Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar
Website: http://uep.edu.ph Email: uepnoffocial@gmail.com

GRADUATE STUDIES
Name: Jharra Mikell N. Ferreras Student Number: 204560
Professor: Jay Neil G. Verano Date of Submission: April 4, 2021

Bicol Legends: Tools in Enhancing the English Language Proficiency of Grade 7

Students of Gallanosa National High School

ABSTRACT

The teaching of language and literature are inseparable. Using the descriptive-evaluative

and developmental method, this study identified published legends in the Bicol region that can

be used to determine the English language proficiency of selected Grade 7 students of Gallanosa

National High School along grammar, vocabulary, and reading comprehension. Findings revealed

that in general, the students are categorized as not proficient in the given aspects. The English

language proficiency test results made way for the creation of instructional materials in the form

of instructional guides for teachers using the selected published Bicol legends. These instructional

guides for teachers serve as response to the declining rate of English language proficiency among

students to help them enhance their competence in English; cultivate genuine love for reading;

and develop sense of appreciation, pride, and identity through local literature.

KEYWORDS

Language, literature, Bicol legends, tool, English language proficiency level, grammar,

vocabulary, reading comprehension, tools, instructional materials, instructional guides

 INTRODUCTION

In today’s global world, the importance of English cannot be denied and ignored since

English is the most common language spoken everywhere. With the help of developing

technology, English has been playing a major role in many sectors including medicine,

engineering, and education, which is believed to be the most important arena where English is

needed (Kasim, 2008).

In line with this, the K to 12 curriculum has also put Philippine literature in the lime light

to give opportunities for the students to demonstrate communicative competence through

understanding of Philippine text types and deeper appreciation of culture. For the students to

relate to the text, it is of great importance that literary pieces must be within their significant

human experience so that they are aware of what the text is about; thus making the lesson more

appealing and interesting to them. However, many critics have cautioned that the English

language proficiency of the Philippines has been descending for years.

The data from education company, Education First( 2020),on the results of the English

Proficiency Index (EPI), suggests that for the past five years (2016-2020), Philippines has been

declining in the rank placing 13th, 15th, and 14th, 20th and 27th as the latest respectively. According

to Usec. Nepomuceno Malaunan, part of the decline may be attributed to the difficulty in

handling questions of higher cognitive requirements but find difficulty in answering open-ended

questions. In addition, the result of the recently conducted Philippine Reading Inventory (PHIL

IRI) on the Grade 7 students of Gallanosa National High School for school year 2020-2021 shows

that almost 50% of the population is under FRUSTRATION LEVEL.

 In response to this problem, the researcher chose to conduct this study with the aim of

determining the English language proficiency level of the students and creating tools that can

help the students enhance their competence in the use of English language.

Bicol legends, as part of the Philippine literature, are tools that can help the students

enhance English language skills because they contain grammar points such as simple past tense,

subject and verb agreement, types of sentence according to function, coordinators, modals

relative clauses, time markers, direct and reported speech and phrase modifiers. Legends, as one

of the literary pieces, mirror the depth of a culture and manifest the truly creative genius of the

in race (Tuazon, et al., 2000).

This study touches the two of the most important areas of English subject, which are

mastering the use of language and appreciating Philippine culture and arts through Philippine

literature which focuses on the integration of Bicol Legends in enhancing the English language

proficiency level along grammar, vocabulary, and reading comprehension of Grade 7 students of

Gallanosa National High School. Selected published Bicol legends are utilized to pass down the

cultures, beliefs, and traditions of the region through literature as well as the researcher-made

test to identify the English proficiency level of the students the given aspects. The results of the

proficiency test serve as a guide in the creation of instructional materials to help enhance the

English language proficiency of the students.

The need for this study arises due to the demand of this modern world to produce

students who can compete globally by addressing the gradual deterioration English language

competence and the lack of awareness and appreciation of the students to the local literature.
 OBJECTIVES OF THE STUDY

1. Identify published Bicol legends that can be used to determine the English language

proficiency level of selected Grade 7 students of Gallanosa National High School.

2. Determine the English language proficiency level of selected Grade 7 students of

Gallanosa National High School along grammar, vocabulary, and reading

comprehension.

3. Create instructional materials that can help enhance the English language proficiency of

level of Grade 7 students of Gallanosa National High School.

LITERATURE REVIEW
On English Language Proficiency

English has remained an absolutely popular language in our country (Martin, 2008). For

years, the Philippines has enjoyed an enviable status as one of the world’s top English-speaking

countries. Various studies have placed the country in the top five or 10 in the world not just in

the sheer number of people who can speak the language, but also in terms of proficiency in

speaking it. How various studies proved that there is deterioration in the English language

proficiency among Filipinos.

Osong (2003), in her study on the difficulties encountered in English by the first year

students in the public secondary schools in Tabuk, Kalinga, found out that the students have

much difficulty in written English as well as in reading and listening. Adora (2013) also revealed

that his third year English classes have difficulties in their written English where some cannot

express themselves in English even in simple sentences. In addition, Astodello’s (2013) study

further found out that there was an evidence of poor and fair proficiency level of the students.
 This decline of the students’ English Language Proficiency is alarming. An idea that may

lead other educators like Villanueva (2007) to say that learning to speak and write in English in

this age of globalization is necessary especially if we would want to compete in the knowledge-

based world.

The connection between the aforementioned studies and the present study is evident

through the objectives—to determine the English language proficiency level of the students.

However, there is disparity in terms of the focus of each study. Osong focused on the writing,

reading, and listening skill; Astodello on the written skill; Adora on the evidence of fair and poor

proficiency among students; and the present study, on determining English language proficiency

of the grade 7 students along grammar, vocabulary and reading comprehension.

