https://hdl.handle.net/20.500.14353/27 2026-04-10T16:10:19Z 2026-04-10T16:10:19Z Ablao, Janice L. https://hdl.handle.net/20.500.14353/952 2026-02-07T01:08:32Z 2025-05-01T00:00:00Z

An analysis of argumentative writings of Senior High School learners using the framework of systematic functional linguistics Ablao, Janice L. Argumentative writing is a vital academic skill that requires learners to present persuasive ideas while engaging effectively with their audience. However, many learners face challenges in coherence, stance-taking, and interaction through language. This study examines the use of mood, modality, and polarity in argumentative essays written by Grade 11 senior high school learners at the Iloilo National High School, analyzed through the lens of Systemic Functional Linguistics (SFL). 30 essays were purposively selected from 50 written by randomly chosen learners, focusing on those that exhibited interpersonal features relevant to the study. Using descriptive content analysis, the study explored how learners use mood types, modality, and polarity to convey information, express stance, and construct arguments. Thematic analysis revealed five patterns: preference for declarative statements, frequent use of median modality (e.g., "can," "should"), limited rhetorical engagement, minimal use of high modality, and a generally affirmative tone. Results show that declarative mood dominated across all topics, with rhetorical questions more common in social and ethical essays. Median modality was most frequent across essays, while high and low modality varied by context. Positive polarity prevailed, with negative polarity used to refute opposing views. These variations reflect learners' attempts to adapt their language depending on the rhetorical context. Further, the study highlights the role of mood, modality, and polarity in shaping the interpersonal dimension of writing-how learners position themselves, engage their readers, and manage tone. However, limited variation and weak modulation in many texts suggest a need for improved control over interpersonal resources. This suggest that learners would benefit from targeted instruction focused on using interpersonal language features more purposefully. Suggested interventions include classroom activities that guide learners in varying sentence moods, adjusting modality for emphasis or caution, and using polarity to create contrast—enhancing both persuasiveness and audience engagement in academic writing.

2025-05-01T00:00:00Z Prudente, Kenneth John M. https://hdl.handle.net/20.500.14353/957 2026-02-07T02:39:47Z 2024-12-01T00:00:00Z

Style, context, and register of Tinglish for teaching contextualized conversational English Prudente, Kenneth John M. The study aimed to determine the style, context, and register of Tinglish for teaching contextualized conversational English in Grade 6 Intensive English Program classrooms in Thailand. Using interlanguage and translanguaging theories within the framework of discourse analysis, ten video and audio recording sessions were transcribed, coded, and analyzed. The prevalent styles students used when employing Tinglish in the classroom reflected the distinct characteristics encompassing vocabulary choices, sentence structures, tone, and rhetorical devices. Key vocabulary patterns included interchange functions, literal translation, clipping, coining, and loanwords, demonstrating adaptation to their linguistic context. In terms of sentence structure, students frequently omitted articles; varied tense and aspect usage; and exhibited unique placements of conjunctions, adjectives, prepositions, and questions with punctuation reflecting spoken rather than written norms. Their communication alternates among five distinct tones while employing rhetorical devices emerged as integral features, enriching classroom interactions. Their registers revealed how social roles and dynamics shape interactions, blending formal and informal styles to express politeness and respect. These linguistic features are set in the context of Thai cultural and contextual references, which heavily influenced students' use of Tinglish. As students adopt these styles and registers, the study demonstrated that recognizing and integrating the unique characteristics of Tinglish can promote contextualized English instruction, aligning with students' linguistic abilities and leading to more effective and culturally responsive teaching in conversational English.

2024-12-01T00:00:00Z Casiple, Ma. Reliza Crisline P. https://hdl.handle.net/20.500.14353/991 2026-02-19T02:40:01Z 2024-11-01T00:00:00Z

Identification and characterization of cyanobacteria population in organic milkfish farm during wet and dry season Casiple, Ma. Reliza Crisline P. This study was conducted to identify and characterize the cyanobacterial population in organic milkfish farm during the wet and dry season; and assess water quality parameters in three milkfish ponds in Brgy. Tiwi, Barotac Nuevo, Iloilo. Four (4) species were identified using partial 16s rDNA sequencing, namely: Synechococcus sp. MMG-15, Synechococcus sp. NB0720, Nostoc sp. NTK29, and Haematococcus lacustris. Seasonal variations showed Haematococcus lacustris (0.447 cells/mL) dominance during the dry season, and Nostoc sp. (1.00 cells/mL) thrived during the wet season. The highest cyanobacterial densities during wet and dry seasons were found in Nostoc sp. (W=1.00 cells/mL, D=0.212 cells/mL), followed by Synechococcus sp. (W=0.722 cells/mL, D=0.271) and Haematococcus lacustris (W=0.586 cells/mL, D=0.447 cells/mL). It is found out that dissolved oxygen and nitrate levels varied significantly between the wet and dry season. Furthermore, results of this study indicate higher cyanobacterial abundance during the wet season. Finally, proactive water quality monitoring and cyanobacterial control measures are recommended for sustainable fish production.

2024-11-01T00:00:00Z Peñafiel, Liezel Anne C. https://hdl.handle.net/20.500.14353/722 2025-05-20T02:53:48Z 2024-06-01T00:00:00Z

Lived experiences of non-education graduate teachers in teaching Mathematics during the pandemic Peñafiel, Liezel Anne C. COVID-19 pandemic caused a huge impact in the lives of many, especially to the people in the teaching arena. Both seasoned and new teachers, who are non-education graduates, met a plethora of personal and professional challenges that shaped their human perspective. Nevertheless, the pandemic charged these teachers with significant efforts for transformation that eventually change educational landscape. This phenomenological study described the realizations and explored the challenges and coping mechanisms of non-education graduate teachers teaching mathematics, focusing on their experiences with the new learning modality during the pandemic. Using semi-structured interviews to four (4) purposively selected informants, the researcher was able to extract themes that described the informants' lived experiences in teaching Mathematics during the pandemic. The result of this qualitative study, through the extracted themes via thematic analysis, revealed that these teachers struggled with professional, personal, and mental health-related issues as the transition to virtual and modular learning necessitated significant adjustments in teaching strategies, including issues related to student motivation and engagement. It is then recommended that all stakeholders be fully aware of the efforts of these non-education graduate mathematics teachers to deliver and address learning gaps despite the pandemic. Pedagogical and theoretical implications were discussed in the study.

2024-06-01T00:00:00Z