CHAPTER I

INTRODUCTION

“Children are heritage from the Lord, they are gift and rewards.” (Psalms 127:3)

The failure of marriage break couples goes separate. Some will remain and others stay single

parents. In most cases children is always affected. There are the one will be hurt too much and

may cause a bad effect. Children are unique individual with potential abilities and learn to

develop themselves.

Home is the best place to develop, care and discipline the children’s. It is places where

they be teach to be good. It must be a place where children can get love, care , mentoring, and

teach other important virtues from their parents. Home also place where the children learn

everything. The parents will always be the first teacher of their children, without this kind of

healthy environment children may get those virtues that they needed. It will affect their social

behavior of the children.

The social behavior of the children in school and community environment might be one

of the signs of unconventional , they nit received the needed guidance that the children need the

discipline that parents need to teach having a separated parents might get reflected or forgotten

as a result they act and behave in a different ways. Some children or students involved in anti-

social behavior maybe a victim of broken family.

1
BACKGROUND OF THE STUDY

The researcher observed that some of the students in Mt. Carmel School of Polillo who

belonged in a unconventional family when they are being sent in schools, it affects their social

behavior and interaction with their peers. They are engaging in bullying behavior , both of which

can negatively affect peer relationships. Slowed academic development because of stress ,

emotional that affect children’s to become depressed because of the unconventional family.

STATEMENT OF THE PROBLEM

This study aims to determine and analyze the effect of unconventional in the social

behavior of the Grade 12 Students in Mt. Carmel School of Polillo.

Specifically, it would attain the following questions:

1. To find the demographic profile of the respondents in terms of

1.1 Age

1.2 Gender

2. To determine the perception of the respondents with regards to the following factors;

2.1 Socialization

2. 2Family Relation

3. To determine is there any significant relationship between the effect of broken family in social

behavior of the students.

2
SIGNIFICANCE OF THE STUDY

The result of this would be beneficial to the following:

TO THE STUDENTS - This study will help them to cope and handle the situation that they

experience.

FOR THE PARENTS - The parents will be aware that effect of unconventional family for the

social behavior of their children. They will be able to support and help their children to be ready

on the situation that they belong.

FOR THE TEACHERS - The teachers who act as second parents for the students, will give

background on the effect of unconventional in the social behavior affecting them, so that ,

Teachers will be aware to address the students need to learn more in schools.

FOR THE ADMINISTRATORS - Would be considering the act that there are learning that

affect unconventional in the social behavior of the students. For this reason, they can give valid

data or programs , activities and seminars that can assist the parents and teachers to guide and

take care those students.

FUTURE RESEARCHER. - It is further hoped that the study may serves as a significant basis

for guiding and reminding students in the effect of Unconventional families in the social

behavior.

AS A RESEARCHER

It would help the researcher to know why some students are acting un appropriate with

their behavior and their age and for me His to help those students who’s belong on that kind of

issues to cope emotions and problems.

3
SCOPE AND LIMINATIONS

The researcher will be focused in the effect of unconventional family in social behavior

of the students. The demographic profile of the students and parents in terms of age, gender,

parent’s income and educational attainment. The effect on unconventional family in social

behavior of the students was also considered. The study will be limited in 30 students who

belong in unconventional family.

DEFINITION OF TERMS

The following terms are defined operationally by the researcher to have a clearer and

deeper understanding of this study.

COMMUNITY ENVIRONMENT- Refers to the environment.

HOME ENVIRONMENT – refers to play materials and activities in home that parents was

undertake with their children.

MARRIAGE – refers to a sacred ceremony in which two people are formal united.

SOCIAL BEHAVIOR – refers to the action how the respondents response or interact.

UNCONVENTIONAL FAMILY – separated couple, pertaining to single father or single

mother.

4
 Chapter ll

Review of Related Literature and Studies

The researcher gathered some important facts and information that help and guide her in

this study.

According to ALIKA (2012) the conclusion draw from this study is the broken homes

significant determine the effects of behavior of the students from such homes.

In addition, the study also revealed the social behavior of the students from Broken Families.

Parents should be made to stand up to their responsibilities by making provision for enough

School materials for their wards. There is a read for personal and social counseling in group or

on individual basic where children with challenge from broken homes or in unconventional

family are counseled.

