Erlinda

Democratizing giftedness in Philippine context

Mainstreaming Indigenous Health Knowledge & Practices

Japan-Philippines Economic Partnership Agreement (JPEPA)

Reconceptualizing Giftedness in the Philippines

Shaping APEC

Effect of Certain Pseudomonadaceae and Achromobacteraceae Cultures on Growth of Staphylococcus Aureus

Belonging

Mexicanos in Oregon

Mexicanos in Oregon: Their Stories, Their Lives sheds new light on why migrants come to Oregon, what their experiences are when they settle here, and how they adapt to life in the United States. Although Oregon has had a settled Mexican-origin population since the mid-nineteenth century, the number of Latinos residing in Oregon has grown dramatically over the last two decades, leading to increased diversity across the state, particularly visible in the public school system and in agricultural and service occupations. Mexicanos in Oregon explores this history of migration and settlement of mexicanos, highlighting their sustained practices of community building, their struggles for integration, and their contributions to the economic and cultural life of the state. Using archival records, primary and secondary sources, demographic statistics, and personal testimonies, and drawing from multiple disciplines, Gonzales-Berry and Mendoza create a picture of the economic, political, social, and cultural conditions that have shaped the lives of mexicanos. The blend of scholarly research and individual stories reflects the very human dimension and complex forces that make up the mexicano experience in Oregon.

An Analysis of Farm and Household Activities in Iloilo Province, 1976-1978

Derived protection for nontraded primary product

Philippine Competition Policy in Perspective

Consuming passions

Kaloob

The Indigenous Communities of Mindanao

Comfort Food

Linguistics for english language teaching : the systematic study of meaning

hadiah

ACHIEVEMENT MOTIVATION AND ACADEMIC ACHIEVEMENT DIFFERENCESOF ENGLISH STUDENTS

<div><p><em>This study was aimed at finding to find out whether </em><em>there is any significant academic achievement difference of the fifth and seventh semester of English students based on their achievement motivation.This research used ex-post facto design. </em><em>From data analysis using inferential statistics--T-test for independent samples with statistical analysis tool, SPSS 18, </em><em>it was found that there was a significant academic achievement difference of the fifth semester</em><em> of</em><em> English students based on their achievement motivation. Conversely, there is no significant </em><em>academic achievement difference of the seventh semester </em><em>of</em><em>English students based on their achievement motivation. </em><em>It means that the level of achievement motivation did not contribute significantly on the level of students’ academic achievement.</em></p><strong>Key Words: </strong><em>Academic Achievement Differences, Achievement Motivation, English Students</em></div>

TEACHER’S QUESTIONS IN EFL CLASSROOM

<div><p><em>This study was addressed to explore types of questions and its frequency used by EFL teacher in the classroom during the teaching processes through analyzing the transcripts of the videotaped instructions. Another special emphasis is put on investigating the length of the students’ utterances in responding the teacher questions. The participants were 29 Grade-eleven students and </em><em> an English</em><em> teacher. The results showed that rhetorical, procedural, closed, open, display, and referential questions were found, and it was more focused on the last four types</em><em> of questions</em><em>. However, display questions are more than twice as much as referential one, 50.8% compared to 14.6% occurrences, and closed questions are the most preferred questions with a total number of 252 which is also slightly more than double of referential questions which compose 62 questions. Conversely, open and referential questions produced longer students’ responses than closed and display ones.</em><em></em></p><strong>Key Words: </strong><em>teacher question, EFL classroom interaction, student responses</em></div>

GENRE-BASED INSTRUCTION (GBI): THE CONCEPT AND ITS APPLICATION TO FOREIGN LANGUAGE CLASSROOM

<p style="margin: 1em 0px; color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: 2; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff;"><em>Since the implemetation of KBK and KTSP, the goals of teaching English at schools are emphasized on the mastery of four language competences-linguistic, strategic, sociolinguistic and actional-which will lead to the mastery of discourse competence. Those competences are realized in for language skills (listening, speaking, reading and writing) through the analysis of texts (genres). Therefore, one of the approaches to facilitate the accomplishment of the goals is Genre-based Instruction (GBI). This approach is mainly a language teaching program which is based upon Genre Analysis Technique. This technique deals with anaysing text, both spoken and written, in order to figure out social or commnicative functions, genre structures, lexico-grammatical features of particular genres. Consequently, the learners are able to use the language for appropriate situational and cultural contexts.</em></p><p style="margin: 1em 0px; color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: 2; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff;"><strong>Key Words:</strong><span class="Apple-converted-space"> </span>genre, genre analysis, genre-based instruction (GBI), foreign language classroom, functional grammar</p>