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All Journal LET: Linguistics, Literature and English Teaching Journal IJECA (International Journal of Education and Curriculum Application) International Journal of Business, Humanities, Education and Social Sciences (IJBHES) UC Journal: ELT, Linguistics and Literature Journal Southeast Asia Journal on Open and Distance Learning
Tenedero, Cynic
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Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Challenges Encountered in Taking Modular Distance Learning Mode: A Case of Senior High School (SHS) Students Tenedero, Cynic; Valencia, Irish; Villenes, Rejulios; Panti, Rose Ann
Jurnal Internasional Bisnis, Humaniora, Pendidikan dan Ilmu Sosial Vol 6 No 2 (2024): International Journal of Business, Humanities, Education and Social Sciences
Publisher : Universitas Teknologi Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46923/ijbhes.v6i2.434

Abstract

This is descriptive correlational research that evaluates the challenges experienced by Senior High School (SHS) students of Lopez National Comprehensive High School, Quezon Province, Philippines in taking modular distance learning mode. Pearson R was used to assess the significant relationship between the demographic profile of the respondents and the challenges experienced by SHS students in taking modular distance learning mode. The respondents of this study were sixty-nine (69) Grade 12 SHS students who experienced taking modular distance learning mode. A self-made questionnaire was used. It was found out that independent learning practices, motivation and focus, learning intervention and support and learning space and management were significantly correlated to demographic profile and the challenges experienced in taking modular distance learning mode, thus, the null hypothesis is rejected. It is evident that respondents hardly understand the lesson in modular distance learning mode because the instruction in the self-learning module is not clear. SHS students spent more time using gadgets than studying. Moreover, the study area had distractions and noise and most parents of SHS students did not talk about the problems they encountered in the self-learning module. It is recommended to coordinate with the parents to create a learning intervention at home, and also, teachers should provide books to act as supplementary materials. Hence, this will introduce to the academy a possible enhancement program to the institution that will allow us to utilize different learning strategy and gamification in teaching considering the post pandemic learning mode.
The Lived Experiences of Working Architecture Students in Coping Academic Stress as Regards to Plates Making Juarez, Jane Claide; Martinez, Sammy James; Pajantoy, Crystal Jade; Pamintuan, Nissa Mae; Perido, Jovilyn; Requina, David Oswald; Serrano, Antoinette Jan; Tampe, Christine Mae C; Tenedero, Cynic; Mendigorin, Leon
IJECA (International Journal of Education and Curriculum Application) Vol 7, No 2 (2024): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v7i2.25299

Abstract

This is a qualitative descriptive research that identify the challenges experienced by working architecture students. A content analysis was used to examine the nine working architecture students at the Technological University of the Philippines – Manila. Snowball sampling was used to identify the participants. The researchers conducted semi-structured interviews to gather data on the challenges faced by the students which includes identifying the main challenges, sub-challenges, effects, and coping mechanisms. The participants' narratives reveal the interrelation of factors affecting their ability to meet academic requirements and maintain a healthy lifestyle. It was found out that their academic performance is affected as they work with their respective part time job. While coping mechanisms such as seeking support, engaging in therapeutic activities, and maintaining integrity through consistent efforts are employed, the pervasive impact of these challenges on academic performance and well-being emphasizes the necessity for targeted interventions and support structures to foster a more conducive environment for the success and betterment of working architecture students. The study is instrumental in forming adaptive and inclusive educational policies, acknowledging the increasing prevalence of students managing multiple commitments which highlights the broader issue of work-life balance, this further recommends to institutions to adopt holistic approach that prioritize not only academic achievement but also the overall well-being of students.
Tragic Downfall: A Literary Significance of Macbeth and Julius Caesar Ragos, Marie Jo Tess; Tenedero, Cynic
LET: Linguistics, Literature and English Teaching Journal Vol. 15 No. 1 (2025)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v15i1.14616

Abstract

This paper examined Julius Caesar and Macbeth as a tragic play written by William Shakespeare. In particular, this work of art deals briefly with the error of judgment which inevitably led to the tragic downfall of the characters particularly the protagonist in each play. This study utilized the qualitative research using objective approach and textual analysis. The researchers incorporated ideas from literary device called Hamartia by Aristotle, and the formalistic approach. This gives emphasis to the error of judgment of the characters found in two major plays of Shakespeare and show that this error has to do with their downfall and its implication to teaching literature. In the play Macbeth, the focus is on the ambition of the protagonist of becoming a king, and being too ambitious led him to danger while Julius Caesar’s error of judgement was his pride, arrogance and individual quest for power, self-priority and use of popularist tactics to further own political gains which led to political and military leadership. With all the good and horrible deeds of the characters in the play, the cause of the tragic end of the protagonist must be emphasized in the classroom discussions, since it is indeed timely and relevant for the readers to analyze how the sequence of the events changes from the state of happiness to a state of misery.
AN EDUCATIONAL LANDSCAPE IN ENGLISH LANGUAGE TEACHING: A LITERATURE REVIEW ON CHALLENGES AND OPPORTUNITIES Tenedero, Cynic
UC Journal: ELT, Linguistics and Literature Journal Vol 6, No 1 (2025): May 2025
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/uc.v6i1.12017

