Molave Vocational Technical School

Grade 12-HUMSS 3

COMMON VISAYANS EXPRESSION:

IT'S DIFFERENCES IN MEANING AMONG SENIOR HIGH STUDENTS

OF MOLAVE VOCATIONAL TECHNICAL SCHOOL

Researcher:

Evangelista, Richly D.

Gelera, Karyl Jane S.

Hista, Hainie D.

Esola, Charity Jane M.

Camporedondo, Syllene M.

Español, Rizamae

Lanticse, Joshua Dave

Omalay, Glaysa C.

Jorge, Randy
 CHAPTER I

INTRODUCTION

Background of the Study

In the Philippines, particularly in the provinces of Visayas and Mindanao, people express

their emotions in a variety of ways, using various expressions. Students at Molave Vocational

Technical Campus II in Molave, use several terms for this expression. The researcher will collect

fifth teen (15) expressions used by students in their daily interactions and conversations, then

point out the term's origin, implied meanings, and variations of usage. To interpret the chosen

expression, the researcher must consider how it is used in conversation, the tone of the

conversation, and the implied meaning.

Crafton L.K., Brennan M., & Silvers P. (2017) found that expressions are a type of art with

the same capacity for communication as speech. When it comes to meaning-making and self-

comprehension, the arts, like oral language, can act as a bridge to understanding an expression's

meaning. J. Fellowes Oakley G. & (2014) define understanding as a complicated, dynamic, and

strategic process, which is a helpful concept for early adulthood. To construct and extrapolate

meaning from texts, the listener draws on prior knowledge of phrases, word choice, and texts.

The developmental expression for emergent comprehension, as well as other expression styles

and comprehension-improving techniques, are offered. While not limiting expectations for all

mature manifestations, the ages and stages described below serve as a general guide that

represents broad developmental norms. In relation to meaning-making expressions,

comprehension (meaning-making in various expressions) is complex; it is dependent on the

development of multiple sets of skills, reminding us of the importance of language knowledge

and vocabulary (in this case, common Visayan expressions), which adulthood initially gains

through oral utterances.

Nowadays, terms of expression that have spread and come from various environments are

constantly evolving. A more comprehensive understanding of the total meaning of expressions,

particularly the types of structures and their functions, may aid in extracting the appropriate
meaning in understanding the expression. Teenagers/millennials are clever when it comes to

creating and generating phenomenal expression; they create new word structures that are not

found in dictionaries but go viral on social media platforms such as Facebook, Twitter, and

Tiktok. To help with this, this study provides examples of modes of expression such as

tone/sounds and facial expressions, as Roberta T. (2019) elaborates. The context of the terms

used in this study will undoubtedly be examined.

This study will concentrate on the chosen Visayan expressions to ascertain their meaning,

purposes, and functions. Expression meaning is unclear; factors such as emotions, experiences,

and time may all play a role in how it is understood. Particularly the Visayan phrases, such

expressions are essential for comprehending people's circumstances and experiences. TikTok

content artists like JJ Ararao, Junsisa, Borgarttheexplorer, etc. elaborate on various Visayan

terms.They provide a realistic and credible picture of how Visayans employ expressions, which

can change according on the context, the strength of the emotion, and the choice of words.

Additionally, the purpose of this study is to ascertain the pragmatic meanings of the terms,

including their history and the reasons for their use.

Statement of the Problem

This study will highlight the significant contributions made by various human

expressions, particularly prevalent Visayan expressions. The significance of their expressions

can be ascertained by observing them in action. The following questions will be addressed by

this research:

1. What are the interpretations of the respondents to the given expressions?

2. What are the differences in the respondents’ interpretation of the given expressions that affect

their totality of meaning?

Scope and Delimitations of the Study

The objective of this study is to examine the common Visayan expressions and their

differences in meaning. The researcher shall gather the data from the Senior High participants of

Molave Vocational Campus II. The proponent shall select fifty (50) students from Molave

Vocational Technical School Second Campus II School Year 2022-2023.

Significance of the Study

Grade 11 HUMSS Student. Students enrolled in Molave Vocational Technical School Campus

II will benefit from this research because it will be a significant academic study for future

research in this sector.

Junior High Students. The students Molave Vocational Technical School Campus I will benefit

from the finding of this research in interpreting the common expressions of what they heard and

encountered around them.

Future Researchers. This will serve as a benchmark for future research endeavors and

conclusions in this field of study.

Teachers. The teachers at Molave Vocational Technical School will benefit from the findings of

this research in understanding the common expressions people use around them.

