Department of Education

Region X
Division of Bukidnon
Quezon Institute of Technology

ENGLISH TRANSLATIONS OF VISAYAN TERMINOLOGIES AND

EXPRESSIONS: A TOOL FOR ENGLISH PROFICIENCY OF GRADE 7 STUDENTS

A Research Paper

In partial fulfillment of the requirement for English 15

Iris Kate C. Manliguez

Researcher
October 09, 2019

Mrs. Merichel Escanella

Research Instructor
 Chapter I

Introduction

Language acquisition is a prerequisite to communication. But to a second

language learner, such a requirement becomes a dilemma. This is especially true
among Filipino learners who desire to learn English as a second language.

In the Philippines, English is learned early in school or even at home primarily for
world understanding and employment here and abroad, being an international
language. As such, educators and researchers develop and apply various methods and
formulated theories in the acquisition of the language.
To Stephen Krashen,”Language acquisition requires meaningful interaction in the
target language.” He added that, “In the real world, conversations with sympathetic
native speakers who are willing to help the acquirer understand are very helpful.”
Sanskrit also stated that “The capacity to successfully use language requires one to
acquire a range of tools require a range of tools including phonology, morphology,
syntax, semantics, and an extensive vocabulary. Putting their ideas together, I believe
that vocabulary knowledge in the second language is essential to good and effective
communication. Before a student is able to communicate, he must have first to acquire
an extensive vocabulary through extensive reading or direct instruction from the
teacher.
It is therefore important that public schools particularly those in far flung places
will be provided with sufficient reading or learning materials for this purpose. But
because of the low economic condition of our country and the fast growing students’
populace, the government failed to address even such problems on the shortage and
sometimes unavailability of textbooks. This is indeed one factor that contributes to the
poor comprehension skills of the students which makes teaching using the English
language as the medium of instruction difficult. Undeniably, this results to their poor
performance in school.
 Teaching English as a second language poses a great challenge to every
language teacher particularly those assigned in public schools. Duazo (2010) stated
that public schools are the building blocks of our societies. They can be considered our
foundational instruments. The Philippine Constitution also stressed that every child shall
be protected and provided with free basic education in public schools. Unfortunately,
our government failed to address the existing problems on the effective delivery of
learning through provisions of materials that will cater their needs in the educative
process.
This condition is further aggravated by the parents’ inability to provide assistance
to suffice such needs due to financial constraints. Thus, these students are deprived of
the opportunity to learn more through reading, the basic tool for learning. As a result,
they are unable to develop their comprehension skills due to lack or limited stock of
vocabulary which also prevented them to develop good communication as well as
writing skills necessary to improve their performance in school.
English proficiency among students is necessary in order to cope up and meet
the requirements of the school’s curriculum and also meet the demand for excellence to
be at par with the world. This could only be realized through quality education being
afforded to our students through the facilities or tools made available for them.
The ever growing population of our learners other than the economic status of
our country at present is apparently one factor detrimental to DepEd’s goal to provide
quality education among its recipients. Statistical data shows (DepEd source) that the
net ratio at the secondary level increased bto 67.5 % in SY 2004-2005 and 83.7 % in
SY 2009-2010.
development among our learners has been identified as one important factor
affecting their comprehension and communication skills. Eventually, their English
proficiency is not developed due to lack of extensive reading in the absence or shortage
of the needed materials.
Statement of the Problem

The purpose of this study is to ascertain that students will have access to quality
education even with the existing problem on the lack of tools for learning through the
teacher’s own initiative by providing the necessary materials they need such as
adapting this tool for learning to improve their school performance.
Specifically, this study attempts to answer the following questions:
1. How does lack of learning materials affect students’ performance in terms of writing
skills?
2. How effective is this study in improving students’ proficiency level in the use of the
English language?

