“Teaching Lessons Through Bilingual Approach: A

Strategy to Improve the Performance Rating of

Students in Filipino”

An

Action

Research

Presented by:

Jeurdecel L. Castro - Martizano

Master Teacher I
 Chapter 1
INTRODUCTION

Rationale

Language is a way of communication with other people. This is teachers’ one

way to impart knowledge to their students’ holistic performance every time they handle

their lessons. However, there are instances that several students cannot express their

opinions due to language barrier or unable to understand the words used by the teacher

during the discussion.

In other countries Bilingualism is highly emphasized. It is a process wherein two

languages are being used in speaking. One example of this is Tagalog-English. It

advances the use of Taglish in Philippine Society and its importance as a mode of

discourse and linguistic resource. The use of Taglish is very rampant in the Philippines

because of Tourist visiting the country (Bautista 2004). Bilingualism is switching to other

language. Nowadays, this is the problem if it is effective in teaching the learners.

For the past four years of teaching Filipino subject, the researcher observed that

based on records of the student’s grades, majority of Prosperidad National High School,

the students did not perform good and by looking into the result of the MPS OF NAT of

Prosperidad National High School, out of five subject areas, Filipino subject is the 2nd

subject area with a low MPS. Since the government is committed in improving the

quality of education at all grade levels (Philippine Education for All), the researchers are

challenged to conduct study in Filipino subject on how to improve student’s performance

by using an approach effective in teaching-learning process.

At present, In Prosperidad National High School, students are asked to speak

Filipino when approaching or asking question. Even in the classrooms, students are

prohibited to use vernacular in expressing their ideas. It is true that this may train

students to speak fluently in Filipino but many AISSIAN students have the eagerness to
participate and recite but, they forbid themselves to do so, because they are shy that

their classmates might laugh at them for they might utter wrong grammar in Filipino. On

the other hand, teachers feel that they are a lot way intelligent if they discuss their

lessons fluently in Filipino, but do not consider if their students have learned something

from them without using bilingual approach in teaching. This situation prompted the

researchers to conduct the study to alleviate the prevailing condition.

Review of Related Literature

This study is anchored with the theory “Theory of Bilingualism” and was

formulated by Jim Cummins stated that students who are exposed to Bilingualism

Environment will lead to student’s greater understanding. He added that providing

access to dual language books, audio, CD and CD ROMs can be a good way to

continue learning a language and to become bilingual is also about learning and living in

different societies and cultures. It is not just about acquiring new language but also

understanding another cultures and developing another cultures as well as developing

another identity (Cummins 2000).

In the Philippines, the Government is now focusing on ensuring the provision of

quality education that is relevant to learners. One of the adapted curriculums that is also

patterned in other countries is the K-12. In this program, the use of mother Tongue

plays a vital role in student learning. It develops the student personal and functional

literacy skills that enable the students to transfer the second language (Bersaa 2006).

The message of both local and international study is quite clear that learners should not

use in monolingual classrooms. Despite this growing body of research showing the

maintenance and Bilingual programs, the Department of Education issued Executive

Order No.210 declaring English to be the Medium of Instruction as second language.

 Through the years, bilingual education has acquired many terms to mean a

variety of activities pertaining to second language learning, this is because education in

no more than one language is necessary and common around the world (Lessow-

Hurley 2000). In the US alone, instruction in two languages or more has taken different

forms, each with its own set of goals, designs and manner of implementation. A variety

of labels, terminologies, program, modes and designs for types of population is well

documented in literature. Commonly used terms include dual language; two –way

immersion; enrich education. The term indicates that teaching and learning is

happening in two languages (Calderon et al 2003).

According to research “Iranian Bilingual students Reported Use of Language

switching when doing mathematics” by Zahra et.al (2008) told that the Iranian students

would continue patronize code switching because it helps them a lot in understanding

and completing mathematics cast in task in mainstream classroom. Together with the

research “Bilingual Students using their languages in the learning of mathematics by

Plana (2009). Students who use the two languages for different purposes depending on

the complexity on the Mathematical practices and in relation to different social setting

that co-exist within the classroom. By the use of the first language students tend to

understand better the topic that is being discussed in Mathematics.

