peras, lariosa chap 6(comments in parentheses in between sentences)

CHAPTER VI
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS


Summary of Findings
This study aims (tense consistency) to know the factors affecting the adjustment period of a UPCC foreign student towards his/her school environment. The main problem of the study is furthermore divided into three sub problems. In this study, the teaching style or the education aspect, the language used in communication, and the cultural differences are evaluated as to how each affects the adjustment period of the foreign students in UPCC towards their new school environment.
This study evaluated (tense consistency) descriptively how language, cultural differences and teaching style affect the adjustment period of the UPCC foreign students towards their new school environment.
Based on the results of the questionnaire and the interviews conducted, most of the foreign students are contented with what UPCC has contributed in their education. Though there are a few who complained about the school’s cleanliness and convenience, they are most likely contented with their learning. Therefore, the teaching style of the school does not lengthen the adjustment period of the foreign students towards their new school environment.
On the other hand, the results regarding the language factor vary on every foreign student. There are a few students who aren’t fluent with the English language yet. While the others are quite fluent already, some feel disappointment or annoyed when they hear people talking in a language they don’t understand. It makes them feel uncomfortable. The language factor affects the adjustment period of some of the foreign students because it sometimes prevent them from interacting with the local students. In general, the foreign students are still undecided in their adjustment regarding the language factor.
Lastly, only a few of the foreign students have a difficulty in adjusting to the cultural differences between their home and host country. Most of them have already adjusted to the culture of the Philippines. Though there are a few who are still not used to the Philippines’ culture, generally, the cultural differences do not more or less affect the adjustment period of the foreign students.

Conclusion
According to the results, not all of the three factors considered in this study can affect the adjustment period of a foreign student. The teaching style does not greatly affect the adjustment period of the foreign students. On the other hand, the foreign students are still undecided whether they had already adjusted to the language or the communication of their new school environment. Furthermore, the foreign students in general are already adjusted to the cultural differences between the host and home country.
With this, we can say that language has something to do (vague) with a foreign student’s adjustment as he/she stays in his/her new school environment, while the teaching style and the cultural differences do not greatly affect the foreign students in UPCC.(why do you think so?what could be the reasons?)


Recommendations
It is recommended to the future researchers who will be interested in this research to further expand the scope of the study. More specific list of factors of adjustment will be produced if more factors will be considered. (what do you mean by this?) It will also generate better results if the number of respondents is large enough. (Also If possible, it is also recommended to study the country – its culture and traditions - in which the foreign students came from.(shortcut! Provide circumstances for each recommendation.itemize.one paragraph, one recommendation)

peras, lariosa chap 5(comments in parentheses in between sentences)

Note: the beginning and middle parts are well-discussed, but you got weary in the end and statements become generalized and shortcut. Check


CHAPTER V
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA


This chapter discusses the results of the survey and interview with the seven foreign students in the University of the Philippines.
This chapter presents the data through graphs and descriptive analysis.

Respondents’ Profile
The respondents were all foreign students studying in the University of the Philippines Cebu College. All of them are female students and are taking up either Bachelor of Arts in Fine Arts or Bachelor of Arts in Mass Communication. (nationality?)
The table below shows the distribution of the foreign students according to their courses.
Course No. of Foreign Students
Fine Arts 5
Mass Communication 2
Total 7


Table 5.1 Respondents’ Courses


Results and Analysis
This chapter presents the graphs, interpretation, and analysis of the data gathered from the respondents’ answers to the questionnaire and during the interview which assess the foreign students’ adjustments towards their new school environment.
The level of adjustment of a foreign student is determined by calculating the weighted mean average of each factor. The table below shows range of each level of adjustment of the foreign students.
VALUE SCALE
4.21 – 5.00 Strongly Agree
3.41 – 4. 20 Agree
2.61 – 3.40 Undecided
1.81 – 2.60 Disagree
1.00 – 1.80 Strongly Disagree
Table 5.2 Scale for Standardization

Teaching Style/Education
A. Effectiveness in Teachers
Effectiveness in teachers pertains to the methods and techniques used by the teachers so that their students can easily grasp the lessons and discussions of a certain subject. When a teacher handles a foreign student, it is his/her responsibility to make the student understand their lessons well. The teachers may have to modify their way of interacting with the foreign students. Considering the Communication Adaptation Theory which was explained in chapter 3, two individuals who came from societies with different culture tend to change their communication behavior depending whether who is interested to continue the conversation. In the case of a native teacher and a foreign student, each of them tries to change their communication behavior towards each other. As a teacher, he/she has to try to communicate to his/her students - more particularly the foreign students - in such a way that they will understand him/her and learn something from him/her. As what the theory stated, the teacher may try to modify his/her language, accent and dialect while talking in class. Poedjiastutie (n.d) also pointed out that the teachers’ roles and attitudes are few of the main sources of the foreign students’ culture shock.
The questionnaires that we¬¬re distributed to the foreign students contain questions that ask for their judgments regarding the effectiveness of their teachers’ teaching techniques. The two following graphs show the tally of results of the survey on the subject of the teachers’ effectiveness in making the foreign students understand their lessons well.
Figures 5.1 and 5.2 present the tally of results to questions regarding the effectiveness of a local teacher in making their foreign students understand.

Figure 5.1 The UPCC teachers are good in teaching.

Figure 5.2 The UPCC teachers’ methods and techniques
are effective so that new concepts are readily grasped
by the class.

Figure 5.1 shows that three out of the seven respondents strongly agree that UPCC’s teachers are good in teaching and four also agree to this statement. Not one from the respondents disagrees on this statement. In general context, figure 5.2 shows that three out of the seven respondents strongly agree that their teachers’ teaching techniques are effective in a way that they can easily understand their lessons.
The results found in the figures above show that the foreign students’ teachers are effective in teaching them their lessons. Despite the differences in language and culture, the teachers have successfully conversed with the foreign students. Based on the results, the foreign students are not having a hard time in learning from people of different nationality and culture. This implies that the foreign students adjusted to this aspect without much delay. Upon interview, most of the foreign students say that UPCC has a really good set of teachers. “They can explain well using the English language, and they are masters of their subject” one foreign student said. UPCC has a really high standard in accepting their teachers.

B. Difficulty of Homework
The foreign students were also asked about their homework exercises. Mcleod (2008) explained that in order for a foreign student to gain academic success, the student must still first adapt to the host country’s academic activities. The figures below show the results on the questions regarding the assignments and homework exercises that the teachers give to the foreign students.