Wiig (1977) was one of the early researchers to study syntax and semantics. This research

consistently demonstrated deficits in various semantic and syntactic abilities among children

with learning disabilities. For example, these children demonstrated deficits in the ability to apply

morphological rules (formation of plurals, verb tenses, and possessives are some examples). Also,

comprehension and expression of syntactic structures have been identified as a deficit area

among these children. These syntactic structures include relationships between words in

sentences and phrases. This may suggest critical period in which language intervention must take

place it such intervention in to be effective.

On the other hand, Scott & Nagy (1994) showed the importance of wide reading in the

growth of students’ vocabulary. To promote the goal of learning a large number of different

words, independent reading should be encouraged as a regular and significant part of each school

day. In addition to all the other values and skill development that can occur as a result of wide

and independent reading, students can come in contact with vocabulary that rarely occurs in

spoken language but which is more important in printed language.

 The study of Wiig and Scott & Naggy showed the importance of determining the English

language proficiency level of the students. These studies have particularly dwelt on assessing

grammar, vocabulary, and reading comprehension in which the present study has also covered.

Not only these studies have determined the English language proficiency of the students but have

also proposed interventions that must be taken to address the needs for improvement on these

aspects. Similarly, the present study aimed to provide a solution on this matter.

On Bicol Legends

Studies suggest that promoting the interest of learning English language through the

teaching of literature is considered to improve the proficiency of the students in the target

language (Nazir, 2012). Pardede (2015) indicated the necessity of integrating literature because

of its rich potential to help students to enhance the four skills—listening, speaking, reading, and

writing—more effectively because of the motivational benefit embedded in the stories. Also, the

results of Krashen’s (2000) study which compared the reading achievement between a group of

students that read literary texts and group who read non-literary text at university in Hong Kong

revealed that the group who read literary texts made better improvement in vocabulary and

reading.

The studies of Nazir, Pardede, and Krashen expressed how literature can be integrated

in order to enhance the English language proficiency of the students. Through literary reading,

one can accumulate competence in literature and language. Hence, in the present study, the

Bicol Legends, as one of the literary genres, are also integrated in order to enhance the English

language proficiency of the students particularly in grammar, vocabulary, and reading

comprehension. The integration of the six published Bicol Legends in the assessment and

creation of instructional materials for teachers serve as a key for the wholesome development of

the students’ English language proficiency.

 To continue, Bicol has her own literature both in prose and poetry such as folktales,

folksongs, poems, folk sayings and the like (Garduque, 2000). A study conducted by Santiago,

(2000) identified the common Bicol folktales that are used as materials for teaching literature.

These folktales were The Legend of Mt. Mayon, How the Town of Gubat Got Its Name, Si Bulusan

Nan si Agingay and The legend of Iriga.

Dorji (2012) stated that local legends and myths help our people define their relationship

with their natural environment on which they depend for their livelihood. Also, Bernad (1981)

found that the naming of poblacions and rural communities has legends as their roots and

legends and folktales are forms of literature that pictures the social sense. In addition, Laurelos

(1982) said that each province might have a compilation of legends and folktales of its

municipalities, islands and other places of interests. He believed that this kind of work can be

source of pride for the natives for they remain a document of their way of life which the new

generations has to look back to in their search for development.

Garduque, Santiago, Dorji, Bernad and Laurelios dwelt on identifying the different genres

of literature in the Bicol region. The connection of the aforementioned studies to the present

study can be interpreted by looking closely on the purpose. The aim of the said studies and the

present study is to preserve the rich culture of the Bicolanos through compiling the literary pieces

around the region. Also, all of these studies emphasized the importance of these literary pieces

as the source of pride and identity of oneself.

On Instructional Materials

Savvidou (2004) suggested that teaching literature is an integrated approach. Therefore,

teachers need to select an approach which best serves the needs of the learners and the syllabus.
 Mapula (2010) conducted a study focusing on varied types of speech plays which may be

introduced to the students to develop their communicative competence in terms of valuing,

critical and creative thinking. She concluded that syntax, production and semantics were found

to be important factors communication for the holistic competence. In the same manner, the

study of Balasta (2010) centered on improving the language proficiency of the students by

developing instructional materials with the use of the three types of published Bicol legends to

pass down the culture, beliefs, and traditions of the region.

There are different literary genres that can be used to teach Literature and language to

the students. The study of Mapula and Balasta focused on the development and innovation of

instructional material using literary pieces. The present study is related with the previously

mentioned studies for it conforms to the concept of creating instructional materials that would

enhance not only the proficiency of the students in the target language but also to develop the

students’ deep sense of love and appreciation for local literature.

METHODOLOGY

Research Design

The research design takes into account the objectives of the study. This study used

descriptive-evaluative and developmental method of research. This is descriptive for it identified

the published Bicol legends that can be used to determine the English language proficiency level

of selected Grade 7 students of Gallanosa National High School. This is evaluative for it assessed

the English language proficiency of said students along grammar, vocabulary, and reading

comprehension. This is developmental since it created instructional materials intended to help

enhance the students' English language proficiency.

Research Instrument

The instrument that was used in this study was the researcher-made test administered to

the student respondents. This test included questions that would verify the English language

proficiency of the grade 7 students along grammar, vocabulary, and reading comprehension. The

fifty-five (55) item-test includes: twenty (20) items for grammar; fifteen (15) items for vocabulary;

and ten (10) items for reading comprehension. To validate the instrument, Mrs. Ma. Cecilia B.

Bacani, the head of the English Department of Gallanosa National High School in the Municipality

of Irosin, Sorsogon, ran through the pages and made some necessary comments and suggestions.

Thus, some changes were made and considered.

Participants

The participants of this study were selected Grade 7 students of Gallanosa National High

School. A total of 30 students have volunteered themselves to take the English language

proficiency test. They were informed that the data gathered would be treated with an utmost

confidentiality.

