was scrutinized with the use of the following methods: the descriptive and qualitative method using the formalistic approach, the moral-philosophical approach, and the mythological-archetypal approach. Based on the critical analysis of the epic, answers to the questions posed by this study were reached. 1. The virtues of mercy, love, friendship, loyalty, courage, faith, hope, wisdom, freewill, and humility make up the Christian truths that underpin the literary epic. Through the use of these virtues, the following Christian Truths were depicted through the characters and setting: a. Mercy is above justice. b. Love is the greatest virtue. c. Friendship crosses all boundaries. d. Loyalty characterizes true friendship. e. Courage conquers all obstacles. f. Faith gives hope. g. Hope strengthens the spirit. h. Wisdom leads to just and right decisions. i. Freewill is inclined towards the good. j. Humility brings about abundant blessings. 2. The literary techniques of personification, allusion and symbols, used in the epic draws attention to the existence of truths that the author wants to convey and of good and evil. Through these techniques, the force of nature is showed and Biblical allusions showed the Christ-like characteristics of some of the characters and Biblical events it pertains to. The reader is also made aware of the truths and virtues. Based on the findings of the study, the following are the conclusions that the researcher has arrived on: The company of the Ring acted out on their best virtues which depicted the Christian truths as shown through the analysis of their characters and setting. The Company was able to exercise power over the virtues in that they did not go to the mean or the excess of the virtues. 2. The literary techniques employed by Tolkien showed the power of nature as being more superior than that of man. The literary techniques also showed the greatness of the characters because of their virtues which showed their strong characters. From the conclusions of this study, the following are recommended: 1. Other Christian elements should be studied in the book, aside from the Christian truths that have already been discussed here. 2. Further study should be done on the literary technique of language used by Tolkien in the epic, the new languages that he invented and the songs that are incorporated into the epic. 3. Studies should be done on universal symbols and archetypes found in the epic which do not depict Christian Truths. 4. Studies should also be done on the other Tolkien books such as The Hobbit and The Silmarillion.
The Relationship between early reading oppurtunities and the reading performance of college freshmen
(2005-04) Pe, Rex Yongaan
The significance of reading in today's society cannot be ignored. Simple reading abilities are not anymore adequate to meet the demands of new concepts and new technologies. Other than simply being able to read and write one's name, one should possess functional reading skills corresponding to one's role in society, specifically in the workforce. At their present state, are college students adequately prepared to achieve success in the academe as well as in their chosen fields of study? This paper looks into the status of college reading abilities and skills and hopes to contribute to the understanding of issues in reading comprehension in the tertiary level. The study sought to determine the relationship between early reading opportunities and performance in reading comprehension, working around the premises that comprehension is developed from interrelated factors beginning from early childhood to adult life; and that reading abilities and skills are influenced by various factors. Specifically, it sought to resolve the following: 1. What are the reading opportunities the respondents have along the stages of reading experience? 2. What factors influenced the respondents' reading, experience along factors affecting reading experience; and perceptions about reading and learning. 3. What is the extent of influence of some variables in the respondents' level of performance in comprehension skills tests? 4. How do stages of reading experience; factors affecting reading experience; and perspectives about reading and learning relate to the comprehension skills of the respondents? The study investigated students at the University of the Cordilleras - Baguio Colleges Foundation using original instruments. Data were collated and subjected to statistical analyses. A two-way ANOVA was used to test the null hypothesis with the alpha criterion level set at 0.05 probability level. The salient findings of this study are hereby presented: 1. Freshmen at the. University of the Cordilleras - Baguio Colleges Foundation often experienced early reading experiences and opportunities that reflected construction and reconstruction skills, reading for multiple viewpoints, pre-reading abilities, reading for learning the new, initial reading and decoding skills, and confirmation and fluency. 2. Several factors were noted to have influenced the respondents' reading experience, namely: intrapersonal attitudes; interpersonal attitudes; attitudes towards the printed page; teachers and parents; and print materials and audio-visual aids. Also, the respondents' perceptions about the involvement of the family in their reading experiences were significant in developing reading abilities and skills as well as beliefs about personal attributes, intrinsic motivation, community influence, environment, knowledge of reading and guidance and intelligence were held significant. 3. The respondents' level of performance in the literal comprehension test was high but average in the reorganization, inferential and evaluation comprehension skills tests. However, no significant differences were noted in the mean scores along the variables under study except for degree program, which registered significant differences in the students' mean scores in the comprehension skills tests. 4. There were no significant correlation between the stages of reading experience and the respondents' performance in the reading comprehension skills tests. Personal-related factors, individual-related factors and materials-related factors were not significantly correlated to the reading performance of respondents in the comprehension skills tests. There were no significant correlation between respondents' perceptions about reading and learning and their performance in the reading comprehension skills tests. As gleaned from the foregoing findings, this study concludes that: 1. The reading maturity of college students correspond to recognized stages of reading development. 2. The reading skills and abilities of students at the tertiary level have been influenced by their perceptions about reading and learning and by other variables that include personal, individual and materials - related factors. 3. Exposure to reading opportunities do not influence the reading performance of college freshmen in the comprehension skills tests. On the other hand, their choice of field of study do influence their level of performance in the comprehension skills tests. 4. The level of reading performance of students in the tertiary level are not correlated to their exposure to the stages of reading development; their perceptions about reading and learning; and their exposure to some selected factors. Based on the preceding findings and conclusions, recommendations are hence presented: 1. Further research is recommended to determine the source of the apparent discrepancy between the freshmen's reading experience and their comprehension skills so that appropriate intervention can be designed and employed. 2. Further research is also encouraged to identify effective reading programs and activities that cater to the expressed needs of readers specific to entering college freshmen and college students. Schools, particularly in the lower levels should create cooperative systems for parents and teachers that puts emphasis on the monitoring of students' reading progress. Educators should work with parents to organize opportunities for parent involvement in their children's school activities with particular emphasis on reading development. 3. Further studies should be undertaken to trace and pinpoint, if there are any components from which variables present a departure from their being influential to not being influential along the stages of reading development. interesting to determine how respondents perform in reading 4. Institutions of higher education should create an intensive reading course to be offered to incoming freshmen. Reading is an imperative for success in the academe. Aside from adjusting to their social environment, incoming freshmen generally find the treatment of course offerings different from the styles they were used to in high school. This time, they are given more concepts and problems to pursue on their own. All course work requires a lot of reading but without proper and appropriate guidance, students may fail to comprehend specific course content. The intensive reading program should reinforce the students' abilities and skills in reading and progress from using reading to understand general information to comprehending the language of specific course requirements. Instruction should also give emphasis on understanding the functions of the five levels of comprehension as a tool in finding the right information students need in completing coursework. 5. Proper perspective should be accorded to reading instruction, not only in primary and secondary education but also in the tertiary level. While course offerings in communication arts are limited to specific goals and objectives, language teachers should always put equal emphasis on the development of the four language skills. Reading should not be used merely as springboard to other language concepts and skills, much less as a buffer to teacher incompetence. Teachers should also consider the students' field of specialization in the choice of reading materials to widen the students' exposure to their chosen area of study as well as further arouse their interest and motivation.
Perceptions of death depicted in the epic of Gilgamesh and in selected contemporary short stories
(2005-04) Ciriaco, Corazon D.