Figure 5.3 The teachers give less assignments.


Figure 5.4 The homework exercises given are easy.

Figure 5.3 shows that four out of the seven respondents disagree on the statement saying that their teachers give them less assignments. There is one student who strongly disagrees. Furthermore, the respondents were asked whether their homework exercises are easy. Only one of them agrees, two are undecided, another one disagrees, and three strongly disagree. Each of the students was asked by the researchers what made him/her answer such. The researchers found out that the results vary on the course, subjects taken, and the teachers of the respondents. And also based on the interview conducted, some of the respondents do not mind the difficulty of their homework that much because they had been used to this kind of training in their home country. This means that the foreign students did not need a long time to adjust in this aspect since they were already used to it back from their home country.


C. Schools’ Rules and Regulations
Culture shock could spring from experiencing restrictions and limitations. It makes a foreign student disappointed or frustrated whenever they are restricted from the things they used to do in their home country. The rules and regulations of the school might have restricted the students to do these things. This aspect pertains to how UPCC’s rules and regulations affect the adjustment of the foreign students.
The figure below shows the graph of the students who think that the school’s decisions, rules and regulations are reasonable.

Figure 5.5 The decisions, rules and regulations
set down by the school are reasonable.

Figure 5.5 shows that six out of the seven respondents agree and one strongly agrees that the school’s rules and regulations are reasonable. Some of them said that the rules of the school are just appropriate because the school gives them enough freedom of whatever they do. And besides, one of them said that he/she don’t linger around the school too much so the rules do not apply much to him/her.
From the results above, the foreign students did not take it long to adjust to the rules and regulations of their new school. This is because the rules did not restrict them or limit them too much from the things they want to do.

D. Convenience in School
Adjustment includes satisfaction and ease in the environment. This aspect determines whether the school has provided the foreign students enough expediency that will help them adjust more quickly or not. It also shows whether the respondent is comfortable and satisfied with the school in any aspect, or rather feels uneasy and apprehensive.
The figure below shows the graph of the students who think that the school is clean and well-ventilated.










Figure 5.6 The school is clean and well-ventilated.

Figure 5.6 shows that five out of the seven respondents agree that UPCC is a clean and well-ventilated school. One foreign student cannot seem to decide whether the school environment satisfies him/her or makes him/her feel uneasy. On the other hand, one foreign student disagrees that UPCC is clean and well-ventilated. When asked why, he/she said that there is a big difference between UPCC’s environment and his/her home country’s school environment. “There are no single trashes that can be seen in our schools back home,” said one student. In contrast, there are visible trashes in some of parts of UPCC. He/she also said that UPCC is not that well-ventilated, given that there are constructions going on in the school and the tropical weather. In his/her home country, the schools provide the students air conditioners or heaters in order to make them comfortable while studying. It is only applicable to a few of the classrooms in UPCC. According to the Theory of Work Adjustment, an individual and his environment must have correspondence or connection with each other – that is, the individual gets the necessities he/she needs from the environment and vice versa.
Though there is one foreign student who does not agree that the school is clean and well-ventilated, most of them did not have a hard time on adjusting to this aspect. The researchers believe that the foreign students had adapted to UPCC’s physical environment well because it has provide them most of their needs.
The figure below now shows the students’ view on UPCC’s facilities.










Figure 5.7 The school’s library and other facilities in are good.

Figure 5.7 shows that four out (check) the seven respondents are satisfied with UPCC’s library and other facilities. On the other hand, one respondent is undecided, one disagrees, and one strongly disagrees. When asked, the respondents who did not agree with the statement said that compared to what they had known in their schools back home, UPCC’s library and other facilities are far from being better. “UPCC’s library is very limited. It lacks many good books,” one Japanese respondent pointed out. Japan, on the other hand, has huge libraries where almost all published books can be found. Furthermore, Japan is one of the representative countries when it comes to technology. The country is almost made up of highly technological facilities. The schools in Japan use highly technological facilities as well. The respondent who is undecided said that he/she is confused because he/she had not used the school’s facilities that much. The four respondents who were just satisfied with the facilities of the school said that so far the school’s facilities provide them well enough with what they need.
In this aspect, there are foreign students who were not satisfied with the facilities provided by the school. Once again, according to the Theory of Work Adjustment, these foreign students did not develop a correspondence with their new environment. Thus, they could not adjust easily to UPCC’s library and other facilities. Meanwhile, the researchers believe that not all of the foreign students who were just satisfied with UPCC’s library and other facilities had fully adjusted to this aspect. Because according to them in their interview, they seldom use the library and other facilities of the school.
The next figure shows the graph of students who think that the school provides them with people who they can run to when they have personal problems.

Figure 5.8 The school provides the foreign students someone
whom they could go to for help in solving personal problems.

Figure 5.8 shows that four out of the seven respondents seemed confused whether there is someone they could run to for help that the school provides. Most of them said during the interview that they are too antisocial to talk and ask if there is someone who can help them whenever they have problems. “I keep the problems to myself,” one foreign student said. They said that they are too shy to talk so they keep the problems to themselves. A few of the others who agreed already had become close to some of their teachers. “I don’t share too personal problems to my teachers, only those which concerns my studies,” said one of the respondents.

E. Confidence in Class
This area refers to whether the foreign students are confident enough to be active in class. Ward, et al., (2005) stated that there are people who they call “socially skilled” who have adjustable behavior that enables them to interact with the environment or the surrounding people appropriately. They also stated that the opposite falls into two categories. One is that they don’t know the right social behavior that would lead to interaction with other people. The other one, as what they said, may already know the proper behavior but are just unable or unwilling to adjust.
The next figure shows the tally of foreign students who can be referred to as “socially skilled”.

Figure 5.9 It is easy to recite or talk in class.
Figure 5.9 shows that four out the seven respondents (what?). There are four who agree that they are not having a difficulty in participating in their class while three of them cannot decide whether participating in class is difficult or not. Some of the four respondents who agreed on the statement said that they do not volunteer themselves, but they are willing to answer questions whenever they are called by the teachers to recite.
This aspect focuses on the ability of the foreign students to express themselves. If one is “socially skilled”, then it may be easier for him/her to adjust and be able to recite in class confidently.

F. Equal Treatment
This part judges the treatment received by the foreign students from the people surrounding them. The opportunities of the foreign students to lead their fellow students might be lesser because he/she is of different nationality and is seen to be different.
The figure below shows the graph of the students who think that they are given equal chances by their Filipino classmates to be the leader of their class.