Data Gathering Procedure

In order to obtain the necessary information about the instrument to be used, the

researcher followed guidance of her adviser. Then, the researcher-made test was validated. After

corrections were made, the researcher gave a letter to the principal of Gallanosa National High

School, asking permission and authority to gather and collect data. Upon approval of the letter,

the researcher administered the test to the student respondents. The researcher made sure to

follow the health and safety protocols imposed by the Inter-agency Task Force in gathering the

data. Immediately after, the responses were tallied, analyzed, and interpreted by the researcher.
Data Analysis & Statistical Treatment

To determine the English language proficiency level of the selected Grade 7 students

along grammar, vocabulary, and reading comprehension, the researcher used the frequency and

the percentage. However, in order to label the proficiency level of the students, the mastery level

in high school issued by the Department of Education was adopted to serve as basis for

identifying the achievement of the students.

Below are the figures that show the three language:

Proficiency level Description

0 - 49% Not Proficient

50 - 74% Nearly Proficient
75 - 100% Proficient

Theoretical Framework

The Instructional material theories assume that there is a direct link between the

materials that the teachers use, and the students’ learning outcomes. These outcomes include

higher abilities to learn, quality strategies to learn and perform classroom activities and positive

attitude towards learning. Further, these theories assume that instructional materials have the

capacity to develop into students the highest order of intellectual skills as they illustrate clearly,

step by step how to follow the rules/principles and elaborate on the concepts, all of which have

positive impact on solving new problems by analyzing the situation and formulating a plan (Gagné

et al. 2005). According to Gagne et al(2005), instructional material can be used to develop higher

learning abilities to the learners through self-teaching or guided learning. This implies that the

instructional materials mainly comprise “eliciting performance” and “providing feedback on

performance correctness,” in addition to “providing learning guidance” for guided discovery

learning .Similar ideas are held by Lev Vygotsky(1978), a Russian psychologist, in his Sociocultural
theory, views that tools and signs, which are in a form of instructional materials, have the capacity

to develop in students’ higher level of thinking, which is important in problem-solving activities.

However, since they are considered to be domain-specific, the ways instructional materials can

start cognitive development is yet to be studied with respect to classroom teaching. Thus, this

study stretches these views.

Conceptual Framework

Figure I describes the input, process, and output components that serve as the pattern to
illustrate the flow of the study.

Input Process Output

English Language The conduct of English Instructional Guides

Proficiency Level language proficiency for Teachers: Tools in
test using researcher- Enhancing Language
Selected Published Proficiency through
made test
Bicol Legends Bicol Legends

Feedback

The inputs of this study are the English language proficiency level of the Grade 7 students

and the selected published Bicol legends. Then, the process includes the conduct of English

language proficiency using researcher-made test. Finally, this study leads to the creation of

Instructional Guides for Teachers: Tools in Enhancing Language Proficiency through Bicol Legends.

This output shows the value of Bicol legends to help the students enhance their English language

skills through local literature. The feedback takes place after the accomplishment of the process

component that shows the relatedness between the input and the output components.

DISCUSSION
This study presents the following: (1) The Bicol legends that can be used to determine

the language proficiency level of selected Grade 7 students of Gallanosa National High School;
(2) The English Language proficiency level of selected Grade 7 students of Gallanosa National

High School along grammar, vocabulary, and reading comprehension (3) The Instructional

materials that can be used to help enhance the English language proficiency level of grade 7

students of Gallanosa National High School.

The Bicol Legends used in determining the English language proficiency level of selected

Grade 7 students of Gallanosa National High School.

There were six (6) selected published Bicol legends that were utilized in this study to

determine the English language proficiency of the selected Grade 7 students. They were used

since they are found in books, magazines, journals and modern-electronic sources. They are: The

Legend of Mt. Mayon, The Legend of Iriga, How The Town of Gubat Got its Name, The Folklore of

Tabaco, Albay, Si Bulusan nan si Aguingay, and the Story of Ibalong. These are the Bicol legends

used by the researcher to construct the English language proficiency test.

The Language proficiency level of the selected Grade 7 students of Gallanosa National High

School.

This study conducted a fifty-five (55) item-test consisting of twenty (20) items for grammar;

fifteen (15) items for vocabulary; and ten (10) items for reading comprehension.

a. Along Grammar. This study measured the syntactic ability of selected Grade 7 students

of Gallanosa National High School along some grammar lessons included in the

Curriculum Guide. In the proficiency test, only six (6) grammar points were considered

such as sequence and time markers, relative clauses, kinds of sentence according to

structure, simple present and past tense, subject-verb agreement tense, and wh-

questions.
 Table 1.1 presents the English language proficiency level of the selected Grade 7

students of Gallanosa National High School along grammar.

Proficiency Level Frequency Percentage

Not Proficient 26 86.7

Nearly Proficient 3 10.0

Proficient 1 3.3

Total 30

As gleaned from the table, out of 30 students who took the proficiency test along

grammar, only one (1) is proficient. While there at least 3 or 10% who are nearly proficient.

Unfortunately, the data shows that the biggest population which is 86.7% or 26 students who are

not proficient.

As a whole, the respondents are described to be not proficient in terms of grammar. This

data implies that, having only one (1) respondent who obtained the proficient level means a

problem must be solved. This problem, however, supports Wiig’s (1977) study on syntax and

semantics that children demonstrated deficits in various semantic and syntactic abilities.

Moreover, the reason why students find difficulty in mastering the syntactic skills is further

discussed by Hassan & Selamat(2002) in their on why students aren’t proficient in English as a

second language. The respondents reported that the examinations are mostly on evaluating

learners’ writing and reading abilities while grammar only ranks third. This scenario is one of the

factors that contribute to the many causes of students’ failure along grammar.

b. Along Vocabulary. Vocabulary was one of the three skills tested in this study. Fifteen

(15) questions for this category were constructed by the researcher to determine the

English language proficiency level of the selected Grade 7 students of Gallanosa National
 High School. The difficult words employed in the test were taken from the excerpts of the

identified published Bicol legends.