According to CATUBIG (2003) broken family may affect children emotional and its

social behavior

LAGMAN (1997) stated that the root of parents' separation is in compatibility which is

traced in the early marriage of coupled children from broken family are tougher and stonger in

life that children from intact one. Furthermore, values education program in the school should

emphasize the promotion and practice of family values. Since the most important unit of the

society is the family. "Destroy the family and you destroy the nation." Teacher should make

understand of children from broken family , so that latter of cope worth their social behavior

problem, conduct some modules amd lessons to enhance the family values of the stuo from

broken homes , to develop a more positive outlook in life.

5
Moreover, Lagman stated that in family relations, students from broken homes perceived

themselves to be ashamed to tell their family background dislikes enhancing jokes with others,

being sensitive and easily hint and they prefer to be alone with just few friends.

BARGO (2012) concluded the following: group or on individual basic where children

with challenge from broken homes or in uncoveno family are counseled

A. Children from unconditional families must do their best at School to have excellent grade.

B. Children from unconventional families must not think of family situation as a hindrance

instead, they must be more eager to pursue their goals in life despite of the family matters.

From the study of ARBES (2002), as cited by BARGO(2012) Children from a broken

family are emotionally affected by the marriage breakup. Children frome Broken homes may

have a fear of being abondoned. Being alone in life may affect them emotionally and also the

social Behavior.

According to MIRANDA (1995) "Broken homes had a little negative impact on the

behavior of the children". Moreover, broken homes brought positive attitude, on the family

relation and little negative impact on the sociability of the Subject. Children reacted sometimes

positively on the separation of their parents and tried to overcome the tragedy that be fell on their

Families.

In addition, MIRANDA (1995) recommended the following:

A. There should be a course on responsible parent need to be offered in the elementary and

secondary levels of education in order to make children aware of the importance of the family.

6
B. The duties and responsibility of the spouses and the like guidance counselor in elementary and

secondary should be alert in detecting of the spouses and the like guidance counselor in

elementary and secondary should be alert in detecting children of broken homes so that

appropriate guidance and counseling be given to them.

C. The value of the family and the sanctity of marriage should be integrated in all subjects in the

elementary and secondary level.

SOLOMON J. (2006) Recommend the following:

A. They don't understand the difference between inflation and love.

B. They aren't don't understand how to grow their for each other.

C. They don't know what partnerships are or how to do it. Without love and values the family

will be ruin.

In the study of KASOMA (2012) he noted that pupils from broken families experience a

lot of emotional difficulties as theh tried to cope with changes brought about by their parents

divorce or separation. However it was noted that not all children from broken families performed

poorly in class. The study found that home environment was critical behavior of the student.

However, based on the study of BARGO (2014) cited by FORTUNADO (2004) there is no

significant relationship between the effects of the unconditional family to the social behavior of

the children which means that although the respondents belong to unconventional family, they

can still perform satisfactory in school.

7
A. LOCAL

CABRALES (2010) mention that the family being the basic unit of society plays a

significant role in the life of children. It can be a source of both happiness and grief depending

on what the family is into.

CASTILO (2010) also added that family though not necessarily in children's main social

environment. The family is believed to have such as strong influence that scientists and

psychologist usually use the family as reference in the study of Filipino child. Thus: it is

commonly believed that a child’s behavior is largely affected, either positively or negatively by

the home environment.

The effects of Home Environment is apparent in many areas of a Childs life His/her work

in sco and his/her attitude towards it , for instance, are greatly influenced by his/her family

conditions.

HENRIETA (2012) cited by FORTUNADO (2004) that parent's involvement is directly

affective the student's performance. The initial stage of learning is at home, parents are the first

teacher. They set initial stage of learning is encouragement and support to the students that drive

them to study hard and to have a morals and values.

Research Paradigm

DEPENDENT VARIABLES INDEPENDENT

Figure Unconventional
1. Family Social Behavior of Students

8
 Figure 1 shows the relationship of the independent variables and dependent variables in

the study. They independent variables is the unconventional family grade 12 students of Mt.

Carmel School of Polillo Senior high. The dependent variable is the social behavior of students.

Null Hypothesis

There is no significant relationship between the effects of unconventional family to the

social behavior of the students.

9
 CHAPTER III

METHODOLOGY

This chapter will presents the methodology to be used in conducting the study, it covers

the research locale, research, research design, research instrument, data collection and statistical

treatment.

