CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

English is an important language and a lot of people use it as a means of

international communication. It plays an important role for communicating in many part of

world. It can connect two or more countries having difference language and culture.

The main goal of English teaching in COSCA is not only for academic purpose

but also for the development of the students. The element of the English such as

vocabulary, structure and sound system must also be taught to the students as

prerequisite knowledge the word of English language use and skill because language is

characterized by these elements.

Without good achievement of adverb, one will find difficulties in speaking English

smoothly and fluently. The fact is many students avoid in using adverbs when they were

speaking or writing because using adverb is difficult for them. The students still confuse

to determine which the correct adverb in composing the sentences and students is also

difficult in distinguish the adverb.

This research will deals the difficulties in adverb of time and place that

encountered by the tertiary students in COSCA.

Statement of the Problem

The study is conducted to determine the difficulties in using of adverb of time and

place, specifically, it answer the questions:

1. What is the profile of the respondents in terms of:

1.1 sex;

1.2 age;

1.3 reading materials at home; and

1.4 language used at home

2. What adverb of time and place do respondent find difficult?

3. What is the index of difficulty in the use of adverb of time and place?

Significance of the Study

The result of this research are expected to provide useful information about some

difficulties in using adverb of time and place especially to the English teachers and other

researchers.

Instructors of English. This study is expected to help them improve their strategies in

teaching adverb of time and place.

School. This study is expected to give basic information to do a better research of

teaching and learning process.

Students. This study is expected to give descriptive details and contribute learning

process.

Future Researchers. And for readers broadly who are concerned with this paper, it is

one of resource which enhanced their perception and knowledge in using adverb.
Theoretical Background of the Study

This study is anchored on the learning theories such as: Behaviorism (Thomason,

2015), Socio-constructivism (Lave, 2012), Social Learning (Rogers, 2020).

Behaviorism. The basic idea of behaviourism is that learning consists of a

change in behaviour due to the acquisition, reinforcement and application of

associations between stimuli from the environment and observable responses of the

individual. Behaviourists are interested in measurable changes in behaviour. It focuses

in oral language from other human role models through a process involving imitation,

rewards, and practice.

Socio-constructivism. The constructivist view of learning was further changed by

the rise of the perspective of “situated cognition and learning” that emphasized the

significant role of context, particularly social interaction. Focuses on the collaborative

nature of learning. Knowledge develops from how people interact with each other, their

culture, and society at large. Students rely on others to help create their building blocks,

and learning from others helps them construct their own knowledge and reality.

Social Learning. It build on social and constructivist theories of learning, but

situate experience at the core of the learning process. They aim to understand the

manners in which experiences – whether first or second hand – motivate learners and

promote their learning. 

\
 Behaviorism Socio-constructivism Social Learning
(Thomason, 2015) (Lave, 2015) (Rogers, 2020)

INPUT PROCESS OUTPUT

 Findings
1. Respondent’s
 Conclusions
parametric learning * Survey  Recommendati
field of experience
ons
2. Respondent’s * Analysis
scholastic production
3. The respondent’s * Interpretation
profile data and its
notable relevance to
his/her performance
Figure 1. The schematic diagram of the theoretical and conceptual framework of the

study.

Scope and Limitation

This study focused the difficulties in using adverb of place and time to the

academic performance of the students in Colegio de Santa Catalina de Alejandria

(COSCA). The data collection were conducted to 20 students.

Each of the respondents is given the same questionnaires to answer. The main

source of data will be the questionnaire, which is prepared by the researcher.

Review and Related Literature

This section of the study presents the readings made by the researcher. The

readings were taken from the different sources such as books, journals, and

published/unpublished researchers.

Frank (1972) states that adverbs have meaning from words that have strong

lexical content to describe about the action of the verb or used to indicate the meaning of

time, and place. Wicaksono (2006) states in his book that adverb is a word which used

to clarify or give more information about something is done. In addition, Purnomo (2005)

states that adverb of time and place is explanation the word which indicate if someone

does something. adverbs, can also be used to modify whole sentences  (Oxford

dictionary online) .  Adverbs are traditionally regarded as one of the parts of speech,

although the wide variety of the functions performed by words classed as adverbs

means that it is hard to treat them as a single uniform category. (Wikipedia).

Adverb is one of part of speech that explains about the aspects of actions.

