BIBLIOGRAPHY TOMIN, SHERRY LYNE P. APRIL 2012....

BIBLIOGRAPHY
TOMIN, SHERRY LYNE P. APRIL 2012. Familiarity with Cordillera Folktales Among
Students of Benguet State University- Elementary Laboratory School (BSU-ELS) and
AlnoKadoorie Elementary School in La Trinidad, Benguet. Benguet State University, La
Trinidad, Benguet.

Adviser: Maria Luz D. Fang-asan, PhD
ABSTRACT

The study was conducted to determine the familiarity of respondents to Cordillera
folktales. Specific objectives were to determine the characteristics of the respondents, the
folktales they could recall and relate to others, their sources of folktales, the situations when they
heard folktales and their attitudes towards Cordillera folk tales.

The study was conducted in AlnoKadoorie Elementary School and BSU-ELS from
January to February 2012 using survey questionnaire among 77 respondents.
The respondents were mostly Ibaloi, used Iloco at home and school, lived with their
parents and siblings and have resided in La Trinidad for more than 10 years.

The stories recalled by the respondents were from other countries, from other parts of the
Philippines and from the Cordillera. In both schools, majority of the respondents claimed that
they would be able to relate to others 76-100% of recalled stories.The respondent’s sources for
the folktales were books then electronic media and the least was from story tellers.
More importantly, the respondents claimed to be interested in Cordillera folktales in
order to learn more. Those who were not interested said they found reading boring or they could
not relate with Cordillera folktales.
Familiarity with Cordillera Folktales Among Students of Benguet State University- Elementary
Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La Trinidad, Benguet /
Sherry Lyne P. Tomin. 2012

The study then concluded that there is confusion among students on what stories are
folktales and what are not; that students are interested in Cordillera folktales; that teachers
contribute to the familiarity of student to folktales; that the art of storytelling is endangered; and
that going home to provinces is important to be able to listen to folktales narrated by elders.

With these conclusions, the study recommends that more information materials on
Cordillera folktales should be produced; that teachers should be encouraged to use more
Cordillera stories in their classes as their contribution to cultural conservation and more
storytelling activities should be encouraged to revive the art of storytelling.

Familiarity with Cordillera Folktales Among Students of Benguet State University- Elementary
Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La Trinidad, Benguet /
Sherry Lyne P. Tomin. 2012

TABLE OF CONTENTS

Page

Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iii

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2

Objectives of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3

Importance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3

Scope and Limitation of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
REVIEW OF LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5

Characteristics and Functions of Folktales . . . . . . . . . . . . . . . . . . . . . . . .
5

Challenges in Transmitting Oral Literature/IK to the Youth . . . . . . . . . .
6

Oral Tradition……………………………….. . . . . . . . . . . . . . . . . . . . . .
7

Indigenization of Curriculum.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …
8

Locale and Time of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8

Respondents of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
Data Collection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10

Data Gathered. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11

Data Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11

RESULTS AND DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
Characteristics of the Respondents . . . . . . . . . . . . . . . . . . . . ……………
12
Folktales Recalled by the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . .
15

Ability to Relate Recalled Folktales
to Others……………………………... . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
Sources of Folktales……………………... . . . . . . . . . . . . . . . . . . . . . . . .
18

Situations When They Heard Folktales….. . . . . . . . . . . . . . . . . . . . . . . . .
21
Attitude Towards Cordillera Folktales……………. . . . . . . . . . . . . . . . . .
22
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . . . . . . . . . . .
26
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
Recommendations . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29
APPENDICES
A. Survey Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
30

B. Guide Questions for the Key Informants… . . . . . . . . . . . . . . . . . . . . .
33
C. Summary Table for the Characteristics
of the Respondents……………… . . . . . . . . . . . . . . . . . . . . . . . . . . . .

35
D. List of Folktales ….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

38
E. Summary Tables for the Classification
of Folktales, Ability to Relate and Sources ………………………….

43
F. Summary Tables for the Situation
When They Heard Folktales and
Respondents Attitude to Cordillera
Folktales ………………………………………………………….......

46

1

INTRODUCTION

Rationale
Teaching children through stories is a worldwide practice that has long been
proven to be effective. Lim (2007) attributed this effectiveness to five reasons—stories
address a situation in a non-threatening way; they help children work through situations
they are currently going through; they provide a model to follow; they are better
remembered; and, they allow for critical thinking.
This phenomenon has also been observed among the indigenous peoples of the
Cordilleras with their own folktales. Solis (2011) describes a folktale as a type of
traditional story that features moral lessons. The parents and grandparents of today’s
children can still recall that whenever there were bad occurrences in the community, their
elders would immediately tell stories to warn them or to remind them to be careful.
When a child committed mistakes, the parents would tell stories as a form of advice.
Listening to such folktales was also a source of entertainment in gatherings like wedding
feasts or even during wakes. Through these situations, folktales have been passed on
orally from generation to generation. This was further favored by the homogeneous
nature of communities where related families or people of the same culture lived in the
same neighborhood, thus making it convenient for children to be with storytellers
imparting values of their respective cultures.

The influx of modernization, however, has brought so many alternatives in
teaching and entertaining people -- children and adults alike. Watching television,
exploring the web, listening to radio and reading printed materials and other mass media
have become everyday activities that easily took the place of listening to storytellers. It is
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

2

this development that poses a threat to the loss of indigenous knowledge embedded in the
folktales.
Many elders today claim that children of the present generation are not interested
to listen to their folk stories. “Sabali en ti ubbing tatta. Computer ken TV lang ti
sangsanguen da. (Children are different nowadays, they only stay in front of the
computer or the television),” is a commonly heard comment from parents and
grandparents. This lack of interest in traditional culture is often cited as one factor
contributing to the rapid loss of indigenous knowledge.
These observations are common in the different communities of the Cordilleras
like La Trinidad, Benguet. Rural and urban communities in the municipality already
have access to electricity and to all the possibilities electricity brings like exposure to
mass media and more. Like in other communities of the Cordilleras, therefore, there is
also an impending threat of losing indigenous knowledge in La Trinidad.
The importance of indigenous knowledge to sustainable development is already
recognized even at the international level, hence, any study that is concerned with factors
affecting the loss or conservation of this knowledge is considered necessary.

Statement of the Problem
An average Cordillera child is more likely able to tell the story of Naruto than that
of Lumauig. Are the children really more familiar with Naruto and other stories from
other countries rather than their own? If so, is this because of lack of interest in the
Cordillera culture? Is it because the stories are so old that they are already detached from
the realities of today? Is it because the children would rather watch TV or sit in front of
the computer rather than in front of their elders to listen to their stories? Is it because the
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

3

stories are not in mass media? Is it because the elders no longer tell stories? Will they be
willing to read or watch Cordillera folk stories? These were the questions that this study
attempted to shed light on.

Objectives of the Study
The general objective of this study was to determine the familiarity with
Cordillera folktales among the students of Alno Kadoorie Elementary School and
Benguet State University- Elementary Laboratory School.
Specifically it aimed to:
1. characterize the students in these schools;
2. determine what folktales they can recall;
3. determine what folktales they can relate to others;
4. identify their sources of folktales;
5. describe the situations when they have heard these folktales; and,
6. determine their attitude towards Cordillera folktales.

Importance of the Study
Results of this study are expected to provide insights to the ongoing effort of
documenting, packaging and disseminating indigenous knowledge; hence they will be
used by researchers, communication practitioners, teachers, parents, and others.
Results may also provide insights on the conceptualization of alternative teaching
strategies for curriculum development at all levels.

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

4

Scope and Limitations

The respondents of the study were 77 Grade Six students of Alno-Kadoorie
Elementary School and BSU-ELS. The respondents were from one section in both
schools to ensure that their exposure in the classroom would have been more or less the
same. Available and willing teachers and principals were also interviewed and the school
libraries were visited for additional information. While information on stories the
respondents can recall were taken, this study did not include a full length documentation
of these stories. This study was conducted in January-February 2012.

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

5

REVIEW OF LITERATURE

Characteristics and Functions of Folktales
Different cultures have acknowledged the importance of folktales. In the
Cordillera particularly in Benguet province, it has been observed that those legends and
folktales are closely linked to the beliefs and concepts that the Benguet tribes conceived
(Baucas, 2003). And these folktales and legends, he added, are also related to the rituals
that the old inhabitants have practiced for centuries. Folktales also are origins of prayers
for the rituals. This was more emphasized by Penjore (n.d.) wherein he stated that there
are multi-layered meanings embedded in tales. Most folktales are trivial events, but of
great importance, with experience drawn from daily life.
Furthermore, Kularb Mallikamas (1975) as cited by Priwan (n.d.) characterized
folk tales as (1) a prose, not a verse told in ordinary words, (2) have been orally passed on
for generations but with developed writing, folk tales may be written down based on the
stories previously told by mouth, (3) have no indication of the original story teller which
is usually referred that the story has been told from their precedents who were important
persons in the past. (This differs from contemporary literatures which clearly indicate the
authors’ names. Even the folk tales with names of the authors, such as Grimms’ Fairy
Tales, still refer that the stories are based on the original tales, not newly composed.)
This was further explained by Jua Satawetin (1974) as cited by Priwan (n.d.) that
folk tales must be old, must be told in a prose form, must be previously told orally, must
present perceptions and beliefs of local folks and the true story which also includes the
moral percept can be relatively deferred as folk tale.
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

6

This implies that the most important characteristic of a folk tale is the way it has
been passed down to newer generations without knowing who was the composer of that
story.
In addition, Penjore (n.d.) came up with the different functions of folktales. These
are for educating the children, entertainment and communication, repositories of culture
and history and for spiritual needs. This was seconded by Nanda and Warms (as cited by
Samovar et al., 2007) that folktale and storytelling have an important moral role,
revealing which cultural values are approved and which are condemned. Moreover, they
are reflections of the social orders and daily life or generally tell everything about a
particular culture (Samovar et al., 2007).