More so, on the research of Bautista (2004) entitled “Tagalog-English Code

Switching as mode of Discourse” he stated that the code switching is viewed as a form

of resistance to monolingualism and promotes globalization. Likewise, the research

“Being Bilingual Issues for Cross Language Research by Bogusia (2006) stated that the

Language is filled in an unproblematic way to meaning, values and beliefs. Language is

a very important tool for commonality.

Research Questions

This paper attempted to answer specific questions such as:

1. What is the performance rating of Grade 11 section HE/ICT students in

Filipino prior to the implementation of the Bilingual Approach?

2. What are the underlying factors contributing to the low performance of

students in Filipino?

3. What is the performance rating of Grade 11 section HE/ICT students in

Filipino after using Bilingual Approach?

4. Is there a significant difference between the performance ratings in Filipino

subjects of the Grade 11 students before and after the intervention program

implementation?

5. What are the perceptions of the students on the implementation of bilingual

approach in terms of:

a. Understanding Filipino words

b. Understanding the structure of questions written in Filipino

c. Ease or expressing their ideas

Scope and Limitation

This research is delimited on the improvement of students’ academic

performance in Filipino subject in Grade 11 Section HE/ICT. It was conducted in

Prosperidad National High School, Prosperidad I, Prosperidad, Division of Agusan del

Sur for the month of October up to the last week of March SY 2017-2018.
 Chapter 2

RESEARCH METHODS

a. Sampling

The universal sampling was used in this research since all students

were the respondents of the study or the whole enumeration method was

employed.

b. Data Collection

This study made use of researcher-made question which means

that it was constructed by the teacher himself. The items were based in the

Unit that was discussed in one week in the Filipino subject. The test is

composed of 50-item test.

The 50-item test was given to the experimental group. The

experimental group was composed of 23 students who were exposed to

Bilingualism in their Filipino classes.

c. Ethical Issues

Before the conduct of the study, the parents as well as the

identified students were called in a special meeting. The results of their

participation rating were presented and the planned study was introduced.

The parents with their children were given orientation as to how the said

study would go through. Both parents and students were aware of their

responsibilities including the targets. Consent and commitment signing

was also done after the meeting to ensure responsibility and responsive

action toward the agreement. In addition to that, the researchers sent a

letter addressed to the School Principal and Public Schools District

Supervisor for the approval of the said study.

d. Data Analysis

The researcher collected the data and presented it on a tabular

presentation. The mean is used in computing the research questions 1 and

3. The t-test also is employed in the study to determine the significant

difference between the academic performance and the Bilingual Approach of

the Grade 11-HE/ICT Students of Prosperidad National High School,

Prosperidad, Agusan del Sur.

 Chapter 3

RESULTS AND DISCUSSIONS

Several studies have demonstrated that Bilingualism affects students’ academic

performance.

Table 1. The Performance rating of Grade 11 section HE/ICT students in Filipino prior

to the implementation of the Bilingual Approach?

Students 1st Quarter Levels of Learning

1 89 Proficient
2 86 Proficient
3 85 Proficient
4 84 Approaching
5 83 Approaching
6 81 Approaching
7 79 Developing
8 79 Developing
9 79 Developing
10 79 Developing
`11 79 Developing
12 79 Developing
13 79 Developing
14 78 Developing
15 78 Developing
16 78 Developing
17 78 Developing
18 77 Developing
19 77 Developing
20 77 Developing
21 76 Developing
22 76 Developing
23 76 Developing
General Average 79.65 Developing

The table shows the Performance rating of Grade 11 section HE/ICT students in

Filipino prior to the implementation of the Bilingual Approach. As shown in the table,

three (3) students are on the proficient; three (3) students are approaching and

seventeen (17) students are Developing and the over- all rating is 79.05 % which falls

on developing level. The table further shows that majority of the students are still on the

developing level, thus studying and understanding of the lessons should be practiced.
Table 3. The performance rating of Grade 11 section HE/ICT students in Filipino after

using Bilingual Approach.