RESEARCH LOCALE

This study will be conduct at Mt. Carmel School of Polillo, Polillo,Quezon.

RESEARCH DESIGN

The descriptive method was used in the research on the effect of unconventional in the

social behavior of the Grade 12 Students in Mt. Carmel School of Polillo Polillo,Quezon.

RESPONDENTS

The respondents are the selected Grade 12 Students of Mt. Carmel School of Polillo

Polillo,Quezon.

RESEARCH INSTRUMENT

In gathering primary data needed, the researcher will use standardized questionnaire

adapted in the published thesis citation, the questionnaire was divided into two parts and 10

statements such as the social behavior and the family relation. It utilized a four-point scale with

the following choices. Strongly Agree (SA), Agree (A), Disagree (D), and strongly Disagree

(SD). The questionnaire was translated in Filipino for an easy understanding of the respondents.

10
DATA GATHERING PROCEDURE

Before the researcher proceed in the distribution of the questionnaire he will undergo

several steps , first he gathered a survey to determine if there are students belong in

unconventional family. Then he will be validating the questionnaire to the respondents. When it

was done , he will gather the data needed to statistical treatment.

STATISTICAL TREATMENT

Objective 1. Percentage will use to identify the total of students who belong in a unconventional

family and with their social behavior and relations to actual number of respondent age, range and

gender the formula utilized by (Freedman, et al 2007)

%=F x 100
N
Where

%=percentage

F= Frequency

N= Total number of respondents

100= constant number

2. Weighted mean – was used to describe the answers made by the respondents of this research

formula utilized by (freedman, et al 2007)

11
 Chapter IV

RESULT AND DISCUSSION

This chapter presents the analysis and interpretation of data gathered through the

questionnaire. The data were presented in tabular forms and followed by analysis and

interpretation.

Table 4.1

Demographic Profile of Grade 12 Students of Mt. Carmel School of Polillo in Terms of Age

Age Frequency Percentage

16 1 6.66%

17 4 26.67%

18 10 66.67%

Total 15 100%

Table 4.1 presents the demographic profile of the respondents in terms of age. It shows

that there is 1 female that have the age of 16 yrs. old have the frequency of 1 or 6.66%, while 1

male and 3 female have the age of 17 yrs. old. And 10 male have the age of 18 yrs. old. The

total number of respondents is 15.

This table shows that most of the respondents is at the age of 18 yrs. old

Table 4.2

12
 Demographic Profile of the Respondents in Terms of Gender

Gender Frequency Percentage

Male 11 73.33%

Female 4 26.67%

Total 15 100%

Table 4.2 presents the demographic profile of the respondents in terms of gender. It

shows that the male respondents have the frequency of 11 or 73.33% while the female

respondents have a frequency of 4 or 26. 67%. The total respondents are 15.

This table shows that the male respondents dominate female respondents in number.

Table 4.3

Interpretation about the Unconventional Family that affects the Social Behavior In terms

of Socialization

STATEMENTS SA A D SA WM DR

4 3 2 1

1. I enjoy participating in social 5 9 1 0 3.27 SA

activities

2. I love being with my friends. 3 6 5 1 2.73 A

3. I feel relieve from my problems and 7 5 3 0 3.27 SA

function when I share it to my friends.

13
4. I like to stay at home. 7 6 2 0 3.33 SA

5. I enjoy having with my friends. 8 6 1 0 2.8 A

6. I help doing household chores. 5 8 1 1 3.13 A

7. I never quarrel my brothers and 3 10 1 1 3.00 A

sisters.

8. I feel sad when others are scolded or 3 8 4 0 2.93 A

criticized

9. I feel everybody understand me. 8 5 2 0 3.4 SA

10. I have trust and confidence with 8 6 1 0 3.4 SA

others.

Average Weighted Mean 3.12 A

Table 4.3 shows the respondents Interpretation about the Unconventional Family that

affects the Social Behavior In terms of Socialization of the students as shown by the highest

weighted mean namely. Statement no. 4 state that (they like to stay at home) has weighted mean

of 3.33 and has a scale description of strongly agree followed by statement number 1 state that

(they enjoy participating in social activities), and also statement no. 3 that (they feel relieve from

my problems and function when I share it to my friends) has the same weighted mean 3.27 and

has a scale description of strongly agree and the lowest is the statement no. 7 (they never

quarrel my brothers and sisters) has weighted mean of 3.00 and has a scale description of Agree.