Challenges in Transmitting Oral Literature/ IK to the Youth
The factors that challenge the transmission of local folk stories to the youth are
directed to negative notion on folk stories, cultural ethnocide, death of elders and stories,
uncooperative interest among youth, poor orientation of children on oral literature as
indigenous culture, advancement of technology and lack of time and interests (Dayao,
2010). And this was seconded by Sidchogan (n.d.) where she states that valuing the oral
literature is no longer a responsibility and need for the youth. There is there is lesser
venue where this oral literature could be passed on and the number of elders who are
willing to pass the oral literature are very minimal. Nevertheless, Kendall (2002) stated
that the importance of culture in a changing world make for our individual survival and
communication with other people.

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

7

Oral Tradition

The oral tradition was once the primary method for passing history and culture
from one generation to the next. But eventually, it became unpopular (Jackman, 2001).
These , as Jimmy Neil Smith (as cited by Jackman, 2001), director of the National
Association for the Preservation and Perpetuation of Storytelling stated, are due to the
books and print media, radio, television and computerization that fills the audience with
images that were once the oral tradition .

Indigenization of Curriculum

The preservation of the cultural heritage through the curriculum is crucial for the
strengthening of the country’s national culture and identity (Samovar, 2007). Education,
therefore, can also be a venue for empowering the community with these cultural
strengths. The Cordillera culture is rich and very diverse and to improve national unity to
the various ethno-linguistic groups, it demands that everyone’s commonality be
recognized and affirmed. Many studies today express the necessity and advantages of
teaching Cordillera culture. As mandated to DECS, now DepEd, should formulate an
alternative educational system for indigenous people since the curriculum in CAR is
lacking in cultural elements which are very rich sources for learning and development.

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

8

METHODOLOGY

Locale and Time of the Study

The study was conducted at Alno Kadoorie Elementary School and Benguet State
University-Elementary Laboratory School (BSU-ELS), both in La Trinidad, Benguet. La
Trinidad, the capital town of Benguet, is a first class municipality. According to the 2000
census, it has a population of 67,963 people in 13,658 households from the sixteen
barangays.
La Trinidad is located three kilometers north of Baguio City and is 256 kilometers
north of Manila. It is bounded on the north by the municipality of Tublay, on the south by
Baguio, and on the west by Sablan and Tuba as shown in Figure 1.
BSU-ELS is located at Km 5, Balili, La Trinidad. It is along the national road
traversing the central business district of the town. In fact, BSU-ELS is just a few meters
away from the La Trinidad Public Market and less than a kilometer away from the big
establishments in the locality like Tiong San Bazaar and Pines Supermart. Aside from the
school’s access to the BSU internet service, it is also surrounded by computer shops that
provide internet access. Most of the students reside within the La Trinidad area which has
access to all the amenities of modern civilization.
On the other hand, Alno-Kadoorie Elementary School is in the middle of the
farming community of Barangay Alno which is about three (3) kilometers from the heart
of La Trinidad and eight (8) kilometers from Baguio City. While it is near the central
business district, public rides have less frequent trips to and from central La Trinidad or
Baguio City compared to those passing by BSU-ELS. The place has access to electricity
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

9

Figure 1. Map of La Trinidad, Benguet showing the surrounding provinces and 16
barangays including Alno and Balili as the location of the two elementary
schools

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

10

and telephone signals, though internet access is available, it is not as easy compared to
that around BSU-ELS.
The study was conducted in January to February 2012.

Respondents of the Study

The respondents of the study were 43 Grade Six students of Alno-Kadoorie
Elementary School and 34 from BSU-ELS for a total of 77. Alno-Kadoorie Elementary
School only had one section for grade six so this was automatically chosen as the
respondents while in BSU-ELS, the section recommended by the school head served as
the respondents. Choosing one section in both schools ensured that the students have
been exposed to more or less similar activities in the classroom.

To crosscheck data from the students, three key informants were also interviewed.
Two of them were the principals or school heads, namely, Dr. Loreto M. Manuel of Alno
Kadoorie Elementary School and Mr. Bryant O. Botengan of BSU-ELS. The other three
were grade six teachers who were willing to be interviewed and were available during the
conduct of the study.

Data Collection

Data were collected using the survey method. A questionnaire was prepared and
distributed to the students who answered the questions simultaneously in one sitting. The
researcher requested for one period from the teacher. The researcher provided a
background of the study to the students. This included the definition of a folktale for
common reference. Each question in the instrument was read and explained and then the
students wrote in their answers by turns.
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

11

The key informants were interviewed using Guide Questions. These interviews
were recorded if the interviewee allowed it to. Ocular visit to the libraries were also done.

Data Gathered

The data gathered were the socio-demographic profile of the respondents, the
story/stories they recalled, the story/stories they can relate to others, the situation/s when
they heard the folktales and their attitude towards Cordillera folktales.

Data Analysis

The data were summarized and tabulated for easier presentation. Descriptive
statistics using frequency counts and percentages were used to analyze the data.

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

12

RESULTS AND DISCUSSION

Characteristics of the Respondents

Ethnicity. Table 1 presents the distribution of the respondents according to their
ethnicity. Ethnicity refers to cultural group afiliation. In Alno Kadoorie Elementary
School, majority of the respondents (67.44%) were Ibaloi followed by Ilocano (25.58%);
while in BSU-ELS majority of the respondents were Kankana-ey (58.82%) followed by
Ibaloi (38.24%).
Main language at home. As shown in Table 2, majority of the respondents
(67.44%) in Alno Kadoorie Elementary School and (67.65%) in BSU-ELS used Iloco as

Table 1. Distribution of respondents according to ethnicity
FREQUENCY
Alno Kadoorie
ETHNICITY
BSU-ELS
TOTAL
Elementary School
(n=34)
(n=77)
(n=43)
NO. % NO. % NO. %
Ibaloi 29
67.44
13
38.24
42
54.54
Ilokano 11
25.58
4
11.76
15
19.48
Kankana-ey 5 11.63
20
58.82
25 32.47
Kalanguya 4 9.30
-----
-----
4 5.19
Ifugao 4
9.30
-----
-----
4
5.19
Panggasinense 3
9.98
-----
-----
3 3.90
Tagalog 1
2.33
3
8.82
4
5.19
Chinese ----- -----
1
2.94
1 1.30
Unknown to
2 4.65
3
8.82
5 6.49
the student
*Multiple responses
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

13

Table 2. Distribution of respondents according to the main language used at home and in
school

FREQUENCY
MAIN
Alno Kadoorie
BSU-ELS
TOTAL
Elementary School
LANGUAGE
(n=34)
(n=77)
(n=43)
NO. PERCENTAGE NO. PERCENTAGE NO. PERCENTAGE

AT HOME

Iloco 29 67.44
23
67.65
52
67.53
Ibaloi 11 25.58
1
2.94
12
15.58
Filipino 6 13.95
4
11.76
10
12.99
Ifugao 2 5.88
-----
-----
2
2.60
Kankana-
2 4.65
2
5.88
4
5.19
ey

Kalanguya 1
2.33
-----
-----
1 1.30
English -----
-----
4
11.76
4 5.19

AT SCHOOL

Iloco 35 81.40
31
91.18
66
85.71
Ibaloi 6
13.95
-----
-----
6
7.79
Filipino 21 48.84
14
41.18
35 44.16
English 25 58.14
19
55.88
44 57.14
*Multiple responses

their main language at home. Iloco was followed by Ibaloi (25.58%) in Alno Kadoorie
Elementary School while both English and Filipino had equal shares (11.76 %) in BSU-
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

14

ELS. Iloco is the lingua franca in the region so this explains why it is the main language
used at home by pupils in both schools.

Main language spoken in school. The same trend was observed for the main
language spoken in school with iloco as the top language. The respondents used different
languages in communicating with their classmates and teachers. Majority of the
respondents (81.40%) used Iloco in Alno Kadoorie Elementary School followed by
English (58.14%). Almost all of the respondents (91.18%) in BSU-ELS used iloco
followed also by English (55.88%). In Alno Kadoorie Elementary School, six
respondents or 13.95% used ibaloi even in school while in BSU-ELS, respondents did not
use kankana-ey even if most of them belonged to the kankana-ey ethnic group.
Type of household. Majority of the respondents (67.44%) in Alno Kadoorie
Elementary School lived with their parents and siblings only followed by almost 21%
who lived in extended type household. It is the same with BSU-ELS respondents with
64.71% of them living with parents and siblings only and 29.41% belonging to extended
family type of household.