Students 2nd Quarter Levels of Learning

1 93 Advance
2 91 Advance
3 90 Advance
4 90 Advance
5 88 Proficient
6 85 Proficient
7 85 Proficient
8 85 Proficient
9 84 Approaching
10 83 Approaching
11 84 Approaching
12 85 Approaching
13 83 Approaching
14 83 Approaching
15 82 Approaching
16 82 Approaching
17 81 Approaching
18 80 Approaching
19 80 Approaching
20 80 Approaching
21 80 Approaching
22 80 Approaching
23 80 Approaching
General Average 84.09 Approaching

The table shows the performance rating of Grade 11 section HE/ICT students in

Filipino after using Bilingual Approach. It can be gleaned in the table that four (4)

students are on Advance level; four (4) students are on proficient level and fifteen (15)

students are on Approaching level. The table further shows that majority of the students’

performance rating is increasing using bilingual approach with an average of 84.09 as

Approaching level.
Table 4. Significant difference between the performance ratings in Filipino 11 of the

Grade 11 students before and after the intervention program implementation

P-
Variable Mean Variance t Stat t critical region Interpretation
value
Q1 79.696 3.483
-20.386 2.074 0.000 Significant
Q2 84.087 3.919

The table 4 shows Significant difference between the performance ratings in

Filipino 11 of the Grade 11 students before and after the intervention program

implementation. As shown in the table, there is the significant difference between the

performance ratings in Filipino 11 of the Grade 11 students before and after the

intervention program implementation. This implies that the intervention is effective in

improving students’ performance rating.

Table 2. Underlying Factors Contributing to the Low Performance Rating of Students in

Filipino.

No. of students who Factors Affecting the Low Performance of Students

cited the factor
Difficulty in Difficulty in Difficulty in
Understanding understanding the Expressing ideas
unfamiliar Filipino structure of using Filipino
Frequency words questions

8 5 4
( n=17)

The table shows the Underlying Factors Contributing to the Low Performance

Rating of Students in Filipino. Based on the table, out of seventeen (17) students who

got the lowest rating during the first quarter, eight (8) students answered that they are

experiencing difficulty in understanding unfamiliar Filipino words; five (5) students

responded on the difficulty in understanding the structure of questions and four (4)

students had difficulty in expressing ideas using Filipino.

 Table 5. Effect of the Bilingual Approach in Addressing the Factors Contributing

to the Low Performance Rating of Students in Filipino

Factor

Understanding

Unfamiliar

Words

Understanding

the structure of

questions

Ease of

expressing

ideas

VII - Conclusions and Recommendations

Based on the data, the following findings are observed:

1. The performance rating of the grade 11 section HE/ICT students during the first

quarter examination has an average rate of 79.65% without the integration of

bilingual approach.

2. The performance of grade 11 section HE/ICT students during the second quarter

examination has an average rate of 84.09% using the bilingual approach.

3. There is a significant effect in the performance level of the grade 11 section

HE/ICT students between the academic performance and the bilingual approach.

This study is beneficial to the following:

STUDENTS. The students will be more attentive and will be more participative in

different activities using bilingual approach as medium of instruction.

TEACHERS. The educators will be a lot more confident to elicit ideas from the

students. Thus, there will be an interactive discussion among the class.

 ADMINISTRATORS. The administrators should conduct programs related to the

teaching styles to enhance the performance of the teachers and the learners.

SCHOOL. The school should be able to get higher MPS RESULT in Filipino and

other subjects if bilingual approach is applied.

CURRICULUM PLANNERS. The coordinators should include legally the bilingual

approach as a medium of instruction in the learning material of the teachers and the

students.
VIII – References

Bautista, Ma. L. S. (2004), Researching English in the Philippines: bibliographical

resources. World Englishes, Blackwell Publishing Ltd.
Bautista, M. L. S. (2004). Tagalog-English code switching as a mode of discourse. Asia
Pacific Education Review, 5(2), 226-233
Calderon, Cesar & Liu, Lin, (2003). "The direction of causality between financial
development and economic growth," Journal of Development Economics,
Elsevier, vol. 72(1), pages 321-334
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the
crossfire (Vol. 23). Multilingual Matters.
Lessow-Hurley, J. (2000) The foundations of dual language instruction. New York, NY:
Longman.