Figure 5.10 The foreign students are given equal chances
to be the leader of the class by their Filipino classmates.


Figure 5.10 shows that most of the foreign students agree that they are given equal chances to be their class’ leader. There are four of them who agree, one who strongly agrees, one who is not sure and another one who disagrees. This implies that most of the foreign students are treated equally in their class. “I’m too quiet in class so maybe they won’t appoint me as a leader,” said one respondent who disagreed that he foreign students are given equal chances to lead the class. The next figure shows the graph of the foreign students regarding the subject that their teachers treat both Filipino and foreign students equally and fairly.

Figure 5.11 The teachers treat their students, both
Filipino and foreign, equally and fairly.


Figure 5.11 now shows that five out of the seven respondents strongly agree that their teachers treat their students equally and fairly. Only one of them cannot seem to decide whether he/she is treated fairly or not. He/she said she doesn’t take it much into consideration because whatever treatment he/she receives, he/she still feels the difference. This certain student is still in the process of adjusting to his/her new environment. He/she still does not sense the feeling of belongingness into his/her new school environment.

G. Enjoyment
The foreign students, in order to adjust in a short time, need to enjoy while staying in the host country. This area assesses whether the foreign students enjoy the things that the school offers to them.
The figure below shows the graph of the foreign students concerning the school subjects as interesting subjects which avoids boredom.

Figure 5.12 The school subjects are interesting enough
to keep the foreign students from getting bored.

Figure 5.12 shows that the foreign students all agree that their subjects are interesting. Upon interview, they all imply that the subjects they are taking reflect their passions in life that is why they find the subjects interesting. Most of them are Fine Arts students. There are also foreign students who major in Mass Communication. Each of the foreign students enjoy the field they are taking.
The figure below shows the graph of the foreign students regarding their enjoyment with the activities in school.

Figure 5.13 The activities implemented by the school are enjoyable.


Figure 5.13 shows that one out of the seven respondents is not sure whether he/she enjoys the activities implemented by the school. There are four who agree and two who strongly agree. The student who is not sure whether the activities were fun or not said that he/she is not that participative in the school.
Based on the results above, most of the foreign students in UPCC find the activities in school enjoyable. This means that most of the foreign students had adjusted to their new school environment given that most of them participate and enjoy the school’s activities like the Intramurals, or other classroom activities.

H. Performance in School
This refers to the foreign students’ evaluation of their performance in the school. As what Mcleod (2008) had stated, most of the significant problems of the foreign students start in the school environment. And again, he said that in order for the foreign students to gain academic success, they first have to learn the host country’s culture and academic activities. If a foreign student thinks that he/she is doing well in school, then it may imply that the student has already adapted the host country’s culture and has already learned its academic activities.
The figure below shows the graph of the foreign students who believe that they are performing well in school.

Figure 5.14 The foreign student is doing well in school.
Figure 5.14 shows that six out of the seven respondents think that they are doing well in school. Though there is one student who is not sure, the others outnumbered him/her. The student who is not sure thinks he/she might fail some of his/ her subjects, which, in observation, is not so rare in UPCC.



Table 5.3:
The table shows the weighted mean score for the questions related to the effect of teaching style factor towards the foreign students.

QUESTIONS (Teaching Style/Education) WEIGHTED MEAN
The UPCC teachers are good in teaching. 4.428571
The UPCC teachers’ methods and techniques are effective so that new concepts are readily grasped by the class. 4.428571
The teachers give less assignments. 2.142857
The homework exercises given are easy. 2.142857
The decisions, rules and regulations set down by the school are reasonable. 4.142857
The school is clean and well-ventilated. 3
The school’s library and other facilities in are good. 3.142857
The school provides the foreign students someone whom they could go to for help in solving personal problems. 3.571429
It is easy to recite or talk in class. 3.571429
The foreign students are given equal chances to be the leader of the class by their Filipino classmates. 3.714286
The teachers treat their students, both Filipino and foreign, equally and fairly. 3
The school subjects are interesting enough to keep the foreign students from getting bored. 4.142857
The activities implemented by the school are enjoyable. 4.142857
The foreign student is doing well in school. 3.857143
Average 3.530612
AGREE


As shown in the table above, the calculated mean score is 3.530612, which is Agree in the scale given above. This means that the foreign students have a positive attitude towards the teaching style of the local teachers and as well as any school related matters.
This means that the teaching style of the teachers has not affected the foreign students with their adjustment. Since the students shows (check) a positive attitude towards it, this factor may have sped up the adjustment of the foreign students towards their new school environment.



Language/Communication
A. Language Used
Uehara and Hicks (1989) pointed out several concerns of a foreign student. One of them is language acquisition.
As English is the known to be the international language, figures 5.17 and 5.18 show the results to the questions about the language used.

Figure 5.15 Filipinos use the English language when talking
to the foreign students.




Figure 5.16 The foreign students can express themselves
using the English language.

Figure 5.15 shows that five out of the seven respondents confirm that Filipinos interact with them using the English language. Some of them can already understand a bit of Tagalog or Cebuano. On the other hand, Figure 5.16 shows that five out of the seven respondents can express themselves well using the English language.
This implies that most of the foreign students in UPCC did not have a hard time expressing themselves because they more or less are comfortable in using English.
The next figure shows the graph of the foreign students who find it easy to meet Filipinos who do not know or are not fluent in speaking the English language.

Figure 5.17 The foreign students find it easy to meet Filipinos
who do not know the English language.


Figure 5.17 shows that there are three respondents who disagree and two who even strongly disagree that it is easy to meet and interact with the Filipinos who cannot speak the English language. Only two agree that they find it easy when they meet Filipinos who do not speak using the English language. There are Filipinos who cannot speak straight English. There are times when their words become indistinct while speaking.

B. Comfortable Interaction
Comfortable interaction pertains to the level of awkwardness in a local and foreign students’ conversation.
The figure below presents the graph of the foreign students who think they take time in replying to a conversation.

Figure 5.18 It takes time for the foreign
students to reply in a conversation


Figure 5.18 shows that four out of the seven respondents do disagree and one even strongly disagrees that they take time in answering a conversation. There is one that agrees with this. When asked about this, the Korean said he/she is having a difficulty in understanding the English language when spoken in a bit fast way. He/she has to think about it for a long time before talking back to the Filipino classmates.
The next figure shows the graph of the foreign students who believe that the Filipinos understand what they are trying to express.

Figure 5.19 Filipinos understand what the foreign students say.



