“

English Translations of Visayan Terminologies and

Expressions: A Tool for English Proficiency of Grade 7 Students

Iris Kate C. Manliguez

Researcher

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I-Introduction
Background of the Study
Statement of the Problem
Objectives of the Study
Significance of the Study
Definition of Terms

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 Background
About thisoftemplate
the Study
Teaching English as a second language poses a great challenge to every language teacher particularly
those assigned in public schools. Duazo (2010) stated that public schools are the building blocks of our
societies. They can be considered our foundational instruments. The Philippine Constitution also stressed that
every child shall be protected and provided with free basic education in public schools. Unfortunately, our
government failed to address the existing problems on the effective delivery of learning through provisions of
materials that will cater their needs in the educative process.
This condition is further aggravated by the parents’ inability to provide assistance to suffice such needs
due to financial constraints. Thus, these students are deprived of the opportunity to learn more through reading,
the basic tool for learning. As a result, they are unable to develop their comprehension skills due to lack or
limited stock of vocabulary which also prevented them to develop good communication as well as writing
skills necessary to improve their performance in school.
English proficiency among students is necessary in order to cope up and meet the requirements of the
school’s curriculum and also meet the demand for excellence to be at par with the world. This could only be
realized through quality education being afforded to our students through the facilities or tools made available
for them.

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 Statement
About this
of the
template
Problem

The purpose of this study is to ascertain that students will have access to quality education
even with the existing problem on the lack of tools for learning through the teacher’s own
initiative by providing the necessary materials they need such as adapting this tool for learning
to improve their school performance.
Specifically, this study attempts to answer the following questions:

1. What factors greatly affect students’ performance in school?

2. What particular difficulty does a student encounter in second language acquisition?
3. What instruments can be employed that help students overcome such difficulty?
4. How effective is this study in improving students’ proficiency level in the use of the English
language?

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 Objectives
About thisoftemplate
the Study

Generally, this study is being conducted for the purpose of enhancing the English
proficiency among high school students to improve their academic performance in School.
Specifically, it aims to:
1. develop students’ comprehension of the English texts;
2. facilitate the acquisition of the second language through English translations of
some words in the native tongue (Visayan) as used in day to day conversation;
3. enable the students to acquire extensive English vocabulary to improve
their communication as well as writing skills;
4. help address government’s problem on the shortage of learning materials; and
5. provide language teachers with additional instructional materials that will aid
them in teaching the English language.

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 Significance
About thisof
template
the Study

The study emphasizes the importance of acquiring vocabulary through reading. Educational
researches have found out that there is a strong correlation between reading and academic success.
They have also found out that there is a strong correlation between reading and vocabulary
knowledge. It is therefore concluded that the best way to acquire knowledge is to read extensively.
Accordingly, children learn, on the average, ten to fifteen new word meanings each day, but
only one of these words can be accounted for by direct instruction. Such finding supports the idea
of helping students learn vocabulary-acquisition skills and the task of teaching these skills falls to
language arts teachers. This is significant responsibility because formal learning- the kind of
learning that students do in school-demands vocabulary knowledge. When you help students learn
how to build their vocabularies, you help them succeed across the curriculum (Teaching Today).

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 Definition
About this of
template
Terms

To have a vivid understanding of this study, terminologies used are theoretically and operationally defined.
Academic achievement or (academic) performance – refers to the student’s good performance in different subject areas by
getting proficient to highly proficient grades.
Communication – the act or process of expressing one’ thought or ideas through class’ speaking and writing activities
Good readers – refer to those students who can understand ideas contained in the individual sentences of the whole piece of
writing.
Language – a body of words used by Filipinos in their native tongue.
Language acquisition – is the process by which students acquire the capacity to perceive and comprehend English as their second
language, as well as to produce and use words and sentences to communicate.
Language proficiency or linguistic proficiency – is the ability of an individual student to speak or perform in an acquired second
language.
Language translation – is the rendering of the native language into English language.
Reading – it is a means of language acquisition, of communication, and of sharing information and ideas.
Second language – refers to the English language used as medium of instruction in school.
Second language acquisition – refers to the English language learned in addition to the to a student’s first language.
Vocabulary – is the list of words in English that are familiar and understood by the students.