Parvanehnezhad, Z., & Clarkson, P. (2008). Iranian bilingual students reported use of
language switching when doing mathematics. Mathematics Education
Research Journal, 20(1), 52-81
Planas, N., & Setati, M. (2009). Bilingual students using their languages in the learning
of mathematics. Mathematics Education Research Journal, 21(3), 36-59

Temple, B. (2006). Being bilingual: Issues for cross-language research. Journal of

Research Practice, 2(1), 2.
 Prosperidad National High School
Prosperidad, Agusan del Sur

Unang Markahang Pagsusulit sa Filipino

Unang Taon

Pangalan:___________________________Antas___________________Iskor

I. Piliin sa kahon ang pares-minimal na ilalagay sa patlang upang mabuo ang

pangungusap

Dali-tali bala-tala sabat-sapat

bagay-lagay pantay-bantay gulay-kulay

1. Pumunta ka dito___________at lagyan mo ng __________ ang mga sitaw.

2. Ang mga puno ay__________at maraming bunga kaya maraming_________ na tao.
3. Ang mga magsasaka ay maraming tanim na _____________, ito ay __________berde.
4. Inihagis ni Hadji ang ________ng laruan sa langit at nakit niya ang napakagandang_______
5. Biglang________sa usapan si Karen dahil hindi daw_____________ang kanyang pera
II. Killalanin ang salitang may diptonggo at klaster na ginamit sa pangugusap. Bilugan ang
diptonggo at guhitan ang klaster.
6. Ang tulay ay dinadaanan ng mga tao
7. Ang kuwento na galing sa Bibliya ay magandang basahin
8. Si Doctor Manny ay Eksperto sa paggamot sa kanser.
9. Malakas ang daloy ng ng tubig sa ilog.
10. Nawalan ng klase ang mga mag-aaral dahil sa malaksa na bagyo.
11. Ang mga kwarto sa aming paaralan ay madilim.
12. Ang mga kahoy ay ginamit sa pagluluto.
13. Labing anim na letra ang katinig
14. Ang buhay ng mga pulubi ay mahirap
15. Aruy! Ang sabi ng batang nasugatan.

III Isulat ang katumbas na baybay sa Filipino ng mga sumusunod na salitang hiram.

16. Cajon______________ 21. Municipio

17. Local______________ 22. Centro
18. Driver_____________ 23. Leader
19. Engcuentro________ 24.Delicado
20. Calle 25. Vapor
III. Ibong Adarna
A. Hanapin sa hanay B ang tinutukoy na nasa hanay A
A B
26. Don Juan a. siya ay malumanay
27. Donya Valeriana b. ama ng mga prinsipe
28. Haring Fernando c. may tindig na pagkainan
29. Don Pedro d. reyno ng Berbanya
30. Don Diego e. pusong sutla
B. Isulat sa patlang ang salitang T kung tama at M kung hindi totoo ang mga pangyayaring inilahad
sa akda
_________31. Ang kaharian ng Berbanya ay matatagpuan sa bundok ng Tabor.
 _________32. Ang awit ng Ibong Adarna ay ang tanging lunas sa sakit ni Haring Fernando.
_________33. Pinaglimi o pinag-iisipang mabuti ng hari ang kanayang hatol sa nagkakasala
_________34. Ang unang kabanata ng ibong Adarna ay nagsimula sa pagdarasal ng mag-anak
_________35. Ang tatlong prinsipi ay mga suwael na anak.
IV. Pagbasa:
Panuto: Basahin at unawaing mabuti ang teksto. Sagutin ang mga katanungan sa ibaba
kaugnay nito. Bilugan ang titik ng wastong sagot.

Teksto 1

Salapi, itoy likhang-taong instrument sa pagbili. Sa tao, sa bansa at sa daigdig, ito’y mahalaga at saligan ng
lakas at karamihan sa maraming bagay.

