THE USE OF “SANG,”“SING,”AND“KAG” IN THE ...lccbresearch.ph/news/wp-content/uploads/2020/11/The-Use...study of how Magdalena G. Jalandoni made use of “sang,” “sing,”

Development Education Journal of

Multidisciplinary Research Vol. 5 No. 1 June 2016

88

THE USE OF “SANG,”“SING,”AND“KAG” IN THE

HILIGAYNON LANGUAGE

Edna D. Fregil* La Consolacion College Bacolod

Abstract As mandated by the Department of Education, “mother tongue” should be used in teaching students from Kindergarten to Grade 3 in the Philippines. In fact, in 2012, Mother Tongue began to be a part of the new K-12 Curriculum. One such example of Mother Tongue is the Hiligaynon language used by the people in Western Visayas. The words “sang,” “sing,” and “kag” are widely used in the Hiligaynon language. This study is a linguistic analysis of the 19 short stories in Hiligaynon of Magdalena G. Jalandoni, Isabel Sebullen and Peter Nery Solis and is anchored on the theory of Noam Chomsky (1965) on syntax and semantics. Results of the study revealed that in the past, the word “sang’ is dominantly used before a noun, comparable to the article in the Filipino language, and used as an introductory word in any remark or statement. The word “sing” is often followed by adjectives, and sometimes equated to as when comparing two people or things. The word “kag” is equivalent to the conjunction “and,” and is used to connect words, phrases, and sentences. In contemporary Hiligaynon literature, however, the word “sing” has become inactive, while “sang” and “kag” continue to be widely used. Young students should be encouraged to read literary works written in the language so that they can learn and appreciate their Mother Tongue.

Keywords: linguistic, hiligaynon language. mother tongue, k-12

curriculum, descriptive design, Philippines

The Use of “Sang,””Sing,” and “Kag” in the

Hiligaynon Language

E. D. Fregil

89

INTRODUCTION

Among all the creatures in the world, man is fortunate to

be given the capacity to express himself (Facchini, 2002), his

thoughts (Olson, 2015; Tolstoy, 1899) and his feelings with the

use of a language. Each person is born with a mother tongue, the

language a child learned first and usually speaks best (Walter,

2015), the language primarily used in the country in which he is

born. Because of its innate nature, no one has seriously tried to

probe into the language and how it came to be. Since birth and all

through the time of growing up, a person has learned and spoken

his first language quite naturally, unless he was born with a

speech defect or hearing incapacity that would impede him from

speaking the language (Sun & Wallach, 2014) that he does not

even hear. Whatever the language may be, it is a unifying factor

of a race (Gill, 2014; McDonald & Boyd, 2000), is fundamental to

equality of opportunity (McDonald & Boyd, 2000), a vehicle for

acquiring education (Walter, 2015), a means of building and

maintaining relationships with others (Bohara, 2018; Sirbu,

2015; McDonald & Boyd, 2000), engenders respect for other

cultures and ways of life (McDonald & Boyd, 2000). Thus, it is

highly significant to study how a language evolves and what

common words mean.

According to Constantino and Gruber (2002), the manner

by which a person uses the language that a person is born with

has something to do with people with whom he speaks the

language, with the geographical location or the environment in

which they use the language (Sirbu, 2015), and the experiences

he has in the community (Long, 2011). A person speaks in the

way he has been raised. But the researcher believes that

whatever the language of an individual may be, it is a God-given

tool to be used for self-expression. For (Tumangan, 2005),

language is a medium to understand what has been said or read

and to be understood by those who listen and read one’s



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messages. It is to be used to explain oneself or to defend an

opinion (McDonald & Boyd, 2000) . Furthermore, Garcia (2005)

asserts that language is composed of words, pronunciation, and

manner of usage fully comprehended by the community that

makes use of it and is made even better and richer with the

passage of time. Indeed, language is a very potent force in getting

across ideas (McDonald & Boyd, 2000) , sentiments (Gill, 2014),

and insights (Facchini, 2002).

As mandated by the government (Department of

Education, 2009), the mother tongue should be used in teaching

Kindergarten through Grade III. In 2012, the use of mother

tongue was incorporated in the new K-12 Curriculum of the

country’s educational system (Repubic of the Philippines, 2013).