Figure 5.19 shows that four out of the seven respondents agree that the Filipinos can understand them. There are three respondents who are not that sure. This is probably because of the accents that the foreign students use. The ones who are not sure whether the Filipinos understand them or not were asked by the researchers if they try to change their accent or language as what the Communication Adaptation Theory stated. “I don’t know how.” Some of them find it hard to change their accents. This situation sometimes leads to the foreign students’ silence and prevents them from interacting to (with) the local students. Not being able to express themselves is something new to the foreign students. In their home country, they can talk freely and can make other people understand them. Based on Rhinesmith’s Ten Stages of Adjustment, when a foreign students’ usual activities in their home country becomes limited in the host country, the foreign students experience culture shock.
The figure below shows the graph of the students who find it pleasant to hear a language they don’t understand.

Figure 5.20 The foreign students find it pleasant to hear
language which they cannot understand.

Figure 5.20 shows that there are two students who agree that they find it easy. (easy what?) There are students who find it unpleasant when they hear people talking in a language cannot understand. On the other hand, there are students who are already used to the language and therefore do not find it unpleasant hearing other people talk even if they don’t understand anything. But to those who agreed that it is unpleasant to hear others speak in languages they don’t understand, This situation only reminds the foreign students that they are not home, that they are in a different country, thus, reminding them of the negative feelings caused by culture shock.(comma splice)
The next figure shows the graph of the foreign students who believe that they can comfortably to the Filipinos.


Figure 5.21 The foreign students can comfortably
talk to the Filipinos.


In general, the foreign students think that they can talk comfortably with the Filipinos as shown in figure 5.21. Even though a few of them are not that fluent in speaking the English language, they claimed that they are comfortable in talking with the Filipinos.

Table 5.4:
The table below illustrates the weighted mean score for questions relating to the effects of the language factor towards the foreing students.

QUESTIONS (Language/Communication) WEIGHTED MEAN
Filipinos use the English language when talking to the foreign students. 3.571429
The foreign students can express themselves using the English language. 4
The foreign students find it easy to meet Filipinos who do not know the English language. 2.285714
It takes time for the foreign students to reply in a conversation 2.428571
Filipinos understand what the foreign students say. 3.714286
The foreign students find it pleasant to hear language which they cannot understand. 2.857143
The foreign students can comfortably talk to the Filipinos. 4.571429
Average 3.346939
UNDECIDED

The calculated mean score of the answers of the foreign students regarding the questions related to communication and language is 3.346939, which results to Undecided, under the scale given above. This means that the students shows neutral attitude towards language.
This indicates that the students are still undecided if they are already adjusted when it comes to language. With this, language factor has affected the adjustment of the students towards their new school environment. Since the students show a neutral attitude, language has contributed to the slow adjustment of some of the foreign students.

CULTURE/TRADITION
A. Food
The foreign students were asked about their reactions regarding Philippines’ type of food. New kinds of food are also part of the new environment.
The next two figures show the results for the statement about the foreign students’ adjustment on Filipino food.

Figure 5.22 The foreign students find it easy to
adjust to Filipino food when they first arrived in the country.



Figure 5.23 The foreign students eat Filipino food.
Figure 5.22 shows that three out of the seven respondents had a difficulty in adjusting to Filipino food. There are two students who directly adapted to Filipino’s food when they first arrived in the Philippines. In figure 5.23, however, there are already six out of the seven respondents who can eat Filipino food. In the interview, most of them said they had adjusted pretty quickly with Filipino foods because they can still taste the Asian flavor in them. Most of the foods they enjoy are adobo, fried chicken and other meat recipes.

B. Environmental Factors
This area refers to the physical factors of the environment. It represents the appearance of the country’s place. The Theory of Work Adjustment states that in order to be able to adjust, the person must have to develop a correspondence with his/her environment, including its physical appearance.
The figure below shows the graph of the foreign students who enjoy or detest the tropical weather in the Philippines.

Figure 5.23 The foreign students enjoy the
tropical weather of the Philippines.

Figure 5.23 shows that four out of the seven respondents are not sure whether they enjoy the weather here in the Philippines or not. There are two who enjoy the weather and one who didn’t. “I hate winter,” said the Japanese respondent.
The climate differences that the foreign students experience is also a factor that the foreign students need to adjust. Most of the UPCC foreign students cannot decide yet whether they enjoy Philippines tropical weather or not.
The next two figures show the results on the statements regarding the daily street conditions of the Philippines.

Figure 5.24 The foreign students are well adjusted to the road conditions,
occasional lack of running water, or the interrupted electricity.


Figure 5.25 The foreign students are bothered by the garbage that
are piled up along the sides of the roads.


Figure 5.24 shows the tally of students who are well adjusted to the common daily life situations in the Philippines. There are four students who think that they have already adapted to these situations. Figure 5.25 on the other hand shows the tally of students who are bothered by the garbage and filth piled up along the sides of the roads.
There are parts of Cebu where trashes and other garbage scat er (check) around the sidewalks.
The figure below now shows the general judgment of the foreign students regarding the Philippines as a beautiful place to live in.

Figure 5.26 The foreign students find the Philippines a
beautiful and clean place to live in.

Figure 5.26 shows that four out of the seven respondents think that the Philippines is a beautiful and clean place to live. There are three who cannot decide on this matter.
Some foreign students are undecided whether the Philippines is a beautiful place to live. “I’m not sure if the whole place is beautiful,” said one. The foreign students believe that not the whole of Philippines is beautiful. “Aside from the places that are full of criminals, it’s fine,” said the Japanese. Japan is a very secured country with a very strict government. They treat crimes with justice. The Japanese student in UPCC is used to a country that prevents crime as much as possible.

C. Behavior of the Public
Behavior of the public pertains to how the local residents act and what they show to the crowd. This area pulls together the reaction of the foreign students regarding the attitude and manners of the Filipino public.
The figure below shows the graph of the foreign students’ idea regarding the Filipinos urinating in public.

Figure 5.27 The foreign students get embarrassed and
upset when they see a person urinate in public.

Figure 5.27 shows that four out of the seven respondents strongly feel aversion whenever they see a person urinate in the public. There is one student who disagrees with the statement. “I really don’t care,” said the student. Most of the foreign students do not want the sight of people urinating in public.
The next figure shows the graph of the foreign students who get annoyed when they see people who spit in public.

Figure 5.28 The foreign students get annoyed when
they see a person spit in public.