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II-Theoretical Framework
Review of Related Literature
Conceptual Framework
Research Paradigm
Hypothesis

8
 Review
About
of Related
this template
Literature

There are various theories and hypotheses in the field of second-language acquisition about how people learn a second
language.
Corder (1967) pointed out in his essay The Significance of Learner’s Errors that second language learners made
made use of intrinsic internal linguistic processes.
Selinker (1972) stated in his article Interlanguage that second-language learners possess their own individual
linguistic systems that are independent from both the first and second languages.
In the theories of Krashen (1980), often collectively known as the Input Hypothesis, he suggested that language
acquisition is driven solely by comprehensible input, language input that learners can understand.
In 1990, two main areas of research interest were based upon Noam and Koul who developed two models of
linguistic theories, the concurrent model and the integrated model that make the meaning of text more accessible in
materials for non-native speakers. The concurrent model on the other hand, has components that include attention to
vocabulary selection, text form and rhetorical structure, and learner support.
Graddol (1993) counsels that the linguistic and communicative competence of learners needs to be determined, such
as familiarity of particular discourses.
Warschauer (1998) finds that the use of strategies such as re-reading the text, soliciting help, or using a dictionary
aids the comprehension of text-based discussion

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Conceptual
About thisFramework
template

10
About
Research
thisParadigm
template

11
 About
Hypothesis
this template

English translations of the students’ mother tongue is helpful in

improving their writing performance.

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III-Methodology
Research Design
Locale of the Study
Participants of the Study
Research Instrument
Data Gathering Procedure
Statistical Treatment
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 About
Research
this template
Design

This study made use of the simple random sampling and purposive sampling. The
simple random sampling was used in identifying the four (4) four sample sections of
the Grade 7 students of Salawagan National High School. The researcher listed all the
sections of the Grade 7 level and sample students were drawn to identify the section
which will be the sample of the study. When the name of the section was identified,
the researcher purposively chose twenty (20) male and female sample students from
the said section to have a total of forty (40) sample students as participants. These
students were purposively chosen as their number is enough to get the total number of
participants needed for the study.

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 About
Localethis
of the
template
Study

This study was conducted in Quezon II District in the municipality of Quezon in the
Division of Bukidnon, specifically in Salawagan National High School, Salawagan, Quezon,
Bukidnon. Located at the southern portion of the province of Bukidnon, the municipality is
composed of thirty one (31) barangays including Salawagan, and two (2) congressional districts,
Quezon I and Quezon II. Quezon II District has four (4) secondary schools with two (2) private
and public high schools namely: Puntian Academy, Puntian Technical Institute, Kiburiao National
High School, and Salawagan National High School. Figure 2 shows the map of the municipality
of Quezon.
The respondents of this study were taken from 1 out of 9 (11%) sections in the Grade 7
level of Salawagan National High School, the Grade 7- Capricorn.

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 Participants
About thisoftemplate
the Study

The participants of the study were the Grade 7 students of Salawagan National High School located at
Salawagan, Quezon, Bukidnon. Specifically, the participants were coming from 7 – Capricorn, one of the nine
sections of the grade 7 curriculum of the school year 2019 - 2020. Table 1 presents the participants of the study.
Table 1
Respondents of the Study

     
  Total Population Sample Population
Name of Section
           
Male Female Total Male Female Total

             
Grade 7 Capricorn 20 20 40 20 20 40
             
TOTAL 20 20 40 20 20 40

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 Research Instrument

The data will be collected through the administration of tests and with the use
of structured questionnaire checklist designed to assess students’ writing
performance and the effectiveness of the instructional tool employed for enhancing
their writing proficiency in English.