Definition of Terms

The following terms are stated with clear information about the study, leading to a better

understanding. These are the following:

Expression. The act of expressing one's views, feelings, and so on by speech, writing, or any

other method. Someone's facial expression displays their emotions and feelings. It is how people

express themselves through the use of strange phrases that others may not comprehend. They

should look into the meaning of this phrase. These phrases are used to communicate feelings

toward someone and simply to describe their mode of communication.

Semantics. It comprises looking into the link between words and how we get meaning from

them. Two people can understand the same line of text differently. It examines the connection

between words and their meaning. These are studies on how words came to be and how they

would be used in everyday communication among people.

Expressions in Visayas. This expression is commonly used, particularly in Visayas and

Mindanao, where people utilize various expressions to describe their feelings about persons.

People have varied interpretations of the phrase, for example: Hikog uy! It's a form of suicide

action, although the phrase itself denotes to quit or stop.

 CHAPTER II

REVIEW OF RELATED LITERATURE

Creating a critical multiliteracies curriculum: Repositioning art in the early childhood classroom

Linda K Crafton, Penny Silvers, Mary Brennan

Multimodal perspectives of language, literacy, and learning in early childhood: the creative and critical"
art" of making meaning, 67-86, 2017

Traditional early childhood curricula tend to separate the arts and literacy as different meaning-making
systems. However, current multiliteracies theory and practice suggests that a broader view of literacy
and learning is necessary for twenty-first-century living. The notion of multiliteracies allows us to expand
not only our definition of literacy from traditional print views to digital ones but also promotes broader
understandings of the arts as semiotic systems integral to meaning-making. More importantly,
multiliteracies theory moves educators from a curriculum-as-neutral stance to a critical pedagogy stance
that encourages young learners to take on a social justice identity from the start. This chapter features
the critical multiliteracies research and practice of one teacher and two university educators researching
in a first-grade classroom over several years. An extended curricular example illustrates how art can be
repositioned in the early childhood instruction and curriculum to become an integral component of
critical multimodal learning. The chapter shows how young children move seamlessly in and out of
curricular engagements based on their interests and multimodal needs necessary for functioning in their
classroom and the world beyond.

Multimodal Perspectives of Language, Literacy, and Learning in Early Childhood: The Creative and
Critical" Art" of Making Meaning

Marilyn J Narey

Springer, 2017

In 2009, Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning
Through Arts-Based Early Childhood Education was published as the second title in the scholarly series,
Educating the Young Child. The explicit focus upon multimodal language, literacy, and learning put forth
in that original edition set it apart from other books on early childhood literacy and/or arts, and the
book’s unique “multimodal” frame continues to draw wide interest across the globe. The book’s
enduring appeal and persistent relevance to a broad international readership prompted the
development of this second edition with a new title that underscores the emphasis on multimodal
understandings of children’s meaningmaking through visual textual forms.

Meaning-Making and Interpretation through Personal Mandalas in the Context of Visual Literacy

Qureshi, Amna; Sarantou, Melanie; Miettinen, Satu

Journal of Visual Literacy, v41 n3-4 p247-260 2022

This research investigates the significance of creative freedom and self-expression through the visual
analysis of artworks produced in a workshop under the theme 'Visual Literacy'. This multi-layered
qualitative study presents the findings from a participatory arts-based research approach that elicits
students' creative expression through their personal mandalas. Artworks collected from this creative
process were assessed using the interpretive phenomenological analysis method whereas the Common
European Framework of Reference for Visual Literacy (CEFR-VL) was used as an assessment tool.
Supporting youth through arts-based interventions and motivating them to communicate their feelings
and perceptions can be an integral part of students' creative development. Hence, as the focus of the
study, this paper aims to illustrate the youths' perception, interpretation, and meaning-making through
the artistic creative processes to stimulate their creative and critical thinking.

REFERENCES

Connelly, S., Dabinett, G., Muirhead, S., Pahl, K., & Vanderhoven, D. (2013). Making

Meaning Differently. Policy briefing–Community governance in the context of

decentralisation. UK: University of Sheffield. Retrieved on May 12, 2020 from

https://www.sheffield.ac.uk/polopoly_fs/1.281604!/file/makingmeandifFNLrep.pdf

Crafton L. K., Silvers P. and Brennan M. (2017) Chapter 2 Creating a Critical Multiliteracies

Curriculum: Repositioning Art in the Early Childhood Classroom. Making Meaning:

Constructing Multimodal Perspectives of Language, Literacy, and Learning through Arts-based

Early Childhood Education. ISBN: 978-0-387-87690-0.