Table 1.2 shows the language proficiency level of grade 7 students of Gallanosa National High

School along vocabulary.

Proficiency Level Frequency Percentage

Not Proficient 19 63.3

Nearly Proficient 11 36.7

Proficient 0 0.0

Total 30

The table presents that out of 30 students who took the proficiency test along vocabulary,

no one reaches the proficient level, while 11 or 36.7 % are nearly proficient, and 19 or 63.3 % are

not proficient. The fact that not a single student reaches the proficient level and most of them

fall under the not proficient level means that there is language difficulty among students along

vocabulary.

This data correlates with Hassan & Selamat (2002) in stating that the declining standard

of English among school children and the young citizens general has undoubtedly worried many

quarters. Furthermore, Scott & Navy (1994) summarizes that the importance of wide reading in

the growth of students’ vocabulary is critical.

(Hassan & Selamat, 2002) cited some reasons for the vocabulary difficulty of the students.

They said that this may be traced in their lack of confidence, inadequate teaching materials, and

ineffective teaching.
 c. Along Reading Comprehension. The comprehension skills of the students were also

tested in this study. In the test conducted, 10 out of 55 were questions intended to

quantify the English language proficiency level of the students along reading

comprehension. Questions on different levels of comprehension were based on the given

excerpts of selected published Bicol legends. Some of the reading comprehension skills

were inferring, character traits, drawing conclusion, identifying main idea, and

distinguishing fact from opinion.

Table 1.3 shows the language proficiency level of grade 7 students of Gallanosa National High

School along reading comprehension.

Proficiency Level Frequency Percentage

Not Proficient 22 73.33

Nearly Proficient 7 23.33

Proficient 1 3.33

Total 30

Based from data on the table, only one (1) is considered to be proficient in reading

comprehension. The thirteen (13) students who are equivalent to 43.33% of the total population

are nearly proficient. Disappointingly, most number of students are not proficient who 73.33%

of the total population are. Generally speaking, these numbers project that the students failed

in reading comprehension. This result is quite similar to the data in table 1.1 and 1.2 in which

most of the students’ level of proficiency are not proficient.

This data analysis is synonymous to the investigation conducted by the National

Endowment for the Arts in USA (2007) which reported that reading scores continue to worsen

especially among teenagers and young males. The key findings were noted that reading scores
for Grade 12 readers fell significantly from 1992 to 2005, with the sharpest decline among the

lower-level readers. These deterioration was also evident among the adults of America.

There are factors that contribute to these worsening circumstances of language

difficulties of learners in comprehension. These are negative attitude towards English language,

insufficient exposure to English and the most lack of time to study. National Endowment for Arts

in USA, (2007).

The Instructional Materials that can be used to help enhance the English Language Proficiency

of Grade 7 students of Gallanosa National High School.

The data presented on the English language proficiency level of the Grade 7 students of

Gallanosa National High School further support the declining rate of the students’ competence

in English language. Hence, the results prompted this study to create instructional materials in

the form of instructional guides for teachers to help enhance the English language proficiency of

the students through local literature.

Instructional Guides for Teachers: Tools in Enhancing Language Proficiency through Bicol

Legends

These instructional guides for teachers serve as tools to help enhance the English

language proficiency of the Grade 7 students of Gallanosa National High School. Each

instructional guide was developed by the researcher using the English Curriculum Guide under

the K to 12 Curriculum to align each of its content.

 General objectives:

These tools are designed to help enhance the English language proficiency of

the Grade 7 students of Gallanosa National High School.

Specific Objectives:

1. Provide instructional guides in English using Bicol Legends.

2. Present varied activities that can help enhance the students’ grammar, vocabulary,

and reading comprehension skills.

The Identified and Selected Published Bicol

Legends

How The Town Of Gubat Got Its Name

Si Bulusan Nan Si Aguingay

The Legend of Iriga

The Legend of Mayon

The Legend of Tabaco, Albay

The Story of Ibalong

Instructional Guide 1
How the Town of Gubat Got Its Name

Content Standard The learner demonstrates understanding of precolonial Philippine

literature as a means of connecting to the past; various reading styles;
ways of determining word meanings
B. Performance Standard The learner transfers learning by: showing appreciation for the literature
of the past; Formulate who, what, when, where, why and how questions

C. Learning Formulate who, what, when, where, why and how questions
Competencies/Objectives EN7G-IV-f-6.2
(Write the LC code for
each
en  How The Town of Gubat Got Its Name
III.LEARNING RESOURCES Published Material of The Legend of Mayon, English Text Book, Internet

IV. PROCEDURE
A. Reviewing previous l 1. Unlocking of Difficulties
esson or presenting the Directions: The incomplete sentences below are found in the story you
new lessons are about to read. Complete each sentence by adding a group of words
from the box below.

1. They earned their living from_______ where on some occasions a few

claimed seeing a fair child who used to frolic among the sand.
2. Then the child has been playing on the shore served as warning of
an_______ on the village as what they had already experienced.
3. The Moro pirates who are well-armed made well their plan to
____anew.
4. This caused blindness to the pirates as they scampered for safety
toward their sibids until they were all__________.
5. They finally came to the belief that the strange boy was St. Anthony of
Padua, _____________ who in later years had been proclaimed as the
patron saint of the town.

miraculously disguised as a child

the bounty of the sea

drowned and perished in the sea

impending danger
B. Establishing a purpose raid the village
for the lesson

Would you dare to ride on the boat? why and why not? Who would you
share this experience with and why?

Presenting Ask the students to read the story.

examples/instances of 1. How would you describe the villagers in the story? The Moro pirates?
the new lesson 2. Do you think it may happen in real life? Why do you say so?
3. If you were one of the villagers in the story what would you do if Moro
pirates attack your village? Why?
4. What values of Bicolanos are appreciated in the story?
Discussing new concepts
and practicing new skill #
1

This time, the students will be grouped into (5). Each group will be tasked
to write on a blank cardboard the part of the story that they will be
assigned to 3.
3. climax
2. 4.
Rising Action Falling Action

1. 5.
Exposition Denouement

GALLERY WALL.
Each group will post on the board the answer.