Man in general desires for an eternal life; thus, he endeavors to search for his immortality. This shows that for as long as man lives, he would find a way to preserve his life. In contrast, people who have no regard for humans, value life extremely cheap. Today, death culture has become prevalent in this morally declining society. Death culture is evident in the sale of arms, entertainment world, video games, and people's lifestyle. Death culture has never freed people from the fear of death. This study, however, frees people from that fear through enlightening them that death is the bigger realization of life. This study explored perceptions of death as treated in the Epic of Gilgamesh and the selected contemporary short stories: The death of Ivan Ilych, The Jilting of Granny Weatherall, The Seven who were hanged, and the Scarlet Ibis. Specifically, it answered the following questions: 1. What perceptions of death are depicted in the Epic of Gilgamesh and the selected contemporary short stories? 2. How are the following literary elements used to depict these perceptions of death? a. Narrative Techniques in Plot a.1. Chronological a.2 Flashback a.3 Foreshadowing a.4 Stream-of-Consciousness b. Point of View c. Setting d. Symbolism e. Characterization To draw out the perceptions of death, the researcher employed the following literary approaches: philosophical, psychological, sociological, formalistic, archetypal, and textual, and thematic. Based on the analysis of the Epic of Gilgamesh and the selected contemporary short stories, the researcher arrived at the following findings: 1. The Epic of Gilgamesh and the selected contemporary short stories: The Death of Ivan Ilych, The Jilting of Granny Weatherall, The Seven Who Were Hanged, and The Scarlet Ibis depicted two perceptions of death: death as an end and view of life after death. Perceptions of death as an end are: death is a cessation of life; death is an end of man's search for the true meaning of life; death is inevitable (philosophical view); death causes man's anxiety and anguish; and death does not discriminate anybody. Perceptions of life after death are: death is inevitable (ancient's view); death is a destiny fixed by God; death is a transition to another level of existence; immortality through death makes life meaningful; death is inevitable (theological view); and death is a punishment for sin. 2. Perceptions of death in the Epic of Gilgamesh and selected contemporary short stories were revealed through the use of literary elements such as the narrative techniques in plot, point of view, setting, symbolism, and characterization. a. The narrative techniques in plot used to depict perceptions of death were the following: chronological order, flashback, foreshadowing, and stream-of-consciousness. a.1. The use of chronological sequencing in the Epic of Gilgamesh and The Seven Who Were Hanged brought out the following perceptions: death causes man's anxiety and anguish; death is inevitable (ancient view); death is an end of man's search for the true meaning of life. a.2 The use of flashback depicted the following perceptions in The Death of Ivan Ilych and The Scarlet Ibis: death is inevitable (philosophical view); death causes man's anxiety and anguish; and death is a destiny fixed by God. a.3 The use of foreshadowing in the Epic of Gilgamesh and The Scarlet Ibis depicted the perception that death is a destiny fixed by God. a.4 The use of stream-of-consciousness in the The Jilting of Granny Weatherall depicted the perception that death causes man's anxiety and anguish. b. Perceptions of death in the Epic of Gilgamesh and the selected contemporary short stories were depicted through first and third person points-of-view. b.1. First-person point of view in The Scarlet Ibis revealed the following concepts: death is a cessation of life; death causes man's anxiety and anguish; and death is a destiny fixed by God. b.2. Dramatic point of view in the Epic of Gilgamesh and The Death of Ivan Ilych depicted the following perceptions: death is a total cessation of life; death is inevitable (ancient and philosophical views); death causes man's anxiety and anguish; death is the end of man's search for the true meaning of life; and death is a destiny fixed by God. b.3 Limited omniscient point of view in The Jilting of Granny Weatherall depicted the perceptions: death causes man's anxiety and anguish and death is inevitable (philosophical view). b.4 Omniscient point of view in The Seven Who Were Hanged depicted the following perceptions: death is a total cessation of life; death causes man's anxiety and anguish; death is inevitable (philosophical and theological views); death is a transition to another level of existence; and immortality through death makes life meaningful. b. Setting encompasses geographical direction and causal agent, contraction of time and space, physical locale, and the climatic conditions. c.1. Geographical direction and causal agent depicted two perceptions in the Epic of Gilgamesh: death causes man's anxiety and anguish. c.2 Contraction of time and space in The Death of Ivan Ilych depicted the perception that death is inevitable (theological view). c.3 Physical locale in The Jilting of Granny Weatherall showed the perception that death causes man's anxiety and anguish. c.4 Climatic condition in The Seven Who Were Hanged and The Scarlet Ibis depicted the perceptions: death causes man's anxiety and anguish; death is inevitable (philosophical and theological views); and death is destiny fixed by God. d. Symbolism in the Epic of Gilgamesh and the selected contemporary short stories revealed perceptions of death through original and traditional symbols. d.1. In the Epic of Gilgamesh and the selected contemporary short stories, symbols such as the magic plant, the clock, and the scarlet ibis depicted the following perceptions: death is the total cessation of life; death is inevitable (philosophical view); and death is an end of man's search for the true meaning of life. d.2. On the other hand, traditional symbols such as the dark tunnel and black bag or sack, tree frog, bleeding tree, and storm depicted the following perceptions: death is the total cessation of life; death is inevitable (ancient, philosophical and theological views); death causes man's anxiety and anguish; and death is a destiny fixed by God. e. Characters in the Epic of Gilgamesh and the selected contemporary short stories portrayed perceptions of death through dramatic and expository modes of characterization. e.1. The dramatic mode of characterization used in the Epic of Gilgamesh, The Death of Ivan Ilych, and The Jilting of Granny Weatherall depicted the following perceptions: death is a cessation of life; death is an end of man's search for the true meaning of life; death is inevitable (philosophical and theological views); death causes man's anxiety and anguish; death does not discriminate anybody; and death is a destiny fixed by God. e.2. The expository mode of characterization used in The Seven Who Were Hanged showed the following perceptions: death causes man's anxiety and anguish; death is a transition to another level of existence; immortality through death makes life meaningful; and death is a punishment for sin. Based on the findings, the following conclusions were drawn out from the study: a. Death being the universal experience is an event perceived by different races in varying ways and manners. This study revealed different perceptions from ancient to contemporary times and these concepts show different meanings or color to man's existence. b. Writers from ancient to contemporary times used varied literary elements that highlight man's fear of the unknown, dread of death, and struggle that shows how humankind search for the existential questions which need answers that eventually underscore meaning of life. Based on the findings in this study, the following are recommended: a. Man has to live his life to the fullest since death is the bigger realization of life. b. Writers may choose themes relevant to life and provide realistic picture through literary elements such as the narrative techniques in plot, point of view, setting, symbolism, and characterization. c. In a literature class, a literary teacher may utilize activities that can awaken students' awareness of the true meaning of life. d. Other than the theme of friendship and companionship as seen in the Epic of Gilgamesh and the selected contemporary short stories, researchers may also explore on other possible themes depicted in the above mentioned works.
Convergence and divergence in the pre-Spanish Kapampangan, Cordilleran and Ilocano ethno-epics
(2005-04) Jorque, Elaine Lindo
This thesis is entitled, Convergence and Divergence in the Pre-Spanish Kapampangan, Cordilleran and Ilocano Ethno- epics. It sought to find out the points of convergence and divergence in the pre-Spanish ethno-epics of the Kapampangan, Cordilleran and Ilocano; namely, Sinukwan, Hudhud hi Aliguyon and Biag ni Lam-ang. The study specifically sought to answer the following questions: 1. What are the similarities and differences present in the three ethno-epics in terms of: a. plot? b. character?c. setting? 2. What literary devices and techniques are used in all the three ethno-epics to bring out their similarities and differences? 3. What are the points of convergence and divergence of the three ethno-epics in terms of: a. values? b. beliefs? c. traditions? Data to these research problems were acquired using the descriptive method. The researcher used content analysis of the ethno-epics Sinukwan, Hudhud hi Aliguyon and Biag ni Lam-ang. The objective theory, formalistic theory, and the theories of Olrik, Propp, Greimas and Jung were utilized as the methods of analyzing the plot, character, setting and literary devices of the three ethno¬epics. The theory of Enriquez, the basic personality theory, sociological approach and the cross-cultural theory were employed in examining the values, beliefs and traditions contained in the three ethno-epics. Based on the research problems, the following were the findings of this research: 1.a. The plots of the three ethno-epics were similar in terms of the narration of the heroes' significant adventures, the romantic quests, sequencing, patterns and category. They were different in the manner of length, number of scenes or episodes, the opening and closing of the ethno-epics, the use of repetition, focus on the leading character, the presence of resurrection, method of narration, point of view and the presence of Christian elements. 1.b. Similarity of characters was found in their archetypal heroic qualities, dominant presence of a female figure, together with the presence of brave antagonists and the involvement of community members. The difference was found in terms of the heroes' immortality/mortality, initiation, positive and negative values, the use of super natural powers, the presence of preternatural creatures, the number of characters and the degree of involvement of other characters tribes from other places. However, they were different in terms of the extent of their geographical scope. 2. The literary devices and techniques employed were repetition, stock phrases/formulae, epithet, hyperbole, simile, and enumeration. Epithets, hyperboles, and similes were utilized by the three ethno-epics, while repetition, stock phrases/formulae and enumeration were not found in all three. 3.a The convergent values manifested were hiya, utang na boob and pakikisama as well as hospitality, courage, loyalty, the sense of duty and high regard for women. Values were divergent in terms of the presence of obedience, pacifism, level of determination, leadership, humility, regard for strength and generosity. 3.bThe beliefs converged with the concept of omens. They diverged in terms of the perception in paglilihi, the use of talismans, fortune telling and the practice of religious beliefs such as the idao. 3.c The traditions converged in terms of the practice of feasting and the chewing of betel/areca nut. They diverged in the manner of performing courtship practices, as well as in the practice of singing and dancing. Based on the findings of the study, the following are the conclusions that the researcher has drawn: 1. The three ethno-epics demonstrated similarities and differences with regard to their plot, character and setting. 2. The three ethno-epics had employed various literary devices and techniques that brought out their similarities and differences. 3. The values, beliefs, and traditions reflected in the three ethno-epics brought out the diverging yet unifying elements of the three tribes. The following are the recommendations of the researcher based on the findings and conclusions of this study: 1. An in-depth analysis focusing on either the plot, character and setting of the three ethno-epics can be undertaken. 2. Future researchers may employ other folk epic theories, particularly those that are indigenous, on the three ethno-epics. 3. Studies could be done on the literariness of the three ethno-epics. 4. Further studies may be done by sociologists on the implications of the ancient values, beliefs and traditions to the contemporary Filipino ethos. 5. A research may be conducted to examine the heroines or the female figures in the three ethno-epics considered in this study. 6. Studies may also be done on other ethno-epics that represent other regions or tribal groups in the Philippines. 7. Historians may conduct studies focusing on the past or geographical location of the places that the folk epic represents and their cultural implications to the present time. 8. Studies may be done on the pre-Spanish literature focusing on supernatural and preternatural elements they contain. 9. Linguists can examine the syntax and semantics in the language of the three ethno-epics or other ethno-epics from other regions. 10. Ethnographers and anthropologists can analyze further the three ethno-epics to relate their socio¬cultural value to the contemporary period.