Dahil sa salapi, kumikilos ang daigdig. Ang walang- buhay na katawan ng mga napagagalaw at pati ang
lupalop ay nararating. Anupat ang salapi ay lubhang makapangyarihan. Ito’y waring dinidiyos ng tao at ng daigdig sa
larangan ng material.

Ngunit kung gaano kabuti ang salapi ilang tao ang nasasawi araw-araw. Ilang trono at korona na bumagsak
at nawasak dahil sa salapi at higit sa lahat, ilang kaluluwa ang nabulid sa sama dahil sa salapi.

Ang impluwensiya ng salapi ay laganap sa lahat ng dako. May mga mayaman at mahirap na nagtakwil ng
kanilang prinsipyo dahil sa salapi. Sila’y nasilaw at nabuhay sa kinang ng ginto. Hindi lamang iyan. Hindi rin maaaring
mawala sa ating pagtitiwala. Sila’y kabilang sa mga taong ang salapi’ Diyos at prinsipyo o paninindigan ay sekundaryo
lamang.

36. ang uri ng tekstong binasa ay:

a. informative b. narativ c. ekspositori d. argumentative

37. Ang salitang trono sa ikatlong talata ay isang halimbawa ng

a. pares-minimal b. klaster c. diptonggo d. hiram na salita

38. Sa pahayag na “Dahil dito, hindi nakapagtatakang ang ilan sa kanila ay maaaring mawala sa ating
pagtitiwala. Ang salitang may salungguhit ay nangagahulugan ng:

a. maglaho b. matunaw c. umalis d. magtago

39. Sa salitang napapagalaw sa pangalawang talata. Alin ang salitang diptonggo?

a. aw b. na c. galaw d. w

40. Ang nais iparating ng tekstong binasa?

a. Nakasisilaw na salapi c. Ang salapi ay isang likhang taong instrumento

b. Mag-iipon ng maraming salapi d. Ang mabuti’y may salapi
 Teksto 2

Ang seminar tungkol sa wastong pag-uugali ay dinaluhan ng kabataan. Nalaman nila rito na pinagpala ang
magpunla ng kabutihan. Ayon sa kanila maligaya ang pamumuhay ng mga taong walang kaaway at ang biyaya ay
madaling ipinagkakaloob ng maykapal.

Ang ukol sa pagtulong sa kapwa ay maliwanag na natalakay, nagsalita sa bulwagan ang marami upang
maibahagi ang kanilang mga karanasa, bagamat ang ilan ay tahimik sa upuan, masasabi kung ang para sa kanilang
kapakanan ng maliwanag nilang maunawaan.

Ang pamunuan ng kapisanan ay nagpapahayag sa harapan na ang talkakayan ay nagging kasiya-siya sapagkat
ang layunin ng samahan ay natupad, sa maayos na paraan sa maikling panahon. Ang wakas ng seminar ay ginanap sa
malaking
41. bulwagan at lahat ay masayang nagsalu-salo sa hapag.

41. Anong uri ng teksto ang binasa?

a. informative b. ekspositori c. descriptive d. argumentative

42. Ang salitang bulawagn na matatagpuan sa unang talata ay:

a. malaking sala b. kusina c. hagdanan d. silid-tulugan

43. sa pangungusap na “ Ang seminar tungkol sa wastong pag-uugali ay dinaluhan ng kabataan”

ay isang uri ng

a. langkapan b. payak c. tambalan d. hugnayan

44. Ang angkop na pamagat ng seleksyon ay:

a. Ang kabataan b. Mabungang Talakayan c. Pagsalu-salo sa bulwagan d. ang kapisanan

45. Ang wakas ng seminar ay ginanap sa malaking bulwagan at ang lahat ay nagsalu-salo sa
hapag”. Ang damdaming napapaloob sa pangungusap na ito ay:

a. pagkatuwa b.pagkabahala c. pagkainis d. pagkalito

VI. Uriin ang mga salitang nakahilig kung ito ay payak, maylapi, inuulit, at tambalan. Isulat ang
sagot sa patlang.

___________46. Mapalad ang mga taong may mababang loob.

___________47. Magandang- maganda ang kaniyang damit

__________48. Isa siyang anak-maralita

__________49. Maganda ang kanyang ginawa

_________50. Masayang-masaya ang mga bata sa lansangan.

 Prosperidad National High School
Prosperidad, Agusan del Sur

Unang Markahang Pagsusulit sa Filipino

Unang Taon

Pangalan:___________________________Antas___________________Iskor
(Name) (Section) (score)