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 Data
About
Gathering
this template
Procedure
The researcher requested the adviser of the particular section where the participants of the study were chosen for the conduct of the study. With her consent, the
researcher proceeded with the giving of a pre-test in writing to the participants as a preliminary step of the study for the purpose of identifying their weaknesses and
proficiency level with regards to writing using the English language. The researcher then conducted a thorough analysis of the result and put it into record for future
reference. The next step was the utilization of a tool that had been developed by the researcher to know its effectiveness in improving students’ writing skills. The data
were gathered through a posttest and a questionnaire checklist from the students of Grade 7 – Capricorn as the identified participants from the Grade 7 level.
The instrument was a self-made writing proficiency test and a survey questionnaire given as assessment tools. Part I is composed of two parts, specially designed
to test the participants’ proficiency in English composition writing and vocabulary knowledge in a form of pre-test and posttest . The respondents were requested to write
a well-organized paragraph on any of the suggested topics. Their compositions were assessed through the given criteria: content (25 points), organization (20 points),
sentence construction (20 points), vocabulary (20 points) and mechanics (15 points).
To acquire a sufficient degree of reliability, multiple scoring was used. Three English teachers were asked by the researcher to be her co-raters of the students’
writing compositions.
The writing ability of the students were rated using the following description:
SCORE CODE GUIDE INTERVAL SCALE DESCRIPTION
0 – 49 1 1.00 – 1.89 Poor
50 – 69 2 1.90 – 2.79 Fair
70 – 89 3 2.80 – 3.69 Good
90 – 100 4 3.70 – 4.00 Very Good
Part II is regarding the relevance and effectiveness of the tool used for enhancing students’ proficiency in writing based on participants’ personal views or opinion.

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 Statistical
About thisTreatment
template

All the data collected were tabulated and were statistically treated. Descriptive and
inferential statistics such as percentage was used.
To determine whether there is a significant increase in the written performance of students
using the tool developed to enhance their writing abilities, a comparative study was made between
the pre-test and the posttest. The next step was the utilization of a tool developed to know its
effectiveness in improving students’ performance in writing using the English language.
Scoring was by hand. The composition writing was rated based on the given criteria while the
vocabulary test was given a value of one for each correct response.

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IV-Analysis and Interpretation of Data

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 Table 2. Pretest Result

Distribution of Student Respondents According to Their Writing Skills (n=40)

Range of Scores Description Frequency Percentage

0 – 49 Poor 9 26
50 – 69 Fair 24 61
70 – 89 Good 7 13
90 – 100 Very Good 0 0

Table 2 shows that the writing skills of the students in the pretest is fair as majority of them has fair

rating with a mean score of 56.24. None has good rating for writing and 26 percent have poor writing skills.

The low rating obtained by the students was observed to be partly attributed to their lack or poor vocabulary

knowledge which is a result of poor reading habits.

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 Table 3. Posttest Result

Distribution of Student Respondents According to their Writing Skills (n=40)

Range of Scores Description Frequency Percentage
0 – 49 Poor 3 18
50 – 69 Fair 28 66
70 – 89 Good 9 16
90 – 100 Very Good 0 0

Table 3 shows the posttest result of the students with an improved performance in writing as compared to the pretest. Even though the rating

remained to be fair, the number of students with poor rating in writing lowered down significantly from 26 percent to 19 percent. Still, none has a very

good rating but the number of students with a good rating obtained a 3 percent increase.

The comparison between the pretest and the posttest as shown in Table 1 and Table 2 reveals that the instructional tool (English Translations of

Some Commonly-used Visayan Terminologies and Expressions) employed as intervention to students’ poor writing performance in English proved to be

effective and of big help in enhancing their writing proficiency.

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 Table 4

Questionnaire Checklist for Students

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24
 In Table 4, it can be clearly perceived through students’ responses that the majority of them do

not like writing as much as few of their classmates did simply because they have some difficulties in

expressing themselves as manifested in their answers to Questions 1-5. One these difficulties based

the students’ perceptions is poor or limited stock of vocabulary as seen in Questions 6-7. Students’

responses for Questions 8-9 implies that the instructional material used is helpful and needed to

improve their writing abilities.