A gynetic analysis of the poems of seven American poets
(2007-04) Buen, Dianna Charrise Q
Through the gynetic analysis of the seven poems, the researcher was able to specify the master narrative and through it, brought out the gynetic space for women's new roles. These new roles are either obvious within the poem, invented or imagined by the researcher. Roles of women are represented differently in each of the poems. And the re-birth of women in the poems are evident enough to call for change. Themes in the poems focused on power roles and responsibilities of women. The single most vital topic is that class, race, gender, and sexuality are historically precise and socially erected hierarchies of domination— they are power relationships. It does not merely represent different lifestyle preferences or cultural convictions, standards and practices but also supreme hierarchies in which one assembly wields over to command another, securing its locations of supremacy in structure, and in which significant material and non material resources- such as affluence, profits, or admission to health care and education-are at stake. Thus, race, class, gender and sexuality are primary bases of social clash among groups. From the analysis of the poems, the significant findings were: 1. Women were depicted in the master narratives as dirty and impure, terrible, a caged wife, a domesticated being, someone who does not have the right to thrive in the male's society's hierarchy of employment, frail and weak, and a battered wife. 2. The gynetic space of the woman in each of the poem is as follows: a. establisher of the unconventional norms in society b. awareness of her capacity of power c. decision maker of the home d. ability to be a guardian of tradition e. mold-breaker of tradition f. right to give counsel g. capability to be independent, strong and powerful 3. The re-claimed birth right of the woman in each poem is the following: a. positive celebration of womanhood through menstruation b. the feminine mystique c. equal of the husband d. ability to be a guardian of tradition e. right to knowledge and education f. to have the seat of wisdom e. freedom to choose without the pressures and demands of a man beside her In the light of the findings of the study, the following are the conclusions: 1. The stereotypical roles of women are guided and guarded in history within the patriarchal context. These are evident in the poems that have been studied for gynetic analysis. 2. Women have different positive views for their new roles in each of the poems. They also have different concepts of their new roles according to their culture. 3. The re-claimed birth right of each woman is founded in the context of the self, home, marriage, culture and society. It is recommended by the researcher to apply Gynesis to: 1. The works of Philippine Feminist poets like Marjorie Evasco, Lilia Quindoza Santiago, Ruth Elynia Mabanglo and Rebecca Anonuevo. 2. The works of Filipino male poets like Ricardo de Ungria, Alfred Yuson and Francis Macansantos. 3. The analysis of Philippine fiction novels like Jessica Hagedorn's "Dream Jungle" and Ninotchka Rosca's "State of War." 4. Develop teaching strategies for the thesis, and detailed student centered lesson plans with language focus from feminist context. 5. Develop strategies in integrating Gynetic analysis in poetry subjects through updating lectures on feminist theories.
Woman in the Bible: A re-reading of the sacred text along a feminist perspective
(2007-04) Bawang, Azlison Guilabo
The study sought to read the Bible in the context of Feminist thought. Specifically, the research dealt with how the woman is depicted in the selected passages of the Bible. Through these depictions, the expectations of woman through values and behavior were probed. In addition, woman assertion was studied through the selected biblical characters. The focus was on how the woman character resisted patriarchal conventions and avoided her marginalization. The version of the Bible used for analysis is the King James Version. Feminist criticism and formalism were used to elicit the depiction, expectation, and assertion of woman Presented below is a recapitulation of the main findings of the study: 1. The Depiction of Woman in the Selected Passages a. Woman is intelligent, honest, and a co-equal of man. b. Woman has the power to self-determine, change her destiny, save others from oppression. c. Woman is virtuous, priceless, praiseworthy, and wise. d. Woman is a sexual being and not a sexual object. e. Woman is a vehicle of divine revelation and salvation. She is free and empowered. f. Woman is someone to be loved and cherished. 2. Expectations of Woman in the Selected Passages a. Woman is to value and be valued in the same breath as man. b. Woman should empower herself to resist oppression and transform negative circumstances into something positive. c. Woman ought to reflect the virtue that is in her. d. Woman is expected to celebrate her sexuality. e. Woman must free herself from oppression and empower others not just herself. f. Woman is expected to be respected and loved as she is likewise expected to respect and love in return. 3. Assertion of Women a. Eve's actions and decisions do not support the inferiority, passivity, and mindlessness of woman. b. Deborah subverted the patriarchal convention of male superiority in leadership. c. Ruth resisted her social and gender oppression d. Esther became a heroine who saved her people through her charm and intellect. e. Rahab's cleverness saved her family from sure destruction. f. Salome and Mary Magdalene defied the conventions of the time and became active followers of Christ. g. Mary and Anna became important agents of revelation and salvation. In light of the findings of the study, the following are the conclusions: 1. Depiction of Woman a. Woman is portrayed in a positive light consistent with principles of feminism. 2. Expectation of Woman a. Woman is expected to be nothing less than man's co-equal. b. Woman is to behave in a manner that is consistent with the affirmation of her genuine self-worth. 3. Assertion of Woman a. The biblical women asserted their womanhood. b. The woman in the Bible resisted patriarchal oppression. In relation to the findings and conclusions of the study, the researcher recommends the following: 1. An analysis of other biblical passages and characters could be undertaken in light of a feminist perspective with the inclusion of deconstruction as an approach to literary analysis. 2. Further feminist studies on the Bible that focuses on the masculine and feminine images of God. In addition, studies could be undertaken to determine whether Jesus of Nazareth espoused feminist views. 3. Studies can be undertaken on other religious scriptures using the feminist perspective. Researches can be undertaken on the Koran in light of its depiction of woman and its woman characters. 4. A comparative research could be done with the Bible and other religious texts as regards their views on women and gender. 5. A review on religious doctrine, dogma, and literature to find out if feminist views are reflected on them as these are based on the Bible. 6. Dissemination of information to the church and society as whole on the existence of feminist views in the bible to help put a stop to the abuse and secondary treatment of women in some of these circles. 7. Further studies on literary pieces using the feminist perspective (with deconstruction as a major approach) could be undertaken especially by men researchers.