Discussing new concepts An interrogative word or a question word is a function word to ask
and practicing new skill # question. They are also called wh-questions.
2
 Directions:
Answer questions below about the story. What you have to do is
write your answer on boxes that correspond to the item number.
1. Who were the enemies of the villagers?
2. What was the source of income of the people in the village?
3. When did the story happen?
4. Why did the women and children flea to the thick forest?
5. What were sibids?
6. Who helped the villagers ?
7. When did Bulusan Gubat become a parish separate from Bulusan?
8. Why was St. Anthony of Padua proclaimed town's patron saint
9. What happened to the Moro pirates?
10. Who brought Christianity in Gubat, Sorsogon?
F. Developing mastery Directions: Arrange and label the events with the plot of the story.
(leads to formative (Exposition, rising action, climax, falling action, denouement)
assessment 3) (using the GALLERY WALL)

___________Attempts made by the villagers to get in touch with the

child proved futile. But just the same, they came to love him like any
other child in the village. However, as to how he happened to be in that
place, puzzled the natives. Neither could they fully understand nor
explain the circumstances behind it.

__________One pleasant morning, while the men of the village were

taking early meals in order to go fishing together, the Moro pirates who
are well-armed made well their plan to raid the village anew. Sensing that
great danger, the child apparently appeared for the whole tribe for quite
some time and began to play alone as usual on the shore. On seeing him,
the village women, elders and children quietly fled to the thick forest
nearby to seek help from the adjoining tribe, while the strong men
readied themselves to fight back the pirates.

___________Years before the Spanish missionaries were forced to land

in Gubat, Sorsogon, to Christianize the natives, Gubat was a mere fishing
village of the town of Bulusan. It was then in constant raid by Moro
pirates. As a result, the Inhabitants forcibly sought shelter on makeshift
cogon huts they built along the seashore.
 ____________As the Spanish missionaries stayed long enough with the
villagers educating and Christianizing them, they came to learn of the
mysterious child who used to wonder along the village shore. They finally
came to the belief that the strange boy was none other than St. Anthony
of Padua, miraculously disguised as a child, who in later years had been
proclaimed as the protector end patron saint of this town when Gubat
became a parish a separate from that of Bulusan in 1971.

___________Not long after this incident, the little boy neither appeared
nor was seen idling around the shore.

Finding practical If you will be given the chance to talk to the mayor of the town of Gubat, what
applications of concepts would you ask him? Write your questions using the wh-questions.
and skills in daily living
H. Making generalizations Wha are the parts of a plot of a story?
and abstractions about Why do you need to know the use of wh-questions?
the lesson
. Evaluating learning Write a summary of a movie/series that you have watched lately. Arrange the
events according to the plot of the story.

climax

Rising action falling action

Exposition Denouement

Instructional Guide 2
Si Bulusan Nan Si Aguingay
Content Standard The learner demonstrates understanding of precolonial
Philippine literature as a means of connecting to the past;
various reading styles; ways of determining word meanings; and
correct subject-verb agreement

B. Performance Standard The learner transfers learning by: showing appreciation for the
literature of the past; observing correct subject verb agreement.

C. Learning Competencies/Objectives EN7G-I-a-11: Observe correct subject-verb agreement

(Write the LC code for each
Content Si Bulusan Nan Si Aguingay
III.LEARNING RESOURCES Published Material of Si Bulusan Nan Si Aguingay/ English Text
Book, Internet

IV. PROCEDURE
A. Presenting the new lessons Putiao confesses to the village Elder.
They discover the body of Putiao

1. What do you notice about the words inside the highlighted

boxes?
2. What tense of the verb is used in the word inside each box?
3. Which of the words are singular? Plural?
4. What do we need to remember in the agreement between
subject and the verb in a sentence?
5. How does the agreement with the subject and verb affect the
meaning of the message of the sentence?

B. Establishing a purpose for the lesson Read the objectives of the lesson.
Presenting examples/instances of the Choose the correct verb inside the parentheses to agree with
new lesson the given subject. Write your answers on your notebook.

1. Casiguran (eliminate/eliminates) his hate by the death of

his father.
2. Bulusan and Aguingay(is/are) not aware.
3. (Is, Are) you familiar with the story of Bulusan nan si
Aguingay?
4. They(is/are) living happily under a volcano.

Discussing new concepts and practicing Ask the students to read the story of Bulusan Nan Si Aguingay.
new skill # 1

Discussing new concepts and practicing Subject - Verb Agreement Rules

new skill # 2
follows the verb.
Example:

The villager ____________down the volcano.

a. walk b.walks c. is walk

when they are connected by and.

Example:
The villagers walk down the volcano.
a. walk b.walks c. is walk
F. Developing mastery (leads to formative Make Me Whole. B. Directions: Complete the paragraph by
assessment 3) choosing the correct form of the verb that agrees with the
subject.