Table 3. Distribution of respondents according to household type
HOUSEHOLD
FREQUENCY
Alno Kadoorie Elementary
BSU-ELS
TOTAL
TYPE
School (n=43)
(n=34)
(n=77)
NO. % NO. % NO.
%

Neutral
29
67.44

22
64.71

51
66.23

Extended
9
20.93

10
29.41

19
24.68

With Relatives
5
11.63

2
5.88

7
9.09

only

TOTAL 43
100.00 34
100.00 77 100.00

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

15

Number of years in La Trinidad. Majority of the respondents (64.77% and
51.16%) from Alno Kadoorie Elementary School, and BSU-ELS, respectively, stayed in
La Trinidad for more than 10 years.

Folktales Recalled by Respondents

The folktales recalled by the respondents were based on their own understanding
of the term. The likes of Tom and Jerry, Mickey Mouse, Munting Heredera, Prayveyt
Benjamin etc. were considered by some respondents as folktales. This may be explained
by what two key informants said about the knowledge of the respondents on folktales.
The informants said that the students may know folktales by definition but giving may be
very difficult. This is an indication of poor comprehension of the meaning of the medium.

Table 4. Distribution of respondents according to the number of years of stay in La
Trinidad

FREQUENCY
NUMBER OF
Alno Kadoorie
BSU-ELS
TOTAL
YEARS OF
Elementary School
(n=34)
(n=77)
STAY IN LA
(n=43)
TRINIDAD
PERCENTAG
NO. PERCENTAGE NO. PERCENTAGE NO.
E

Less than a
3 6.98
2
5.88
5 6.49
year
1-3 years
5
11.63
2
5.88
7
9.09
4-6 years
2
4.65
3
8.82
5
6.49
7-10 years
4
9.30
5
14.70
9
11.69

More than 10
29 67.44
22
51.16
51
66.23
years

TOTAL
43 100.00
34
100.00
77
100.00

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

16

The stories recalled were classified according to the place of origin -- other
countries, other parts of the country and the Cordillera provinces.

In Alno Kadoorie Elementary School, Table 5 shows that 23 or 53.49% of the
respondents were able to recall one to three stories, followed by 10 (23.26 %) recalling
four to six stories. Six respondents (13.96 %) were not able to recall any story. In BSU-
ELS, almost half (44.12%) of the respondents could recall four to six stories with only
one respondents not recalling any story.
Meanwhile, for stories from other parts of the Philippines, 32.56% of the
respondents in Alno Kadoorie Elementary School could recall one to three stories;
followed by four to six and seven to nine stories, at 30.23 % each. There is a similar
trend in BSU-ELS. With 44.12 % recalling one to three stories, followed by four to six
and seven to nine stories, at 20.59% each.
For both stories from other countries and from the Philippines, while there were a
few who were not able to recall any, the figures show that a great majority was able to
recall at least one story. This is totally reversed for Cordillera stories. An overwhelming
majority of 97.67 % and 97.06 % for Alno Kadoorie Elementary School and BSU-ELS,
respectively, were not able to recall any. Only two respondents, one from each school,
recalled the story of Aliguyon of Ifugao. The respondent from Alno Kadoorie Elementary
School claimed to have heard it from his grandfather while the one from BSU recalled
reading it from a book.

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

17

Table 5. Number of folktales recalled by the respondents
FREQUENCY
NUMBER OF
Alno-Kadoorie
TOTAL
FOLK TALES
Elementary School
BSU-ELS (n=34)
(n=77)
RECALLED
(n=43)
NO. % NO.
%
NO. %
FROM OTHER

COUNTRIES
None
6
13.95

1
2.94

7
9.09

one-three
23
53.49

8
23.53

31
40.26

four-six
10
23.26

15
44.12

25
32.47

seven-nine
4
9.30

9
26.47

13
16.88

10 and above
0
0.00

1
2.94

1
1.30

TOTAL 43 100.00
34
100.00
77 100.00

FROM THE

PHILIPPINES
None 1
2.33

5
14.71

6
7.79

one-three 14
32.56

15
44.12

29
37.66

four-six 13
30.23

7
20.59

20
25.97

seven-nine 13
30.23

7
20.59

20
25.95

10 and above
2
4.65

0
0

2
2.60

TOTAL 43 100.00
34
100.00
77 100.00

FROM

CORDILLERA
None 42
97.67

33
97.06

75
97.40

one-three 1
2.33

1
2.94

2
2.60

TOTAL 43 100.00
34
100.00
77 100.00

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

18

Ability to Relate Recalled Folktales to Others

As a measure of comprehension, the respondents were asked to identify which
among the recalled folktales they would be able to relate to others. Respondents who
were not able to recall stories were no longer asked to answer the question of whether or
not they would be able to relate the stories to others.

In Alno Kadoorie Elementary School, majority (52.63%) of the respondents
claimed that they would be able to relate to others 76-100% of recalled stories from other
countries (Table 6). In BSU-ELS, only 39.39% of the respondents said they would be
able to relate to others 76-100% of the recalled stories from other countries. However, it
should be noted that BSU-ELS respondents were able to recall more stories than the Alno
Kadoorie Elementary School respondents.

Also, as shown in Table 6, majority (57.14 %) of the respondents stated that they
would be able to relate 76-100% of the recalled stories from other parts of the
Philippines. In BSU-ELS, 41.38% of the respondents answered that they can also recall
76-100% of stories recalled.

Sources of Folktales

Table 7 shows the different sources of folktales -- books, electronic media
(TV/DVD/CD) and people. It is shown that there were more stories read from books than
those watched from electronic media like TV, DVD or CD.
In Alno Kadoorie Elementary school, Ms. Marie Ann Teliao, grade VI adviser,
said that during their English class she only discusses what is in the book. The stories like
Macliing Dulag, Aliguyon, Biag ni Lam-ang and others were included in the DepEd-
prescribed text book they are using. As for other stories from the Philippines like origin
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

19

Table 6. Percentage of folk stories recalled by the respondents that they can relate to
others

PERCENTAGE
FREQUENCY
OF THE

Alno-Kadoorie
STORIES THEY
TOTAL
Elementary School
BSU-ELS (n=34)
(n=77)
CAN RELATE
(n=43)

TO OTHERS (%) NO. % NO.
% NO. %

FROM OTHER

COUNTRIES
0-25 11
28.95

8
24.24
19
24.68

26-50 5
13.16

5
15.15
10
12.99

51-75 2
5.26

7
21.21
9
11.69

76-100 20
52.63

13
39.39
33
42.86

FROM

PHILIPPINES
0-25 6
14.29

5
17.24
11
14.29

26-50 5
11.9

5
17.24
10
12.99

51-75 7
16.67

7
24.14
14
18.18

76-100 24
57.14

12
41.38
36
46.75

FROM

CORDILLERA
0-25 0
0.00

1
100.00
1
1.30

76-100 1
100.00

0
0.00
1
1.30

of things (alamat), she said that they are not in the prescribed textbooks so she had to get
from other sources. Likewise in BSU-ELS, Ms. Yvonne Tabdi, English and MAPEH
teacher, relied on the books including bible storybooks. As for Cordillera tales, both key
informants acknowledged that there are very few books on them.
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

20

Table 7. Percentage of stories recalled by the respondents from different sources
PERCENTAGE OF
SOURCES OF FOLKTALES
STORIES
RECALLED BY
BOOKS TV/DVD/CD PEOPLE
RESPONDENTS
FROM
DIFFERERENT
NO. % NO.
% NO. %

SOURCES
0
7 9.09
5
6.49

60
77.92
1-25
8 10.39
19
26.68
13 16.88
26-50 20
25.95
27
35.06

2
2.60
51-75 25
32.47
15
19.48

0
0
76-100 25
32.47
18
23.38

2
2.60
*Multiple responses

The most striking finding is that only 22.08 % of all 77 respondents recall hearing
the stories they recall from people. A great majority of 78 % do not recall ever hearing
folk stories from storytellers.

This observation is corroborated by two key informants, Mr. Loreto M. Manuel,
principal of Alno Kadoorie Elementary School, and Mrs. Terrilyn Dontogan, BSU-ELS
grade VI-Rose adviser. Both said that the days when old folks tell stories to their young
ones are gone. Mrs. Dontogan rationalized that the elders probably have no time to tell
stories.

As the primary beneficiary of the project Stories of Alapu, BSU-ELS received 60
copies of the Mountain Province edition. The project implementers believed that giving
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

21

them those copies enough for one class will encourage the teachers to use the book as
supplemental reading in their classes. But it has been noted that no respondent in this
school was able to recall stories from the book. Some respondents mentioned the book
Stories of Alapu but were not able to recall any story from the book. The librarian
mentioned that the books were available only in the library and that the library in the
BSU-ELS opened when the librarian-designate did not have classes. In addition, BSU-
ELS Principal Prof. Bryant O. Botengan said that if only there were documented
Cordillera folktales, they were considered collector’s items.