The Chronicles of Narnia: A supposal depiction of Christ
(2007-04) Marigza, Jenifer Binwag
Because of the growing link between literature and the Bible, there is a need to study the similarities between the two works through the elements of fiction. One such similarity is found in Christ-like characters throughout literature. This study compared, analyzed, discussed and interpreted the supposal depiction of Jesus Christ through the character of Asian in C.S. Lewis's The Chronicles of Narnia. The study sought to answer the following problems: 1. How does C.S. Lewis's The Chronicles of Narnia portray Christ through Asian in terms of: a. Characterization; b. similarities of incidents; c. symbols; and d. theme? 2.What Christian motifs in the novel support Asian as a Christ-like character? The researcher employed the formalistic, moral-philosophical and psychological-archetypal approaches to probe the first problem. Thematic analysis and the exponential approach were utilized to Present answers in response to the second problem. The following are the major findings of the study: 1. By possessing similarities with Jesus Christ: Asian was depicted as a supposal through: a. characterization, where the similarities of both characters can be seen in terms of: kingship, deity, being a part of a triune Godhead, omniscience, omnipotence, omnipresence, glory, humanity, saving power, existence, enormity, "untamed nature" and compassion. b. similarities of incidents in the plot namely passion, death and resurrection. c. symbolisms, where Asian depicted titles of Jesus Christ such as the light, the lamb and the door. d. the main theme which both characters carry out in their respective stories: "The Savior is victorious." and its sub-themes: "The Savior triumphs over death, doubt and evil." 2. Christian motifs which support Asian as a Christ- like character include: a. Temptation b. Human frailties c. Salvation In light of the findings of the study, the following are the conclusions: 1. C.S. Lewis created Aslan as a supposal of Jesus Christ to point the reader to his Lord and Savior. 2. The Christian motifs identified in The Chronicles of Narnia reveal that the author used story telling and narration to illustrate certain facets of Christianity. In relation with the findings and conclusions of this research, the following are recommended: 1. An analysis on how Christ is depicted by several Christ-like characters in literature. 2. a. A research of biblical allusions and other Christian motifs in The Chronicles of Narnia and other fictional works of C.S. Lewis such as the Space Trilogy and the Screwtape Letters. b./k study of the influence of the Bible in selected fantasy works. 3. A comparative analysis of Tolkien's The Lord of the Rings and Lewis's The Chronicles of Narnia in terms of themes and symbols. 4. A study of the writing style of C.S. Lewis. 5. An analysis of the traits of Narnian creatures in The Chronicles of Narnia depicting particular representations of human qualities.
The English learning attitude factors and level of English speaking skills of the Koreans in the University of the Cordilleras
(2007-09) Seo, Chung Won
English is extensively used as an official language throughout the world. It is widely utilized in technology, science, the Internet, popular entertainment and sports. Non-speakers like the Koreans strive to be educated and be equipped with this language. They believe that this language is indispensable in making themselves conspicuous in all fields of endeavor and to survive in this competitive world. The study analyzed the English learning attitude factors and the level of speaking skills of the Koreans in the University of the Cordilleras, Baguio City. Specifically, it sought to answer the following questions: 1. What are the English learning attitude factors of the Koreans in the University of the Cordilleras? 2. What is the level of English speaking skills of the Koreans? 3. How do these learning attitude factors correlate with the respondents' level of English speaking skills? 4. How do the following variables influence the learning attitude factors and level of speaking skills of the respondents? a. gender b. age C. origin of place (urban and rural) d. length of stay e. purpose This is a descriptive research which analyzed video-recordings as well as questionnaires administered to the Korean students in the University of the Cordilleras. Analysis of data on the learning attitude factors was confined through the LAQ (Language Learning Attitude Questionnaire), FLCAS (Foreign Language Anxiety Scale) and motivational questionnaires. To determine the level of speaking skills, it made use of Speaking Scale Criteria. Data were treated statistically using descriptive and inferential statistics such as frequency, percentage, t-test, ANOVA, and correlation. Analysis of data revealed the following findings: 1. The learning attitude factors of the Koreans in the University of the Cordilleras are positive along positive learning attitude towards language, extroversion, positive and negative motivation. Other factors were interpreted as neither positive nor negative such as positive attitude towards language, positive attitude towards Filipino culture, negative attitudes toward language anxiety, and introversion. 2. As a whole, the level of speaking skills of the Kor ns in the University of the Cordilleras was interpreted as good to average along content, fluency, vocabulary, language use and pronunciation. There was significant difference among the levels of speaking skills in all the components of the speaking skills. 3. There was significant correlation of the speaking skills of the respondents and the five learning attitude factors such as positive and negative attitudes toward language, extroversion, language anxiety and negative motivation. 4. a. There was no significant influence of gender on learning attitudes although females had a little higher positive attitude. Age, in some parameters, on learning attitude factors had no significant influence except positive attitude toward language, extroversion and negative motivation. Generally, the 30-age group possessed more positive attitudes in English than other age groups except for the positive language attitude towards language. The learning attitude factors had no significant influence on place of origin except positive attitude toward language. There was significant influence of positive attitude towards language on purpose but no significant influence on other factors. b. There was no significant influence of gender on speaking skills but generally; females had higher speaking skills in English. There was significant influence of age on fluency and pronunciation. In content, vocabulary and language use, no significant influence was noted. Moreover, those at 20-age group showed better speaking skills than the other age groups. Between level of speaking skills and place of origin, there was a significant influence specifically in fluency and pronunciation but not significant in content, vocabulary and language use. On length of stay, there was significant influence in content, fluency, vocabulary; however, in language use and pronunciation, there was no significant influence. The respondents who stayed in the Philippines for over a year, gave them better speaking skills than those who stayed below one year. On purpose, there was no significant influence in the level of speaking skills and purpose of the respondents. However, respondents with specific purpose had better level of speaking skills than others. Based on the findings of the study, the following conclusions are drawn: 1. The students possess different learning attitudes to study English effectively. 2. The level of speaking skills of the Korean students varies. 3. There is a relationship of some of the learning attitude factors on the level of speaking skills of the Korean students. 4. Some variables have influence on the learning attitude factors and level of speaking; other variables do not have. Based on the findings and conclusions of the study, the following are the recommendations: 1. There are about 15,000 Koreans in Baguio City, thus further study on their English proficiency skills is recommended. It may be significant to study the factors affecting the English speaking skills of the Koreans in Baguio City or in the Northern Philippines. 2. The Korean students should overcome being introvert, having negative attitude towards language and other cultures by having positive attitude towards the target language. There is a need for them to strive to be extrovert and extend their length of stay and study period in the Philippines. Maintaining positive traits and positive motivation are suggested for the second language learners to help improve their English speaking skills. 3. A survey and analysis of the Korean students' lifestyles and strategies in learning English could also be significant to study. 4. For the professors, teachers and tutors of the Koreans, they are encouraged to extend their patience, understanding in motivating their Korean students in the process of learning the language. 5. For the University to increase the number of Korean enrollees in the institution, an appropriate curriculum to foreigners or a development of a special curriculum in ESL for Koreans in the undergraduate level is recommended. 6. An intensive English program be offered by the University in all colleges specifically in the Colleges of Arts and Sciences and in Teacher Education to majors in English to develop further the competence of students in the linguistic skills (listening, speaking, reading and writing) as well as their communicative competence. 7. Other variables such as who the students stay with in a foreign country, developing good study habits and hobbies like reading, watching movies and TV program in English are worthy of further study to explore the extent of influence of variables on English learning attitude and level of English speaking skills.
Modern mythological motifs in selected popular sci-fi films
(2007-09) Bayaua, Michelle R.