Figure 5.28 shows that there are four students who get annoyed when they see people spit in public. Most of them are not used to seeing people who spit in public.

D. Acceptance of Weaknesses
Acceptance of weaknesses pertains to the foreign students’ acknowledgment of their mistakes if ever they had made one.
The figure below shows the graph of foreign students who find it easy to accept corrections from their Filipino classmates.

Figure 5.29 It is easy to accept a correction from a Filipino classmate.
Figure 5.29 shows that three agree, one strongly agrees, and three chose undecided on the statement saying that it is easy to accept their weaknesses. Based on the bestkajahejevprdfeel (check) superior over the Filipinos, they slowly learn that everyone is equal. They were most influenced by the Filipino students in UPCC because the students in UPCC express themselves with freedom. They said they get used to it. The others are still confused about how they would feel if a Filipino classmate would correct them from something they did wrong.
Most of the foreign students did not take long in adapting to the expressiveness of their Filipino classmates. Those who had already made Filipino friends find it even easier to accept corrections from their local classmates.
The next figure now shows the graph of the students who find it easy to accept discipline from their teachers.

Figure 5.30 It is easy to accept discipline from the teachers.

Figure 5.30, on the other hand, shows four out of the seven respondents strongly agree that it is easy for them to accept discipline from the teachers. There are two who chose undecided, and there is one who agrees with the statement. They confirmed that it is easier for them to accept discipline from the teachers than to accept corrections from their Filipino classmates. This can be referenced to what Mcleod (2008) had stated. He believed that there are students who expect more error correction from the teachers. More of UPCC’s foreign students are expecting their teachers to discipline them.

E. Religion
Another aspect of culture is the primary religion of the host country. The foreign students were asked questions regarding their religion and the religion of most of the Filipinos.
The next figure shows the graph of the students who attend church in the Philippines.

Figure 5.31 The foreign students attend church in
the Philippines State denomination.

Figure 5.31 shows that only one student attend in one of the churches in the Philippines. The others said that they do not quite fit in one of the churches here in the Philippines.(discuss?why?what is their religion?different from Filipinos?What do they think of Filipinos religion? )
The next figure shows the results regarding the unity of ideas between the churches in the respondents’ home country and the host country.

Figure 5.32 There is an agreement between the standards taught by the
foreign students’ churches and what they see in the Philippines.
Figure 5.32 shows that only two of the respondents agree that there is an agreement between what they had learned in their church back home and what they see from the people here in the Philippines. (elaborate.generalized)

F. Entertainment
The foreign students were also asked whether they enjoy the kinds of entertainment that Philippines has offered them.
The next figure shows the graph of the students who enjoy the Philippines’ mass media.
¬¬¬¬¬
Figure 5.33 The foreign students enjoy the mass media
(such as radio, television, magazines and newspapers)
provided for them in the English language.

Figure 5.33 shows that five of the seven¬¬¬¬ respondents enjoy the kinds of entertainment offered to them by the country. Most of them said that as long as they can understand the medium, they enjoy it as much as the Filipinos. (what is this entertainment?elaborate)

G. Social Aspects
Social aspects pertain to the relationships that the foreign students have with the Filipino students. Figures 5.34 and 5.35 show the tally of the results to the questions pertaining to the relationships between the foreign and local students.
The two figures below show the results regarding the social interaction between the foreign students and the local students in UPCC.

Figure 5.36 The foreign students find it easy to get along
with their classmates here in the Philippines.




Figure 5.37 The foreign students find it easy to make friends
with the Filipino students here in UPCC.

Based on figure 5.37, all of the respondents agree that it is easy to get along with their classmates in UPCC. Moreover, figure 5.35 shows that they all agree as well that befriending the Filipino students is not hard to do at all. This implies that the Filipino students in UPCC are open to the foreign students in befriending and accepting them. On the other hand, the foreign students are skilled enough to socially interact to their new classmates.
Figures 5.38 and 5.39 show the graph of the foreign students who feel that they are accepted by the Filipino students and that they belong to their new school environment.

Figure 5.40 The foreign students feel that they are accepted
by the “clique” (influential group) of my school.


Figure 5.41 The foreign students feel that they are liked by their Filipino classmates.
In figure 5.40, most of the foreign students cannot decide whether they are accepted by the clique in their corresponding courses or divisions. They believe that it is not for them to decide whether they are accepted or not.
The next figure shows the results on the statements regarding the comfort the foreign students feel when attending social gatherings with the Filipinos.¬¬¬¬¬

Figure 5.42 The foreign students feel comfortable and relaxed
when they attend a party or other social gatherings given by Filipinos.

Figure 5.42 shows that most of the foreign students agree that they are comfortable in attending social gatherings with the other Filipinos. But still, there are others who are not sure and there is even one who disagrees.
The next figure shows the graph of the students who most likely enjoy or are satisfied with their social activities here in the Philippines.

Figure 5.43 The foreign students are satisfied with their social activities here.

Figure 5.43 shows that the students are satisfied with their social activities here in the Philippines. (what are these?) Poedjiastutie (n.d) stated that one classification of the culture shock that the foreign students encounter is their social life. The results above imply that the foreign students in UPCC have already adjusted their social life here in the Philippines. Though there some of them who claim that they interact mostly with people of the same nationality, they somehow feel satisfied with the interaction between them and the Filipinos.

Table 5.5:
The table shows the weighted mean score for the questions related to the effect of teaching style factor towards the foreign students.

QUESTIONS (Culture/Tradition) WEIGHTED MEAN
The foreign students find it easy to adjust to Filipino food when they first arrived in the country. 2.857143
The foreign students eat Filipino food. 3.857143
The foreign students enjoy the tropical weather of the Philippines. 3.428571
The foreign students are well adjusted to the road conditions, occasional lack of running water, or the interrupted electricity. 3.571429
The foreign students are bothered by the garbage that are piled up along the sides of the roads. 4.428571
The foreign students find the Philippines a beautiful and clean place to live in. 3.857143
The foreign students get annoyed when they see a person spit in public. 3.571429
It is easy to accept a correction from a Filipino classmate. 3.714286
It is easy to accept discipline from the teachers. 4.285714
The foreign students attend church in the Philippines State denomination. 2.285714
There is an agreement between the standards taught by the foreign students’ churches and what they see in the Philippines. 3.428571
The foreign students enjoy the mass media(such as radio, television, magazines and newspapers) provided for them in the English language. 4.285714
The foreign students find it easy to get along with their classmates here in the Philippines. 4.714286
The foreign students find it easy to make friends with the Filipino students here in UPCC. 4.571429
The foreign students feel that they are accepted by the “clique” (influential group) of my school. 3.428571
The foreign students feel that they are liked by their Filipino classmates. 3.857143
The foreign students feel comfortable and relaxed when they attend a party or other social gatherings given by Filipinos. 3.571429
The foreign students are satisfied with their social activities here. 4.285714
Average 3.777778
AGREE