Piliin sa kahon ang pares-minimal na ilalagay sa patlang upang mabuo ang

pangungusap. ( Fill in the blanks with the appropriate minimal pair that you will choose
from the box)

Dali-tali (hurry-tie)bala-tala(bullet-star) sabat-sapat(interrupt-enough)

bagay-lagay(thing-put) pantay-bantay(equal-guard)

gulay-kulay(vegetable-color)

21. Pumunta ka dito___________at lagyan mo ng __________ ang mga sitaw.

( Come over here_______and put a______on the beans.)
22. Ang mga puno ay__________at maraming bunga kaya maraming_________ na tao.
(The trees are ______and there are many fruits, so many people ________ it.
23. Ang mga magsasaka ay maraming tanim na _____________, ito ay __________berde.
(The farmers have planted many ______, It is ________green.)
24. Inihagis ni Hadji ang ________ng laruan sa langit at nakit niya ang napakagandang_______
(Hadji throws toy’s______ into the sky and he sees the beautiful_____.)
25. Biglang________sa usapan si Karen dahil hindi daw_____________ang kanyang pera
(Karen suddenly _______the conversation because she has no ______money.)
V. Killalanin ang salitang may diptonggo at klaster na ginamit sa pangugusap. Bilugan ang
diptonggo at guhitan ang klaster.(Identify the words with Dipthongs and clusters used in the
following sentences. Encircle the Dipthongs and underline the clusters.)
26. Ang tulay ay dinadaanan ng mga tao
(The bridge is used by the people.)
27. Ang kuwento na galing sa Bibliya ay magandang basahin
(The story which comes from the Bible is good to read.)
28. Si Doctor Manny ay Eksperto sa paggamot sa kanser.
(Doctor Manny is expert in curing cancer)
29. Malakas ang daloy ng ng tubig sa ilog.
(The water in the river flows swiftly)
30. Nawalan ng klase ang mga mag-aaral dahil sa malaksa na bagyo.
(The class is suspended because of the strong typhoon)
31. Ang mga kwarto sa aming paaralan ay madilim.
(The rooms in our school are dark)
32. Ang mga kahoy ay ginamit sa pagluluto.
(The firewoods are used for cooking)
33. Labing anim na letra ang katinig
(there are sixteen consonant letters
 34. Ang buhay ng mga pulubi ay mahirap
(The life of the beggars is hard
35. Aruy! Ang sabi ng batang nasugatan.
(Ouch! The kid was hurt)

III Isulat ang katumbas na baybay sa Filipino ng mga sumusunod na salitang hiram.

36. Cajon__________(Box) 21. Municipio(Municipality)

37. Local___________(Local) 22. Centro(Center)
38. Driver__________(driver) 23. Leader(Leader)
39. Engcuentro______(encounter) 24.Delicado(delicate)
40. Calle__________(street) 25. Vapor(Vapor)
VI. Ibong Adarna
C. Hanapin sa hanay B ang tinutukoy na nasa hanay A( Look the answers of Column A to the
column B
A B
31. Don Juan(Mister Juan) a. siya ay malumanay(She is soft-spoken)
32. Donya Valeriana(Madam) b. ama ng mga prinsipe(Father of the Princesses)
33. Haring Fernando(King Fernado) c. may tindig na pagkainan(with pleasant personality)
34. Don Pedro d. reyno ng Berbanya( King of Berbanya)
35. Don Diego e. pusong sutla- (kind-hearted)
IV. Isulat sa patlang ang salitang T kung tama at M kung hindi totoo ang mga pangyayaring
inilahad sa akda(Write on the blank the letter T if the sentence is correct and write M if it is
False)
_________31. Ang kaharian ng Berbanya ay matatagpuan sa bundok ng Tabor.
(The kingdom of Berbanya is in the mountain of Tabor)
_________32. Ang awit ng Ibong Adarna ay ang tanging lunas sa sakit ni Haring Fernando.
(The song Ibong Adarna is the only cure to the illness of King Fernando)
_________33. Pinaglimi o pinag-iisipang mabuti ng hari ang kanayang hatol sa nagkakasala
(The king weighs his decisions properly in giving verdict to the sinners.)
_________34. Ang unang kabanata ng ibong Adarna ay nagsimula sa pagdarasal ng mag-anak
(The first chapter of the vovel Ibong Adarna starts with a prayer of the whole family.
_________35. Ang tatlong prinsipi ay mga suwael na anak.(The three princesses are insolent.)
VII. Pagbasa (Reading)
Panuto: Basahin at unawaing mabuti ang teksto. Sagutin ang mga katanungan sa ibaba
kaugnay nito. Bilugan ang titik ng wastong sagot.( Read and understand the text clearly.
Answer the questions below and encircle the letter of the correct answer.)
 Teksto 1(Text 1)