Significance of the Study

Education in the Philippines is given a top priority by the government. Its

importance is high with more than 17% of government spending in 2003(Country-info).
The advent of the K-12 program is brought about by its desire to provide quality
education among Filipino learners by adding another two years to basic education.
To many, education is the forefront in building our future; it gives us the power of
knowledge that helps us cope up with the steps in our lives. “It is one of the most
powerful instruments for reducing poverty and inequality and lays a foundation for
sustained economic growth” (Hello World 2011). It is for this reason that schools have
goals to achieve quality education. It is education that spawns great men in the past and
the one which leads us to more lucrative jobs and better lives. However, standards in
public schools is one of the most controversial issues today (Duazo 2010). Graddol
(1993) points out that many language issues need to be addressed to ensure learner
understanding. One of these issues is the lack of materials for language teaching that
greatly affects students’ performance in general. As such, the proponent devised a tool
to enhance their English language proficiency. This tool is of great help in the teaching
and learning environment so both teachers and students are benefited.
 The study emphasizes the importance of acquiring vocabulary through reading.
Educational researches have found out that there is a strong correlation between
reading and academic success. They have also found out that there is a strong
correlation between reading and vocabulary knowledge. It is therefore concluded that
the best way to acquire knowledge is to read extensively.
Richmon Duazo illustrated the interdependence of vocabulary, reading ability and
academic success in Figure 1 in the graphic below.

Figure 1.

large vocabulary good reader academic success

Accordingly, children learn, on the average, ten to fifteen new word meanings
each day, but only one of these words can be accounted for by direct instruction. Such
finding supports the idea of helping students learn vocabulary-acquisition skills and the
task of teaching these skills falls to language arts teachers. This is significant
responsibility because formal learning- the kind of learning that students do in school-
demands vocabulary knowledge. When you help students learn how to build their
vocabularies, you help them succeed across the curriculum (Teaching Today).
Objectives of the Study

Generally, this study is being conducted for the purpose of enhancing the
English proficiency among high school students to improve their academic performance
in School.
Specifically, it aims to:
1. develop students’ comprehension of the English texts;
2. facilitate the acquisition of the second language through English
translations of some words in the native tongue (Visayan) as used in day to day
conversation;
3. enable the students to acquire extensive English vocabulary to
improve their communication as well as writing skills;
4. help address government’s problem on the shortage of learning materials;
and
5. provide language teachers with additional instructional materials that will
aid them in teaching the English language.
Definition of Terms

To have a vivid understanding of this study, terminologies used are

theoretically and operationally defined.

Academic achievement or (academic) performance – refers to the student’s good

performance in different subject areas by getting proficient to highly proficient grades.
Communication – the act or process of expressing one’ thought or ideas through
class’ speaking and writing activities
Good readers – refer to those students who can understand ideas contained in
the individual sentences of the whole piece of writing.
Language – a body of words used by Filipinos in their native tongue and
Language acquisition – is the process by which students acquire the capacity to
perceive and comprehend English as their second language, as well as to produce and
use words and sentences to communicate.
Language proficiency or linguistic proficiency – is the ability of an individual
student to speak or perform in an acquired second language.
Language translation – is the rendering of the native language into English
language.
Reading – it is a means of language acquisition, of communication, and of
sharing information
and ideas.
Second language – refers to the English language used as medium of instruction
in school.
Second language acquisition – refers to the English language learned in
addition to the to a
student’s first language.
Vocabulary – is the list of words in English that are familiar and understood by
the students.
 Chapter II

Review Related Literature

This chapter deals with the presentation of written ideas that are related or have
bearing to the study being conducted. These can also be used as point of reference or
basis in judging the validity or authenticity of this study.
There are various theories and hypotheses in the field of second-language
acquisition about how people learn a second language.
Corder (1967) pointed out in his essay The Significance of Learner’s Errors that
second language learners made made use of intrinsic internal linguistic processes.
Selinker (1972) stated in his article Interlanguage that second-language learners
possess their own individual linguistic systems that are independent from both the first
and second languages.
In the theories of Krashen (1980), often collectively known as the Input
Hypothesis, he suggested that language acquisition is driven solely by comprehensible
input, language input that learners can understand.
In 1990, two main areas of research interest were based upon Noam and Koul
who developed two models of linguistic theories, the concurrent model and the
integrated model that make the meaning of text more accessible in materials for non-
native speakers. The concurrent model on the other hand, has components that include
attention to vocabulary selection, text form and rhetorical structure, and learner support.
Graddol (1993) counsels that the linguistic and communicative competence of
learners needs to be determined, such as familiarity of particular discourses.
Warschauer (1998) finds that the use of strategies such as re-reading the text,
soliciting help, or using a dictionary aids the comprehension of text-based discussion.
Research Paradigm

Conceptual Framework

This study claims that the use of English Translations of Visayan Terminologies
improves the students’ proficiency level in the use of the English language. The
variables of the study are explicit in the paradigm presented. The use of English
Translations of Visayan Terminologies is the independent variable while the Students’
English Proficiency Level is the dependent variable.