As shown in the table, the calculated mean score of the answers regarding the culture differences of the foreign students is 3.777778, which is Agree in the scale given above. This means that the foreign students shows (check) a positive attitude towards the cultural differences of the their country and the locals host country.
This illustrates that the cultural differences did not affect the foreign students in adjusting to their new school environment. The students have already adjusted to the cultural differences that they experiened. (check) This also shows that cultural differences do not really slow down the adjustment of a foreign student.

villahermosa avila chap 6 (comments in parentheses in between sentences)

CHAPTER VI
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This study was conducted to determine the effects of watching anime and reading manga unto the study habits of second year college students of the University of the Philippines Cebu College.Twenty Second Year College students ofthe University of the Philippines Cebu College were the respondents of this study. The inquiry was conducted on the school year 2011-2012.
Findings:
1. (don’t begin a sentence with number.spell out) 90% of the respondents started watching or were exposed to anime and manga when they were still 2 to 13 years old. These are the years when the respondents are still in kindergarten or in elementary. This means that many anime enthusiasts today were exposed to anime and manga early during their childhood. The researchers found out that most of the respondents who watch anime and read manga everyday were exposed when they were still 2 - 7 years old. Most of them spend more time watching anime and reading manga than studying. Four out of the 11 respondents who started watching at two to seven years old watch anime everyday while the other four only watch when they feel like it. This means that early exposure to anime and manga does increase your (shift in person) chances of getting 'addicted' to anime and manga.
2. Most of the respondents prefer to not study everyday and only when exams are near which shows that majority of the student's time is spent watching anime and reading manga at home seeing as exams aren't held everyday. (faulty) During the weekends, most students answered that the watch anime and read manga for two - 12 hours.
3. 92% (check) of the respondents watch anime and read manga only when they feel like it. However, after reconfirmation through the interview of the respondents who answered as such, the researchers verified that they allot more time for (in) watching anime and reading manga rather than use the free time to study their lessons.
4. 50 % (check) of the respondents give equal priority to both their projects and time to watch anime and manga. They set aside time to do schoolwork first before watching. However, the data, (remove comma) shows that when exams or deadlines are really near, the respondents work on their projects and study for their exams immediately.
5. Respondents prioritize the discussions given by the instructor during class hours. The respondents know that class hours are used for learning and should not be used for things that they can do later. However, data shows that when they are not in class, they are free to talk about anything without worrying about missing important notes and ideas from the instructor. Researchers find that the respondents know how to set their priorities well at school.
6. During group sessions set for studying, 60% of the respondents prefer to not discuss anime, characters or new updates. However, through the interview, a few respondents confessed that they cannot engage into anime discussions because their study mates either do not watch anime and/or do not appreciate distractions during study time.

Conclusion
Based on our (first person) findings, the researchers (third person. Person consistency) conclude that the studying habits of the second year anime enthusiasts of the University of the Philippines Cebu College are indeed affected by watching anime and reading manga. However, they give their full attention during class hours, not allowing anything to distract and interrupt them from listening to the instructor. However, once at home, they will find time to engage into anime and manga, whether it is to chat with other anime fans and/or spending the time watching and reading. (good, very direct but give your insight about the result. so what?)

Recommendations
Based on the findings, the researchers recommend that:
1. Seeing as early exposure to anime and manga can affect the attitude of a toddler toward these Japanese creations, parents should supervise the amount of anime and manga their children are exposed to during their toddler years.
3. For the future researchers of this study, they must gather more respondents to ensure unbiased results and data.
(where is number 2? Very shortcut.give circumstances why you recommend those)

villahermosa avila chap 3 (comments in parentheses in between sentences)

CHAPTER III
THEORETICAL, CONCEPTUAL AND OPERATIONAL FRAMEWORK

This study was conducted to determine the effects of watching anime and reading manga on the study habits of students. To support the study, theories will be used in order to fully explain the factors and variables of the study.

I. Theoretical Framework
The Hypodermic Needle Theory
The hypodermic needle theory's origins are largely unknown, and research on the theory's founder is hampered by the generality that surrounded media analysis in the early 20th century. Hypodermic Theory, also known as "Magic Bullet Theory" and "Hypodermic Needle Theory" was claimed to have arisen out of the surplus of propaganda and other influential films made public in the years immediately after World War I and in the years leading up to World War II. Hoever, (check) although not widely recognized for having come up with the theory, Harold Lasswell may have refined and introduced the Hypodermic Theory in his 1927 book "Propaganda Techniques in the World War". (source?)

The "hypodermic needle theory" implied mass media has a direct, immediate andpowerful effect on its audiences. (source) It predicts strong and more or less universal affects of mass communication messages on all the audience members who happen to be exposed to them. Media fires the message directly into audience head without the audience knowing and this message causes the immediate response from the audience mind without any uncertainty. The media injects the message into viewers mind and it cause changes in audience behavior and consciousness towards the message. Audience are passive and they can’t resist the media message. (plagiarized.no sources)

This theory deals with the impact of media messages in audience mind and how audience react towards the message without any hesitation.
The Temporal Motivation Theory

The Temporal Motivation Theory of Dr. Piers Steel (2007) provides strong evidence on why we procrastinate and is one of the major theories that fully explains the root causes of procrastination. The best definition for procrastination is the delaying of a task that was originally planned despite expecting to be worse off for the delay (van Eerde, 2003). Because the delay is irrational, people end up voluntarily choosing a course of action that they know will not maximize their physical, psychological and material well-being. But even though the people know that engaging into procrastination is bad for them, they still do it because when people find the work difficult or not enjoyable they also tend to procrastinate. Some people get distracted so easily that is why put off things that need to be done for later. The nearer the deadline the harder the people concerned work on. Also, some people make some plans on the things they need to work but do not work on the plan.
The Self- Handicapping Theory

In order to fully grasp the Self Handicapping theory, the attribution theory must be discussed first. The attribution theory of Weiner (1935) is about how the learner's "current self- perception" influences the ways which they interpret the outcomes of their doings. In attribution theory (punctuation) a person will interpret the surroundings and engage into a course of action. He then finds justifications, if the course of action he took just so happened to fail, and make them seem like he had no control over certain factors that hindered him from doing a certain task. That is why when people succeed they attribute it to their own effort but when they fail they say that it is because of reasons which they have no control. (faulty fusing)

Self-handicapping Theory by Riggs (1992) uses the principles of the attribution theory. In the self-handicapping theory, however, people willingly create the obstructions that hinder them from doing a certain task. These obstructions might be foolish but they help make excuses. If people fail, they tend to say it is because of these obstructions. These obstructions have a great impact on the performance of people because it blocks learning. Self-handicapping is common on teenagers. because it is commonly occurs on people who are concerned on their image and most likely they are teenagers (Slavin, 1983). (choppy; join)
(where is the instruction to the direction of fig. 1?)