Adverb is used to give more informations. Adverb is also used to modify verb, adjective

and adverb. Surayin (1999, p.220). Adverb of Place Adverb of place answers the

question where. The examples of adverb of place are: by, near, there, up, here and so

on. Nani makes a cake in the kitchen. In the kitchen is adverb that gives information

where Nani makes a cake. Adverb of time is adverb that tells about the time of the

activity. The examples of adverb of time are: now, soon, still, then, today and so forth. I

never say never. Never is adverb of time that modifies say. There are some definitions

given by some resources for the meaning of adverb clause. John (1976:64) states that

adverbial clause is the part of adverb.

Adverb is word that modify other word in sentence (usually adjective, verb or

other adverb). The lexical meaning of adverb is word that answer question how, when,
where, etc. and modifier. Millie (1973:44) states that adverb is a word used of modifies a

verb, an adjective or other adverb. Frank (1972:141) states that it has been customary

must be disparate elements among the adverb, frequently thus cannot be put into any

other part of speech classification. Adverb range in meaning from word having a strong

lexical contain (thus that describe the action of the verb or those that indicate such

meaning a time and place) to those that are used merely from emphasis. They range in

function from close to lose modifier of the verb from close modifier of single word. The

range in word, the range informs word clearly marked as adverb to those that have the

form of other parts of speech for these reasons, the dividing linear between the

classification of adverb and those other parts of speech or not clear-cut.

Adverb is word in modifying other of speech except for nouns and pronouns is said

that among the parts of speech adverb are very important to know their position in a

sentence. Based on the definition above, we know that the function of adverb is to

modify other words except or noun and pronouns. Therefore, the clause may occur in

the position of adverbs are called adverb clause. It is also sometimes called adverbial

clauses. Adverbial clause is a dependent clause as adverb, if therefore can modify a

verb; an adverbial clause is in a clause form or a clause which function as an adverb.

1.1 Adverb of Place

Adverbial of place tells us where something happens, which are introduced by

where or wherever. Adverbial of place usually appears in front or in the end of sentence.

Examples:

1) Where the fire had been, we saw nothing, but blackened rain.

2) Everywhere I went, people were angry or suspicious.

Example (1) where the fire had been is adverbial clause indicating place. It is

introduced by where which occurs in front of the sentence. In example (2) everywhere I
went is adverbial clause, which explains that something happens in every place where

something else happens.

1.2 Adverb of Time

Quirk (1975) states that adverbial of time is introduce by conjunction such as “when,

before, after, since, as, until, while, or soon. It is used to say when something happens

by referring to a period of time or another event. The 12 adverbial of time can be filled by

noun phrase, prepositional phrase, adverb phrase, or clause.

Examples:

1) Buy your ticket as soon as you reach the station (Quirk et al 1972744)

2) The next time , I come here, I’m going to be better

3) I bought in the year (that)I was in Europe (Cum 1996:179)

In example (1) as soon as you can reach the station is adverbial of time filled by a

clause. It explains that the event happen a very short time after another. In example (2)

the next time is adverbial of time which is filled by noun phrase; the next time is formed

by the article the as determiner, next as modifier, and time as noun, it is used to pint out

something which happened during one occurrence of an event. In the example (3) in the

year (that) I was in Europe is adverbial filled with prepositional phrase marked by in.

Adverb of time also tell us when an action happened, but also for how long, and how

often.

a) Adverbs that tell us when Adverbs that tell us when are usually placed at the end

of the sentence.

Examples:

• Goldilocks went to the Bears' house yesterday

• I will call you later.

• I have to leave now.

 Putting an adverb that tells us when at the end of a sentence is a neutral position,

but these adverbs can be put in other positions to give a different emphasis. All adverbs

that tell us when can be placed at the beginning of the sentence to emphasize the time

element. Some can also be put before the main verb in formal writing, while others

cannot occupy that position.

Examples:

• Later Goldilocks ate some porridge. (the time is important)

• Goldilocks later ate some porridge. (this is more formal, like a policeman's report)

• Goldilocks ate some porridge later. (this is neutral, no particular emphasis)

b) Adverbs that tell us for how long Adverbs that tell us for how long are also

usually placed at the end of the sentence.

Examples:

• She stayed in the Bears' house all day.

• My mother lived in France for a year.

• I have been going to this school since 1996.

In these adverbial phrases that tell us for how long, for is always followed by an

expression of duration, while since is always followed by an expression of a point in time.

Examples:

• I stayed in Switzerland for three days.

• I am going on vacation for a week.

• There has not been a more exciting discovery since last century.