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V-Conclusion

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 On the basis of the findings of the study, the following conclusions are drawn:
1. The students in the Grade 7 level generally have poor vocabulary due to poor
reading habits. English teachers should give more reading activities to their students
in or after class hours and remedial reading to the identified poor readers.
2. Appropriate instructional tool as intervention to poor writing performance of the
students should be developed and provided.
3. English translations of the students’ mother tongue was proven to be helpful in
improving their writing performance. It is therefore important that they will be
provided with it. Teachers must also be always ready to translate some difficult
terms in the reading selections for discussion to students’ dialect to improve their
vocabulary and enhance learning.

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 About
Bibliography
this template

BORRES, T. 1997. Written Communication Competence in English of Central Mindanao University Studentry. Central Mindanao University, Musuan, Maramag, Bukidnon.
 
DUAZO, R. 2010. Educational Problems in the Philippines.
http://www.studymode.com/essays/Educational-Problems-In-The-Philippines-474524html
 
KHAN, 2008. Quality Education in the Philippines. Helloworld 2011. http://www.studymode.com/essays/Quality-Education-In-The-Philippines-748142.html
 
LOCKYER C. 2012. Philippine Education Statistics. NationMaster.com 2003-2014 http:www.nationmaster.com/country-info/profiles/Philippines/Education
 
SCHMITT 2003. The Importance of Vocabulary in Second-language Acquisition. http://applij.oxfordjournals.org/content/24/4/425.full.pdf+html
 
SHOEBOTTOM, P. 1996-2014. The Importance of Reading- A Guide to Learning English. http://esl.fis.edu/parents/advice/read.html
 
SUDAY, H. 2004. The Communication Skills in English of Fourth year Students of Dangcagan National High School. Unpublished Dissertation. Central Mindanao University, Musuan,
Maramag, Bukidnon.
 
WARSCHAUER, M. 1998. Language Teaching. University of California, Irvine. http:scholar.com/citations?user=gexxIUYAAAA&h/=en

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VII-Appendices

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The Research Instrument

Appendix A. Pretest and Posttest in Writing

Part I. Composition Writing

Direction: Choose ONE of the following t to write a well-developed composition.

1. My Autobiography

2. My Summer Vacation

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 Part II. Vocabulary
21. manghinambog:

Direction: Write the English translations of the following: 22. hambugiro:

23. sabaan:
Test I. Visayan terminologies
24. tigpakaaron-ingnon:

1. Ukay-ukay: 11. awat/sundog: 25. pagduha-duha:

2. baligyang baratilyo: 12. makalahutay: 26. mumho:

3. plete/pamasahe: 13. bigote: 27. ulipon :

4. dukot: 14. bungot/balbas/bangas: 28. bubo (tubig) :

5. limpisa: 15. pusod: 29. banlawan/ waswasan:

6. sigurado: 16. garahe: 30. sudlan:

17. bisyo: 31. humulan:

7. siguro/tingali:
18. gikaminusan: 32. uyugon:
8. magsag-ob/magkabo:
19. ilo (walay nanay ug tatay) : 33. kutawon:
9. talagsaon:
20. bulaos: 34. tunawon:
10. kumpay:
35. bana-banaon:

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 Test II. Visayan Expressions.

1.Tinuod? 11. Unsa’y nahitabo? :

2. Mao Ba?: 12. Tan-awon lang:
3. Kahibalo ko: 13. Siguro, husto ka.:
4. Ingon ana ka daghan? : 14. Karon na dayon.:
5. Sayang! 15. Maayo na nga hunahuna:
6. A… mao diay.:
7. Patsada na.:
8. Tinuod na.:
9. Kahibalo ko unsa’y buot nimo ipasabot.:
10. Mao gyod! :

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 Appendix B. Sample Questionnaire for Students

Name: (optional) _________________________Grade & Section:___________ School_________________

Direction: Please answer the following questions honestly. Put a check a check mark on the corresponding space appropriate to your

answer.