Figure 3. 1


II. Conceptual Framework
From the Hypodermic Needle Theory presented earlier, the researchers have dubbed the internet, television and various forms of printed material as the mediums that the viewers are exposed to regularly, subsequently giving these media direct andpowerful influences upon the audience seeing as the internet and television have changed the speed, storage and availability of information from all over the word making various information easier to access. (very long, confusing) The messages from the medium, therefore, are directly injected into the viewers mind (check) without them knowing and they passively consume the information and are unable to resist it.

So, if we incorporate the Hypodermic Theory with that (why there is that) of the Temporal Motivation Theory where it is stated that the more unpleasant a student finds a task, which in this case is studying, or making papers and assignments, the more likely he/she will put it off for later. (no thought, fragment) First, modern technology has made it easier for people to procrastinate. The internet provides many distractions like checking e-mails, listening to music, instant messaging friends, playing computer games, watching videos on YouTube and hanging out in virtual social networks like Facebook, Tumblr and MySpace that can hinder a person from finishing a task that is needed to be done. However, the Internet is not the only existing distraction: television, cell phones, mp3 players, video games and a lot more sophisticated, modern inventions can cause serious procrastination.

And to add, the Self-Handicapping Theory which states that people will willingly find obstructions to excuse their failures.(fragment) If a student will fail and he/she has not studied because she was watching TV or was surfing the net the day before a major exam, then he/she has the appropriate excuse to have failed and thus will not feel that he/she is stupid or dumb. However if he/she passes the exam without studying, then the student will think that he/she is a genius for passing an exam even if they (from he/she to they?) spent the previous day just lazying around. Given these theories, the student will find excuses not the (check) make projects and will look for ways not to or put off studying for exams later. These excuses will involve surfing the internet, playing computer games, wasting time in Facebook and other social networking sites and watching videos in YouTube all day long.
(direction for fig 2 flow?)

Figure 3 . 2
III. Operational Framework
As what the theories above (where? This is another page) stated, there are mediums that influenced a communicative situation (faulty, I don’t get the meaning) to the Second Year College students of the University of thePhilippines Cebu College. Since it is already established in this study that modern technology, which in this case is the internet, has changed the accessibility of information from all around the word making various information easier to access. (fragment) This has resulted to (in) the fast and world-wide distribution and dispersion of Japanese anime and manga. But it is just not the internet that makes anime and manga available for those who want to access them. (fragment) Anime could be accessed through the television or could be streamed online or downloaded through the internet and bought at local DVD stores in malls. Manga could be bought from bookstores or purchased and read online. Like a drug, anime and manga is (are) injected into the student to create a more effective, powerful and strong impact making anime and manga hard for them to resist watching and reading them.(faulty, rephrase)

Anime and manga will then be the student's obstructions and from our Temporal Motivation Theory where it is stated that the more unpleasant studying is, or making papers and assignments, the more likely a student will put it off for later and would rather spend their time watching anime and reading manga in the internet due to its easy accessibility. (trim) With this, the student will most likely put off studying and making projects for catching up with the anime series they are following.

From the Self-Handicapping Theory where obstructions are created to excuse failures, students unconsciously find ways to distract themselves and make these distractions as excuses for not studying or making projects. If students conduct group study sessions, students will talk about anime and manga and, thus, will make a good excuse for not having studied for an exam well. If a student will fail an exam or be unable to meet a deadline because he/she was watching anime and reading manga, then he/she has the appropriate excuse to have failed. (check tense consistency)
(direction to fig 3 flow)

villahermosa avila chap 5 (comments in parentheses in between sentences)

Analysis, Presentation and Interpretation of Data

In this chapter, the tabulation and interpretation of data gathered are presented. Each tabulated result is further presented into textual form and is supported by theories and related studies.

The tables 1 and 2 which are located below represent the number and percentage of the respondent’s age:
Table 5.1
Number of Respondents


Table 5.2
Number of Respondents Who Watch Anime and Read Manga




Out of 20 respondents, 12 or 60 percent are 17 years old, 6 or 30 percent are 18 and there is one respondent each for ages 16 and 18, with a percentage of 10. This is because the study is focused more on second year students. (choppy. Join)
Before giving the questionnaire, all the participating respondents were first asked if ever they watch anime or read manga to ensure that all of the respondents are animeenthusiasts and know what the study is all about. That’s why Table 5.2 had a Yes frequency of 100%. (awkward) Table 5.1 implies that most of our respondents are 17 years old, but this is because our respondents are Second Year students so it is already a given that most of our respondents will be around that age bracket.



The table below represents the respondents age where he/she were first exposed to animeand manga:
Table 5.3
Respondents’ Age first Exposed to Anime and Manga




From the 20 respondents, there are 11 or 55 % who were exposed to anime andmanga when they were two to seven years old, seven or 35 % were introduced to anime andmanga when they were eight to 13 years old and two or 10 % first saw anime when they are of age 14 to 19.
This shows that most anime enthusiasts today started watching anime and readingmanga at an early age, usually during their kindergarten and elementary years. This implies that early exposure to anime can affect the anime addiction of a fan or enthusiast when they reach an older age.
The table below shows the number of respondents who study everyday:
Table 5.4
Number of Respondents who Study Everyday



Out of the 20 respondents, 17 or 85 % of them claim to not study everyday while only three or 15 % do otherwise.
This implies that respondents don’t like to study. (shortcut.discuss! implication) They prefer to do other stuff especially when exams are not scheduled within the week. But they would study when exams are near, as what the Dr. Steel’s Temporal Motivation states.