Hypothesis

English translations of the students’ mother tongue is helpful in improving their writing
performance.
 Chapter III

Research Design

This study made use of the simple random sampling and purposive sampling.
The simple random sampling was used in identifying the four (4) four sample sections of
the Grade 7 students of Salawagan National High School. The researcher listed all the
sections of the Grade 7 level and sample students were drawn to identify the section
which will be the sample of the study. When the name of the section was identified,
the researcher purposively chose twenty (20) male and female sample students from
the said section to have a total of forty (40) sample students as participants. These
students were purposively chosen as their number is enough to get the total number of
participants needed for the study.

Locale of the Study

This study was conducted in Quezon II District in the municipality of Quezon in

the Division of Bukidnon, specifically in Salawagan National High School, Salawagan,
Quezon, Bukidnon. Located at the southern portion of the province of Bukidnon, the
municipality is composed of thirty one (31) barangays including Salawagan, and two (2)
congressional districts, Quezon I and Quezon II. Quezon II District has four (4)
secondary schools with two (2) private and public high schools namely: Puntian
Academy, Puntian Technical Institute, Kiburiao National High School, and Salawagan
National High School. Figure 2 shows the map of the municipality of Quezon.
The respondents of this study were taken from 1 out of 9 (11%) sections in the
Grade 7 level of Salawagan National High School, the Grade 7- Capricorn.
Participants of the Study

The participants of the study were the Grade 7 students of Salawagan National
High School located at Salawagan, Quezon, Bukidnon. Specifically, the participants
were coming from 7 – Capricorn, one of the nine sections of the grade 7 curriculum of
the school year 2019-2020. Table 1 presents the participants of the study.
 Table 1
Respondents of the Study

Research Instrument

The data will be collected through the administration of tests and with the use of
structured questionnaire checklist designed to assess students’ writing performance and
the effectiveness of the instructional tool employed for enhancing their writing
proficiency in English.

Data Gathering Procedure

The researcher requested the adviser of the particular section where the
participants of the study were chosen for the conduct of the study. With her consent, the
researcher proceeded with the giving of a pre-test in writing to the participants as a
preliminary step of the study for the purpose of identifying their weaknesses and
proficiency level with regards to writing using the English language. The researcher
then conducted a thorough analysis of the result and put it into record for future
reference. The next step was the utilization of a tool that had been developed by the
researcher to know its effectiveness in improving students’ writing skills. The data were
gathered through a posttest and a questionnaire checklist from the students of Grade 7
– Capricorn as the identified participants from the Grade 7 level.

The instrument was a self-made writing proficiency test and a survey

questionnaire given as assessment tools. Part I is composed of two parts, specially
designed to test the participants’ proficiency in English composition writing and
vocabulary knowledge in a form of pre-test and posttest . The respondents were
requested to write a well-organized paragraph on any of the suggested topics. Their
compositions were assessed through the given criteria: content (25 points), organization
(20 points), sentence construction (20 points), vocabulary (20 points) and mechanics
(15 points).

To acquire a sufficient degree of reliability, multiple scoring was used. Three

English teachers were asked by the researcher to be her co-raters of the students’
writing compositions.
The writing ability of the students were rated using the following description:
SCORE CODE GUIDE INTERVAL SCALE DESCRIPTION
0 – 49 1 1.00 – 1.89 Poor
50 – 69 2 1.90 – 2.79 Fair
70 – 89 3 2.80 – 3.69 Good
90 – 100 4 3.70 – 4.00 Very Good

Part II is regarding the relevance and effectiveness of the tool used for enhancing
students’ proficiency in writing based on participants’ personal views or opinion.
Statistical Treatment

All the data collected were tabulated and were statistically treated. Descriptive
and inferential statistics such as percentage was used.
To determine whether there is a significant increase in the written performance of
students using the tool developed to enhance their writing abilities, a comparative study
was made between the pre-test and the posttest. The next step was the utilization of a
tool developed to know its effectiveness in improving students’ performance in writing
using the English language.
Scoring was by hand. The composition writing was rated based on the given
criteria while the vocabulary test was given a value of one for each correct response.