(c) Adverbs that tell us how often Adverbs that tell us how often express the

frequency of an action. They are usually placed before the main verb but after

auxiliary verbs (such as be, have, may, & must). The only exception is when

the main verb is "to be", in which case the adverb goes after the main verb.

Examples:
 • I often eat vegetarian food.

• He never drinks milk.

• You must always fasten your seat belt.

Many adverbs that express frequency can also be placed at either the beginning

or the end of the sentence, although some cannot be. When they are placed in these

alternate positions, the meaning of the adverb is much stronger. Some other adverbs

that tell us how often express the exact number of times an action happens or

happened. These adverbs are usually placed at the end of the sentence.

Examples:

• This magazine is published monthly.

• He visits his mother once a week.

• I work five days a week.

(d) Order of adverbs of time If you need to use more than one adverb of time in

a sentence, use them in this order:

1: how long

2: how often

3: when

Examples:

• 1 + 2 : I work (1) for five hours (2) every day

• 2 + 3 : The magazine was published (2) weekly (3) last year.

• 1 + 3 : I was abroad (1) for two months (3) last year.

• 1 + 2 + 3 : She worked in a hospital (1) for two days (2) every week (3) last

year.

Form of adverb of Time:

The verb form of time clause dependent on the meaning of the introducer used to

relate then to independent clauses. The relaters can be seen as follows as: a. Using
When The relater when means at the time. It can be used with a simple present or a

simple past sorm of verb. When it is used with simple present, the independent clause

takes simple future.

Examples:

• When I arrived there, he was talking on the phone.

• When I got there, he had already left.

• When I was in Chicago, I visited the museums.

Using After and Before These relaters can be used with simple past and present

tense. When they are used with a simple past tense, the independent clauses should

take either simple past tense or past perfect tense. When they are used with a simple

present tense, the independent clause must take simple future tense.

Examples:

• After she graduates, she will get a job.

• Before he comes, I (had) left.

• Before he comes, I will leave.

Using While and As In this part, While and As means during the time. They are

used with a past progressive tense. When the adverb clause of time While and As, the

independent clause takes the simple past tense.

Examples:

• While I was walking home, it began to rain.

• As I was walking home, it began to rain.

The use of the time in an adverb clause of time, it is indicated that one event is

completed before other even.

Review on Related Studies

The study of Frank (1972) through his book (social and linguistic correlates of

adverbs variety in English language) states that adverbs have meaning from words that

have strong lexical content to describe about the action of the verb or used to indicate

the meaning of time, and place.

Frank use test method based on quantitative method. Then, one particular

advantage of this method is that it allows an examination of the patterns in a grammar

which frequency alone cannot elucidate. At this stage, essay writing is not taught or

extensively used, so the teachers were very reluctant to see their students’ writing tested

or assessed by a third party. This made it extremely difficult for the compilers of the

corpus to gather a more significant number of samples. Only two learners in the group

that wrote on films used an intensifying adverb. Furthermore, thirteen kids out of fifteen

did not use any kind of adverbial grading. None of the kids used any kind of general

adverb in their writing. Otherwise, fourteen kids out of nineteen did not use any kind of

adverbial grading at all. There were only two instances of general adverbs in their

writing, namely, late and 14 an instance of non-degree too. The lack of inflectional

suffixes in this class of adverbs may be the reason why very young learners of English

do not notice these adverbs among the students.

Wicaksono (2006) investigated the study under the title (the Role of adverbs as

suggested by linguistic) states in his book that adverb is a word which used to clarify or

give more information about something and showing an emotions and feelings about the

things being discussed and it employs multidimensional analysis.

 In this study, the researcher addressed the problem of using adverb.

Classification for non-topical criteria, namely the automatic discrimination of genre, he

selected our feature based on an understanding of role of adverbs in language using

insight from linguistics and psychology. It hypothesized that the former method will

reliably distinguish document automatically by genre (hypothesis), and that the later

method is more effective that the former.

Wicaksono selected 30 speaker-oriented adverbs. He also measured the

important of individual words in our vector experiment by using what we call the salience

score. We determine this by collecting that the highest gain for any problems is always

achieved by methods that contain the union of the count of many kinds of adverb

feature.