Situations When They Heard Folktales

For the few respondents who had the privilege to listen to storytellers, Table 8
presents the different circumstances of this kind of interaction. In Alno Kadoorie
Elementary School, 13.95% of the respondents were only able to listen to tales when they
visited their elders or while vacationing in the provinces. For those in BSU-ELS, 38.24 %
listened to folktales when there were story tellers at home or in school.
Ms. Teliao, Mr. Botengan and Mr. Manuel, however, said that one method they
are using to teach morals or values to the students was storytelling. This conforms to
Penjore (n.d.) who stated that folktales are for educating the children, entertainment and
communication, repositories of culture and history and for spiritual needs. There is a 20-
minute period Edukasyong Pagpapakatao where storytelling could have been used but
according to Mrs. Terrilyn Dontogan and Ms. Teliao, the period was used more for
current events and real-life experiences.
Among the five key informants, three said they have heard folk tales but that was
a long time ago so they could not recall the folktales anymore.
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

22

Table 8. Situation when the respondents were able to listen to folk tales

FREQUENCY

SITUATION

WHEN THEY
Alno-Kadoorie
HEARD
TOTAL
Elementary School
BSU-ELS (n=34)
FOLKTALES
(n=77)
(n=43)

NO. % NO.
% NO. %

Not applicable
30 69.77
8
23.53
38 49.35
When going to
6 13.95
-----
-----
6 7.79
elders/provinces
Storytelling at
home and/or
4 2.33
13
38.24
17
22.08
school
When asked
3
6.98
6
17.65
9
11.69
When nothing to
----- -----
2
5.88
2 2.60
do
*Multiple responses

Despite the claim of the key informants about storytelling as a method of teaching
values, Table 8 reflects that almost one-half (49.35 %) of the respondents claimed that
they did not have any chance to listen to story tellers, thus making the question not
applicable to them.

Attitude Towards Cordillera Folktales

When asked whether or not they were interested in Cordillera folktales, majority
(88.31 %) answered in the affirmative (Table 9). The trend is the same for both schools.
This is in contrast to Dayao’s (2010) conclusion that one of the factors challenging the
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

23

Table 9. Interest in Cordillera folktales

FREQUENCY
Alno-Kadoorie
INTEREST
BSU-ELS
TOTAL
Elementary School
(n=34)
(n=77)
(n=43)
NO. PERCENTAGE NO. PERCENTAGE NO. PERCENTAGE

Yes 34 79.07
24
70.59
68 88.31
No 9 20.93
10
29.41
19 24.68
TOTAL 43
100.00
34
100.00
77
100.00

transmission of local folk stories to the youth is their uncooperative interest.
Furthermore, Table 10 shows the reasons of the respondents’ interest in Cordillera
folk tales. In Alno Kadoorie Elementary School, 27.91% of the respondents are interested
in Cordillera folktales to learn more while in BSU-ELS, the top reason is to be able to
share it to others followed by wanting to learn (23.53%).
On the other hand, Table 11 indicates the reasons for some respondents’ lack of
interest in Cordillera folktales. In Alno Kadoorie Elementary School, four or 9.30% of
the respondents are just bored to read. The others did not have any idea about Cordillera
folktales. In BSU-ELS, 7 or 20.59% did not have idea on Cordillera folktales.
The interest or lack of it in Cordillera folktales among the respondents should be
properly handled by teachers. The interest should be nurtured and the lack of interest
should be reversed. This is considering that folktales and storytelling, according to Nanda
and Warms as cited by Samovar et al (2007), have an important moral role, revealing
which cultural values are approved and which are condemned. Moreover, they are

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

24

Table 10. Reasons for being interested in Cordillera folktales
FREQUENCY
Alno-Kadoorie
TOTAL
REASONS
Elementary School
BSU-ELS (n=34)
(n=43)
(n=77)
NO.
%
NO.
%
NO.
%
To learn more

13
30.23
12
35.29

25
32.47
Tells story of
10
23.26
5
2.94
15 19.48
Cordillera culture
Like to read
9
20.93
6
17.65

15
19.48
To be able to share
4
9.30
18
52.94

22
28.57
Class requirement
1
2.32
-----
-----

1
1.30
Teaches lesson
1
2.32
1
2.94

2
2.06
*Multiple responses

Table 11. Reasons for the lack of interest in Cordillera folktales

FREQUENCY
Alno-
Kadoorie
BSU-ELS
TOTAL
REASONS
Elementary
(n=34)
(n=77)
School (n=43)
NO.
%
NO.
%
NO.
%
Bored of reading
4
9.30
2
5.88
6
7.79
Lack of information about Cordillera folktales
3
6.98
7
20.59 10
12.99
Not a Cordilleran
1
2.32
-----
-----
1
1.30
Cannot relate to Cordillera folktales
1
2.32
-----
-----
1
1.30
No avenue (computer shop) for searching
-----
-----
1
2.94
1
1.30
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

25

reflections of the social orders and daily life or generally tell everything about a particular
culture.
In addition, as observed by the key informants, the most common past time of the
respondents, in Alno Kadoorie is to play and read while in BSU-ELS it is to play in the
ground or computer and there are only a few who read.

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

26

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary
The familiarity with Cordillera folktales among the students of Alno-Kadoorie
Elementary School and Benguet State University- Elementary Laboratory School was
conducted to characterize the students in these schools, determine what folktales they can
remember, determine what folktales they can relate to others, identify their sources of
folktales, describe the situations where they have heard folktales, and determine their
attitudes towards Cordillera folktales. The study was conducted from January-February
2012.
There were 77 respondents, 43 from Alno Kadoorie Elementary School and 34 in
BSU-ELS. The respondents answered the questionnaires simultaneously during one class
period. To strengthen the student respondents’ answers, the teachers and school
principal/head in both schools were also interviewed.
The respondents in Alno Kadoorie Elementary School were mostly Ibaloi and in
BSU-ELS, they were mostly Kankana-ey. The main language used by the respondents
at home was Iloco which was also the same language mainly used in school. Majority of
the respondents in both schools lived with their parents and siblings and have resided in
La Trinidad for more than 10 years.

The stories recalled by the respondents were classified according to the place or
origin. These were from other countries, from other parts of the Philippines and from the
Cordillera. In Alno Kadoorie Elementary School, most of the respondents could recall
one to three stories and in BSU-ELS, most could recall four to six stories from other
countries. For the folktales recalled from the other parts of the Philippines, most of the
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

27

respondents in both schools could recall one to three stories. While for the Cordillera tale,
almost all of the respondents could not recall any. Only two respondents, one from each
school, recalled the story of Aliguyon of Ifugao. In both schools, majority of the
respondents claimed that they would be able to relate to others 76-100% of recalled
stories from other countries and from other parts of the Philippines.

The respondent’s sources for the folktales were books then electronic media and
the least is from story tellers. There were some respondents who were able to listen to
story tellers. In Alno Kadoorie Elementary School, they were only able to listen to tales
when they visited their elders or while vacationing in the provinces. Those in BSU-ELS
listened to story tellers at home and in school.
More importantly, majority of the respondents claimed to be interested in
Cordillera folktales in order to learn more. Those who were not interested said they found
reading boring or they could not relate with Cordillera folktales.

Conclusions
Based on the findings of the study, the following conclusions were drawn:
1. There is confusion among students on what stories are folktales and what are
not.
2. Students are interested in Cordillera folktales.
3. Teachers contribute to the familiarity of student to folktales.
4. The art of storytelling is endangered.
5. Going home to provinces is important to be able to listen to folktales narrated
by elders.

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

28

Recommendations
Based on the conclusions, the following recommendations are forwarded:
1. More information materials on Cordillera folktales should be produced to
educate the Cordillera people and others, young and adults alike, about their origin,
practices and tradition embedded in folktales.
2. Teachers should be encouraged to use more Cordillera stories in their classes
as their contribution to cultural conservation.
3. More storytelling activities should be encouraged to revive the art of
storytelling.
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and Alno Kadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

29

LITERATURE CITED

BAUCAS, B. L. 2003. Traditional Beliefs in Benguet. La Trinidad, Benguet: New
Baguio Offset Press. P28.

DAYAO, S. S. 2010. Bugkalot Cultural Values from Story Telling of Local Folk Stories
Retained in the Writings of Selected Pupils in Belance Elementary School,
Nueva, Vizcaya. BS Thesis. BSU, La Trinidad, Benguet. Pp 10-47.

JACKMAN, H. L. 2001. Early Education Curriculum 2nd edition. USA: Delmar Thomson
Learning. Pp 88-101.

KENDALL, D. 2002. Sociology in Our Times: the Essentials 3rd edition. USA: Thomson
Learning Inc. P 41.

LIM, A. L. 2007. “Teaching Children Through Stories”. Retrieved December 14, 2011
from Education.ctk: http://www.cut-the-knot.org/Education/teaching_children_
through_stories.php.