IV-Analysis and Interpretation of Data

Table 2. Pretest Result

Distribution of Student Respondents According to Their Writing Skills (n=40)

Range of Scores Description Frequency Percentage

0 – 49 Poor 9 26
50 – 69 Fair 24 61
70 – 89 Good 7 13
90 – 100 Very Good 0 0

Table 2 shows that the writing skills of the students in the pretest is fair as

majority of them has fair rating with a mean score of 56.24. None has good rating for

writing and 26 percent have poor writing skills. The low rating obtained by the students

was observed to be partly attributed to their lack or poor vocabulary knowledge which is

a result of poor reading habits.

 Table 3. Posttest Result

Distribution of Student Respondents According to their Writing Skills (n=40)

Range of Scores Description Frequency Percentage

0 – 49 Poor 3 18
50 – 69 Fair 28 66
70 – 89 Good 9 16
90 – 100 Very Good 0 0

Table 3 shows the posttest result of the students with an improved performance

in writing as compared to the pretest. Even though the rating remained to be fair, the

number of students with poor rating in writing lowered down significantly from 26

percent to 19 percent. Still, none has a very good rating but the number of students with

a good rating obtained a 3 percent increase.

The comparison between the pretest and the posttest as shown in Table 1 and

Table 2 reveals that the instructional tool (English Translations of Some Commonly-

used Visayan Terminologies and Expressions) employed as intervention to students’

poor writing performance in English proved to be effective and of big help in enhancing

their writing proficiency

Table 4

Questionnaire Checklist for Students

Questions Yes No Undecide

1. Do you enjoy or have fun writing compositions in your 6 32 2

English
 class?

2. Do you find some difficulties in writing sentences and 28 9 3

paragraphs

using the English language?

3. Do you find it hard to express your ideas or feelings through 26 9 5

writing?

4. Does it take you quite some time to think of the appropriate 31 8 1

English

terms to use to express such ideas or feelings?

5. Do you often ask somebody (teacher or classmate) to 22 13 5

translate some

Visayan terminologies to English for yourself?

6. Is lack or limited stock of vocabulary one of these difficulties 29 8 3

that

you encounter?

7. Does a good stock vocabulary help improve your writing 27 6 7

performance?

8. Do you like to have and learn more Visayan terminologies 38 0 2

and

expressions translated in English?

9. Do you want these translations to be included in your 36 2 2

daily/weekly

lessons?
 In Table 4, it can be clearly perceived through students’ responses that the

majority of them do not like writing as much as few of their classmates did simply

because they have some difficulties in expressing themselves as manifested in their

answers to Questions 1-5. One these difficulties based the students’ perceptions is poor

or limited stock of vocabulary as seen in Questions 6-7. Students’ responses for

Questions 8-9 implies that the instructional material used is helpful and needed to

improve their writing abilities.

Summary

This study was conducted in the 2nd Congressional District of Quezon in the

province of Bukidnon specifically in Salawagan National High School. The respondents

were all Grade 7 Capricorn students who were officially enrolled for the school year

2019-2020.

The data were collected through the administration of tests and with the use of

structured questionnaire checklist designed to assess students’ writing performance and

the effectiveness of the instructional tool employed for enhancing their writing

proficiency in English.
Conclusions

On the basis of the findings of the study, the following conclusions are drawn:

1. The students in the Grade 7 level generally have poor vocabulary due to poor

reading habits. English teachers should give more reading activities to their students in

or after class hours and remedial reading to the identified poor readers.

2. Appropriate instructional tool as intervention to poor writing performance of the

students should be developed and provided.

3. English translations of the students’ mother tongue was proven to be helpful in

improving their writing performance. It is therefore important that they will be provided

with it. Teachers must also be always ready to translate some difficult terms in the

reading selections for discussion to students’ dialect to improve their vocabulary and

enhance learning.