Hu Yan –Wan (2008) under the title (misuse of degree of adverbs). The (results

of Hu Yan – Wan) study concentrated on the database of 50,00 words (roughly half

spoken and half written). He found 2,901 tokens of clause find adverbial . Approximately,

75 percent of these tokens were prepositional phrases while adverbial phrase, clause

and nonfinite adverbials accounted for the remaining 25 percent in that order. He also

noted that conversation was very different from writing since in conversation sentence

final adverbials can follow main clues that had been spoken with final intonation -that is

adverbial clause can have it's own separate intonation counter this latter option of

separate counter.

According to Hu Yan Wan, final adverbial clauses with containing intonation

served to provide new information to those qualifiers, locate, or completes the meaning

of preceding utterance, but they didn't create discourse link or shift the way that the

sentence-initial ones do.

 Research Methodology

This section presents the research design, research respondents, research

environment, research instrument, statistical treatment of data and research procedure.

Research Design

The researcher used the descriptive-survey method in order to arrive at the

desired results. Descriptive survey research uses survey to gather data. This data aims

to know the extent to which different conditions can be obtained.

Research Respondent

The respondents include 20 students coming from the LIA-ED Department of

Colegio de Santa Catalina de Alejandria (COSCA). There are 15 males respondent and

5 females respondent.

Research Environment

The location of respondents was group by District 1 st District two has (2) cities

namely Canlaon City and Guihulngan City and seven (7) Municipalities namely Ayungon,

Bindoy, Jimalalud, La Libertad, Manjuyod, Tayasan, and Vallehermoso. 2 nd District has

three (3) cities namely; Dumaguete, Tanjay, and Bais City and five (5) Municipalities

namely Amlan, Mabinay, Pamplona, San Jose, and Sibulan. And 3 rd District has only one
(1) City, Bayawan City and seven (7) Municipalities namely Bacong, Basay, Dauin,

Santa Catalina, Valencia, and Zamboanguita.

Figure 2. Location Map of the study

Research Instrument

In this research, the data used were obtained from the respondents with the use

of questionnaire as the instrument. The questionnaire is composed of two parts. The first

part deals with the respondents profile which include the age, sex, and year level. The

second part revealed the said questions.

Statistical Treatment of Data

In this research, the researcher used descriptive method and basic statistical

analysis to analyze the data that collected through the test. To analyze the rate

percentage of the student difficulties in using adverb of time and place, the researcher

will use the following formula:

F
P= x 100
N

Where:

P = Percentage

F = Frequency of responses
 N = Total Number of Responses

For index of difficulty the researcher used the formula like this: the number of students

who answer a question correctly (c) divided by the total of students in the class who

answered the question (s). The answer will equal a value between 0.0 and 1.0, with

harder questions resulting in values closer to 0.0 and easier questions resulting in

values closer to 1.0.

The formula: c÷ s = p

Example: out of the 20 students who answered question five, only four answered

correctly.

Formula: 4 ÷ 20=¿ 0.2

Because the resulting p-value is closer to 0.0, we know that this is a difficult

question. For items with one correct alternative worth a single point, the item difficulty is

simply the percentage of students who answer an item correctly. In this case, it is

also equal to the item mean. The item difficulty index ranges from 0.0 to 1.00; the higher

the value, the easier the question.

Legend:

0-5 ---- 0.00 - 0.24 = Very Difficult

6-10--- 0.25 - 0.49 = Difficult

11-15--- 0.50 - 0.74 = Easy

16-20--- 0.75- 1.00 = Very easy

Research Procedure

The researcher formulated the title and the problem statement for the approval

and refinement by the adviser/instructor. Then the readings were made to support the

study. Later, the researcher made questionnaire was drafted and checked before it was

distributed. The researcher was given the test to the students. The students did the test
for twenty minutes. The data collected were tallied, treated using the formula and

interpreted.

Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This section presents the analyzed and interpreted data in terms of; (1) Profile of

respondents, (2) difficulties in using adverb of time and place among tertiary students at

Colegio de Santa Catalina de Alejandria (COSCA).

I. Profile of Respondents

Table 1.1

Sex at Birth

Sex Frequency Percentage Rank

Male 15 75 1

Female 5 25 2

Total 20 100

Table 1.1 on sex at birth shows that fifteen (15) or 80% are male and five (5) or

20% are female. The results show that there are more male who were willing to

responds to the study.

Table 1.2

Age of Respondents

Age Frequency Percentage Rank

19 7 30 2

20 6 35 1

21 5 25 3
 22 2 10 4

Total 20 100

Table 1.2 on age of respondents show that seven (7) or 30% are 19 years old,

six (6) or 35% are 20 years old, five (5) or 25% are 21 years old and two (2) or 10% are

22 years old. The result shows that the age 19 got the highest percentage. Therefore, it

shows that there are more respondents that age of 19 because the respondents are

second year students and 19 is the age for this year level.