It underscored the significant contribution of the mother tongue

in educating and shaping the young Filipino learners (Department

of Education, 2009). Through the mother tongue he acquired at

home, the child eventually identifies himself belonging to a family,

communicates himself and develops his personality as a unique

individual capable of performing developmental tasks at home

(Aquino, 2015). An example of the Mother Tongue is Hiligaynon,

the fourth major language of the Philippines (Romero, 2013)

which is spoken by those in Western Visayas and is the lingua

franca of the said region (Deriada, 2002). The Hiligaynon

language is part of the Visaya (Bisaya) family of languages in the

central islands of the Philippines (Magos, 2011). The term

"Hiligaynon" was derived from the Spanish term "Yliguenes,"

which originated from the Hiligaynon word "Iligan" or "Iliganon"

(Funtecha, 2008). There seem to be two distinct proposals as to

the origin of the term. The first suggestion indicates that Iligan or

"Iliganon" refers to a river or literally means "where the water

flows down;" and the Spanish probably established a connection

to the indigenous residents of Panay, whose abode is at the river

mouth, and were eventually discovered effortlessly by them


Hiligaynon Language

E. D. Fregil

91

(Funtecha, 2008). The second point of view advances that "Iligan"

or "Iliganon" is derived from "manog-ilig sang kawayan,"a phrase

that chronicles Panay men who float down the river to dispose of

their wares – bamboo poles (Cultural Center of the Philippines,

2014).

In support to this recent development in the inclusion of

Mother Tongue in the Basic Education Curriculum, this research

is a concrete step in taking a closer look at Hiligaynon grammar.

The researcher chose to study the use of “sang,” “sing,” and “kag”

and made use of short stories written in Hiligaynon by a variety of

authors. One of them is Magdalena G. Jalandoni, the first ever

woman who received the “Republic Cultural Heritage Award for

Literature” (Peñol, 2012).

Studying literary pieces written in the language is an

effective method of enriching, giving importance, and sustaining

the merits of the native language (De los Santos, 2000). Readers

and researchers have gained a wider scope of understanding of

their native tongue and paved the way for owning one’s literature,

language, society, (Burton, 2013; Department of Education, 2012)

and character and a deeper awareness of the nature and conduct

of literature review and their similarities and differences with

other languages. It is, therefore, every person’s need to embrace

the entirety of the language used in the society in which he

belongs.

This need prompted the researcher to undertake this

study of how Magdalena G. Jalandoni made use of “sang,” “sing,”

and “kag” in the sentences and dialogues concerning the

structure, tone, characters, and symbols in her short stories. It

is her hope that this study would serve as an eye-opener for those

who wish to have an in-depth exploration of Hiligaynon grammar

and a way to promote Hiligaynon as a means of communication



92

and as a potent force to bring about progress for people and

society.

Objectives of the Study

This study was aimed at identifying the use of “sang,”

“sing,” and “kag” in the sentences and dialogues contained in

selected short stories written in Hiligaynon by Magdalena G.

Jalandoni, Isabel Sebullen, and Peter Nery Solis.

The researcher endeavored to determine how “sang,”

“sing,” and “kag” were utilized in the sentences, to identify how

these three Hiligaynon words are used in the present times, and

to highlight how they have contributed to enriching the

Hiligaynon language.

Framework of the Study

This study is a literary, linguistic analysis. Linguistics

has a tremendous role in the study of a language because by

using a linguistic analysis, the researcher would be able to attain

enriched knowledge (Samarin, 1967) as to how certain words in

the language are used to express meaning (Roebl & Bragg, 2016).

The researcher took inspiration from the wisdom of Chomsky

whose Universal Grammar Theory states that “the language

properties inherent in the human mind make up 'Universal

Grammar', which consists of a set of general principles that apply

to all grammars and that leave certain parameters open and that

the universal grammar sets the limits within which human

languages can vary” (Cook, 1985). This capability to be endlessly

creative is only innate in man who, with the use of his native

tongue, can describe at length his experiences, his emotions, and

his thoughts based on what is uniquely required by situations in


Hiligaynon Language

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which he finds himself. Language, therefore, is man’s unique gift

(Hostinska, 2011).

Furthermore, each speaker can formulate and

comprehend sentences in his native language (Chomsky, 1965).

He can also assess if a statement is true or false. This capability

is known as linguistic competence and is possessed by a language

speaker because the facility to form and combine words to

express meaning is part of his subconscious. Therefore, it is safe

to say that constructing sentences is the core of every language

(Paz, Hernandez, & Peneyra, 2003).

Language is the mode of being of literature (Akwanya,

2015). Writers use language as the main ingredient in

expressing themselves (Facchini, 2002), just as a sculptor uses

marble and tools to produce a piece of art according to his

perception of beauty (Akwanya, 2015). Because in every language

is a unique potential for creative ends, there is no limit to its

possibilities and remains unequaled. Each language is rich in

vocabulary because users incessantly add new words and idioms

(Funtecha, 2008).