Implications

In relation to the findings and conclusions, the following implications are

presented:

1. The school administration, should ask financial assistance from the PTA and

local government to put up reading centers that are accessible and readily available for

students’ use and provisions of additional books, magazines and newspapers to help

address the problem on the shortage of reading materials to facilitate learning.

 2. School heads should conduct more in-service trainings to teachers to develop

their competencies and skills in dealing with the prevalent problems on students’ poor

academic performance.

3. An alternative instruction should be developed to encourage students to be

more independent like self-directed learning activity especially in fostering writing skills

such as building vocabulary.

Bibliography

BORRES, T. 1997. Written Communication Competence in English of Central

Mindanao University Studentry. Central Mindanao University, Musuan, Maramag,
Bukidnon.

DUAZO, R. 2010. Educational Problems in the

Philippines.
http://www.studymode.com/essays/Educational-Problems-In-The-Philippines-
474524html

KHAN, 2008. Quality Education in the Philippines. Helloworld 2011.

http://www.studymode.com/essays/Quality-Education-In-The-Philippines-748142.html

LOCKYER C. 2012. Philippine Education Statistics. NationMaster.com 2003-2014

http:www.nationmaster.com/country-info/profiles/Philippines/Education

SCHMITT 2003. The Importance of Vocabulary in Second-language Acquisition.

http://applij.oxfordjournals.org/content/24/4/425.full.pdf+html
SHOEBOTTOM, P. 1996-2014. The Importance of Reading- A Guide to Learning
English. http://esl.fis.edu/parents/advice/read.html

SUDAY, H. 2004. The Communication Skills in English of Fourth year Students of

Dangcagan National High School. Unpublished Dissertation. Central Mindanao
University, Musuan, Maramag, Bukidnon.

WARSCHAUER, M. 1998. Language Teaching. University of California, Irvine.

http:scholar.com/citations?user=gexxIUYAAAA&h/=en

Appendix A

A. Pretest and Posttest in Writing

Part I. Composition Writing
Direction: Choose ONE of the following t to write a well-developed composition.
1. My Autobiography
2. My Summer Vacation
Part II. Vocabulary
Direction: Write the English translations of the following:
Test I. Visayan terminologies
1. Ukay-ukay:

2. baligyang baratilyo:

3. plete/pamasahe:

4. dukot:

5. limpisa:

6. sigurado:

7. siguro/tingali:
8. magsag-ob/magkabo:

9. talagsaon:

10. kumpay:

11. awat/sundog:

12. makalahutay:

13. bigote:

14. bungot/balbas/bangas:

15. pusod:

16. garahe:

17. bisyo:

18. gikaminusan:

19. ilo (walay nanay ug tatay) :

20. bulaos:

21. manghinambog:

22. hambugiro:

23. sabaan:

24. tigpakaaron-ingnon:

25. pagduha-duha:

26. mumho:

27. ulipon :

28. bubo (tubig) :

29. banlawan/ waswasan:

30. sudlan:
31. humulan:

32. uyugon:

33. kutawon:

34. tunawon:

35. bana-banaon:

Test II. Visayan Expressions.

1.Tinuod?

2. Mao Ba?:

3. Kahibalo ko:

4. Ingon ana ka daghan? :

5. Sayang!

6. A… mao diay.:

7. Patsada na.:

8. Tinuod na.:

9. Kahibalo ko unsa’y buot nimo ipasabot.:

10. Mao gyod! :

11. Unsa’y nahitabo? :

12. Tan-awon lang:

13. Siguro, husto ka.:

14. Karon na dayon.:

15. Maayo na nga hunahuna:

Appendix B

Sample Questionnaire for Students

Name: (optional) ________________________________ Grade &
Section:_____________
School_________________
Direction: Please answer the following questions honestly. Put a check a check mark on
the corresponding space appropriate to your answer.
Questions Yes No Undecide
d
1. Do you enjoy or have fun writing compositions in your
English
class?
2. Do you find some difficulties in writing sentences and
paragraphs
using the English language?
3. Do you find it hard to express your ideas or feelings through
writing?