PRIWAN, R. n.d.The Story of Folktales.Retrieved December 14, 2011 from
http://www.thaifolk.com/doc/literate/tales/type_e.htm

PENJORE, D. n.d. Folktales and Education: Role of Bhutanese Folktales in Value
Transmission. Retrieved December 11, 2011 from http://www.bhutanstudies.
org.bt/ pubFiles/12-3.pdf

SAMOVAR, L. A., R. E. PORTER and E. R. McDANIEL. 2007. Communication
between Cultures 6th edition. USA: Thomson Wadswort Corp. Pp. 24-25, 265-
266.

SIDCHOGAN, C. B. n.d. Reasons of Unfamiliarity to the Oral Literatures of Barlig, Mt.
Province. Unpublished Study. BSU, La Trinidad, Benguet.

SOLIS, K. T. 2011. What is folktale?. Retrieved December 08, 2011 from
http://www.wisegeek.com/what-is-a-folktale.htm

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

30

APPENDIX A

Survey Questionnaire

FAMILIARITY WITH CORDILLERA FOLKTALES AMONG STUDENTS OF
BENGUET STATE UNIVERSITY- ELEMENTARY LABORATORY
SCHOOL (BSU-ELS) AND ALNO-KADOORIE ELEMENTARY
SCHOOL IN LA TRINIDAD, BENGUET

Respondent No. _____
I. GENERAL INFORMATION
1. Age: ___________

2. Sex: female

male
3. Address: __________________________________________________________
4. Ethnicity: _____________________
5. What language do you use mainly in communicating with your parents and
siblings at home? __________________________________________________
6. What language do you use mainly in communicating with your teachers and
classmates in school? _______________________________________________
7. Who are living with you in your household?
parents and/or siblings
aunt, uncle and/or immediate family relatives
parents, siblings and uncles/aunties/grandparents
others, please specify, ____________________________________
8. How long have you been residing in La Trinidad?
Less than a year
1-3 years
4-6 years
7-10 years
More than 10 years
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

31

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

32

6. Do you look for/ search for/ read Cordillera folktales?
If yes, why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
If no, why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7. If you heard any folktales, at what situation did you hear it? ____________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

33

APPENDIX B

Guide Questions for the Key Informants

FAMILIARITY WITH CORDILLERA FOLKTALES AMONG STUDENTS OF
BENGUET STATE UNIVERSITY- ELEMENTARY LABORATORY
SCHOOL (BSU-ELS) AND ALNO-KADOORIE ELEMENTARY
SCHOOL IN LA TRINIDAD, BENGUET

I.
General Information

Name: _______________________________________________________________
Sex: female

male
Address: __________________________________________________________
Ethnicity: _____________________
Place of Origin: ______________________________________________________
Native Dialect/Language: ______________________________________________
Main language spoken at home: _________________________________

at
school:
_________________________________
Subject taught: ____________________________________
No. of years in teaching: ____________

1. Do you inculcate values/morals in you subject? How? ______________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________ .
2. Do you do storytelling in your class? What are these stories? Does it include
folktales? What folktales? ____________________________________________
__________________________________________________________________
__________________________________________________________________
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

34

__________________________________________________________________
_________________________________________________________________.
3. Is there no instance when you tell folktales to the students? _________________
4. What do you observe is the most common past time of the students? __________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
5. What do you think about Cordillera folktales? ____________________________
_____________________________________________________________________
____________________________________________________________________.
6. Were you educated with folktales? By whom? How?_______________________
____________________________________________________________________
____________________________________________________________________.
7. Are you aware of the indigenization of curriculum? What do you know about this
program? _________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
8. What do you do about this program? ____________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

35

APPENDIX C

Summary Table for the Characteristics of the Respondents

Resp
Household
Residency
. #
Ehtnicity
Communication Language
type
in LT

Home
School

1 ibaloi/iloco
Iloco
Iloco, English
Extended
>10 years
2 Unknown
Iloco
Iloco, English
Neutral
>10 years
Immediate
3 Ibaloi
Iloco
Iloco,
English Family 1-3
years
4 ifuago
Ifuao, Iloco
Iloco, English
Neutral
7-10 years
Iloco, Filipino,
5 ibaloi/iloco
Iloco
English Extended
>10
years
6 Pangalatok
Iloco
Iloco,
Filipino Neutral
4-6
years
7 Ibaloi
Iloco
Iloco
Neutral
>10 years
8 Ibaloi
Iloco
Iloco
Neutral
>10 years
Ibaloi and
>10 years
9 Ifugao Iloco,
Ibaloi
iloco, Filipino
Neutral
10 ibaloi
Ibaloi
Ibaloi,
English Neutral
>10 years
Iloco, Filipino,
>10 years
11 Ibaloi
Ibaloi
English Neutral
Ibaloi,
12 Kalanguya Iloco
Iloco,
Filipino Neutral
7-10
years
13 Iloco,
Ibaloi
Iloco
Iloco Neutral
>10
years
Kankana-ey,
14 Kankana-ey
Filipino
Iloco, Filipino
Neutral
1-3 years
15 Iloco, Ibaloi
Iloco
Iloco, Filipino
Neutral
>10 years
Iloco,
>10 years
16 Kalanguya Iloco,
Ibaloi Iloco, Filipino
Extended
Kalanguya,
Kankana-ey,
Immediate
17 Kankana-ey
Kalanguya Ibaloi,
English
Family 1-3
years
Iloco,
>10 years
18 Ibaoi
Ibaloi
Ibaloi
English
19 ibaloi,
Iloco
Ibaloi
Ibaloi, English Neutral
>10 years
Ibaloi,
Iloco, Filipino,
>10 years
20 Kankana-ey Iloco,
Filipino
English Extended
Iloco, Filipino,
21 Pangalatok
Iloco,
Filipino English Neutral
1-3
years
Filipino,
22 Tagalog
Filipino
English Neutral
1-3
years
23 Ilocano
Iloco
Iloco, English
Neutral
>10 years s
24 Ibaloi
Ibaloi
English
Neutral
>10 years
25 Ibaloi,
Iloco
Filipino,
Neutral
>10 years
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

36

Kankana-ey English
Iloco, Filipino,
26 Ibaloi
Iloco
English Neutral
>10
years
Immediate
less than a
27 ibaloi, ilocano
Iloco
Iloco, English
Family
year
less than a
28 ibaloi, ilocano
Iloco
Iloco, English
Neutral
year
29 Ibaloi
Filipino
Iloco, Filipino
Extended
>10 years
Filipino,
more than
30 Ilocano
Iloco
English Extended
10 years
31 Ibaloi
Ibaloi
Iloco,
English Neutral
>10 years
Iloco, Filipino,
>10 years
32 Ifugao
Ifugao
English Neutral
33 Ibaloi
Iloco
Iloco Neutral
7-10
years
34 Kalanguya
Filipino
Iloco, Filipino
Neutral
4-6 years
35 Ibaloi
Ibaloi
Ibaloi,
iloco
Neutral
>10 years
36 Ilocano,
Ifugao Iloco
iloco
Neutral
>10 years
37 Ibaloi
Iloco
Iloco,
Filipino Neutral
>10 years
iloco, Filipin,
less than a
38 ibaloi
Ibaloi
English Extended
year
Iloco, Filipino,
39 Ibaloi,
Ifugao Iloco
English Neutral
7-10
years
40 Ibaloi
Iloco
Ibaloi,
iloco
Extended
>10 years
ilocano,
>10 years
41 Ilocano
iloco
Filipino Neutral
Ibaloi,
>10 years
42 Kanakana-ey
Iloco, Ibaloi
Iloco, English
Extended
43 Ibaloi
Iloco
Iloco,
English Extended
>10 years
50 Iloco, Tagalog
Iloco, English Iloco,
English Extended >10 years
51 Kankana-ey
iloco
Iloco,
Filipino Neutral
>10 years
52 Kankana-ey
Iloco
Iloco,
English Neutral
>10 years
53 Kankana-ey
Iloco Iloco Neutral
>10 years
Kankana-ey,
>10 years
54 Ibaloi iloco Iloco,
English
Neutral
Ibaloi,
>10 years
55 Kankana-ey English
Iloco,
English
Extended
56 Ibaloi
Filipino
Iloco
Neutral
>10 years
iloco, Filipin,
>10 years
57 Taglog
Filipino
English Extended
Kankana-ey,
Iloco, Filipino,
>10 years
58 ilocano Kankana-ey
English Extended
Filipino,
>10 years
59 Ibaloi
iloco
English Neutral
60 Kankana-ey
English
Iloco,
English Neutral
>10 years
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