Fellowes J. & Oakley G. (2014). Language, literacy, and early childhood education. Oxford

University Press, 2014. ISBN: 9780195521177.

Leech, N.L., & Onwuegbuzie, A. J. (2008). Qualitative data analysis: A compendium of

techniques and a framework for selection for school psychology research and beyond. School

Psychology Quarterly, 23(4), 578-604.

Robert T. (2019). Negotiating voices through embodied semiosis: The co-construction of a

science text. ELSEVIER: Linguistic and Education 53 (2019) 100746 Journal.

file:///C:/Users/admin/Downloads/1-s2.0-S0898589818302341-main.pd page 134

Taylor, A. (2014). Meaning, Expression, and the Interpretation of Literature.

The Journal of Aesthetics and Art Criticism, 72(4), 379–391.

http://www.jstor.org/stable/43282361
 CHAPTER III

METHODOLOGY

This section describes the procedure and methods for collecting data to solve the problem.

Quatitative method has been used to collect data and information in this study. Research made

questionnaires about the Common Visayan Expressions: Its Differences in Meaning Among

Senior High Students of Molave Vocational Technical School. Notably, this research discusses

about the research design, research respondents, research population of the study, sample of the

study, instrument for data collection, and the data collection procedure.

Research Design

The research design that was utilized in this study was the descriptive qualitative

research design. The researchers will use a researcher-created questionnaire to collect

information from Grade-11 HUMSS students at Molave Vocational School who encountered

common Visayan expressions and then identify the diverse meaning. Descriptive research,

according to Muldyagin (2018), is a study done to identify variables, whether they are one or

more, without comparing or relating them to other factors. The researchers will use the data they

have collected to examine the information provided by the respondents in order to compile

specific information about how the respondents comprehend the terms.

Research Respondents and Environment

The researchers shall select one section of Grade-11 HUMSS students at Molave

Vocational Technical School Campus II (MVTS) through simple random sampling. The

selected respondents shall serve as the primary source of data and shall be interviewed using the

researcher-made questionnaire.
 Molave Vocational Technical School Campus II (MVTS) is located in Purok Pinya

Makugihon, Molave Zamboanga del Sur. Manage by the Excellent school principal Mr. Luther

E. Castello.

The researchers will conduct this study to one section of Grade-11 HUMSS students of

Molave Vocational School (MVTS) which is about 50-56 students and about more or less 20 %

of the total population of Grade-11 students. The researchers believe that the number of

population of this study will not affect the over all result because 50 respondents are enough to

identify the different kinds of meaning of popular Visayan expressions among the teenagers

today.

Instrument for Data Collection.

A researcher-made questionnaire composed of fifteen (15) identified Visayan expressions

with two (2) follow-up questions were used to gather concrete information relevant to the

purpose of the study. The identified Common Visayan Expressions were the following: Hasula

gud uy!, Naliki ko!, Kuyawan!, Yamats!, Salamat sa Pitik!, Unsay gienter, Loslos, Niduta ah!,

Hikog Uy! Chaka na, Wala ka Kuyapi, Simbako, Pungkol ka, Maypa magdayok, Forda tired ang

ferson., and these expression were used by the people who usually used the terms as their way of

expressing information or a sort of communication between one another. The result of the

interview of the respondents will be strengthened through thematic content analysis. Thematic

analysis was used to learn about, identify, and analyze the data presented. This study’s data

gathering, note-taking, and coding all happened at the same time. Braun and Clarke (2006)

defined thematic analysis as a qualitative data study approach that entails going through data

collection to uncover, analyze, and report recurring patterns. It is a way of representing data, but

it also incorporates interpretation in code selection and theme construction.

Data Collection Procedure

Our research instructor and research adviser will review the instrument to ensure that it is

accurate, valid, and consistent. Before the conduct of the study, the researcher will provide letter

of permission and approval from the school principal Mr. Luther E. Castelo. Once the
permission is approved by the principal, an orientation will be conducted first to the respondents

for them to know and understand the goal and objective of the research in which they will

participate. The respondents were given enough time to answer the questionnaire. After the

respondents answer the questionnaire, the data were collected, interpreted, analyze and evaluated

in the line of the goals of the study.

Sampling Techniques

The researcher will be conducting this research to identify the differences of meaning

among the popular Visayans expression to the students of Grade-11 HUMSS students through

simple random method. There are 5 sections of Grade-11 HUMSS students, one section will be

selected as respondents to participate this study. The researchers believe that one section

composed of 50 to 56 students which more or less 20% of the population is enough

representative of all Grade-11 HUMSS students.