Finding practical applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the lesson
. Evaluating learning
Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives (Write
the LC code for each
Content
III.LEARNING RESOURCES
IV. PROCEDURE
A. Presenting the new lessons
B. Establishing a purpose for the
lesson
Irosin (rush/ rushes) to tell the village elders, but she
(meet/meets) them on their way, after learning the truth from
Putiao. Together with other angry villagers, they all together go
to the volcano to save Agingay and her new-born son. On the way,
they (discover/discovers) the dead body of the minions of
Casiguran. At the volcano's crater, they (tend/tends) the already
lifeless body of Agingay, killed by her own hand throwing her
infant into the mouth of the smoldering vocano. They find
Casiguran skulking behind a rock and they (grab/grabs) him and
angrily throw him into the volcano’s fiery crater.
1. If you would be given a chance to formulate a rule in subject-
verb agreement, what would it be?
1. What is the story all about?
1. What is the general rule in subject-verb agreement?
The teacher will give the students sentences that would test
their knowledge about subject-verb agreement.
Instructional Material 3
The Legend of Iriga
The learner demonstrates understanding of precolonial Philippine
literature as a means of connecting to the past; various reading styles;
ways of determining word meanings
The learner transfers learning by: showing appreciation for the
literature of the past;
EN7LT-I-a-1: Discover literature as a means of connecting to a
significant past
Use types of sentences according to structure in various context
The Legend of Iriga
Types of Sentences
Published Material of The Legend of Iriga/ English Text Book, Internet
The teacher will show the students a picture of the town of Iriga and
ask them of their perception about the picture.
Unlocking of Difficulties.
Supply the blanks with the appropriate answer. You may use
dictionary.
Word Affix Root Word Meaning

Presenting examples/instances of
the new lesson
Discussing new concepts and
practicing new skill #1
Discussing new concepts and
practicing new skill #2
Civilization -ion
Amazement Amaze
Progressive -ive
Injury injure
Agriculture Agri-
Find a pair or a partner and try to read the sentences with emotions.
1. "Shall I tell them of this place?”
2. "I heard a voice."
3. The gods must have heard our prayers!"
4. You should make this land progressive.
5. What have you observe with the sentences?
6. Are they all the same when you read them?
7. How do they differ from each other?
Ask the students to read the legend.
Directions: In this activity you are going to answer the following
questions:
1. What kind of a chieftain is Ago?
2. How will you describe the people of Nabua based on the story?
3. Do you think the story may happen in our time? Why do you say
so?
4. If you were one of the villagers, how would you show your
gratitude to the gods? What moral is taught in the story?
Sentences are classified according to their meanings.
They have four kinds.
Declarative sentence- tells something about a person, thing, place, or
event. Also, it makes a statement. It usually ends with a period.
For example:
"I heard a voice."
Interrogative sentence- asks a question. Usually, they are Wh-
questions or Yes-No questions. It ends with a question mark (?).
For example:
Shall I tell them of this place?"
Imperative sentence- issues a command or a expresses a request.
There are two kinds of imperative sentence: the request and

F. Developing mastery (leads to
formative assessment 3)
Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
. Evaluating learning
Content Standard
B. Performance Standard
command. Request uses the words please or kindly while command is
like giving order. It ends with a period (.).
For example:
“Kindly pack your things now” said Ago. (request)
You should make this land progressive.”(command)
Exclamatory sentence: expresses strong feelings or emotions such as
anger, sorrow, grief, surprise, or the like. It end with an exclamation
point (!).
For example:
The gods must have heard our prayers!"
The teacher will give sentences and the students will identify the type
of sentence accordingly.
Let us see if you can use the types of sentences according to structure
in real-life conversation. Imagine that you are in the places assigned
to you. Create a conversation with your groupmates using different
types of sentences.
Your conversation will be presented in the class.
– at home
- inside the classroom
– at the canteen
– at the school ground
– inside the tricycle
When do we use a declarative sentence?
What kind of sentence do we use when we are giving command?
How can we say that we are using an interrogative sentence?
In what situation do we use an exclamatory sentence?
The teacher will conduct a creative recitation. S/he will throw a
crumpled paper to random students. Written on the crumpled paper
is the type of sentence. The students will have to give a sentence
using the type of sentence that will be thrown on them.
Instructional Material 4
The Legend of Mayon
The learner demonstrates understanding of
precolonial Philippine literature as a means of
connecting to the past; various reading styles;
ways of determining word meanings
The learner transfers learning by: showing
appreciation for the literature of the past; Use
phrases, clauses, and sentences appropriately
and meaningfully.
C. Learning Competencies/Objectives (Write the LC code for EN7G-II-b-1
each Use phrases, clauses, and sentences
appropriately and meaningfully

Content  The Legend of Mayon

 Relative Clauses
III.LEARNING RESOURCES Published Material of The Legend of Mayon/
English Text Book, Internet

IV. PROCEDURE
A. Reviewing previous lesson or presenting the new Unlocking of Difficulties
lessons Directions: Try this! There are sentences in
Column A with italicized words. Look for their
meaning in Column B and write the letter of the
correct answer on the space provided for.

Column A
1.Handyong, came from a tribe that was a.killing
oneself
the rival of Magayon's tribe
2.She came from the family that reign b. rule
over the entire Bicol. c.competitor
B. Establishing a purpose for the lesson
What can you say about the given picture? Think
of words or phrases that can be associated to the
given picture?

Presenting examples/instances of the new lesson

Ask the learners to analyze the sentences below:

1. Magayon, who is a beautiful princess, fell

in love with Handyong.
2. The Bulkang Mayon, which is located at
Albay, Bicol, was named after Daragang
Magayon.

Ask the following questions.

1. What have you noticed with the
underlined words?
2. What do we call these
3. What are Clause?
Discussing new concepts and practicing new skill # 1 Ask the learners to read the Legend of Magayon.