37

61 Ibaloi
Ibaloi
iloco
Extended
>10 years
62 Kankana-ey
iloco
Iloco
Neutral
>10 years
62 Kankana-ey
Iloco
iloco
Extended
>10 years
64 Kankana-ey
Iloco
iloco
Neutral
>10 years
Iloco, Filipino,
>10 years
65 Unknown
Iloco
English Neutral
66 Kankana-ey
English
Iloco,
English Neutral
4-6
years
Ibaloi,
Iloco, Filipino,
67 Kankana-ey iloco
English Extended
1-3
years
Ibaloi,
Iloco, Filipino,
68 Kankana-ey Iloco
English Neutral
>10
years
less than a
69 Ibaloi
iloco
Iloco,
English Neutral
year
Ibaloi and
less than a
70 Kankana-ey iloco
iloco,
english
Neutral year
Immediate
>10 years
71 Unknown
Filipino
iloco,
Filipino Family
72 unknown
Filipino
Iloco,
English Neutral
>10 years
73 Ilocano
Filipino
iloco, Filipno
Extended
7-10 years
Kankana-ey,
Immediate
74 Chinese Iloco
Iloco,
English
Family >10
years
76 Ibaloi,
Tagalog Iloco
Iloco, English
Extended
7-10 years
77 kankana-ey
iloco
Iloco, English
Neutral
7-10 years
78 Ibaloi
Kankana-ey
Filipino
Extended
>10
years
Iloco, Filipino,
79 Kankana-ey
Iloco
English Neutral
>10
years
ilokano,
80 Kankana-ey Iloco
Iloco,
Filipino Neutral
>10
years
ibaloi, kankana-
81 ey
Iloco
iloco, Filipino
Neutral
>10 years
82 Ibaloi
iloco
iloco
Neutral
>10
years
83 Kankana-ey
iloco
iloco
Neutral
7-10
years
84 Ibaloi
Iloco
Filipino
Neutral
>10
years

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

38

APPENDIX D

List of Folktales Recalled

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

39

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

40

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

41

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

42

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

43

APPENDIX E

Summary Tables for Classification of Stories Recalled , Ability to Relate and Sources

Relating to others
Sources
Classification
RES

P.
other
other
No.
Philipp
Cordil
Philipp
Cordil Boo TV/DVD Relat
Countri
Count
ines
lera
ines
lera
ks
/CD
ive
es
ires
1 1 9 none 0 0 N/A
100 0 0
57.1
2 1 6 none
100 100
N/A
28.57 14.29
4
3 3 7 none
33.33
71.43
N/A
70 30 0
4 2 7 none
100 100
N/A
22
77.78 0
5 6 3 none
16.67
100
N/A
30 50 0
6 3 7 none
100 100
N/A
90 10 0
90.9
7 3 8 none
100 50 N/A
9.09 0
1
8 4 4 none 0 0 N/A
0 100 0
9 4 6 none
100 100
N/A
40 40 20
83.3
10 2 4 none 0 100 N/A
16.67 0
3
11 3 7 none
66.67
71.43
N/A
80 10 10
12 3 7 none
100
66.67
N/A
20 90 0
71.4
13 2 5 none 50 25 N/A
14.29 38
3
77.7
14 2 7 none
100
71.43
N/A
22.22 0
8
15 1 8 none 0 62.5 N/A 0 20 80
16 4 6 none
100
66.67
N/A
40 50 10
17 1 9 none 0 0 N/A 0 80 20
18 none 4 none N/A 25 N/A 50 50
0
19 none 10 none N/A 80 N/A 100
0
66.6
20 2 4 none
100 100 N/A
33.33 0
7
21 8 2 none 50 100 N/A
20 80 0
22 1 9 none 0 77.78
N/A
90 10 0
23 9 none
none
100 N/A N/A 0 100 0
24 5 5 none
100 100 N/A
60 40 0
25 8 2 none
100 50 N/A
40 40 20
26 none 5 none N/A 100 N/A 40 60
0
27 none 3 none N/A 100 N/A 100
0
28 1 3 none
100 100 N/A
75 25 0
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

44

29 3 7 none
100
85.71
N/A
70 20 10
30 2 2 none 50 100 N/A
50 75 0
31 6 3 none
100 100 N/A
20 80 0
32 5 5 none
100 100 N/A
30 70 0
33 2 6 none
100 100 N/A
100 12.5 0
34 1 3 none 0 33.33
N/A
75 25 0
35 6 4 none
66.67 50 N/A
50 50 0
36 9 1 none
11.11 0 N/A
60 30 10
44.4
37 6 3 none
16.67
100 N/A
55.56 0
4
57.1
38 2 4 none
100 100 N/A
28.57 14.29
4
39 1 9 none 0 55.56
N/A
90 10 0
1/1/19
33.3
40 3 2
100 100 100
16.67 50
00
3
41 3 2 none
33.33
100 N/A
60 40 0
42.8
42 5 2 none 80 50 N/A
57.14 0
6
43 none 10 none N/A 100 N/A 0

100
50 6 2 none
100 100 N/A
25 75 0
51 7 none
none
71.43
N/A N/A 0 100 0
52 7 none
none
28.57
N/A N/A 0 100 0
53 4 none
none 0 N/A N/A
25 75 0
54 5 none
none 40 N/A N/A
20 80 0
55 10 none none 40 N/A N/A
100
0
56 8 1 none
22.22
100 N/A
80 20 0
44.4
57 4 5 none
100 100 N/A
55.56 0
4
66.6
58 5 1 none 0 0 N/A
33.33 0
7
59 7 3 none
85.71
33.33
N/A
40 50 10
55.5
60 5 4 none 60 100 N/A
55.55 0
5
66.6
61 7 2 none
100 100 N/A
33.33 0
7
62 7 3 none
85.71
100 N/A
20 60 20
63 6 4 none
16.67 75 N/A
60 40 0
64 7 3 none
16.67
66.67
N/A
40 60 0
65 6 4 none
100
66.67
N/A
100
0
85.7
66 4 3 none
100
66.67
N/A
28.57 0
1
67 2 8 none
100 100 N/A
70 20 10
68 7 3 none
71.43
33.33
N/A
30 70 10
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

45

69 5 2 none
100 100 N/A
75 57.14 0
70 2 2 none
100 100 N/A
50 50 0
71 3 7 none
100
28.57
N/A
70 30 0
72 1 3 none 0 66.67
N/A
75 25 0
73 3 7 none
66.67 0 N/A
50 50 0
74 3 7 none
33.33
71.43
N/A
60 40 0
76 3 7 none
100
85.71
N/A
70 30 0
77 1 9 none
100 100 N/A
100 20 0
78 4 6 none 75 50 N/A
60 40 0
79 6 2 none 50 0 N/A
37.5
62.5 0
42.2
80 5 2 none 60 0 N/A
57.14 0
9
66.6
81 4 5 none 75 100 N/A
33.33 0
7
82 none 9
1 N/A 55.56 0 80 20
0
83 4 6 none 0 33.33
N/A
70 30 0
66.6
84 4 2 none 0 0 N/A
33.33 0
7

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

46

APPENDIX F

Summary Table for the Situations When They Heard Folktales, Attitude and Reasons
Interest
Situati
Interest
Reas
Situation
Situati
ed in
on
ed in
on
Responde
Reason
nt #
on
Folk
Folk
tales
tales
not
when
to know
1
yes learn
to
read
Yes
heard
35
asked
more
to know
not
not
2
yes
to learn more
Yes
Cordi
heard
36
heard
tales
to know
not
not
3
yes
use at school
yes
Cordi
heard
37
heard
tales
not
not
to know
4
yes want
folktales
yes
heard
38
heard
more
like
not
to know Cordi
not
reading
5
yes
yes
heard
tales
39
heard
Cordi
tales
like to
not
nakakasabikala
not
read
6
yes
yes
heard
min
40
heard
Cordi
tales
when
like to
not
not reading
with
read
7
no
yes
heard
folktales
41
relative
Cordi
s
tales
good to
not
not
read
8
no not
interested
yes
heard
42
heard
Cordi
tales
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

47

when
not
with
to know Cordi
not
9
yes
no
intereste
relativ
tales
43
heard
d
es
not
likes to read and
not
to know
10
yes
yes
heard
write
50
heard
more
to know
not
to know Cordi
not
more of
11
yes
yes
heard
tales, interested
51
heard
the
tradition
when
before
gathere
to learn
12
bedtim
yes interesting 52
yes
d
more
e
together
more
not
to share it to
not
intereste
13
yes
no
heard
others
53
heard
d in
others
fun, teaches
when
not
14
yes
lesson, full of
nothing
no don't
like
heard
54
myteries
to do
maramingnatutu
when
entertaini
not
15
yes
nan, goodto
nothing
yes
ng and
heard
55
learn
to do
amusing
when at
school
and
not
prefers to
16
yes like
reading
when
no
heard
56
play
sotry
telling
time
like reading
not
not
not
17
yes
Cordi tales and
no
intereste
heard
57
heard
share to others
d
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

48

when
not
with
not
18
yes like
reading
no
intereste
relativ
58
heard
d
es
before
when
bedtime
with
folktales
and
relativ
are
19
yes
beautiful to read
when
yes
es and
59
interestin
with
going
g
relative
home
s
important to
before
more
not
20
yes
know to solve
sleepin
yes
interestin
heard
60
conflict
g
g to read
before
when
to know
21
no
not a Codilleran
sleepin
yes
asked
61
more
g
when
to know
no avenue for
not
evangel
more
22
no
searching (Com.
yes
heard
62
ist
Cordi
Shop)
visits
tales
to know
not
when
more
23
yes like
to
read
yes
heard
62
aked
Cordi
tales
to know
not
when
more
24
yes nice
to
read
yes
heard
64
asked
Cordi
tales
intereste
during
when
to know Cordi
d in
25
yes
Filipino
no
asked
tales
65
online
class
games
26
not
no
bored to read
66
not
no
boring
and not
Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