The table below represents the study time of the respondents who study everyday from 6-10pm:
Table 5.5
Study Time of Respondents who Study Everyday from 6 – 10 pm



Out of the three respondents who claimed that they studied every day, two of them said that they only study for one hour from 6 to 10 pm, and only one respondent said that he/she studies for three hours daily.
Even though the respondents study everyday in the four hours, from 6-10pm, they only spend one hour studying and will do something else for the other three hours. (implication)
note: i stopped up to this part only since the following pages would have the same comments: discussion of the result through giving implication and referring back to literature and theories and inserting testimonies from respondents.Dr. Steel is overused.you mentioned him again and again.when you mentioned genres like comedy etc,,,describe what is it and how fans view it.each table should also be introduced.see sample chap 5 of your classmates like that of cavanlit. submit it back when the results are already well-discussed.

deguit olavides chap 5(comments on following selected sentences )

The data above implies that oval-shaped face is the most ideal face shape of the ideal guy of the female respondents since according to Rogers (2002), the said shape perfectly fits whatever a guy's clothes are. The data also shows implies (faulty) that a manly face is not at all popular to girls in the middle adolescents stage since it only ranked second.
Lip shape is another part of the physical appearance of the guy which makes him ideal for a girl. Lips ranked seventh in Strovny's (n.d) survey about the top ten male body parts women want for the reason that is looks (faulty) appealing to guys. Table 1.4 shows the three different lip shape and the female respondent's choice.
The data implies that the female respondents don't want a lips (remove a ) that is too sexy which is the full lips and lips that is not so appealing, the thin lips. The female respondents only want a not so sexy, but a little bit appealing lips for their ideal guy.
The same with the eye color, the data implies that most of the female respondents chose a hair color that suits and describes a Filipino men (remove a).
It shows that the female respondents would want their ideal guy to have the same nationality as them since most of the characteristics chosen by the respondents describes (subject verb agreement) a Filipino man.
The third factor the female respondents consider in choosing their ideal guy is the guy's mental capacity. Men having the ability to to (check) solve problems make a woman secure (Jones, 2011).
If a guy has a good mental capacity, he has the ability to make good decisions in life and this is what most of the woman look for in a guy (faulty)
. Based on the data above, 26 female respondents said that they strongly agree that they want their ideal guy not to smoke; 3 female respondents agreed; 1 disagreed. (spell out numbers below 10) apply this rule to the whole chapter
The table above show (check) the female respondent's agreement and/or disagreement on the second statement in the vices category which is if they like guys who don't drink alcoholic beverages.
The table above show (check) the female respondent's agreement and/or disagreement on the third statement in the vices category which is if they like guys who don't spend too much time playing computer games.
The data above implies that although there are many female respondents who doesn't (faulty) want their ideal guy to spend too much time playing computer games, to the over-all sample population, it is okay for them that their ideal guy spends too much time playing computer games since it gives them happiness.
The table revealed (Tense consistency; you used present tense earlier as table shows or table implies) that only 6 of the female respondents strongly agreed about their guy attend church activities.
The data implies that a female respondent may not like a guy who attends church activities since their time for each other might be lessen (ed).
Family is a place where you can be yourself. It is a place where you’re admitted for what you are, thus there are no terms and conditions. (is it a place? Change)
We all know that you (shift in person.be consistent with third person) can tell how a guy will treat you by the way he treats his mom.
Most guys don't think girls notice the little things. Well, they do. Girls notice when you send an email for no other reason than just to say “hi.” (same issue)
If one is honest, you can easily trust them. honesty in a relationship is vitally important because it gives us the assurance that we can trust and rely on the person we love. (Same issue)
The table showed (tense consistency) that fifteen female college students strongly agreed that they like guys who are close to their mother.

(check your table here.the fourth and fifth entries are the same) the table above shows the female college students’ overall ranking of the attributes of their ideal guy. The data shows that the students like guys who have a good personality hence got the most number of votes for the Rank 1. And then followed by the Mental Capacity category which means that female students prefer guys who are intelligent. The physical appearance of the guy came third. Socio-Economic Status and Social Group vied for the 4th and 5th rank. (check table for this)
The data implies that the female respondents look for guys who have a good personality first rather than good looks. (awkward.rewrite)

comm 1 update

...final notice

comm 1 students whose blogs are inaccessible or have no essay:

manlunas tf 2:30-4
javier mth 10:30-12
ella mth 10:30-12
donaire tf 10:30-12




the following should not be seen in your essays:
1. choppy sentences
2. comma splices
3. run-on sentences
4. vague, abstract and generalized sentences
(please refer to my posts on grammar for references)

criteria in grading your essay:
coherence = 40%
(sentences in a paragraph are logically connected and idea is continued from one sentence to another.there is smooth transition from one paragraph to another.)
unity = 20%
(sentences in a paragraph should revolve around the topic sentence)
well-developed thesis statement/topic =20%
(as supported by topic sentences in each paragraph)
clear, detailed and concise sentences = 20%

guidelines for sources citation: (applicable to those who have research component (internet/book sources) as mode of acquiring info)

1. always acknowledge sources for ideas you got from them through in-text or parenthetical citation (integrated in the paragraphs).ex.

a. for quoted line:
Picking fruits is not an easy task for the boys, since heaps of bees are also sating their hunger in the sweetness offered by the fruits. As Golding ((1989) had described, “Everywhere was the scent of ripeness and the booming of a million bees at pasture.” (p. 56).

b. for paraphrased (in your own words) line:
According to A.H. Maslow (2000), the first factor that affects the “integrated wholeness” of a person is the physiological need, or the need for good food, fresh water, and enjoyable pastime. Consequently, the main factor that affects the decisions and actions of the characters in the novel is the characters’ need for food, water, and rest.

c. for secondary source (the source of the idea you want to borrow is only cited/quoted by your actual, primary source. you dont actually have the copy of that source (secondary), only through your actual source.)
According to A.H. Maslow (as cited in Green, 2000), the first factor that affects the “integrated wholeness” of a person is the physiological need, or the need for good food, fresh water, and enjoyable pastime. Consequently, the main factor that affects the decisions and actions of the characters in the novel is the characters’ need for food, water, and rest.

(Maslow is your secondary source and Green is your real, primary source. You get to know Maslow through Green.)

2. aside from in text citation, you also make bibliography at the end of your essay.please access my link to or post manununggul jar essay and see the format of the bibliography.

3. your essay will be put under www.plagiarismchecker.com to check if you have plagiarized or not from your sources. if you have done so, you will have an automatic grade of 5.0 for this requirement.

Goodluck!