Mythology has been a vital element of society that has existed since time immemorial. It has functioned to articulate the philosophical, spiritual, cultural, social and metaphorical ideas that ancient humanity had about their origins, their environment, the meaning of their lives and their destinies. It has also served as a way to explain the relationship of humanity to the physical and spiritual universe. The dawn of the modern period had ushered in a scientific worldview that slowly eroded the basic mythological ideas that humanity had. However, in its place emerged popular culture, in the form of films and science fiction that articulated the very same ideas that ancient mythology used to convey. This study studied whether popular science fiction films may be considered mythology based on recurring motifs in the said films. This thesis is entitled Modern Mythological Motifs in Selected Popular Sci-fi Films. It sought to find out the Star Wars Episode IV: "A New Hope" (20th Century Fox, 1977), Star Wars Episode IV: "Empire Strikes Back" (20th Century Fox, 1980) and Star Wars Episode IV: "Return of the Jedi" (20th Century Fox, 1983), Terminator (Metro-Goldwyn Mayer, 1984), Terminator 2:Judgment Day (Columbia, Tristar, 1991 ) and Terminator 3: Rise of the Machines (Warner Bros. 2003) and The Matrix (Warner Bros., 1999), Matrix Reloaded (Warner Bros.,2003) and Matrix Revolutions (Warner Bros.,2003). The study specifically sought to answer the following questions: 1. What mythological motifs recur in selected sci-fi films? 2. How do the films serve as an expression of emerging modern and post-modern mythology in terms of a. literary and b. cinematic aspects 3. What literary devices and film elements are used to illustrate the mythological motifs? Data to these research problems were acquired using the descriptive method. The researcher used content analysis of the Star Wars, Terminator and Matrix trilogies. The archetypal approach, myth criticism, Campbell and Jung's theories on mythology were used to determine the mythological motifs that recurred in the selected sci-fi films. Social and philosophical approaches and theories, as well as the anthropological approach, and the formalist film theory were used to determine whether the films serve as an expression of emerging modern and post-modern mythology. The formalistic approach was used in determining how the mythological motifs were illustrated. Based on the research problems, the following were the major findings of this study: 1.a The mythological motifs that one can find in the three sci-fi trilogies were the archetypes of time and immortality, which were shown in the Changing Ages Motif, the Fall Motif and the Apocalypse Motif. 1.b Each of the films also illustrated the Culture Hero Motif 1. c. Each of the films also reflected Carl Jung's archetypes of the persona, shadow and anima. 2.a. The selected sci-fi films serve as an expression of emerging modern and post-modern mythology in terms of its literary and cinematic aspects. 2. b The literary aspects of the films illustrated the modern concepts of class struggle, alienation, revolution, historical change, as well as existentialist ideas of anxiety, alienation and otherness. In addition, the films also showed postmodern concepts, as well as modern anthropological and post-colonial aspects. 2. c The cinematic aspects of the films revealed the films' modern and post-modern aspect as well. These are the visual and auditory aspects. The visual aspects are the cinematography, lighting, camera shots, camera angles, camera angles and special effects. The auditory aspect, sound, was subdivided into diagetic and non-diagetic sound. 3. The mythological motifs were presented through literary and cinematic devices. 3.a The literary devices used were allusions, ambiguity, paradox and archetypes. 3.b The film elements used were imagery, special effects, action sequences and sound/music. In light of the study, the following are the conclusions: 1. The three sci-fi trilogies contained mythological motifs. 2. The three sci-fi trilogies contained modern and post-modern elements, as well as cinematic elements, to assist in considering them as an emerging mythology. 3. The three sci-fi trilogies contained literary and cinematic devices that helped illustrate the mythological motifs. In relation with the findings and conclusions of this research, the following are recommended: 1. An in-depth analysis of film as the new language of mythology. 2. Amore in-depth analysis of diverse sci-fi literature, with the use of a more diverse array of approaches and theories. 3. A feminist study of the sci-fi films. 4. An in-depth analysis of the impact of Western popular culture, globalization and commercialism on the local culture. 5. A study of local sci-fi literature and its impact on Filipinos. 6. A study of emerging local mythology, such as urban legends , comic books and animation, as well as a study of other media for communication, such as the Internet. 7. A study of the socio-cultural value of sci-fi films and films in general to the Filipino public.
Learning style preferences and language performance of Korean and Filipino language learners
(2008-04) Kim, Eun Hye
As this study deals with language students' learning styles, particularly that of the Koreans and Filipinos commonly mixed in one classroom, language teachers may not just find the results of this study helpful in predicting possible style conflicts between the two groups of learners or among learners but also in varying or choosing instructional techniques to meet the needs of students with contrasting styles of learning. Furthermore, the teacher may be more prodded to provide a wide range of activities (analytic and global, visual, auditory, tactile and kinesthetic; reflective and impulsive) that will help develop other alternative styles among the students. This study sought to determine the learning style preferences and language performance of Korean and Filipino language learners. Specifically, it sought to answer the following problems and prove the following hypotheses: 1. What are the learning style preferences of the Korean and Filipino language learners? Hypothesis: Auditory, tactile and kinesthetic learning styles are preferred by the Korean and Filipino language learners. 2. What is the level of language performance of Korean and Filipino language learners? Hypothesis: The level of language performance of Korean and Filipino language learners is good. 3. What is the level of correlation between the learning style preferences and language performance of the respondents? Hypothesis: The level of correlation between the learning style preferences and language performance of Korean and Filipino language learners is very low. From the data gathered and analyzed, the researcher arrived at the following findings: 1. The Koreans and the Filipino language learners prefer auditory, visual, kinesthetic and individual learning styles. The level of preferences however differ between the Korean and Filipino groups of learners. a. Korean language learners prefer the auditory, tactile, kinesthetic, visual and individual learning styles. b. Filipino language learners prefer kinesthetic, auditory, visual and individual learning styles. Filipino students are major kinesthetic learners, and are close to being auditory, visual and individual learners. 2. The Korean language learners have good language performance; the Filipino language learners have very good language performance. 3. The level of correlation between the Korean and Filipino language learners is low to very low. Based on the findings, the following are the concluded: 1. The Korean language learners learn better by listening to the oral explanation of teachers coupled by visual illustrations and physical or hands-on activities while the Filipino language learners learn more by actively participating in activities that require physical manipulation of things often done alone. 2. The Korean and Filipino language learners enrolled at the University of the Cordilleras can cope with the demands of the subject; effective listening, clear articulation of ideas and managing public forms of discourse. 3. The low correlation between the learning style preference and the language performance of the Korean and Filipino language learners is due to a number of factors. In relation to the findings and conclusions of this research, the following are recommended: 1. To match the students' auditory, kinesthetic and individual learning styles, listening activities [audio-tape lessons] independent homework be provided at the beginning of term; however, other activities such as those that require group interaction be provided to gradually introduce group learning style. 2. To improve the Korean and Filipino language learners' performance in Speech Communication, a Perceptual Learning Style Inventory be administered at the start of classes to enable teachers do necessary adjustment in their teaching styles and classroom activities. 3. Other dependent variables such as teaching styles, IQ of students, students motivation and age levels of students be taken. 4. Other recommendations: The following are further recommended: a. Other studies on learning style preferences of students in other courses be done to validate the findings of this study. b. To validate the result of the self-survey on students' learning style preferences, a Learning Style Diagnostic Screening be administered and analyzed. Such a test will be compared with the students' learning style as perceived by students and as proven by a test.