49

heard heard
intereste
d
when
not
they all
like
27
no
bored to read
yes
heard
67
gathere
reading
d
not
when
like
28
no
bored to read
yes
heard
68
asked
folktales
to know
before
not
more
29
bedtim
yes to
know
more 69
yes
heard
Cordi
e
tales
not
not
entertaini
30
yes to
know
more
yes
heard
70
heard
ng
when
when
with
with
intereste
31
yes to
know
more
yes
relativ
71
relative
d
es
s
when
when
with
with
intereste
32
no not
interested
yes
relativ
72
relative
d
es
s
when
at
knows
school
nothing
and
not
33
yes like
reading
no
about
when
73
heard
Cordiller
with
a
relativ
es
tells
not
to be able to
not
story of
34
yes
yes
heard
share to others
74
heard
Cordiller
a

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

50

Familiarity with Cordillera Folktales Among Students of Benguet State University-
Elementary Laboratory School (BSU-ELS) and AlnoKadoorie Elementary School in La
Trinidad, Benguet / Sherry Lyne P. Tomin. 2012

II. FAMILIARITY WITH FOLKTALES
1. What are the folk stories that you can recall now?
2. Will you be able to 3. From whom did you hear this story? If
(from other countries)
relate this story to read, from what material. If you watched,
(from the Philippines)
others?(Yes or No)
was it on TV, moviehouse or DVD?
(from the Cordilleras)
e.g Cinderella
Yes
TV
Alamat ng Pinya
Yes
Aunt
Bugan and Wigan
Yes
Book
a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

k.

l.

(use other sheet if necessary

Res
List of Folktales
p.
No.
Kwento ng
Alamat ng Alamat ng
Alamat ng
Kwento ni
Kwento ng
Kwento ng Pusa at
Kwento ni
Kwento ng
1 Mangga
Santol
Makahiya
Rosas
Kalabaw
Kabayo
Rabbit
God
Lapu-lapu

Alamt ng
Frog
Alamat ng
Alamat ng
Alamt ng
Alamat ng
Alamat ng
Unggoy at
2 Prince
Makahiya
Makiling
Saging
Kalabasa
Luya
Pagong

Alamat ng Alamat ng
Alamtng
Alamat ng
Alamat ng
Alamat ng
Alamat ng
Tom and
Sleeping
3 ng Ahas
Saging
Ampalaya
Sampalok
Mangga
Bayabas
Uwak
Jerry Cinderella
Beauty

Patayin sa
Tom and
Alamat ng
Alamat ng
Sindak si
Agua
4 Mutya Panday Pedro
Pendoko
Jerry Madagascar
Ahas
Pinya
Barbara
Bendita

Alamt ng
Sleeping
Alamat ng
the Threee
The Three
Alamat ng
Alamat ng
Sampaguit
5 Beauty
Pakwan
Musketers
Litte Pigs
Rapunzel
Pinnochio Peter
Pan Mangga
Saging
a

Toy
The Three
Alamat ng
Alamat ng
Alamat ng
Alamat ng
Alamat ng
Alamat ng
Alamat ng
6 Stories
Little Pigs
Pinya
unggoy
Ahas
Saging
Pakwan Pinnochio
Bato
Kabayo

Snow White
The Shoe
Sina
Ang
Alamat ng Alamat ng
Alamat ng
and
Maker and
Alamt ng
Ang Aso at
Matsing at
Ang Alamat
Lawin at
7 Saging
Makopa
Buwaya
Cinderella
The Elf
Pating
Pusa
Unggoy
ng Luya
Manok
ang pagong
Terminator
Pacific
McArthur
8 Rambo I
at matsing
Haay Biag
Karaw
III
War
War
Apoy

Sina
Alamt ng
Alamat ng
Little
Alamat ng
Alamat ng
Sina Matsing kuneho at
9 Cinderella Pinya
Mangga Snow
White
Mermaid Pinnochio
Unang Ahas Ilang-ilang
at Unggoy
Pagong

Alamat ng Alamt ng
Alamat ng
The Three
Alamat ng
Baby's
10 Sampalok
Pinya
Mangga
Litte Pigs
Bayabas
Day Out

The
Alamt ng
Alamt ng
Alamat ng mga
Alis in
Prayveyt
Alamat ng
Alamt ng
Alamt ng
Intelligent
The tiger
11 Kabayo
mg Bulaklak Prutas
Wonderland
Benjamin
Sampalok
Uwak
Ilog
Rooster
and the rat

Texas
Alamt ng
Shake Rattle
Chainsaw
Passion of
Praybeyt
12 Aswang
Atis
and Roll
The Nun
massacre Amaya Bangis The
Saw Christ
Benjamin

Sina
Ang Sekreto
Noah and
Alamat ng Matsing at
Alamt ng
ni Kokoy
Cain and
the Big
Alamat ng
13 Saging
Unggoy
Mangga
Unggoy
Abel
Fish
Sampaguita

Sina
Alamat ng
Alamat ng
Alamat ng
Alamat ng
Jack and the
14 unggoy at
Sampaguita
Alamat ng Luya
Dam de
Bahaghari Sisa
Noah's
Ark LuzViMind
Beanstalk

Pagong Noche
a
Alamt ng
Sina Unggoy Alamat ng
Sina Pagong
Alamat ng
Alamat ng
Alamat ng
Alamat ng
15 Ibon
at Pagong
Salamin
at kuneho
Kwago
Papaya
Bayabas Rapunzel Langka

The
Sina
pincess
Pagong at
Alamat ng
Alamat ng
Alamt ng
Alamat ng
and the
16 Tipaklong Saging
Ampalaya
Luya
Papaya
Puaper Mariposa Rapunzel Snow White
Cinderella

Alamat ng Alamat ng
Alamt ng
Little
Si Juan
Alamat ng
Alamat ng
Alamat ng
Alamat ng
Alamt ng
17 Saging
Papaya
Kabayo
Mermaid
Tamad
Niyog
ibon
Manok
Baboy
Ahas

Alamat ng Ang pagong
Alamt ng
Si Juan
18 Saging
at matsing
Kabayo
tamad

Bakit lumiit
Bakit Limiit
Alamat ng ang Bulkang
Alamay ng
Alamat ng
Alamat ng
Alamat ng
Alamat ng
Almat ng
ang butil ng
Alamt ng
19 Upo
Taal?
Apoy
Atis
Pating
Ampalaya
Papaya
Lindol
Bigas?
Labanos

Alamat ng
Alamat ng
Alamat ng
20 Cinderella Kwento
Alamat ng Upo
Pating Snow
Bear
Pagong

Snow
Alamt ng
Alamat ng
12 Dancing
Lassie, the
Tommy's
21 White Pinnochio
Pakwan
Makahiya
Princess Swan
Lake
Dog
King Kong
Toy Story
Adventre

Alamat ng
Alamat ng
Alamat ng
Alamat ng
Alamat ng
Alamat ng
Alamat ng
Biag ni Lam-
Alamat ng
22 Makati Barbie Makopa
Saging
Pinya
Bayabas
Sampalok
Pakwan
ang
Ampalaya

Beauty
and the
The Three
23 Beast
Snow White
Tom and Jerry
Barbie
Little Pigs
Peter Pan
Tinker Bell
Aladin
Pinnochio

Sarimano
Alamat ng
Alamat ng
Alamat ng
The Lion
Monkey and
24 k Snow
White
Pag-ibig Heart
Kalabasa
Kasoy
Niyog
and the rat
the turtle

A Fairy
Alamat ng
Garden of
Snow
Red Riding
Alice in the
25 Secret Mariposa Saging
Eden Tarzan
White
Hood
Wonderland Toy
Story
Pinnochio

Alamat ng Alamat ng
Alamat ng
Alamat ng
26 Pinya
Saging
Alamat ng Ahas
Pakwan
uwak

Ang Ibong Alamat ng
Alamat ng
27 Adarna
Ahas
Bayabas

Alamay
Alamat ng
Ang ibong
28 ng Pinya
Saging
Adarna
Tarzan

Jack and
Tungkol sa
Beauty
Alamat ng Alamat ng
The
Alamat ng
Alamt ng
Panahon
and the
29 Ampalaya Saging
Alamat ng Luya
Magic pot
Snow White Beanstalk
Papaya
Hayop
Noon
Beast

Ang Ibong
Sina Pagong at
The Fox and
30 Adarna Aladin matsing
the Hound

Alamat ng Sina Pagong
the jungle
Beauty and
31 Saging
at Matsing
Little Mermaid
Tarzan
Book Aladin
the beast
IronMan
Lastikman

Alamt ng
Sina Pagong at
Alamat ng
32 Kalabasa Superman matsing Batman
Papaya
Lastikman
Panday
IronMan
Peter Pan
The Hook

Alamat ng Alamat ng
Alamat ng
Alamat ng
Alamt ng
Sina pagong Sleeping
33 bayabas
Makopa
Makiling Tarzan Papaya
Saging
at matsing
Beauty