14
 According to ALIKA, 2012 the conclusion draw from this study is the broken homes

significant determine the effects of behavior of the students from such homes.

In addition, the study also revealed the social behavior of the students from Broken Families.

Parents should be made to stand up to their responsibilities by making provision for enough

School materials for their wards. There is a read for personal and social counseling in group or

on individual basic where children with challenge from broken homes or in unconventional

family are counseled.

Table 4.4

Interpretation about the Unconventional Family that affects the Social Behavior in terms

STATEMENTS SA A D SA WM DR

4 3 2 1

1. I always respect my parents. 4 9 2 0 3.13 A

2. I am not bothered by their separation 7 4 4 0 3.2 A

because we are broken family.

3. I become stronger and determined in 8 7 0 0 3.53 SA

my life.

4. I will do my best to live a life 3 9 3 0 3.00 A

different from them.

5. I feel that my future become stronger 9 6 0 0 3.6 SA

in any kind of situation.

6. I joined religious clubs and civic 4 8 3 0 3.06 A

organizations.

15
 Average Weighted Mean 3.25 A

Table 4.4 shows the respondents interpretation about the Unconventional Family that

affects the Social Behavior in terms of Family Relation of the students as shown by the highest

weighted mean namely. Statement no. 3 state that (they become stronger and determined in their

life) has weighted mean of 3.53 and has a scale description of strongly agree followed by

statement no. 1 (they always respect their parents) has a scale description of agree. And the

lowest is the statement no. 4 (They will do their best to live a life different from them) has the

weighted mean of 3.00 and has a scale description of agree.

TABLE 4.5

Relationship between Unconventional Family and Family Relation

Chi-Square Value

Degree Level
VARIABLES Of Of Interpretation
Computed Tabular
Freedom Significance

Unco Family
nvent Relation
ional 70.4 36.74 27 0.05 Ho Reject
Fami
ly

Table 11 present the relationship between the unconventional family and family relation

of Grade 12 students of Mt. Carmel School of Polillo. It shows that the computed chi-square

16
value is 70.4 which are greater than the tabular value. By decision rule reject Ho if the computed

chi-square is greater than the tabular value. Hence, the null hypothesis which states that there is

no significant relationship between unconventional family and family relation of Grade 12

students of Mt. Carmel School of Polillo is rejected at 0.05 level of significance and degree of

freedom of 27. This means that unconventional family is related or associated with family

relation. There is a significant relationship between the unconventional family to family

relations.

CASTILLO (2010), explained that family though not necessarily in children’s main

social environment. The family is believed to have such as strong influence that scientist and

psychologist usually use the family as reference in the study of Filipino child. Thus; it is

commonly believed that Childs behaviour is largely affected, either positively or negatively by

the home environment.

The effect of Home Environment is apparent in many area of a child’s life his/her work in

school and his/her attitudes towards it, for instance, are greatly influenced by his/her family

conditions. Which mean that although the respondents belong to unconventional family, they can

still have a normal life even in the future.

TABLE 4.6

Relationship between Unconventional Family and Socialization

Chi-Square Value
Degree Level
VARIABLES Of Of Interpretation
Computed Tabular
Freedom Significance

17
 Unconve
ntional
Family Socialization 197.63 36.74 27 0.05 Ho accepted

Table 12 present the relationship between the unconventional family and Socialization of

Grade 12 students of Mt. Carmel School of Polillo. It shows that the computed chi-square value

is 197.63 which are greater than the tabular value. By decision rule reject Ho if the computed

chi-square is greater than tabular value. Hence, the null hypothesis which states that there is no

significant relationship between unconventional family and socialization of Grade 12 students of

Mt. Carmel School of Polillo is accepted at 0.05 level of significance and degree of freedom of

27. This means that unconventional family is not related or not associated to Socialization. There

is no significant relationship between unconventional families to socialization.

Based on the study of BARGO (2014) cited by FORTUNADO (2004), there is no

significant relationship between the effects of the unconventional family to the social behaviour

of the children in terms of socialization which means that although the respondents belong to

unconventional family, they can still perform satisfactorily in school.

18
 CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summery, conclusion and recommendations based on the

finding of the study.