Salapi, itoy likhang-taong instrument sa pagbili. Sa tao, sa bansa at sa daigdig, ito’y mahalaga at saligan ng

lakas at karamihan sa maraming bagay.

Dahil sa salapi, kumikilos ang daigdig. Ang walang- buhay na katawan ng mga napagagalaw at pati ang
lupalop ay nararating. Anupat ang salapi ay lubhang makapangyarihan. Ito’y waring dinidiyos ng tao at ng daigdig sa
larangan ng material.

Ngunit kung gaano kabuti ang salapi ilang tao ang nasasawi araw-araw. Ilang trono at korona na bumagsak
at nawasak dahil sa salapi at higit sa lahat, ilang kaluluwa ang nabulid sa sama dahil sa salapi.

Ang impluwensiya ng salapi ay laganap sa lahat ng dako. May mga mayaman at mahirap na nagtakwil ng
kanilang prinsipyo dahil sa salapi. Sila’y nasilaw at nabuhay sa kinang ng ginto. Hindi lamang iyan. Hindi rin maaaring
mawala sa ating pagtitiwala. Sila’y kabilang sa mga taong ang salapi’ Diyos at prinsipyo o paninindigan ay sekundaryo
lamang.

Money, it’s a man-made instrument to buy anything. To a person, to a country, and to the world, it is
important and the basis of power and mostly of many other things.

Because of money, the world spins. It gives life to a dead body and reaches the farthest place. Indeed,
money is powerful. The people and the world worship it in the battle of material acquisition.

However, no matter how good money is, a number of people die every day. Numerous thrones and crowns
have crashed and broken because of it. Most of all, many souls got no conscience at all because of money.

The influence of money is well-known in all parts of the world. Some people, rich or poor disown their
principles because of money. They are dazzled and have lived by the spark of money. In addition to that, it cannot be
denied that if a person who is wealthy is powerful and influential. Because of this, it not surprising if some of them
cant be trusted. They are those people who consider money as their God and principle, affirmation is just secondary.

It is good if one is wealthy and humane in the eyes of God and people.

36. ang uri ng tekstong binasa ay:

a. informative b. narativ c. ekspositori d. argumentative

(informative) (narrative) (expository) (argumentative)
37. Ang salitang trono sa ikatlong talata ay isang halimbawa ng

a. pares-minimal(minimal pair) b. klaster(cluster) c. diptonggo(Dipthongs)

d. hiram na salita(borrowed words)

38. Sa pahayag na “Dahil dito, hindi nakapagtatakang ang ilan sa kanila ay maaaring mawala sa ating
pagtitiwala. Ang salitang may salungguhit ay nangagahulugan ng: (The statement, “ Beacause of this, it is
not a surprised if we don’t trust some of them.” The underlined word means_________)

a. maglaho b. matunaw c. umalis d. magtago

(disappear) (melt) (went) (hide)
 39. Sa salitang napapagalaw sa pangalawang talata. Alin ang salitang diptonggo?(The word movable in
the second paragraph, which letter(s) is/are dipthongs?)