Effects of creative teaching on vocabulary and speech concept application of grade six University of the Cordilleras students
(2009-01) Valdez, Laney G. J. B. De Raedt
Many authors who work in the fields of education and psychology lean towards the opinion that the use of creative teaching techniques in the classroom can encourage greater achievement in properly applying concepts. In connection, the researcher has observed a resulting greater degree of motivation, facility and accuracy in the application of concepts among students in this environment. These improvements allow students to meet the expectations of society to a greater extent and degree. The researcher perceives that a study of the effects of creative teaching on concept application is of importance to the field of education in general. She also recognizes that the data gathered should prove useful to others in and outside the field, particularly for the mass of students today who are interested learning English. The main aim of this study is to answer the general problem: What is the effect of employing creative teaching techniques on the degree of vocabulary and speech concept application of the sixth grade University of the Cordilleras Grade School students paired according to learning styles and multiple intelligences? The study specifically sought to answer the following questions: 1. What is the difference between the average test scores of the respondents who were taught with and without the use of creative teaching techniques in the areas of vocabulary and speech concept application? 2. Is there a significant difference between the mean test scores of the respondents as a group who were taught with and without the use of creative teaching techniques as analyzed by pairs matched for learning styles and multiple intelligences in areas of vocabulary and speech concept application? 3. What is the difference in the formative assessment scores of the respondents as a group who were taught with and without the use of creative teaching techniques as analyzed descriptively in the areas of vocabulary and speech concept application in terms of: a. degree of improvement in class performance b. average class performance The data used to answer these questions was gathered using the quasi-experimental method, specifically the matched pairs design with learning styles and multiple intelligences as the matching variables. The researcher then caused the application of creative teaching methods designed to cater to the learning styles and multiple intelligences of the respondents in the experimental group while the members of the control group were taught using the methods currently employed by the respondents' current teacher in English at UC Grade School. Based on the research problems, the following were the findings of the study: 1. The difference in average concept application test scores of the respondents taught with the use of creative teaching techniques was found to be 1.45 points out of 49 in vocabulary concept application and 1.3 points out of 49 in speech concept application. 2. The difference between the means of the test scores of the respondents as analyzed by matched pairs was found to be statistically insignificant at 1.59 in vocabulary but statistically significant at 3.07 in speech. 3. The difference in degree of improvement in concept application between the experimental and control groups is 0.46 in vocabulary and 0.425 in speech. The difference in average class performance in concept application between the experimental and control groups is 0.425 in vocabulary and 0.513 in speech. In light of the study, the following are the conclusions: 1. The effect of employing creative teaching techniques on vocabulary and speech concept application of the respondents is a slight increase in average test scores. 2. The effect on the respondents of employing creative teaching techniques is a statistically insignificant difference in mean test scores in vocabulary concept application and a statistically significant difference in mean test scores in speech concept application. The statistically insignificant difference in mean test scores in vocabulary concept application means that the use of creative teaching techniques has no significant effect on the ability of the respondents to apply concepts in vocabulary. The statistically significant difference in mean test scores in speech concept application means that the use of creative teaching techniques has a significant effect on the ability of the respondents to apply concepts in speech. 3.a Employing creative teaching techniques has no increasing effect on degree of improvement of the concept application of the respondents in vocabulary or speech concept application. 3.b The effect of employing creative teaching techniques is better application of concepts on average in vocabulary and speech concept application among the respondents. In relation to the findings and conclusions of this research, the following are recommended: 1. The creation of culture- and age-specific multiple intelligence and learning styles inventories. 2. A longer and more exhaustive study on the use of creative teaching techniques in the presentation of lessons dealing with concepts of vocabulary and speech in English for sixth grade elementary students of the University of the Cordilleras Laboratory School in Baguio City to gather more information regarding the observed increase in average test scores. 3. A longer study on the use of creative teaching techniques for sixth grade elementary students of the University of the Cordilleras Laboratory School in Baguio City in the presentation of lessons in English dealing with concepts of: a. vocabulary, to determine whether an extended application of the said techniques would result in statistically significant differences in mean concept application scores; and b. speech, to determine whether an extended application of the said techniques would result in more marked differences in speech concept application. 4. A longer study on the use of creative teaching techniques in English vocabulary and speech concept application for sixth grade elementary students of the University of the Cordilleras Laboratory School in Baguio City to determine if longer exposure to the said techniques would: a. have a weightier effect on the degree of improvement in class performance; b. explain the unexpected effect of a greater degree of improvement in control group respondents; and, c. have a greater effect on the average quality of class performance. 5. The use of the Theory of Multiple Intelligences and the Learning Styles Theory in the development of classroom teaching techniques in the areas of vocabulary and speech concept application. 6. Programs for developing awareness of creative education among academic and non-academic personnel. 7. The training of teaching staff in the use of creative methods in the classroom. 8. Curriculum revision in colleges of teacher education to accommodate the study of creative education theory and practice. 9. More comprehensive studies to determine if creative teaching techniques have a significant effect on concept application: a. in other areas of English study among sixth grade students of the same age; b. in English studies among sixth grade students of different ages; c. in English studies among students of varying grade levels and ages; and d. in English studies among students in different school environments. 10. Comprehensive studies on the effect of creative teaching techniques in other subject areas to determine: a. if creative teaching techniques are universally effective; and b. to what varying degrees creative teaching techniques can increase student performance per subject area. 11. Comprehensive studies on the correlation between creative teaching techniques and academic achievement in all areas of study among learners of all ages. 12. Further matched-pair studies on creative teaching techniques that exclude intelligence and learner types that succeed in traditional or current learning environments to remove this bias. 13. Thorough studies on creative teaching techniques to examine the relative effects of these versus intelligence quotient on learner achievement. 14. Comprehensive studies on creative teaching techniques that account for gender differences and address a wide range of assumed differences and deficiencies in learning capacity to reveal more information in relation to the effects of such techniques as an educational equalizer and as a means of dispelling any existing myths regarding innate learner potentials and abilities.
Language use in selected national television talk shows
(2009-09) Sungduan, Alah Soledad M.
When people scan the national channels in the Philippine television today, they will see that dominating the tube are serial dramas aired in the two major networks in the country. Other programs are documentaries in Tagalog and comedy sitcoms. The government national TV stations air talk shows but in English-Tagalog language. Gone are the days when viewers can watch popular TV talk shows in English like `Tell the People' by Julie Yap Daza, 'Firing Line' by the late Teddy Benigno, 'Viewpoint' by Dong Puno and others. One channel though that airs talk shows in English is ABS-CBN News Channel or ANC. Straight Talk, Talk Back, Strictly Politics, and Online are some of the English talk show programs of ANC. Alex Magno in his column entitled, "Critical" in Philippine Star, on Nov. 20, 2004 succinctly stated that the quality of Philippine education ranks among the lowest. Because of some warped understanding of nationalism that persisted for decades especially in publicly subsidized campuses, the English competence of the students is moribund. This study aims to show the importance of the television in promoting the use of the English language. If today dominat' 1.X the tube in the United States are Reality TV shows, aT in the Philippines, Soap Operas, chances are the taste of viewers will change only if television networks start educating their viewers about more quality programs in English like talk shows that will impart positive social values especially the use of appropriate language in any given situation. The study was conducted to 1) determine how form and function are shown in the language used by talk show hosts, 2) show how biases are reflected in utterances of talk show hosts, and 3) identify positive values depicted by anchors in their talk shows. This study is a qualitative, corpus-based research and is descriptive in nature which involved describing, recording, analyzing, and interpreting gathered data. Four talk shows in English: Straight Talk, Talk Back, Strictly Politics, and Online aired at ABS-CBN News Channel were analyzed. These Talk shows were tape recorded and transcribed for systematic and sequential analysis. Language use on the program episodes were identified in terms of language form and function. Language forms and functions of sentential and sub-sentential utterances of anchors of some selected excerpts were analyzed. The biases were identified using the Politically Correct Dictionary by Beard and Cerf (1993) as a guide. These biases were grouped according to the following categories: sexism, ageism, ethnocentrism, lookism, colorism, heightism, and ableism. Media biases were identified based on the standards of journalism while the positive social values of the talk shows also identified based on the topics, issues and themes of the programs. Based on the research problems the following are the findings of the researcher: 1. Results revealed that utterances of talk show hosts were in sentential and sub-sentential forms. Sentential utterances were generally in the interrogative, followed by declarative, imperative, and exclamative forms. Sub-sentential utterances were in clauses, phrases, and words which were a result of ellipsis. Single word items or lexical items, and non-lexical items known as vocalizations or phonological cues were also used. Function of sentential utterances were predominantly asking/eliciting, commenting, informing, requesting, complimenting, introducing, greeting, and leave taking. As a result of ellipsis, functions of sub-sentential utterances also included informing, eliciting/asking, correcting, and leave taking. Discourse markers prefaced introductions, greetings, and leave takings, anticipation of an utterance that follows, sudden realization or unexpected utterance, surprise, nominating, topic shifting, clarifying/rephrasing, back-channel, repair, and pause fillers. 2. Politically incorrect terms and media biases were reflected in the talk show programs. These politically incorrect terms used were ageism, sexism, and status as categorized by Cerf and Beard. Results also revealed that media biases of talk show hosts were seen in the programs which were political in nature that included bias in favor of or against a particular political party, or policy. 