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34
Appendix C. The Instructional Tool
 
ENGLISH TRANSLATIONS OF SOME COMMONLY-USED
VISAYAN TERMINOLOGIES AND EXPRESSIONS
1. ukay-ukay: rummage sale 16. garahe: garage
2. baligyang baratilyo: bargain sale 17. bisyo: vice
3. plete/pamasahe: fare 18. gikaminusan: belittled; underestimated
4. dukot: scorch 19. ilo (walay nanay og tatay) : orphan
5. limpisa: scythe 20. bulaos: greedy; gluttonous
6. sigurado: sure; certain 21. manghinambog: brag; boast
7. siguro/tingali: maybe;probably; perhaps 22. hambugiro: braggart; boastful
8. magsag-ob/magkabo: fetch water 23. sabaan: talkative; loquacious
9. talagsaon: rare 24. tigpakaaron-ingnon: hypocrite; pretender
10. kumpay : fodder; hay 25. pagduha-duha: hesitate; doubt
11. awat /sundog: follow; imitate 26. mumho: morsel
12. makalahutay: persevere 27. ulipon: slave
13. bigote: mustache ( hair above the upper lip) 28. bubo (tubig) : pour
14. bungot /balbas/bangas: beard (hair below the lower lip) 29. banlawan/ waswasan: rinse
15. pusod: navel 30. sudlan: fill humulan: soak

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31. uyugon: shake 51. maghuramentado: to run amuck 71. kinaiya: nayture
32. kutawon: stir 52. gastador: spendthrift; extravagant 72. manganak: give birth
33. tunawon: dissolve 53. inot: thrifty 73. bagutbot: grumble
34. bana-banaon: estimate 54. bitag/lit-ag: snare 74. tatsa: blremish;flaw
35. magsalig: rely 55. liki-liki: crevice; crack 75. walay tatsa: unblemished: flawless
36. paon: bait 56. bingwit: fishing tackle 76. bakya: clogs
37. luoy: pitiful 57. bastos: indecent; lewd; impertinent 77. aligato: fly-ash
38. pitiable; lamentable; unfortunate 58. kinalutan/bangag: excavation; pit 78. hampol: poultice
39. sipat: mischievous 59. kalburo: carbide 79. duga: extract; sap; juice
40. limud: deny 60. kawa: cauldron 80. sandayong: gutter; trough
41. mamakak: lie 61. kaldero: kettle 81. alkuba: ceiling
42. bakakon: liar 62. kalha: frying pan 82. payag: hut
43. mangyam-id: jibe; sniff at; sneer 63. kulon: cooking earthen pot 83. upos sa sigarilyo: cigarrette butt
44. hayhayan: clothesline 64. kalbo/upaw: bald 84. lusong: wooden mortar
45. hawan: clearing 65. magkaras: harrow 85. kalawumon: depth
46. kulupo; shawl 66. magdaro: plow 86. kalapdon: width
47. gisi-gisi (bisti): tattered; worn-out 67. kumo: fist 87. katas-on: length/ height
48. manahi ug gisi sa sinina: mend clothes 68. walhon: lefthanded 88. ibukhad: unfold/unroll/unfurl
49. gum-os: crumpled 69. lala: venom 89. magdilaob:(kalayo): blaze
50. agik-ik: pent-up laughter 70. pagkatawo: personality 90. hilaw nga karne: raw meat