De Saussure (2003), who espoused structuralism theory,

states that language and writing are interrelated because a writer

is free to choose the words in a language to complete a literary

piece of work. The meaning of the terms used is richer than the

actual text read (Funtecha, 2008). The readers or the listeners of

a language could read between the lines. De Saussure (2003)

believes that structuralism enables people to explain the meaning

of a concept based on their interpretations of the language used.

They can accomplish this by focusing on the words used, the

sequence of events, the symbols, and the narration of the story.



94

In a news article, a foreigner commented that Filipinos are

not fond of reading, especially if the material is written in their

own language. Finding a Filipino who enjoys literature in his first

language is rare unless that person is majoring in Philippine

literature. Critics say that seeing the pleasure in reading

literature is an intellectual experience and can have

advantageous effects to feelings and attitude. All languages are

equal and have the same potential, no matter what it may be.

The diagram shows the flow of the study. The researcher

selected short stories in Hiligaynon and analyzed how the words

“sang,” “sing,” and “kag” were used in the structure, tone,

characters, and symbols in each story to understand better the

Hiligaynon grammar.


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METHODOLOGY

This research is descriptive in nature which involves

collecting data that describe a specific phenomenon or the

current state of things (Glass & Hopkins, 1984). Specifically, the

study used linguistic analysis. This study focused on the

examination and analysis of how the words “sang,” “sing,” and

“kag” wereused in the selected stories to convey meaning.

The stories examined were divided into two. The first

group consisted of the 15 short stories penned by Magdalena G.

Jalandoni. They were classified according to the decade they



96

were written. From the 1940s, there were five: “Ang Asawa ni

Fred,” “Ang Baganihan,” “Ang Mga Lilisam,” “Bulak sa Bukid,” and

“Panugiron ni Tiyo Ciloy.” From the 1950s, there were three:

“Dekada 50,” “Ang Kapalaran ni Tina,” “Ang Paghinulsol,”and “Ang

Nanay.” “Ang Maudha,” “Ang Palangga,”“Isa Ka Sulat,” and “Sa

Ukbong sang Banas” represent the 1960s. The second group is

comprised of four contemporary short stories: “Ang Birhen Sang

Masulog” and “Aswang” of Isabel Sebullen and “Lirio” and

“Pangayaw” of Peter Nery Solis.

The stories in Hiligaynon were selected based on certain

merits. The stories depicted everyday life. Fifteen short stories

were penned by Magdalena G. Jalandoni, who was known for

having completed a variety of 397 literary pieces, such as poems,

novels, plays, short stories, and metrical romances, and who was

a recipient of the Republic Cultural Heritage Award for Literature

(Peñol, 2012). The anthology of short stories, “Ang Tampad sang

Kasanag,” that Jalandoni wrote, took place in four decades,

1940-1970. Moreover, two short stories were written by Isabel

Sebullen, a recipient of Carlos M. Palanca Award in the category

of Hiligaynon short stories (LIKHAAN: The UP Institute of Creative

Writing, 2014). (LIKHAAN: The UP Institute of Creative Writing,

2014)(LIKHAAN: The UP Institute of Creative Writing,




2014)Another two short stories were produced by Peter Nery

Solis, a multi-award-winning Filipino poet, fictionist, and

playwright from Dumangas, Iloilo, Philippines; he has won major

acclaim for his poetry and short stories from the Carlos Palanca

Memorial Awards for Literature, the Cultural Center of the

Philippines, and the National Commission for Culture and the

Arts and his screenplays have also won the Philippine Centennial


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Literary Prize, and the 2001 Cinemanila International Film

Festival (Nery, 2012).

In conducting the research, the researcher first randomly

selected the 15 short stories by Jalandoni. Randomization is

getting rid of biases and ensuring that the samples are valid

(Cadornigara, 2002). So she segregated all the stories by decade.

There are 33 from the 1940s, 22 from the 1950s, 30 from the

1960s, and 20 from the 1970s. Using the fish bowl method, she

finally chose the stories she would analyze in this study. Because

it has the most number of stories, five were opted for from the

1940s. Four were taken from the 1960s because it has the second

most number of stories. Three each were gotten from the 1950s

and the 1970s. Lastly, four were picked from the contemporary

short stories. The researcher particularly chose those that won

Palanca Awards and that were produced by Ilonggo writers.

To examine the selected short stories, the researcher first

read them thoroughly. Upon the second reading, she took notes

of sentences or lines with “sang,” “sing,” and “kag,” and analyzed

them carefully. She then identified their linguistic use in the

Hiligaynon language and made use of syntax and semantics to

determine their roles in the sentence. Using frequency count, she

tried to see how often these words appeared in the 19 short

stories.