Abstract

Technology has significantly influenced student learning and empowered them to cope with modern learning strategies. Technology will work if the implementation is done well, where students use digital tools to aid learning rather than become dependent on them. This paper is anchored by a qualitative library-research design to review the challenges and opportunities in English language teaching in terms of integrating research digital tools, content-based, classroom management, and cultural and social differences. Content-Based Instruction (CBI) is better for teaching English as a second language than other traditional conventional methods. Even though there are some challenges like financial limits and cultural barriers, CBI is very flexible and practical, and will be a nice way to learn, creativity, and participation. Furthermore, interactive techniques such as role-playing, debate exercises, and peer tutoring create an immersive learning environment, letting students learn by application instead of memorization. However, some challenges remain due to several factors such as large class size and limited resources. The government advocates for the accessibility of knowledge for everyone, particularly for the underprivileged, which allows all individuals to have equal access to English language education regardless of social and cultural status.
A Review on the Challenges of Incorporating Artificial Intelligence (AI) in Teaching Tenedero, Cynic
Southeast Asian Journal on Open and Distance Learning Vol. 3 No. 01 (2025): Artificial Intelligence: Pedagogical Innovation, Academic Analysis, Innovation
Publisher : SEAMEO SEAMOLEC

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Abstract

This paper explains the challenges of incorporating Artificial Intelligence (AI) in teaching in terms of educational resources, personalized learning, motivation. A qualitative library-research design was utilized to study researches published about Artificial Intelligence (AI) from 2018-2025. The challenges of the Artificial Intelligence (AI) integration into educational resources have a significant impact on the teaching practices. Although Artificial Intelligence (AI) provides a positive impact on educational resources such as it can personalize learning and speed up content creation, its implementation must be carefully managed to avoid compromising the human element of education. While AI can improve learning and help keep students motivated, its impact is sometimes reduced by misuse and the difficulty of properly integrating it into teaching. Some students rely too much on AI for assignments, raising concerns about academic honesty. Educators such as teachers and professors must monitor AI-generated content to ensure it meets the academic standards and promotes student engagement.
Rhyme and Reason: Exploring Textual Lens in Nursery Rhyme Songs Menes, Aj; Dimaculangan, Dustin Macky; Tenedero, Cynic; Lagria, Cyrus Lian; Ogong, Nino Kashmer; Pelimer, Adrian; Espinosa, Jie Anne
Jurnal Internasional Bisnis, Humaniora, Pendidikan dan Ilmu Sosial Vol 7 No 2 (2025): International Journal of Business, Humanities, Education and Social Sciences
Publisher : Universitas Teknologi Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46923/ijbhes.v7i2.510

Abstract

This study examined the linguistic and metadiscourse features in children's English nursery rhymes using Text Inspector. The researchers conducted an analysis of eight (8) nursery rhymes which meet some basic criteria for rhyme and rhythm, and playing a considerable part in developing early language and literacy skills. The study highlights the use of repetition as a mnemonic and engagement tool, which helps cement the material in the memory while maintaining the interest of young children. The songs were provided for metadiscourse analysis to illustrate how markers, which signify linguistic features, such as logical connectives, sequential words, relational markers, and personal pronouns, support increased phonological awareness, language enrichment, and cognitive development. Findings showed that nursery rhymes naturally contain interactive metadiscourse features such as repetition, sequence, and structure, which facilitate comprehension and promote active participation among young learners. The nursery rhymes that develop many skills besides logical connectedness are "Baa, Baa, Black Sheep", "Wheels on the Bus", "If You're Happy and You Know It", “Jack and Jill”, 'Twinkle, Twinkle Little Star”, and “Five Little Monkeys”. While songs such as “Apple and Bananas” and “London Bridge” were particularly rich in logical connectives, which lend predictability to the rhythm of the rhymes while also supporting memory retention. However, the limited use of personal markers stressed that the rhymes are more structural than referential. Ultimately, nursery rhymes are not only rich in culture but also pedagogically relevant to support language and literacy development, especially through storytelling, rhythm, and play. The researchers recommend to further examine nursery rhymes in other languages to study metadiscourse from a broader cultural perspective.
Co-Authors Dimaculangan, Dustin Macky Espinosa, Jie Anne Juarez, Jane Claide Lagria, Cyrus Lian Martinez, Sammy James Mendigorin, Leon Menes, Aj Ogong, Nino Kashmer Pajantoy, Crystal Jade Pamintuan, Nissa Mae Panti, Rose Ann Pelimer, Adrian Perido, Jovilyn Ragos, Marie Jo Tess Requina, David Oswald Serrano, Antoinette Jan Tampe, Christine Mae C Valencia, Irish Villenes, Rejulios