4. Does it take you quite some time to think of the appropriate

English
terms to use to express such ideas or feelings?
5. Do you often ask somebody (teacher or classmate) to
translate some
Visayan terminologies to English for yourself?
6. Is lack or limited stock of vocabulary one of these difficulties
that
you encounter?
7. Did you find English of Some Commonly-used Visayan
Terminologies and Expressions easy to understand and
enjoyable to
 learn?
8. Does it help improve your writing performance?
9. Do you like to have and learn more Visayan terminologies
and
expressions translated in English?
10. Do you want these translations to be included in your
daily/weekly
lessons?

Appendix C. The Instructional Tool

ENGLISH TRANSLATIONS OF SOME COMMONLY-USED

VISAYAN TERMINOLOGIES AND EXPRESSIONS

1. ukay-ukay: rummage sale

2. baligyang baratilyo: bargain sale
3. plete/pamasahe: fare
4. dukot: scorch
5. limpisa: scythe
6. sigurado: sure; certain
7. siguro/tingali: maybe;probably; perhaps
8. magsag-ob/magkabo: fetch water
9. talagsaon: rare
10. kumpay : fodder; hay
11. awat /sundog: follow; imitate
12. makalahutay: persevere
13. bigote: mustache ( hair above the upper lip)
14. bungot /balbas/bangas: beard (hair below the lower lip)
15. pusod: navel
16. garahe: garage
17. bisyo: vice
18. gikaminusan: belittled; underestimated
19. ilo (walay nanay og tatay) : orphan
20. bulaos: greedy; gluttonous
21. manghinambog: brag; boast
22. hambugiro: braggart; boastful
23. sabaan: talkative; loquacious
24. tigpakaaron-ingnon: hypocrite; pretender
25. pagduha-duha: hesitate; doubt
26. mumho: morsel
27. ulipon: slave
28. bubo (tubig) : pour
29. banlawan/ waswasan: rinse
30. sudlan: fill humulan: soak
31. uyugon: shake
32. kutawon: stir
33. tunawon: dissolve
34. bana-banaon: estimate
35. magsalig: rely
36. paon: bait
37. luoy: pitiful
38. pitiable; lamentable; unfortunate
39. sipat: mischievous
40. limud: deny
41. mamakak: lie
42. bakakon: liar
43. mangyam-id: jibe; sniff at; sneer
44. hayhayan: clothesline
45. hawan: clearing
46. kulupo; shawl
47. gisi-gisi (bisti): tattered; worn-out
48. manahi ug gisi sa sinina: mend clothes
49. gum-os: crumpled
50. agik-ik: pent-up laughter
51. maghuramentado: to run amuck
52. gastador: spendthrift; extravagant
53. inot: thrifty
54. bitag/lit-ag: snare
55. liki-liki: crevice; crack

56. bingwit: fishing tackle

57. bastos: indecent; lewd; impertinent
58. kinalutan/bangag: excavation; pit
59. kalburo: carbide
60. kawa: cauldron
61. kaldero: kettle
62. kalha: frying pan
63. kulon: cooking earthen pot
64. kalbo/upaw: bald
65. magkaras: harrow
66. magdaro: plow
67. kumo: fist
68. walhon: lefthanded
69. lala: venom
70. pagkatawo: personality
71. kinaiya: nayture
72. manganak: give birth
73. bagutbot: grumble
74. tatsa: blremish;flaw
75. walay tatsa: unblemished: flawless
76. bakya: clogs
77. aligato: fly-ash
78. hampol: poultice
79. duga: extract; sap; juice
80. sandayong: gutter; trough
81. alkuba: ceiling
82. payag: hut
83. upos sa sigarilyo: cigarrette butt
84. lusong: wooden mortar
85. kalawumon: depth
86. kalapdon: width
87. katas-on: length/ height
88. ibukhad: unfold/unroll/unfurl
89. magdilaob:(kalayo): blaze
90. hilaw nga karne: raw meat
91. kunsumo: consumption
92. kauban: companion
93. kulungan: cage
94. hugtan: tighten
95. gimik: doochikery; gimmick
96. dili gatuo’g Ginoo: aetheist
97. mangunguot: pickpocket
98. manghihilot: masseuse(babae) masseur (lalaki)
99. danlog: slippery
100. initos (herbal): concoction
101. sabwatan: conspiracy
102. kasabwat: fellow conspirator
103. kamingaw: melancholiness; solitariness; loneliness
104. kahakog; covetousness; avarice; greediness; selfishness
105. kalaay: boredom
106. libat: cross-eyed; cock-eyed
107. bungi: cleft palate
108. manglanghab: yawn
109. magtug-ab: belch/ barp
110. nalata: rotten; decayed
111. bali sa bukog: fracture; a break in a bone
112. lusa: nit
113. pasanginlan: incriminate; impute; accuse
114. pasangil: alibi
115. sabaw: broth