RESULTS AND DISCUSSION

Any language in the world is special or unique. Each

word that comprises the language is distinct and has its specific

use and meaning just like the Hiligaynon language. Each word

has characteristics of its own. In Western Visayas, Hiligaynon is

the lingua franca of the Negrosanon. It is the mother tongue of



98

the people in this region. In the course of her study, it was found

out by the researcher that this language is rich, and there are so

many uses for words like “sang,” “sing,” and “kag.”

Table 1. Summary of Frequency Count of the Usage of “Sang,”

“Sing,” and “Kag” in the 15 Short Stories of Magdalena G.

Jalandoni

Word

Used

Noun Adjective Verb Pronoun Preposition

“Sang” 227 158 113 168 42

“Sing” 50 99 45 8 18

“Kag” 79 83 240 21 79

Table 1 shows the summary of the frequency count of

using “sang,” “sing,” and “kag” in the 15 short stories of

Magdalena G. Jalandoni.

In examining the stories, the researcher discovered that

the word “sang” is highly used with a noun with a frequency

count of 227 in the selected materials. Secondly, it is used before

a pronoun, with a frequency of 168. Used before an adjective

came in third, with a count of 158. It is also used before a verb

(fourth in rank), with a total frequency of 113. Lastly, it may be

employed as a preposition (fifth in rank), with the low frequency

of 42. It is, therefore, conclusive that in the Hiligaynon language,

“sang” is dominantly used with a noun.

The researcher learned from additional research that

“sang” in Hiligaynon is comparable to the article in the Filipino

language, which is customarily followed by a noun, like “sang

bata” (of the child), “sang manok” (of the chicken), “sang gitara”

(of the guitar), “sang Sampagita” (of the Sampaguita), “sang

minuro” (of the village), and “sang bomba” (of the bomb). These


Hiligaynon Language

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99

examples are often used in everyday conversation of Ilonggos.

Otero (2002) declared that the Hiligaynon language making use of

“sang” as a preposition is part of spelling in Hiligaynon. The word

“sang” is usually followed by a noun, a pronoun, an adjective,

and the like.

The word “sang” is also used as an introductory word in

any remark or statement. Other uses of the word are as by to

express possession or ownership, as when to precede a time

expression, and as conjunction connecting the subject and the

compound predicate.

The use of “sang” and “sing” in sentences differ. The word

“sang” is used when it is followed by a noun, an adjective, a

pronoun, or a verb. Among all that were mentioned, nouns

predominantly follow the word “sang” in the sentence. On the

other hand, the word “sing” is often followed by adjectives as

manifested in Table 1 that it has the highest frequency count at

99, followed by nouns at 50, and the least of which is pronouns

with just eight counts. The word “sing” in Filipino is equated to as

when comparing two people or things and is followed by an

adjective.

According to the concept of knowledge about language, a

speaker has the capability to formulate speech and comprehend

what he has heard because he is familiar with the components of

the language. One cannot use what he does not know how to

use. Even if a person tries to speak a language, he would not be

impressive in sending and receiving a message if he is in doubt or

lacks the familiarity and the facility (Spolsky & Hult, 2008).

Moreover, the word “kag” is equivalent to the conjunction

and. As gleaned in Table 1, it can be said that “kag” is mostly

associated with verbs, having yielded 240 counts in the study. It



100

is minimally connected to pronouns as proven by the low-

frequency turn-out. It is used to connect words, phrases, and

sentences. In Hiligaynon, it is also a prevalent introductory word

that may mean then when narrating the next thing that would

happen in a story.

Furthermore, the researcher was also curious to find out if

the said trend in using “sang,” “sing,” and “kag” has been

consistently carried over to contemporary literature that she also

examined the literary works of Jalandoni, Isabel Sebullen, and

Peter Solis Nery in modern times. Her findings are revealed in

Table 2.

Table 2. Summary of Frequency Count of the Usage of “Sang,”

“Sing,” and “Kag” in the 4 Contemporary Short Stories of

Jalandoni, Sebullen, and Nery.

Word

Used

Noun Adjective Verb Pronoun Preposition

“Sang” 199 79 115 45 57

“Sing” 0 0 0 0 0

“Kag” 36 23 63 1 35

“Sang” is still predominantly followed by nouns with a

frequency count of 199, but pronouns do not follow the said word

that often. This occurrence goes to show that there was never

any evident change in the use of “sang” over the years. Even the

advent of technology and its fast-paced evolution has proven that

language, though flexible and continuously changing, can remain

consistent and relevant so long as it is used to convey meaning

effectively. Mother tongue does not have to change much, and

because it is the language that anyone is born to, it is easily

learned or imbibed and, therefore, maximized to promote one’s


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identity, enrich culture, improve literature, and deepen

patriotism.