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91. kunsumo: consumption 116. tadtaran: chopping board
92. kauban: companion 117. lamas: spices
93. kulungan: cage 118. gisa: saute
94. hugtan: tighten 119. bugsay: paddle
95. gimik: doochikery; gimmick 120. gakit: raft
96. dili gatuo’g Ginoo: aetheist 121. kahilakon: at the point of crying; on the verge of tears; about to cry
97. mangunguot: pickpocket 122. pan-os: spoiled
98. manghihilot: masseuse(babae) masseur (lalaki) 123. bangga: bump; collide
99. danlog: slippery 124. salot: pestilence; plague
100. initos (herbal): concoction 125. yabo: spill
101. sabwatan: conspiracy 126. pungkol: handless; one-handed; armless
102. kasabwat: fellow conspirator 127. mangakha (manok) : scratch
103. kamingaw: melancholiness; solitariness; loneliness 128. manglimugmog: gargle
104. kahakog; covetousness; avarice; greediness; selfishness 129. multa: fine
105. kalaay: boredom 130. lami: tasty; palatable; delicious
106. libat: cross-eyed; cock-eyed 131. inadlaw: likewarm
107. bungi: cleft palate 132. malibog: confused;puzzled
108. manglanghab: yawn 133. mangtas (malupit) : cruel;brutal;fierce
109. magtug-ab: belch/ barp 134. tab-ang: bland
110. nalata: rotten; decayed 135. pait: bitter
111. bali sa bukog: fracture; a break in a bone 136. aslom: sour
112. lusa: nit 137. aplud: acrid
113. pasanginlan: incriminate; impute; accuse 138. haling: pungent
114. pasangil: alibi 139. dimalas: badluck: misfortune
115. sabaw: broth 140. nagsibat: sneake away; sneaked out
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141. gahi’g ulo: stubborn; hardheaded
142. tahianan: dress shop
143. pagpasaylo: forgive/ pardon
144. mag-aayag: winnower
145. nigo: winnowing basket
146. uwat: scar
147. lapwa: parboil
148. lumaw/hubon: fontanel
149. limos: alms
150. mangayo: ask; beg
151. luag/lugak: loose
152. tahop: bran
153. pakaw: corn cob
154. pagtubo/pagturok(tanom): sprout
155. mapasalamaton: grateful; thankful
156. pagakamahunahunaon: thoughfulness
157. makurat: startled
158. mataranta: startled
159. mapahitas-on/garboso: arrogant
160. sunugon ang patay nga lawas: cremate
161. tunga’ng gabie: midnight
162. kadlawon: dawn
163. kilum-kilum: dusk
164. magsakuban: disguise/camouflage
165. barato: cheap;inexpensive
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166. mahal: expensive; costly
167. buang: mad; insane; foolish; lunatic
168. sapot: tantrum
169. panghaw: smokestack; chimney
170. tukog sa lubi: midrib
171. singot: sweat/ perspiration
172. lamon/lamoy: devour
173. bayuok: mumps
174. tipdas: measles
175. litok: utter
176. hunghong: whisper
177. walay sinina: naked
178. maulit: irritated; annoyed
179. dagkot: ignite
180. babag: obstacle; hindrance; barrier
181. maglakwatsa: gallivant
182. mangatsi: sneeze
183. maghagok: snore
184. hadlukon: frightened; scare
185. tawo-tawo sa humayan: scarecrow
186. makahadlok: awful; dreadful; horrible; fearsome; frightening
187. yamog: dew
188. tae sa mananap: dung; manure
189. ginansya: gainings; profits
190. tangkugo: nape
191. taban: elope 216. ulog-ulog: flattring talk
192. agup-op: molds 217. pamalikas: blasphemy
193. lumot: moss 218. pamilok/pilok: blink; wink
194. lanog: echo 219. tiglingla/butbuton: bluffer
195. makadani: tempting; alluring; enticing 220. sumbalik: boomerang;backfire
196. nagtiniil: barefooted 221. sungog: tease;twit; taunt
197. kuspaw: faded 222. kaayuhan: benefit
198. gabok: dilapidated 223. higayo: opportunity; chance
199. mangihi: urinate 224. manimpalad: seek fortune
200. malibang: defecate 225. sukwahi: contrary; opposed
201. pag-antos: suffering; hardship 226. panalipod: shield
202. kalisod sa kahimtang: predicament 227. kalasag/taming: breast plate