Alamt ng
Alamat ng
Alamat ng
34 Bulaklak
mga Prutas
Micky Mouse
saging

Kung Paano
Alamat ng
Nag-away ang
Munting
35 Ahas Snow
White
Aso at Pusa
Peter Pan
Aladin
Legacy
Hiredera
Love You
Pure love
Dong Yi

Beauty
and the
Hansel and
Tom and
David and
Alice in
Little
36 Beast
Gretel
Alamat ng Ahas
Snow White
Jerry Rapunzel
Lion
King
Goliath
Wonderland
Mermaid

Alamat ng
Alamt ng
David and
Tom and
Alice in
Alamat ng
Prince of
37 Ahas
Lion King
Snow White
Mangga
Goliath
Jerry
Wonderland Ilang-ilang
Persia

Sina
Alamat ng
alamat ng
Pagong at
mickey
38 Pinnochio Saging Juan
Tamad
Ahas
Matsing
mouse

Alice in

the
Alamat ng
kjml
Alamt ng
Alamat ng
Alamat ng
Bakit aalat
Wonderlan
Alamat ng
Bulkang
Alamt ng
Biag ni
kasj
39 Pinya
ilang-ilang
Alamat ng Aopy Makahiya
ang dagat?
d
Paru-paro
Mayon
Unggoy
Lam-ang
l
Alamat ng
Alamat ng
Alice in the
40 Cinderella Pinya
Lindol
Wonderland
Aliguyon
Peter Pan

Alamat ng Alamat ng
Sleeping
41 saging
Ahas
Lion King
Snow White
Beauty

Alamat ng
Alice in the
Dragon Ball Fushigi
Alaat ng
42 Pinnochio Naruto
Papaya
Wonderland
Z
Yugi
Ahas

Alamat ng Alamat ng
Alamat ng
Alamat ng
Alamt ng
Alamat ng
Alamat ng
Alamat ng
Alamat ng
Alamt ng
43 bayabas
Mangga
Saging
Santol
Upuan
Manok
Papaya
Bolpen
Palayok
Baul

The
Princess
Sleeping
Beauty and
and the
Forg
Biag ni
50 Beauty
the Beast
Snow White
Aladin
Pauper
Prince
Lam-ang
Salidum_ay

Princess
Beauty and
Sleeping
and the
Diamond
51 Aladin
the Beast
Snow White
Beauty Rapunzel
Frog
Castle

12
Snow
Beauty and
Mickey
Dancing
52 White
the Beast
Cinderella
Mouse Rapunzel
Princess
Frog Prince

53 Swan
Rapunzel
Mulan
The

Lake Labyrinth
The Fox and
The Old
54 Pinnochio Smurf
Dog
Demon
Mulan

Paul
King
How Odin
The Force
The old
55 Bunyan Paethon Thrushbeard
Lost his Eye
of Luck
Demon Pecos
Bill
Percipone Hammerman
Narcisus

Snow
Sleeping
Beauty and
The Frog
Kung Fu
Biag ni
56 White
Beauty Rapunzel the Beast
Prince Mulan Panda
Lam-ang
Salidum-ay

Hukuman
Snow
Kung Fu
Biag Ni
ni
Tangled
Ang Ibong
57 White Frog
Prince
Mulan
Panda
Lam-ang
Sinikuan
(Rapunzel)
Adarna
Salidum-ay

The Beauty
Woodman
Frog
and the
Spare the
Ang Ibong
58 Prince
Beast Mulan Trees Snow
White
Adarna

Alamat ng
Beauty and the
Little
Si Juan
Amg Ibong
59 Pinya Snow
White
Beast
Mermaid Frog
Prince
Cinderella
Tamad Rapunzel
Adarna Mulan

Alamat ng
Beauty and the
Little
Si Juan
Biag ni
60 Pinya Cinderella
Beast
Mermaid Snow
White
Tamad Rapunzel Lam-ang
Salidum-ay

Snow
Beauty and
Alamat ng
Si Juan
61 White
the Beast
Sleeping Beauty Barbie
Teletabies
Mangga Frog
Prince
Tamad
Rapunzel

Snow
Beauty and
Little
Alamat ng
Biag ni
62 White
the Beast
Sleeping Beauty Pinnochio
Mermaid
Saging Frog
Prince
Lam-ang Juan
Tamad
Rapunzel

Snow
Biag ni
Sleeping
Poccahont
Alamat ng
Alaamt ng
63 White
Lam-ang
Frog Prince
Juan Tamad
Beauty
as Pinnochio
Rapunzel
Rosas
Unggoy

Snow
Beauty and
Sleeping
Biag ni
Alamat ng
64 White Barbie Rapunzel the Beast
Frog Prince
Beauty
Lam-ang Juan
Tamad
Pinnochio Rosas

Beauty
and the
Sleeping
Alamat ng
Biag ni
Alamat ng
65 Beast
Beauty
Rapunzel
Frog Prince
Snow White pinya
Lam-ang Juan
Tamad
Pinnochio Rosas

Pride Goes
Alamat ng
Alamat ng
Alamat ng
66 Mulan
Before a Fall Aladin
Ahas Snow
White
Rosas
Lansones

Alamat ng
Saan
maria
Alamat ng
Alamat ng Alamat ng
Nanggaling ang
Alamat ng
Beauty and
Snow
cristina
Lawa ng
Alamat ng
Alamat ng
67 Ampalaya Upo
Apoy
Pating
the Beast
White
Falls
Sampalok
Makahiya
Rosas

Beauty
Sina
and the
Alamat ng
Little
Alamat ng
Pagong at
68 Beast
Unggoy
Sleeping Beauty Rapunzel
Snow White Mermaid Frog
Prince Cinderella Rosas
Matsing

Ang Ibong
Beauty and
Simbahan
69 Mulan
Adarna Sleeping
Beauty
the Beast
Snow White ng Taal
tarzan

Biag ni
Ang ibong
70 Lam-ang mulan
Adarna
Snow White

Ang Bulag
Beauty and the
Biag Ni
at ang
Alamat ng
Alamat ng
Alamat ng
Ang Ibong
71 Mulan Snow
White
Beast Salidumay
Lam-ang
Pilay
Rosas
Ahas
Aso
Adarna

Alamat ng
Ang Ibong
72 Mulan juan
tamad
Mangga
Adarna

Si Bluag
Alamt ng
Biag ni
ang Ibong
Alamat ng
Alamat ng
73 at Pilay
Lansones Salidumay Lam-ang Mulan Tarzan Adarna
Rosas
Sibuyas Lion
king

Si Bluag
Florante at
Biag Ni
Alamat ng
Alamat ng
Ang Ibong
74 at Pilay
Salidumay
Laura Mulan
Lam-ang Tarzan Sibuyas
Rosas
Adarna Lion
king

Si Bluag
Florante at
Biag Ni
Alamat ng
Alamat ng
Ang Ibong
76 at Pilay
Salidumay
Laura Mulan
Lam-ang Tarzan Sibuyas
Rosas
Adarna Lion
king

Si Esperanza Ang alamat
Alamat ng
Si Bluag
Biag ni
Alamat ng
sa Ibang
ng
ang Ibong
Alamat ng
Lawa ng
Alamat ng
77 at Pilay
Lam-ang
Rosas
Daigdig
Ampalaya Mulan Adarna
sibuyas
Sampalok
Ubas

Florane at
Alamat ng
Alamat ng
Kung Fu
Biag ni
Si Bulag at
Alamat ng
78 Laura Lion
King
Bayabas
Sibuyas
Panda
Lam-ang Barbie
Tarzan
Pilay
Rosas

Sleeping
Beauty and
Tangled
Alamat ng
79 Aladin
Beauty Mulan
the Beast
Rapunzel
(Rapunzel) Snow
White Salidum_ay Rosas

Snow
Alamat ng
trina's
Alamat ng
80 White mulan Saging Rapunzel
Joy's
toys
triplets
Mansanas

Alamat ng
Alamat ng Lawa ng
Biag ni
Sleeping
Ibong
81 mulan Snow
White
Aladin
Niyog
Sampalok
Lam-ang Salidumay
Beauty
Adarna

Alamat ng
Alamat ng Maria
Biag ni Lam-
Alamat ng
Alamat ng
Alamat ng
Alamat ng
Alamat ng
82 Saging
Makiling
ang Salidumay
Apo Aluno
Pinya
Niyog
Bahaghari Aliguyon Ahas

ang
Alamat ng
Biag ni
hukuman ni
Beauty and
Alamat ng
Ang Ibong
Maria
83 Lam-ang
Sinukuan Salidumay Snow
White
the Beast
Tarzan
Kawayan Frog
Prince
Adarna
Makiling

Biag Ni Lam-ang

84 Darna
Tangled (Rapunzel)
Kung Fu Panda
Snow White

Mulan

Document Outline

Familiarity with Cordillera Folktales AmongStudents of Benguet State University- Elementary Laboratory School (BSU-ELS) andAlnoKadoorie Elementary School in La Trinidad, Benguet
- BIBLIOGRAPHY
- TABLE OF CONTENTS
- INTRODUCTION
- REVIEW OF LITERATURE
- METHODOLOGY
- RESULTS AND DISCUSSION
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- LITERATURE CITED
- APPENDIX