SUMMARY

The research sought to answer the following questions:

1. To find the demographic profile of the respondents in terms of

1.1 Age

1.2 Gender

2. To determine the perception of the respondents with regards to the following factors;

2.1 Socialization

2.2 Family Relation

Researcher used descriptive method to this study. The respondents were composed of 15

participants from senior high school students of Mount. Carmel School of Polillo 11 males and 4

females Table were use with corresponding interpretation to present the data. The high weighted

19
mean formula use to determine the Unconventional Family and Social Behavior of Mount

Carmel Senior High Students.

FINDINGS

The findings obtained from this study were the following

1. The demographic profile of respondents in terms of

1. 1Age, 16 years old had a frequency of 1 or 3.33% .17 years old students had a frequency of 4

or 26.67%. Students who are 18 years old had a frequency of 10 or 66.67%.

1.2. Gender, There were 11 or 73.33% of respondents are male and 4 or 26.67% are female. All

the average weighted mean of 6 tables are composed of 16 statements were fall under the agree

category.

2. The perception of the respondents with regards to the following factors:

2.3 Socialization, gained an average weighted mean of 3 with the scale description of agrees.

2.4 Family relations, with an average weighted mean of 3.25 with the scale description of agree.

Conclusions

Based from the findings, the following conclusion is drawn.

1. Most of the Respondents are adolescent.

20
2. It can observe that most of the respondents who take the questionnaire are male and single.

3. They agree that in terms of socialization, family relation, related to the effect of

unconventional family did not affect their situation.

4. There is no significant relationship between the unconditional family and social behavior of

senior high school students of Mt Carmel School of Polillo Polillo Quezon.

Recommendations

Based on the data gathered and findings, the Researcher would like to recommend the following:

1. For the students. Be strong in every situation that they encounter in environment.

2. For the Parents .Must monitor, support and guide their son/daughter on what they are really

encounter in school.

3. for the teachers. Provide academic instruction and guidance, as the second parent of the

students they must know what situation their students have.

21
BIBLIOGRAPHY

22
Canmac Economics, School for Resource and Environmental Studies, Enterprise
Management Consultants and the Secretariat of the Atlantic Coastal Zone
Information Steering Committee. 2002. The Value of the Ocean Sector to the Economy
of Prince Edward Island, prepared for the Government of Prince Edward Island and
the Government of Canada, 114p, http://www.gov.pe.ca/photos/original/fae_oceans_e.
pdf (accessed 12 September 2005)
Department of Environment and Natural Resources, Bureau of Fisheries and Aquatic
Resources and Department of Interior and Local Government. 2001.Philippine
Coastal Management Guidebook Series No. 7: Managing Impacts of
Development in the Coastal Zone. Coastal Resource Management Project. Cebu
City.
Federal Aviation Administration. (1990a). Advanced Qualification Program (Advisory Circular
120–54). Washington, DC: Department of Transportation.
Federal Aviation Administration. (1990b). Special Federal Aviation Regulation 58—Advanced
Qualification Program (Federal Register, Vol. 55, No. 91, Rules and Regulations, pp. 40262–
40278).
Washington, DC: National Archives and Records Administration.
Hamman, W. R., Seamster, T. L., Smith, K. M., & Lofaro, R. J. (1991). The future of LOFT
scenario
design and validation. Proceedings of the 6th International Symposium on Aviation Psychology,
589–594.
Kelly, G. A. (1955). The psychology of personal constructs (Vol. 2). New York: Norton.
Landy, F. J., & Farr, J. L. (1980). Performance rating. Psychological Bulletin, 87, 72–107.
Sackett, P. R., & Mullen, E. J. (1993). Beyond formal experimental design: Toward an expanded
view
of the training process. Personnel Psychology, 46, 613–627.
Seamster, T. L., Edens, E. S., & Holt, R. W. (1995). Scenario event sets and the reliability of
CRM
assessment. Proceedings of the 8th International Symposium on Aviation Psychology, 613–618.
Smith, D. E. (1986). Training programs for performance appraisal: A review. Academy of
Management Journal, 11, 22–40.
Thornton, G. C., & Zorich, S. (1980). Training to improve observer accuracy. Journal of
Applied Psychology, 65, 351–354.

23
APPENDICES

24
 Appendix A

Mt. Carmel School of Polillo

Polillo, Quezon

To___________________________

Greeting of Peace!