116. tadtaran: chopping board

117. lamas: spices
118. gisa: saute
119. bugsay: paddle
120. gakit: raft
121. kahilakon: at the point of crying; on the verge of tears; about to cry
122. pan-os: spoiled
123. bangga: bump; collide
124. salot: pestilence; plague
125. yabo: spill
126. pungkol: handless; one-handed; armless
127. mangakha (manok) : scratch
128. manglimugmog: gargle
129. multa: fine
130. lami: tasty; palatable; delicious
131. inadlaw: likewarm
132. malibog: confused;puzzled
133. mangtas (malupit) : cruel;brutal;fierce
134. tab-ang: bland
135. pait: bitter
136. aslom: sour
137. aplud: acrid
138. haling: pungent
139. dimalas: badluck: misfortune
140. nagsibat: sneake away; sneaked out
141. gahi’g ulo: stubborn; hardheaded
142. tahianan: dress shop
143. pagpasaylo: forgive/ pardon
144. mag-aayag: winnower
145. nigo: winnowing basket
146. uwat: scar
147. lapwa: parboil
148. lumaw/hubon: fontanel
149. limos: alms
150. mangayo: ask; beg
151. luag/lugak: loose
152. tahop: bran
153. pakaw: corn cob
154. pagtubo/pagturok(tanom): sprout
155. mapasalamaton: grateful; thankful
156. pagakamahunahunaon: thoughfulness
157. makurat: startled
158. mataranta: startled
159. mapahitas-on/garboso: arrogant
160. sunugon ang patay nga lawas: cremate
161. tunga’ng gabie: midnight
162. kadlawon: dawn
163. kilum-kilum: dusk
164. magsakuban: disguise/camouflage
165. barato: cheap;inexpensive
166. mahal: expensive; costly
167. buang: mad; insane; foolish; lunatic
168. sapot: tantrum
169. panghaw: smokestack; chimney
170. tukog sa lubi: midrib
171. singot: sweat/ perspiration
172. lamon/lamoy: devour
173. bayuok: mumps
174. tipdas: measles
175. litok: utter
176. hunghong: whisper
177. walay sinina: naked
178. maulit: irritated; annoyed
179. dagkot: ignite
180. babag: obstacle; hindrance; barrier
181. maglakwatsa: gallivant
182. mangatsi: sneeze
183. maghagok: snore
184. hadlukon: frightened; scare
185. tawo-tawo sa humayan: scarecrow
186. makahadlok: awful; dreadful; horrible; fearsome; frightening
187. yamog: dew
188. tae sa mananap: dung; manure
189. ginansya: gainings; profits
190. tangkugo: nape
191. taban: elope
192. agup-op: molds
193. lumot: moss
194. lanog: echo
195. makadani: tempting; alluring; enticing
196. nagtiniil: barefooted
197. kuspaw: faded
198. gabok: dilapidated
199. mangihi: urinate
200. malibang: defecate
201. pag-antos: suffering; hardship
202. kalisod sa kahimtang: predicament
203. singil: charge
204. pagkapikon: touchiness
205. kapkapan: frisk
206. kapobre: poverty
207. kumkum: handful
208. pruweba; froof; evidence
209. kahimtang: situation
210. katol: itchy
211. lugaw: porridge
212. ginadili: prohibited
213. tabi: chat
214. tabi-tabi: tattle; tell tale; gossip; blab
215. tigtabitabi/tigsiwitsiwit: gossiper;blabber;scandalmonger
216. ulog-ulog: flattring talk
217. pamalikas: blasphemy
218. pamilok/pilok: blink; wink
219. tiglingla/butbuton: bluffer
220. sumbalik: boomerang;backfire
221. sungog: tease;twit; taunt
222. kaayuhan: benefit
223. higayo: opportunity; chance
224. manimpalad: seek fortune
225. sukwahi: contrary; opposed
226. panalipod: shield
227. kalasag/taming: breast plate
228. buyo/kabig: influence
229. pagtuo: faith
230. pagsalig: trust
231. nagumon/sabud: entangle
232. surng-surang: provoke
233. panagsavot: agreement
234. panaglalis: argument
235. hinabang: aid