“Sing,” on the other hand, was found to have not been

used by contemporary short story writers for unknown reasons.

This fact indicates that there has been a change in the utilization

of the said word in Hiligaynon. It could eventually “die” and

entirely be forgotten as part of the native language if it continues

to be unused for a long time. This condition could mean that

people have found an alternative word to be used, or they do not

have a reason for using it anymore. For (Halliday, 1978),

everything in the world changes because of so many discoveries,

and if there is one thing that is constantly affected by these

alterations, it is language. Some words are coined to explain

certain phenomena or are found no longer appropriate because of

overwhelming transformation in society (Howley, Mayfield, &

Rosé, 2011). In the Hiligaynon language, “sing” has been found

to become dormant, while “sang” and “kag” continue to be widely

used. The word “kag,” just like in the past, is still associated with

verbs and has an irrelevant connection with pronouns.

Indeed, the terms “sang,” “sing,” and “kag” have

contributed to the flourishing of the Hiligaynon language because

by using which, it is easier to use and connect words in the

different parts of speech, making oral and written expressions

clearer and more understandable.

In general, it can be said that the writers whose works

were examined in this study have naturally employed the use of

“sang,” “sing,” and “kag” in day-to-day life as evidenced by their

extensive use of the said words in the lines and dialogues.

If for Noam Chomsky (1965), the study of syntax or how a

sentence is formulated enables understanding of what someone



102

has creatively expressed, his critics do not agree entirely with

him. The theory zeroes in on the structure and does not take

context into account. Language then is dissected based on

composition rather than the reality of the message

communicated. (Bernales, 2009) agrees that language plays a

potent role in the life of man. Because it is often used and is

almost as natural as breathing and walking, it sometimes go

unnoticed as to how a sentence is phrased or constructed, unless

it is studied in detail like in this research endeavor. Evidently,

people care more about meaning than structure.

Moreover, (Halliday, 1978) came up with seven different

functions of language. Instrumental function is using language

to verbalize preferences, wants, and needs. Personal function

implies using language to ventilate individuality. Interactional

function denotes using language to interact meaningfully with a

group. Regulatory function entails using language to control

behavior or give instructions. Representational function has

something to do with giving more information. Heuristic function

involves using language to inquire or wonder aloud. Imaginative

function indicates utilizing language to create and entertain. In

all of these, language is used productively and should, therefore,

appropriately express what one intends to convey to transmit the

intended message and elicit the suitable response.

(Smith, 1977) also points out that language is best studied

with the use of actual communication experiences and that

fluency in one function of language does not necessarily mean

that one possesses the skill in undertaking other functions. Two

or more roles of language may be performed on one occasion.

These imply that a person should have a considerable amount of

capabilities to use language in actualizing a definite function of

the language.


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Just like in the case of the Filipino language, students get

many high marks in the subject if they engage in communicating

in Filipino in classroom activities. Virgilio S. Almario, one of our

national artists, in one of his speeches mentioned that Filipino

students who know the Filipino language very well have the

capacity to understand it when reading and listening to it and use

it to express ideas and insights in class. Similarly, Hiligaynon

can be a tool for Ilonggo students to make themselves heard and

understood, especially now that Mother Tongue is taught as a

subject in Basic Education.

CONCLUSION

Hiligaynon language extensively uses “sang,” “sing,” and

“kag;” and because it is so, it is easy to identify the nouns,

pronouns, verbs, adjectives, and adverbs to which they point.

These three words are very familiar Hiligaynon words that help

make the language rich and facilitate self-expression.

Studying one’s Mother Tongue is highly significant for

both students and teachers because it would not only make them

more knowledgeable but also skillful in using the language to

express their thoughts, feelings, and creativity. Studying what

makes a language is a good way to fall in love with it and become

comfortable in using it in everyday life or when the situation calls

for it.

Language is indeed a potent tool of communication as well

as in teaching and in learning a subject in which it is primarily

used. Each language is unique and special and beyond compare.

That is the reason one should not forget his roots. No matter how

far education and technology may take man, he should always



104

respect and honor his Mother Tongue because it is part and

parcel of who he is.

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THE USE OF “SANG,”“SING,”AND“KAG” IN THE ...lccbresearch.ph/news/wp-content/uploads/2020/11/The-Use...study of how Magdalena G. Jalandoni made use of “sang,” “sing,”

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