203. singil: charge 228. buyo/kabig: influence
204. pagkapikon: touchiness 229. pagtuo: faith
205. kapkapan: frisk 230. pagsalig: trust
206. kapobre: poverty 231. nagumon/sabud: entangle
207. kumkum: handful 232. surng-surang: provoke
208. pruweba; froof; evidence 233. panagsavot: agreement
209. kahimtang: situation 234. panaglalis: argument
210. katol: itchy 235. hinabang: aid
211. lugaw: porridge 236. yamyam: murmur; mutter
212. ginadili: prohibited 237. hangyo: request
213. tabi: chat 238. panglantaw: outlook
214. tabi-tabi: tattle; tell tale; gossip; blab 239. panan-aw: vision
215. tigtabitabi/tigsiwitsiwit: gossiper;blabber;scandalmonger 240. butang-butang: slander; asperse
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348. tagpilaw: nap
349. paburuton (balloon): inflate
350. sandig: lean
351. patubo (pan): leavening agent
352. suyop: sip
353. dakup: capture; seize
354. alugbati: malabar nightshade
355. ampalaya: bitter melon or gourd
356. atsara: pickles
357. aswetes: annatto
358. gabi: taro
359. gulaman: ceylon moss or agar-agar
360. kaimito: star apple
361. kaong: sugar palm
362. abana: soursop
363. kulitis: slender/spineless amaranth
364. lanzones; lanzon
365. kamunggay: horseradish tree
366. marang: jahore oak
367. munggo: mungbeans
368. patani: lima beans
369. patola: sponge gourd
370. pechay: native cabbage
371. singkamas: turnips
372. sitaw: string beans
373. Tinuod? : Really?
374. Mao ba?: Is that so?
375. Kahibalo ko: I know.
376. Ingun ana kadaghan?: :That many?
377. Sayang!: Too bad! Hardluck! What a pity!
378. A…mao diay..: I see…
379. Patsada na!: That’s nice!
380. Tinuod na!: That’s true!
381. Kahibalo ko unsay buot nimo ipasabot.: I know what you mean.
382. Mao gyud!: Exactly!
383. Unsa’y nahitabo? : What happened?; What’s the matter?
384. Tan-awon lang.: Let’s just see.; Just wait and see.
385. Siguro, husto ka.: I guess, you’re right.
386. Karun na dayon.: Right now.; Immediately.
387. Maayo na nga hunahuna.: That’s a good idea.
388. Sa akong hunahuna…: In my own opinion. . .
389. Padayon.: Go on.; Go ahead.
390. Tagpila na? : How much is that?
391. Pwede kahangyo? : Can I make a bargain?
392. Sa laing bahin. . .: On the other hand. . .
393. Hulati ko!: Wait for me!
394. Pag ando diay...: For all you know.. .
395. Mouyon ko sa imo.: I agree with you.
396.. . . wad on ang imong kauhaw.: … quench your thirst.
397. Unsay ato? : Anything?; Anything I can do for you?.
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398. utang kabubut-on : debt of gratitude. 420. binuang! : Stupid!; That’s crazy!; That’s foolish!
399. Pagtarong!: Behave yourself! 421. samok/samoka oy! : What a nuisance!
400. minahal nga kapikas; better-half 422. mitugdon sa sanga : alighted on a branch
401. arang-arang (ug kabutang) : better off 423. Maayo pa ka. : Good for you.
402. Pagbantay!: Watch out!; Beware! 424. Sige na. : Come on.
403. dili ikatandi: beyond compare 425. Mao na ni! : This is it!
404. anak sa gawas : illegitimate child; bastard 426. Unsa kaha kung…: What if…
405. Dugay naka dinhi? : Have you been here long?.
406. kalit lang: all of a sudden
407. Tabi, sa : Excuse, me.
408. Ambot. : I don’t know.
409. Pakaulaw ka lang! : Shame on you!
410. walay hanaw : don’t know anything
411. kakulangan sa pagkaon : scarcity of food
412. Mukuyog ko nimu. : I’ll go with you.
413. Ubanan ta ka.: I’ll accompany you .
414. Pag-amping : Take care.
415. Kadyot lang. : Just a moment.; A moment, please.
416. unta : if only ; I wish
417. walay pulos nga istorya : nonsense or meaningless talk
418. tabok sa kalsada : across the street
419. dili balibalihon/panumbalingon : ignore

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