3. Positive social values reflected in the talk shows emotional state and common positive attitude, positive affect, appraisal, gratitude, respect/courtesy/politeness like the use of honorifics/ kinship terms and use of professional terms/titles, patriotism and nationalism, Optimism, durability, resiliency, faith in God (pananalig), faithfulness (katapatan), and courage (tibay ng loob). The following conclusions were drawn based on the findings of the study: 1. Oral language as exemplified in talk shows is studded with sentential, sub-sentential, and a lot of pauses. Functions of these language forms are based on context or situation for which these are used. 2. Politically incorrect terms and media biases permeate national television talk shows. 3. Filipino social values are reflected in the language of both the hosts and guests of the national television talk shows regardless of topics tackled in the talk show. In view of the findings and conclusions of the study, the following suggestions are recommended for classroom teaching in English as a Second Language or ESL classes: 1a. It is still observed that a focus on grammatical competence is a standard procedure in most ESL learning environment which does not lead to the communicative competence of students. Moreover, students' speech often deviates significantly from native speakers' norms and may be the result of negative transfer or interference from the students' native language. Also pragmatic development has been observed to lag behind grammatical development. This may result to a very slow acquisition and learning of pragmatic competence unless it is explicitly taught in English and Mass Communication classes. It is therefore, recommended that curriculum designers and language teachers incorporate pragmatics in the language curriculum. 1b. In teaching pragmatics, teachers should include materials that present a plethora of different linguistic realizations to guide learners on how to choose a linguistic strategy to express speech acts appropriately. 1c. Moreover, practice materials involving current issues would provide students in English and Mass Communication classes communicative scenarios or situations through role plays. Carefully sequenced activities that move from controlled to less controlled situations are suggested to provide students with structured and authentic input. 1d. It is also recommended that instruction should also include activities that address the mechanics of conversation such as the use of appropriate terms of address, turn taking, active listening, relevant short responses or formulaic expressions that build the learners repertoire of meaningful responses that keep communication going and promote interaction. Maintaining conversation requires knowledge of responses that prompt, give support, indicate agreement, show strong emotional response, correct speaker's response, and ask for more information in an appropriate or polite manner. 1a. In addition, the contrastive intonation in English Is an important feature in oral language. It is worthwhile to explicitly point out the role of intonation in contrast an teaching pragmatics. In view of the above, the classroom is a rich environment to provide learners with a range of pragmatic devices and practices in the target language. 2a. There is a need for language learners to know politically correct or incorrect terms to be presented to students to enrich their vocabulary. These are categorized as ageism, ethnocentrism, colorism, sexism, heightism, and others. Knowledge of these terms promote wholesome interaction or verbal exchanges between and among interlocutors. Thus, panel or small group discussions in the class should consist of various issues where students become aware or conscious in the use of words that offend, discriminate, or prejudice speakers. 2b. Media bias permeate talk shows especially on political issues. It is suggested that teachers present contrasting excerpts of conversations to students not only to hone their critical thinking but also to create awareness of the appropriate and social meaning of language; that is, to use acceptable forms to obviously avoid offending the other party; hence the importance of mitigating devices. 2c. In addition, discussions in language and social sciences classes should include working on topics like values and journalistic ethics. This way it inculcates to the minds of students their moral responsibility in things they express in private as well as in public. 3. It has been shown in the language of talk show hosts that positive Filipino values are reflected in their utterances. However, the key word in every conversation or verbal exchanges is politeness. It is suggested that language teachers provide activities for students to learn how to be polite in appropriate situations. The activities to be introduced to the students will consist a range of mitigating devices to soften requests/directives, asking of questions, giving information, correcting information, complaining, refusals, and other speech acts. These are realizations associated with formal politeness and those that signal social closeness or solidarity appropriate to a particular context and culture. 4. For further research, it is suggested that discourse analysis include a comparative analysis of giving and responding to compliments in different ethnic groups in the Cordilleras, or in Northern Luzon including their forms and functions. 5. Another interesting topic for study is the forms and functions of parentheticals in English discourse especially in oral discourse. 6. A study on the comparison between TV talk shows and showbiz talk as regards form and functions of language used by talk show hosts and guest may be conducted.
Broken man as mirrored in the Little Prince and Hope for the Flowers
(2009-10) Lee, Sin Goo
Literature has been one of the ways in which man tries to deliver thoughts and ideas about man’s situation and man’s dilemma. It is a vehicle where man can express his feelings, experience, emotions, and thoughts in life. Stories aim to deliver the meaning by finding the significant connection to a situation. Almost all people regardless of age are fond of listening to and reading stories. Stories can serve as a powerful device to deliver thoughts. People are moved by stories; the mystery beyond the meaning of the story is the possibility of change. Even one story can have the effect of changing a person's life. These thoughts embedded in stories are weaved to form a philosophy which is fundamental in man's quest for meaning. In this study, the researcher employed the philosophy of Existentialism. This philosophical thought, which emerged in the twentieth century, recognizes the importance of feelings and emotion in the individual. It is considered as a reaction against traditional philosophies, such as-rationalism and empiricism, which seek to discover an ultimate order in the structure of the observed world, and thereby discover ultimate meaning. This study is based on two children's book namely, "The - Little Prince" and "Hope for the flowers." The book "The Little Prince" presents a child's view of the world, of the purpose of human life and of relations between people, while "Hope for the Flowers" is about the struggle of two caterpillars in becoming a butterfly. To find the meaning of life is to shape one's life. It will give a person a sense of fulfillment and direction as an individual person, as a man. As the German philosopher Nietzsche (1966) stated "he who has a Why.to live for can bear with almost any How." This study does not show that human existence as such is meaningful. Instead, it aims to show that human quest should be towards finding and realizing the meaning of human existence This thesis entitled Broken Man as Mirrored in the Little Prince and Hope for the Flowers sought to analyze the aforementioned books in the context of existentialism. This thesis rests on the assumption that modern man is broken or fragmented-not just in the physical but also in the emotional, spiritual, and symbolic level. Using the two books "The Little Prince" and "Hope for the Flowers", the study aimed to mirror human dilemma and show how modern man became fragmented. This study of the books by Antoine De Saint-Exupery and Trina Paulus, made use of the formalistic approach. Applying the existentialist point of view, the researcher presented the similarities between the characters and situations from the two books to present day attitudes and situations. The researcher used passages, characters and situations from the book to support the main ideas and views. Using Gabriel Marcell's "Primary and Secondary Reflection," the researcher made use of philosophical and psychological theories from different philosophers to address the existential themes from the two books. Martin Buber's "I-Thou" was used as a foundation for the discussion of "Relations." The Psychological-Existential theories of Erich Fromm, Viktor Frankl, and Rollo May were used to support the view of brokenness and fragmentation of modern man. This thesis specifically discussed the existentialist motifs portrayed in the two books, "The Little Prince" and "Hope for the Flowers." It also analyzed the worldviews held by selected characters from the two books. Presented below is a recapitulation of the main points that were analyzed and discussed in the study. 1. The following are the World Views found in Hope for the Flowers and The Little Prince as represented by the different characters: a. Children's Worldview- The Little Prince, the Pilot, and the Fox. b. Grown-Up's Worldview- Grown-ups, the King, the vain man, the Businessman, the Geographer, and the Pilot. c. Childish Worldview- The Rose, The Little Prince, and the King. d. Duty-Bound Worldview- The Lamplighter e. Existentialist Worldview- Stripe, Yellow, the Grey haired caterpillar, the Little Prince, the Pilot, and the Fox. f. Conformist Worldview- Stripe, Yellow, and the Crowd of caterpillars. g. Pessimistic Worldview- the Boababs, and the Tippler. 2. The existentialist motifs that portray the brokenness of man in the Little Prince and Hope for the Flowers were the following: a. Alienation-described as estrangement, mental or emotional detachment, the state of not being involved. This was evident in the character of the Pilot in the Little Prince and the character of Stripe in Hope for the Flowers. Alienation as embodied in the "I-It" relationship coined by Martin Buber was seen in the attitudes of the King and the Businessman in the Little Prince. b. Boredom-a reactive state of emotion that I interprets the condition of one's environment as wearingly dull due to repetitive, non-existent, or tedious stimuli. This motif was evident in the initial mindset and behavior of Stripe, one of the protagonists in Hope for the Flowers. In the Little Prince, it is the character named Tippler who has lost his sense of meaning and instead of doing something productive with his life, he drinks away his time rendering him captive to boredom and its vicious cycle. c. Anxiety-being afraid when there is nothing to fear. Anxiety was seen in the character of Yellow in Hope for the Flowers as she becomes torn between her old life as a caterpillar and her desire to become a butterfly. She however conquered her anxiety and was able to eventually metamorphose into a butterfly. Tippler, a character from the Little Prince on the other hand, was not able to face his anxiety constructively and wasted his time by constantly worrying and getting drunk. d. Freedom and Choice- Existentialists believe that it is when one starts to choose freely for one's self can one's life become meaningful. This motif was predominantly seen in the character of Yellow and Stripe in 'Hope For the Flowers' and the Little Prince in the 'The Little Prince'. They became authentic individuals because they lived according to their own free choices and not merely according to what a majority of individuals are doing or dictating. Based on the findings, the following conclusions are 1. Man's life is dependent on the worldview he espouses. 2. Man is broken because of his alienation, boredom, anxiety, freedom, and choice. 3. Man is solely responsible for finding meaning in his own life. Based on the findings, the following are recommended: 1. Further analysis of The Little Prince and Hope for the Flowers utilizing other existentialist motifs could be undertaken to determine the other existentialist thoughts that might still be embedded in the two works. 2. An analysis of other works of literature with the existentialist thought as springboard for literary discourse. 3. A comparative literary analysis could also be undertaken using the existentialist perspective or other philosophical perspectives as approaches. 4. Results of this study may be incorporated in classroom and other literature discussions involving the specific books herein studied.