Table 1.3

Address of Respondents

Address Percentage Frequency Rank

District 2 10 50 1

District 1 6 30 2

District 3 4 20 3

Total 20 100

Table 1.3 on address of respondents’ shows that ten (10) or 50% are from

District 2, six (6) or 30% are from District 1 and 4 or 20% are from District 3. Therefore,

the results show that there are more respondents from District 2 than District 1 and

District 3 because students are mostly from District 2.

Table 1.4

Respondent’s Reading Materials at home

Reading Materials Frequency Percentage Rank

Books 6 30 2

Online reading materials 10 50 1

 Newspaper 4 20 3

Total 20 100

Table 1.4 on the respondent’s reading materials at home shows that six (6) or

30% prefer books; ten (10) or 50% prefer online reading materials and four (4) or 20%

prefer newspaper. The results show that there are more respondents used online

reading materials than books and newspaper because students nowadays have phones.

Table 1.5

Respondent’s Language Used at Home

Language used at Frequency Percentage Rank

Home

Cebuano/Vernacular 17 85 1

Tagalog 2 10 2

English 1 5 3

Total 20 100

Table 1.5 On respondent’s language used at home shows that seventeen (17) or

85% are using Cebuano/vernacular, two (2) or 10% are using Tagalog, and one (1) or

5% is using English. The result shows that there are more respondents using Cebuano

at home because Dumaguete is a Cebuano speaking community.

 Table 2.

Index of Difficulty on Test Items Involving Adverb of Time and Place

Items Questions Frequency(numbe Index of Description
r of respondents Difficulty
correct answers)
1 The train will stop ____. 16 0.8 Very Easy

2 Mr. Clarke searched _____ for his keys. 11 0.55 Easy

3 Please hang your coat _____. 10 0.5 Difficult

4 The cat hid______ the couch. 6 0.3 Difficult

5 The ship sailed _____, leaving me on the shore. 9 0.45 Difficult

6 She lives ___ my house. 12 0.6 Easy

7 We can eat lunch ____. 10 0.5 Difficult

8 Please show me ____ the bathroom is. 15 0.75 Easy

9 He likes to play basketball____ with his friends. 5 0.25 Very difficult

10 I hate looking _______ from high places. I have a fear of 8 0.4 Difficult
heights.
11 ____ the lecture, the students asked if they could stay. 3 0.15 Very difficult

12 _____ he returns, I will give him the key. 9 0.45 Difficult

13 We shall leave _____. 6 0.3 Difficult

14 She hasn’t been looking too well _____. 14 0.7 Easy

15 I met James______. 3 0.15 Very difficult

16 We expect the minister to be here______. 11 0.55 Easy

17 My sister and I came__. 6 0.3 Difficult
18 I will see him _____. 5 0.25 Very difficult

19 I am going to bed _____ tonight. 18 0.9 Very easy

20 I have not _____ completed the assignment. 9 0.45 Difficult

Index Description
0-5 ---- 0.00 - 0.24 Very Difficult
6-10--- 0.25 - 0.49 Difficult
11-15--- 0.50 - 0.74 Easy
16-20--- 0.75- 1.00 Very easy

Table 2 shows that out of 20 items there are (two) 2 very easy, (five) 5 easy,

(nine) 9 difficult, and (four) 4 very difficult. From 20 students (10%) of the students feel

very easy for the items in using adverb clause of time and place, only (25%) with

classified easy, (45%) with classified into difficult, and (20%) with classified into very

difficult. It shows that most of the students feel difficult in using adverb of time and place.

Therefore, it is sometimes difficult to identify whether it’s adverb of time or place because

of the position in a sentence.

Items 1 and 19 finds very easy for the students because anytime can be used in

the same places and can be used in adverb of time. Items 2, 6, 8, 14, and 16 finds easy

for the students to answer because the sentences are understandable and easy to

identify. Items 3, 4, 5, 7, 10, 12, 13, 17 and 20 finds difficult for the students because

these questions is a little bit complicated and it’s usually answered by clauses that are

confusing. In some cases, the meaning of the adverb is not linked to any meaning of the

adjective. In others, the adjective has more than one meaning and the adverb is linked to

one of the less common meanings.