Discussing new concepts and practicing new skill # 2
F. Developing mastery (leads to formative assessment 3)
Directions: There are three statements in the
box found in the story read. Pick one and
state your reaction.
1. Magayon fell in love with Handiong, the prince who was
the rival of Magayon's tribe.
2. Magayon and Handiong's family fought a bloody war after
learning the relationship of the two
3. The young couple decided together to commit suicide.
Emphasize that relative clause are about the
nouns in the main clause, without starting another
sentence. A relative clause starts with a pronoun.
Identify the relative clause in each sentence and
state your state your reaction about the
statements.
1. Magayon fell inlove with Handyong, the
prince who was the rival of Magayon’s
tribe.
2. The volcano, which grew in the place
where Magayon was buried, was
named after Daragang Magayon.
Directions: Below are incomplete sentences.
Complete them by adding appropriate relative
clause from the box below.
1. Magayon,________________,is so
beautiful.
2. Handiong,________________, fell in love
with Magayon.
3. The tribal war,_____________,was the
cause of the couple’s death
4. The tribes,___________________, were
unhappy.
5. Magayon's tribe saw a volcano growing in
the place, ___________________.
 which was bloody who was a prince
where Magayon was buried who buried the
young couple who was a Bicolana princes

Finding practical applications of concepts and skills in daily Who is your bestfriend? Why do you consider
livin him/her as one? Write a composition describing
your bestfriend using relative clause in your
sentences.
H. Making generalizations and abstractions about the Ask the learners to recall the usage of each
lesson relative clause.
Evaluating learning The teacher will ask the students to formulate
sentences with relative clause from the Legend of
Magayon.
Instructional Material 5
The Folklore of Tabaco, Albay
Content Standard The learner demonstrates understanding of: Philippine literature
during the period of colonization as a tool to assert one’s identity;
word relations and associations; and the use of simple past and past
perfect tenses
B. Performance Standard The learner transfers learning by: showing appreciation for the
literature of the past; enriching written and spoken communication
through simple past and past perfect tenses.

C. Learning Competencies/Objectives
(Write the LC code for each
Content
EN7G-III-h-3: Use the past and past perfect tenses correctly in varied
text
The Legend of Tabaco/
Review on Simple and Past Tense before proceeding to Simple
Past and Past Perfect Tense

III.LEARNING RESOURCES Published Material of The Legend of Tabaco

IV. PROCEDURE

A. Presenting the new lessons . Unlocking of Difficulties

Directions: Choose the correct meaning of the highlighted
words. Write only the letter.
1. But then, some Spaniards occupying the region became
hostile to the natives, the news soon spread quickly to
other localities in the area.
a. kind b. cruel c.arrogant

2. The young lady’s father was annoyed with the two

foreigners.

a. irritated b. happy c. sad

3. They thought it was a perfect way to establish rapport

with the father.
a. Territory b. state c. friendly
relationship
 4. The foreigners, thinking that the query was “Tabaco”,
soon spread the word that the name of the place was
Tabaco in Albay.
a. Pledge b.question c.quest

5. This folklore shows a person, naturally gifted with

kindness and hospitality, can still opt for peaceful
settlement in the face of adversity.
a. Colonization b.enemy c. suffering

B. Establishing a purpose for the lesson Read the objectives of the lesson

Presenting examples/instances of the

new lesson The teacher will let the students watch a vlog about the town of
Tabaco, Albay
Discussing new concepts and practicing Ask the students to read the legend.
new skill # 1
After reading the story, ask the following questions:
1. Is this story believable?
2. Is the father reasonable for showing indifference to the
Spaniards?
3. What do you think will happen if the father became
submissive to the foreigners?

Written on the first box are the main characters in the story.
How would you describe them? Fill the flow chart with necessary
data.

Textual evidence/Get
character traits lines from the story as
proof.
Father

Textual evidence/Get
character traits lines from the story
as proof.
Daughter

Textual evidence/Get
lines from the story
character traits
as proof.
Spaniards
Discussing new concepts and practicing Tenses of the Verb
new skill # 2
Simple Present Tense
• When you are referring
to habitual actions--
actions that you always
or never do
Simple Past Tense
• When an activity or
situation began and
ended at a particular
time in the past--in
other words, when an
activity or situation is
completed in the past

• When you are referring • To refer to past habits

to unchanging truths
• When you are making
general statements of
fact
• Example: They love you. Example: They loved you

• Example: She is the She was the president.

president.
• Example: She always Example: She always cleaned
clean her room her room last year.
everyday.
F. Developing mastery (leads to Solve the crossword puzzle by writing the past form of the given
formative assessment 3) verbs.
Finding practical applications of It's a great thing to write about people who ate dear to us, places
concepts and skills in daily living where we visited and experiences that are unforgettable. Choose
one from among the three and develop paragraphs. Be guided
with the following question below.

Who was your favorite elemetary teacher? What are his/her

physical characteristics? What is his/her attitude that you like
best? Why do you like him/her? What lessons in life do you learn
from him/her?

What place that you visited would you consider wonderful?

How will you describe it? Why do you like it much? Who war
your company when you visited it?
H. Making generalizations and If you were to end the story, how would you like it to be?
abstractions about the lesson

J. Evaluating learning Direction: Choose the correct answer.

The folklore begins with a time when the Bicol region, during
Spanish times 7.) (is/was) said to be inhabited by very friendly
natives. But then some Spaniards occupying the region 8.)
(become/became) hostile to the inhabitants. Being too cruel to
the natives, the news spread quickly to other localities in the area.
Soon, many local people despised the mere sight of the invaders.
One day, the folklore has it that two Spaniards
9.)(venture/ventured) to some remote village and there found a
beautiful young lady. She was known in the place for her talent
for herbal medicine. One of the two foreigners 10.) (fall /fell) for
her native beauty.
The young lady's father was annoyed by the foreigners so
that one day, as the folklore goes, when the two 11.)
(come/came) over to the girl's home for a visit and some herbal
medicine samples, her father reacted in an unfriendly manner.
The folklore adds that the place was hospitality that can still opt
for peaceful settlement the race of adversity.

Instructional Material 6
The Story of Ibalong
Content Standard The learner demonstrates understanding of precolonial
Philippine literature as a means of connecting to the
past; ways of determining word meanings; the cues and
signals to determine the order of ideas and events.
B. Performance Standard The learner transfers learning by: showing appreciation
for the literature of the past ; recognize the cues and
signals to determine the order of ideas and events
C. Learning Competencies/Objectives (Write the LC Narrate the events of the story chronologically EN7VC-
code for each II-c-11
 Recognize the cues and signals to determine the order of
ideas and events EN7VC-II-c-11

Content The Story of Ibalong

Sequence/Time Signals
III.LEARNING RESOURCES Published Material of The Story of Ibalong/ English Text
Book, Internet
IV. PROCEDURE
A. Presenting the new lessons Unlocking of Difficulties
Directions: Can you do this? Sentences below have
unfamiliar words. You have to underline the word/s in
the sentence which gives clue to the meaning of the
italicized words.