Jose Rizal's Noli Me Tangere: A deconstructive analysis
(2010-01) Orilla, Karen M.
Deconstruction is one of the most controversial theories of literary criticism. It is considered as a problematic theory and approach because of its complexity and vagueness. It came out as a protest to structuralism's tendency to prescribe definite meanings and interpretations of literary works. The term deconstruction was coined by the French Philosopher Jacques Derrida but he refused to give an exact definition because he believes that in defining deconstruction, he is putting an end to it. Deconstruction approach intends to bring out the meanings in the text by reversing the binary oppositions and empowering the suppressed term in doing such, new meanings and interpretations are projected which are again subject to further deconstructions. The Noli Me Tangere is one of the most important novels written by a Filipino. It holds a superior position over other Filipino novels because it paved the way to Filipino nationalism. It was observed however that the sense of nationalism of the Filipino people specially the younger generation is waning; simultaneous to this is their lack of appreciation of the novels written by the national hero, the so-called "Bibles" of Filipino nationalism. The integration of the novel in the curriculum of both the secondary and the tertiary levels resulted to conventional meanings of the work without further reading. These interpretations were passed through generations. This study aims to critique the Noli Me Tangere using the Deconstruction Approach in Literary Criticism. Deconstructing the Noli does not mean destroying it. It means a new way of reading and interpreting the novel. In deconstructing the novel, the hidden meanings are uncovered thus new interpretations are projected. The following are the findings based on the analysis: 1. The world views depicted in the novel are classified into two: (a.)Socio-political worldviews such as: patriotism, social injustice, filial love, inferiority, discrimination, suffering, and oppression (b.)Religious worldviews: such as faith in Catholicism and love of God. 2. The deconstructed meanings depicted through the binary oppositions are: a. Elias is the true hero and the true patriot in the novel; not Ibarra. b. Maria Clara is not the ideal image of the Filipino woman. c. Padre Damaso and Capitan Tiago project the two faces of oppression in the novel. d. Padre Damaso is a more loving father than Capitan Tiago. e. The islands do not depend economically on the Mother Country for its resources instead: it is the Mother Country which economically depends on her colonies like the Philippines. f. Religion has been given more emphasis politics. g. Ignorance was bred by the Spaniards to the natives; there was really no true education; as education was limited only to Catechism. 3. The differences among the worldviews and the deconstructed meanings are: a. Elias is the true patriot in the novel. b. Maria Clara is a very inferior character, thus she did not qualify to be the ideal image of Filipino woman. c. Basilio's love for Sisa is pure; on the other hand, Ibarra's love for his family is only caused by his obsession of family honor. d. Elias, being a victim of social injustice has never yielded to the evils of the society. e. The Spaniards shown discrimination against the Indios; even the Indios themselves have shown discrimination against their fellow Indios. f. Suffering is a necessary element in the society. g. The Spaniards were not the only oppressors in the novel; some Indios were also oppressors. h. The "supposed to be religious" were blind followers of the Catholic faith. i. The indigent Indio is the only character who has project true love of God. Based on the findings the following conclusions are drawn: 1. There are positive and negative worldviews depicted in the novel. 2. There are more negative than positive worldviews depicted in the novel. 3. The deconstructed meanings are different from the "traditional" worldviews depicted in the novel. 4. There are differences between the deconstructed meanings and the worldviews depicted in the novel. 5. Deconstruction is not a negative approach of literary criticism. 6. In using deconstruction approach, multiple meanings can be gleaned in the novel. 7. The deemphasized term in the binaries can be empowered thus, new meanings were revealed. Based on the findings and conclusions the following are recommended: 1. Other researches on the Noli Me Tangere and the El Filibusterismo using the Deconstruction Approach is encouraged. 2. The Historical-Sociological Approach paired with Deconstruction Approach can be used to analyze the novel to come up with a well-balanced research. 3. A study on other characters like Pilosopo Tasio, Cabesang Tales, Dona Victorina, Don Tiburcio and Dona Pia Alba is also encouraged. 4. A research using other deconstructive strategies like the Derridan and Heideggerian schools of thought can be used in analyzing the novel.
Values in Korean classical poetry
(2010-03) Hwoan, Park Jong
Korean literature is normally divided chronologically into classical and modern period. Korea's classical literature developed against the backdrop of traditional folk beliefs of the Korean people; it was also influenced by three kinds of religions today. Among these, three Korea main religions are influencing the greatest sway in sociological, theological, and literary values. It is in this view that this study was conducted, determining the values internalized in the Korean classic poetry of the Hyang-ga, Kyoreo song, Si-jo, and Ka-sa. Specifically, this study aims to find answers to the following questions: 1. What are the values contained in Korean classical literature namely in the Hyang-ga, Kyoreo song, Si-jo and Ka-sa? a. In Hyang-ga, the values presented are hoe and yearning in a belief positive. b. In Kyoreo song, the values presented are filial piety and respect in Confucian ideals. C. In Si-jo, the values presented are loyalty and relationship between ruler of sovereign and a subject. d. In Ka-sa, the values presented are love and human existence. 2. How do these values affect the lives of the people in the Chosun Dynasty? a. Themes were explored, and also the values of a people seen in these classical literature values and value systems vary in each culture. b. During the Cho-sun Dynasty, a social hierarchy system existed that greatly affected Korea's social development. At the time, the Cho-sun Society like corruption the nobles exercised a lot of power. c. But the four classical literatures awakened the people and changed social corruption. The following are the conclusions in this study: 1. Values, beliefs and rituals were the basic principles of family, society and the cultural ethics that bound the members together and were viewed as either right or wrong and desirable or undesirable. a. Values of hope, love, loyalty, filial piety, constancy in love, unity in the family, respect for human life, respect for beauty and human existence guided the group to live harmoniously, maintain wholesome relationship, develop a sense of unity, camaraderie and brotherhood, through an intelligent process of choosing, prizing and behaving, b. These values directed and gave full meaning to the individual's life. Values then helped the individual maintain their identity with the group and the group's cultural identity as well. In the light of the findings put forward by this study, the following are the recommendations which other researchers in the field of Korean Classical Poetry can consider: 1. A deeper study of more Korean Classical Poetry can be done not only along socio-cultural and axiological approaches or in textual or content analysis but also in linguistic or stylistic analysis. 2. Future researchers of Korean Classical Poetry can study and examine of Korean Classical Literature, considering its effect not only in the Cho-sun period but also include other periods in Korean history and society. 3. An inclusion of more materials from Korean classical poetry can be included in courses like Korean Classical Literature so students can better understand and appreciate their own national culture, and this can help them realize the richness of the nations' culture. 4. Poetry reading, emphasizing classical Korean poems be done in world literature classes so that both foreign and Korean students will be exposed to the sounds and sense of these poems. In doing so, the Korean students will learn to appreciate their legacy from the past while the foreign students will be exposed to Korean literary heritage. 5. A compilation of these classical Korean poems with accompanying music, explanation on what the poems are all about be put in CDs for distribution to different schools. This can be done by ministry of tourism.