May I respectfully endorse Reymark Reforma a Grade 12 General Academic

Strand (GAS) (STRAND) student who is currently conducting a survey on the topic as

per requirement of their subject in research 2 and graduation.

Your responses are deemed important to our budding researchers in their

gathering of data analysis for final defense.

Looking forward for your support and cooperation as they journey towards their goal of

success.

In Our Lady,

_____________________
Sr. Helen L. Baculio, SPC.
(Principal)

25
 Appendix B

INFORMED CONSENT

This is certify that I _____________________, _______, of _______________________

(Name) (Age) (Address)

The parent of _______________________is willfully affixing my signature as I agree to

(Name of Respondent)

This terms and conditions of being a participant of the study/research entitled, The

Effects of Modern Technology in the Teaching Strategies of the Teachers at Mt. Carmel

School of Polillo.

_______________________________
(Signature over printed name)

26
 Appendix C

November 15, 2018

________________

________________

________________

Dear Respondents,

Good Day!

I am Reymark Reforma, Grade 12 General Academic Strand, who currently conducting a

research on The Effects of Modern Technology in the Teaching Strategies of the

Teachers at Mt. Carmel School of Polillo.

I do believe that this research will be on great benefits to stakeholders. It is connection

that I am writing to you to please help me finish this endeavor by participating my

research.

In anticipation on your favorable response on this matter, thank you Very Much.

Respectfully Yours,

___________________________
Reymark Reforma
Grade 12- Gas

27
 QUESTIONNAIRE

REFORMA’S UNCONVENTIONAL IN THE SOCIAL BEHAVIOR

The Effects of Unconventional Family in the Social Behavior of the Grade 12 Students in

Mt. Carmel School of Polillo.

PART I – PROFILE

DIRECTION: Put a check in the statement below. I am currently doing a design research about

wearing helmets. If you could fill out the questionnaire it will help greatly in my research thank

you.

Name:________________________________________________________

Gender: ( ) Female ( ) Male

Age: 16 ( ) 17 ( ) 18 ( )

Part II

Direction: The following are the Parents Relation for the Students behavior that are presented in

your daily life. Please check ( / ) the appropriate answer that you are doing.

Strongly Agree (SA) Lubos Na Sumasang-ayon

Agree (A) Sumasang-ayon

Dis agree (D) Di sumasang-ayon

Strongly Disagree (SD) Lubos na di sumasang-ayon

28
 FAMILY RELATION 4 3 2 1
(SA) (A) (D) (SD)

1. I always respect parents

(Palagi kong iginagalang ang aking magulang)
2. I am not bothered by their separation because we
are broken family

( Hindi ako apektado kahit parti ako ng isang

hiwalay na pamilya)

3. Im become stronger and determined in my life

(Lalo akong naging matatag at determinado sa buhay)

4. I will do my best to live a life different from them

(Gagawin ko ang lahat para mabuhay ng iba sa kanila)

5. I feel that my future become stronger any kind of situation

(Nararamdaman ko na sa kasalukuyan na mas magiging
matatag ako sa ano mang pagsubok sa buhay)

6. I join religion clubs and civic organization

(Sumali ako sa mga organisasyon na kasapi sa mga relihiyon)

7. I live in silence
(Nabubuhay ako ng tahimik)

8. I didn’t cry so much to release the pain

(Hindi ako umiiyak ng sobra pa mapawi ang sakit)

29
9. I don’t take drugs to forget things
(Hindi ako nagamit ng pinag babawal na gamot para lang
makalimot)

10. I love my parents

(Mahal ko ang mga magulang ko)

SOCIALIZATION 4 3 2 1
(SA) (A) (D) (SD)

1. I enjoy participating in social activities

(Masaya akong nakikisama sa mga aktibidades)

2. I love being with my friends

(Gusto ko na kasama ang mga kaibigan ko)

3. I feel relieve from my problem and function when I share it

to my friends
(Lumuluwag ang pakiramdam ko kapag nag babahagi ako ng
nararamdaman sa mga kaibigan ko)
4. I like to stay at home
(Mas gusto kong manatili sa aming tahanan)

5. I enjoy having with my friend

(Masaya ako kapag kasama ko ang mga kaibigan ko)

6. I help doing household chores

(Natulong ako sa gawaing bahay)

30