1. Then one night, a monstrous, wild boar known

as Tandaysg saw these field and destroyed the
crops.
2. Upon learning of the victory of their chief Baltog,
the people prepared a feast and celebrated

3. The very big jawbone of the dead boar become

an attraction for everyone. Thus, came the tribes
of Panikwason and Anog to marvel at it.

4. They tamed the wild carabaos.

5. Having a beautiful voice, Oryol could change its

image to deceive its enemies.
B. Establishing a purpose for the lesson This activity will develop your skill to infer the title of the
story you are going to read. Read the paragraph below
that will give you a hind to the given word.

The teacher will share a story emphasizing the

chronological connectors.
Presenting examples/instances of the new lesson
The Story of________________

A long, long time ago, there was a rich land called Ibalon.
The hero Baltog, who came from Botavora of the Brave
clan of Lipad, came to this land when many were still
roaming in its very dark forests. He decided to stay and
was the first to cultivate its field and plant them gabi.

What title can you propose for this paragraph?

What do you think is the purpose of the “A long, long
time ago” in the paragraph?
Discussing new concepts and practicing new skill # 1 The teacher will ask the students to read the Story of
Ibalon.
 1. How did the three heroes kill the monsters?
2. If you were Baltog, Handyong, and Bantong,
would you risk your life for others? Why?
3. Is the story believable? Why?
4. What does the story tell of Bicolanos?
5. What values of the characters are worth
emulating?

Discussing new concepts and practicing new skill # 2 The teacher will discuss Sequence and Time Signals.

Sequence Signals Time Signals

First, second, third When One day

In the first place, Lately

Then At the same time

Next Once

After lastly A long time ago

Directions: Try to recall the Legend of Ibalong in

order to fill the blanks with time markers from the
word pool.

______________________, there was rich

land called Ibalong. _______________, while Baltog
was plowing the field, Tandayag came and destroyed
the crops. Because of his anger, Baltog killed the
monster and it into pieces.
__________________________, another monster
appeared. It was Triburon which had hardly flesh and
saw like like teeth. ____________________,
Handyong, the hero wrestled and killed it.
Next
After
A long long time ago
Lastly

F. Developing mastery (leads to formative The teacher will group the class into two and
assessment 3) perform the activities below.

Group 1:
Narrate what happened in the Story of Ibalon.

Group:
 Act out the events in the Story of Ibalon.
Finding practical applications of concepts and skills in The teacher will give a scenario using the story of Ibalon.
daily living The class will respond to it using sequence/time signals.

Handyong needs to attain peace in the land of Ibalong.

Teach him the process on how he would be able to do it.

First_________________,.Then,____________________
________.After,_________________________________
__.Next,__________________.Lastly,________________
_____________.

H. Making generalizations and abstractions about the 1. How can we use markers/words in our everyday life?
lesson
2. What is the importance of markers/signals in our daily
life?
Evaluating learning Arrange the following by putting a number on the
blanks.
___________At last, peace and prosperity reign in
the land of Ibalong.
___________A long long time ago, there was a rich
land called along. The hero Baltog, who came from
Botavora of the brave clan of Lipid, came to this land
where many monsters were roaming in foresta. He
decided to stay and wan the first to its very dark
cultivate t red and toplant them with gabi.
___________Bantong also learned that Rabot loved
to sleep during the day and stayed awake a night to
he waited. When Rabot was already sleeping very
soundly, Bantong came near him. He cut the giant
into pieces
____________Then one night, a monstrous, wild
boar known as Tandayag saw the field and
destroyed the crops. Baltog, who saw the beast,
was able to pin down thewild boar.
____________The second hero who came from the
land of Ibalong was Handyong. Together with his
men, he had to fight thousands of battles. They
even fought Triburon, which had hardy flesh and
saw like teeth. How the Town of Gubat Got Its
Name
 CONCLUSIONS

In this study, it was concluded that the selected published Bicol legends can be used to

determine the English language proficiency level of the selected grade 7 students of Gallanosa

National High School. These Bicol legends are: The Legend of Mt. Mayon, The Legend of Iriga,

How The Town of Gubat Got its Name, The Folklore of Tabaco, Albay, Si Bulusan nan si Aguingay,

and the Story of Ibalong.

Findings revealed that the student respondents’ English language proficiency level along

grammar, vocabulary, and reading comprehension are not proficient. The results show that there

is a need to improve the English language proficiency of the students. Hence, instructional

materials in the form of instructional guides for teachers were developed. The main objective of

these instructional guides is to help enhance the English language proficiency of the grade 7

students of Gallanosa National High School. The content of these materials were aligned with the

English Curriculum Guide under the K to 12 Curriculum. In support to this, Pardede(2011) stated

the selection of short stories should be done in reference to the course objective, the learner’s

profile, and the story content in order to make the best of it.

The selection and integration of contextualized materials like Bicol legends are highly

beneficial in helping the students enhance their competence in English. It is therefore

recommended that the selected published Bicol legends be used in teaching literature to help

enhance the English language proficiency of the grade 7 students along grammar, vocabulary,

and reading comprehension. Also, the constructed instructional guides may also serve as tools in

the development or modification of varied and effective materials like modules, workbooks, and

learning activity sheets.

 In addition, teachers, as well as the students, must work hand in hand in order to raise

the English language proficiency level of the students in the given aspects. Positive attitude

toward English language must be developed among students. Hence, to make this possible, the

need to provide a rich and effective activities and reading materials for students must be

prioritized in order to cultivate their genuine love for reading and for them to develop a sense

appreciation, pride, and identity through local literature.

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