236. yamyam: murmur; mutter

237. hangyo: request
238. panglantaw: outlook
239. panan-aw: vision
240. butang-butang: slander; asperse
348. tagpilaw: nap
349. paburuton (balloon): inflate
350. sandig: lean
351. patubo (pan): leavening agent
352. suyop: sip
353. dakup: capture; seize
354. alugbati: malabar nightshade
355. ampalaya: bitter melon or gourd
356. atsara: pickles
357. aswetes: annatto
358. gabi: taro
359. gulaman: ceylon moss or agar-agar
360. kaimito: star apple
361. kaong: sugar palm
362. abana: soursop
363. kulitis: slender/spineless amaranth
364. lanzones; lanzon
365. kamunggay: horseradish tree
366. marang: jahore oak
367. munggo: mungbeans
368. patani: lima beans
369. patola: sponge gourd
370. pechay: native cabbage
371. singkamas: turnips
372. sitaw: string beans
373. Tinuod? : Really?
374. Mao ba?: Is that so?
375. Kahibalo ko: I know.
376. Ingun ana kadaghan?: :That many?
377. Sayang!: Too bad! Hardluck! What a pity!
378. A…mao diay..: I see…
379. Patsada na!: That’s nice!
380. Tinuod na!: That’s true!
381. Kahibalo ko unsay buot nimo ipasabot.: I know what you mean.
382. Mao gyud!: Exactly!
383. Unsa’y nahitabo? : What happened?; What’s the matter?
384. Tan-awon lang.: Let’s just see.; Just wait and see.
385. Siguro, husto ka.: I guess, you’re right.
386. Karun na dayon.: Right now.; Immediately.
387. Maayo na nga hunahuna.: That’s a good idea.
388. Sa akong hunahuna…: In my own opinion. . .
389. Padayon.: Go on.; Go ahead.
390. Tagpila na? : How much is that?
391. Pwede kahangyo? : Can I make a bargain?
392. Sa laing bahin. . .: On the other hand. . .
393. Hulati ko!: Wait for me!
394. Pag ando diay...: For all you know.. .
395. Mouyon ko sa imo.: I agree with you.
396.. . . wad on ang imong kauhaw.: … quench your thirst.
397. Unsay ato? : Anything?; Anything I can do for you?.
398. utang kabubut-on : debt of gratitude.
399. Pagtarong!: Behave yourself!
400. minahal nga kapikas; better-half
401. arang-arang (ug kabutang) : better off
402. Pagbantay!: Watch out!; Beware!
403. dili ikatandi: beyond compare
404. anak sa gawas : illegitimate child; bastard
405. Dugay naka dinhi? : Have you been here long?.
406. kalit lang: all of a sudden
407. Tabi, sa : Excuse, me.
408. Ambot. : I don’t know.
409. Pakaulaw ka lang! : Shame on you!
410. walay hanaw : don’t know anything
411. kakulangan sa pagkaon : scarcity of food
412. Mukuyog ko nimu. : I’ll go with you.
413. Ubanan ta ka.: I’ll accompany you .
414. Pag-amping : Take care.
415. Kadyot lang. : Just a moment.; A moment, please.
416. unta : if only ; I wish
417. walay pulos nga istorya : nonsense or meaningless talk
418. tabok sa kalsada : across the street
419. dili balibalihon/panumbalingon : ignore
420. binuang! : Stupid!; That’s crazy!; That’s foolish!
421. samok/samoka oy! : What a nuisance!
422. mitugdon sa sanga : alighted on a branch
423. Maayo pa ka. : Good for you.
424. Sige na. : Come on.
425. Mao na ni! : This is it!
426. Unsa kaha kung…: What if…