Items 9, 11, 15 and 18 finds very difficult to answer for the students

because sentences are confusing and they don't always mean the same thing. For

example, ‘tonight and tomorrow' has two meanings determined by the context. In the

sentence, 'I will see him____. ' the correct answer is “tonight” that indicates adverb of

time. In this case, the speaker may be making a correction to a previous statement in

which the speaker claimed that she/he preferred to see him “tonight”. It is particularly
challenging because they're determined by the context whether it is “tonight or

tomorrow”.

Chapter 3

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions and recommendation

drawn from the analysis and interpretation of the data.

Restatement of the Problem

The study is conducted to determine the difficulty on the use of adverb of time

and place; specifically, it attempted to answer the questions:

1. What is the profile of the respondents in terms of:

1.1 sex;

1.2 age;

1.3 reading materials at home; and

1.4 language used at home

2. What adverb of time and place do respondent find difficult?

3. What is the index of difficulty in the use of adverb of time and place?

Findings

The finding of the research deals with the students difficulties in the use of

adverb clauses of time and place.

 1. The respondents were mostly male with the age of 19 years old. Also, most of

them were from Dumaguete, mostly have phones at home and were using

Cebuano language.

2. Respondents have difficulty in using adverb of time and place. The researcher

could conclude that the students difficulties in using adverb clauses classify the

data into percentage rates, and to determine the score of item, the number or

right answers are divided by the total number of item (20).

Conclusions

From the findings related the following conclusions are derived:

1. Male respondents are usually more eager or willing to respond to requests

like answering surveys.

2. Students prefer to use online reading materials than books.

3. Students needed a lot of training ad material related to increase their ability in

using adverb clause of time and place.

4. Students still have a problem in finding the reference because they lack the

ability in using adverb of time and place.

Recommendations

Considering the result of the research discussed above, the researcher suggest

as follows;

1. The teacher should give more material and exercise for the students in using

adverb clause of time and place.

2. Students must give all their attention to the lecture in order to understand.

3. Students must have a remedial class.

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DIFFICULTIES IN USING ADVERB OF TIME AND PLACE AMONG TERTIARY

STUDENTS

___________________________

A Research Paper presented to the faculty of the

College of Liberal Arts of-Education

Colegio De Santa Catalina De Alejandria

(COSCA)

___________________________

In partial fulfillment of the requirements for

Bachelor of Science Secondary Education (BSEd)

Major in English

___________________________

By

JOLINA PALON

September 2022
 APPENDIX B

Informed Consent
Colegio de Santa Catalina de Alejandria
Bishop Epifanio B. Surban Street, Dumaguete City

August 26, 2022

Dear Respondent,

Good day!

I am a BSED in English student of Colegio de Santa Catalina de Alejandria, enrolled on

Language Research Presently, I am conducting a study entitled "DIFFICULTIES IN
USING ADVERB OF TIME AND PLACE AMONG TERTIARY STUDENTS".

I am asking a few minutes of your time to answer all the questions in the questionnaire
attached. This would be very helpful for the completion of the study.

Your positive response in this request will be priceless involvement for the success of
the study and will be highly appreciated.

Thank you and God bless.

Respectfully yours,

Jolina A. Palon
Researcher
 APPENDIX A

Transmittal Letter
Colegio de Santa Catalina de Alejandria
Bishop Epifanio B. Surban Street, Dumaguete City

MRS. CONSOLACION D. UNABIA

Dean College of Liberal Arts- Education

Dear Dr. Unabia;

The undersigned is a fourth year BSEd-English of this College.

Currently I am conducting a research on the Difficulties in using Adverb of Time and

Place among tertiary students.

In this connection I would like to ask permission from your good office to allow

me to conduct the study and to distribute the questionnaires to the randomly selected

CLIA-Ed students.

I hope that this request will merit a positive response. Thank you very much

and God Bless.

Respectfully,

Jolina A. Palon

Researcher
 CURRICULUM VITAE

Personal Background___________________________________________________

Name: Jolina A. Palon

Date of Birth: March 13, 2001

Address: Bulak Dauin, Negros Oriental

Father’s Name: Deolito D. Palon

Mother’s Name: Jocelyn A. Palon

Educational Background________________________________________________

2019-present Colegio de Santa Catalina de Alejandria (COSCA) Dumaguete City

Bachelor of Secondary Education Major in English Fourth Year

2013-2019 Holy Family High School, Bacong Negros Oriental

2006-2013 Bulak Elementary School, Bulak Dauin Negros Oriental