a. aw b. na c. galaw d. w

40. Ang nais iparating ng tekstong binasa?(What does the text mean?)

c. Nakasisilaw na salapi c. Ang salapi ay isang likhang taong instrument

(tempted to money) (Money is man-made instrument)
d. Mag-iipon ng maraming salapi d. Ang mabuti’y may salapi
(Save a lot of money) (the good ones have money)

Teksto 2

Ang seminar tungkol sa wastong pag-uugali ay dinaluhan ng kabataan. Nalaman nila rito na pinagpala ang
magpunla ng kabutihan. Ayon sa kanila maligaya ang pamumuhay ng mga taong walang kaaway at ang biyaya ay
madaling ipinagkakaloob ng maykapal.

Ang ukol sa pagtulong sa kapwa ay maliwanag na natalakay, nagsalita sa bulwagan ang marami upang
maibahagi ang kanilang mga karanasa, bagamat ang ilan ay tahimik sa upuan, masasabi kung ang para sa kanilang
kapakanan ng maliwanag nilang maunawaan.

Ang pamunuan ng kapisanan ay nagpapahayag sa harapan na ang talkakayan ay nagging kasiya-siya sapagkat
ang layunin ng samahan ay natupad, sa maayos na paraan sa maikling panahon. Ang wakas ng seminar ay ginanap sa
malaking
41. bulwagan at lahat ay masayang nagsalu-salo sa hapag.

The seminar about good values was attended by the youth. They learned that a person is blessed if he sows
goodness. According to them, we would have a happy life if we have no enemies and God would give you many blessings.

The topic about the helping fellowmen was clearly discussed. Many talked and shared in the hall their experiences
about good deeds. Although some chose to be quiet and listened to others.

The leader of the group spoke in front that the discussion because they achieved the objective in a nice way even
for a short period of time. The seminar ended in the spacious hall and everybody happily shared a meal on the table.

41. Anong uri ng teksto ang binasa?(What type of text have you read?)

a. informative b. ekspositori c. descriptive d. argumentative

(informative) (Expository) (descriptive) (argumentative)

42. Ang salitang bulawagn na matatagpuan sa unang talata ay:(The word “hall” which can be found in
the first paragraph is ________.)

a. malaking sala b. kusina c. hagdanan d. silid-tulugan

(big hall) (kitchen) (stairs) (bedroom)

43. sa pangungusap na “Ang seminar tungkol sa wastong pag-uugali ay dinaluhan ng kabataan” ay isang
uri ng.(In the sentence, “the seminar about good values was attended by the youth” is a type of
_________.)

a. langkapan b. payak c. tambalan d. hugnayan

(Compound sentence) (root word) (compound) (dependent clause)
44. Ang angkop na pamagat ng seleksyon ay(What is the appropriate title of the selection?)

a. Ang kabataan b. Mabungang Talakayan c. Pagsalu-salo sa bulwagan d. ang kapisanan

(The youth) (Productive discussion) (Eating meal together) (The organization)

45. Ang wakas ng seminar ay ginanap sa malaking bulwagan at ang lahat ay nagsalu-salo sa hapag”. Ang
damdaming napapaloob sa pangungusap na ito ay: (“The seminar ended inside the big hall and
everybody shared a meal on the table”, What emotion is shown in the sentence?)
a. pagkatuwa b.pagkabahala c. pagkainis d. pagkalito
(joyful) (worried) (annoyed) (confused)

VI. Uriin ang mga salitang nakahilig kung ito ay payak, maylapi, inuulit, at tambalan. Isulat ang sagot sa
patlang.(Identify the italicized word if it is a root word, prefix, repeated words, or compound words.
Write the correct answer on the blanks.

___________46. Mapalad ang mga taong may mababang loob.(Lucky are the people who are humble.)

___________47. Magandang- maganda ang kaniyang damit.(Her dress is very beautiful.)

__________48. Isa siyang anak-maralita(He is poor.)

__________49. Maganda ang kanyang ginawa(He has a beautiful work.)

_________50. Masayang-masaya ang mga bata sa lansangan.(The kids are very happy on the street)