The Experiences Of The Students During Earthquake

A Research Presented to Makilala, National High School

Makilala, North Cotabato

By

Emielyn M. Bautista

Charie Angel C. Dionola

Karyl Mae S. Adlaon

Merry Vic Jati

Ri ann G. Tabugoc

March 2020

Abstract

Earthquake is one of the most destructive natural calamities which causes sudden shaking
of the earth surface. It not only causes damage to buildings and other structures but also affects

the surrounding environment and our lifestyle significantly. An earthquake can trigger many

sudden changes in the environment which can be classified as primary example, the subsidence,

the surface faulting and the secondary effects like the displaced rocks, tsunami, ground cracks,

liquefactions, and the landslides. These effects are known as earthquake environmental effects or

(EEE). The scales which use these effects of an earthquake as a parameter for assessment are

known as Earthquake Intensity Scales. These scales quantify an earthquake based on the

observed effects on the surroundings. All such scales come along with different guidelines and
parameters. The effect of an earthquake on the Earth's surface is called the intensity. The

intensity scale consists of a series of certain key responses such as people awakening, movement

of furniture, damage to chimneys, and finally - total destruction. This scale, composed of

increasing levels of intensity that range from imperceptible shaking to catastrophic destruction, is

designated by Roman numerals. It does not have a mathematical basis; instead it is an arbitrary

ranking based on observed effects. In this Research paper, a review has been made on the

different experiences of a students of Makilala National High School during earthquake that

happened last October 2019. This study, tackles on the different attitude of students during

earthquake and how students overcomes and face their fears, worries and even shocks during

those natural calamities that they experienced.

CHAPTER I

Introduction

Background of the Study

An earthquake is a sudden shaking of the ground caused by the passage of seismic

waves through Earth’s rocks. Earthquake occur most often along geologic faults, narrow zone

where rock waves move in relation to one another. (Bolt, 2020)

During the month of October 2019 the province of North Cotabato experienced an
Earthquake that cause many people to panic and scared for their lives and also to their families.

That day was a traumatic experience that every students of Makilala National High School had

felt. The Mayor of Makilala declared a suspension of classes in any levels due to the dangerous

building.

According to PHIVOLCS, the epicenter of the Earthquake is the Municipality of

Tulunan, Cotabato. It brings damages in any establishment in every area in North Cotabato.

Many people were affected, especially to those who are located on the Mountain area.

Based on the study of Aydin and Coskun (2010), the 7 th grade students in Turkey defined
Earthquake as the destruction of the building and the death of people.

As the researchers, we promise to do our best to study our topic and to gather more

important data from our respondents to come up a successful research.

We conduct this research to know the different challenges of the students that they

encountered during the Earthquake and how they overcome that experience.

Research Questions

What are the experiences of the students during the Earthquake?

How do students overcome that experience?

Scope and Limitations

This study aims to know the experience of the students during Earthquake only, but not

concerned any experiences to those people who are not students. Senior High Students of

Makilala National High School are the respondents of this study. It’s stated here in the research

paper about their experiences and how they overcome those experience. This study started on

February 2020 to April 2020.

Significance of the Study

 The significant of our study is to get the different experience of students when earthquake

struck in the month of October 2019.This study will serve a guide of the future researchers.

Teachers: This serves as a guide for the teacher on how to handle their students during

Earthquake.

Students: The study will be beneficial to the students for them to know how to handle their

emotions in this kind of situation.

General leader: This study is beneficial for those general leader to be ready anytime and to be
inform on what to do if they encounter this natural calamity.

CHAPTER II

Review of Related Literature and Studies

According to K Keven, MS Sever and M Yenicesu (2003), the Marmara Earthquake

occurred on 17 August 1999. There were 639 renal victims of whom 477 needed some form of

renal replacement therapy. Although several medical complications have been reported in the

literature, there has been no detailed description of infections in patients with crush syndrome

after earthquake.

On April 6 th 2009, the town of L'Aquila, Italy was struck by an earthquake, 475 students

(203 women and 275 men) attending the last year of High School in L'Aquila were assessed by:

Trauma and Loss Spectrum-Self Report. (Carmassi and Conversano, 2011)

According to Karakaya and Coskun (2004) he stated that 334 of students were selected

from secondary schools located within Kocaili province in Turkey found that 1.8℅ had very

severe, 20.4℅ had severe, 38.3℅ had moderate and 36.2℅ had mild symptoms of Posttraumatic

stress disorder (PTSD) and that 22.2℅ had probable PTSD and 30.8℅ had probable depression

diagnosis.
 An earthquake measuring magnitude 6.9 rocked at Southern Philippines on Sunday

afternoon, causing scenes of panic and killing at least one child and injuring a least of 15 others,

officials said. (Gutierrez, 2019)

An earthquake that occurred in a different country affect a lot of students PTSD or

Posttraumatic Stress Disorder is one of the effect that many students in the other country had

experience, we should be prepared in any natural calamities.

CHAPTER III

Methods of the Research

Research Design

In conducting our research entitled "The experience of students during Earthquake" we

used the qualitative design particular in phenomenology. Phenomenology is the study of

structures of consciousness as experienced from the first person point of view. This type of

research was given by our adviser in Practical Research 1.

Sampling Procedure

In conducting our research we used purposive sampling or subjective sampling. We select

participants we already know so that we will not have difficulty in communicating and collecting

data.

Research Instruments

This method used questionnaires and interviews. The tools that are used by the researchers

are discussed. The questionnaires are the main gathering instruments of this study. The method

are used to gather informative and related evaluation.

Research Procedure

In this study we used the research method:

• Asking for permission

• Interviewing

• Collecting data

• Transcribing

• Coding

• Translating

CHAPTER IV

Results and Discussions

Table 1: This table shows the experiences of the Senior High School students in Makilala

National High School during Earthquake.

Themes Core ideas

Cry -cried

Worried -worry

Nervous -nervous

Cry

The participant 1, 2 and 5 expressed:

“Kung naa lang gni sa punto pwede muhilak nalang ko” (RQ1P1A1)

(If I could cry at this point)

“Naghilak ko” (RQ1P2A2)

(I cried)
“I felt nervous so naghilak” (RQ1P5A1)

(I felt nervous so I cried)

According to Pynoos and Geonjian (1993) found that children who suffered more in the

quake demonstrated more severe and violent reaction. It has been maintained that girls started

crying during the earthquake while boy rushed out or ran toward a particular person.

Worried

The participant 2 and 3 expressed:

“Mabalaka mi kung na unsa sila didto kay basig kanang unsay nay may nahitabo sa ilaha”

(RQ1P2A1)

(Were worried if what would happen to them)

“Nahadlok jud kug maayo ato, nabalaka” RQ1P3A1)

(I’m so scared and worried)

In light of children’s need for the security of adult protection, children often exhibit

heightened fear about being separated from their parents and concern about the safety of their

parents. As a result, there are high demands on parents to be supportive and available to their

children at the time they themselves are likely to be worried, sleep-deprived, and struggling to

cope with the challenges of day-to-day survival.(G Margolin, 2010)

Nervous

The participant 1, 2 and 5 expressed:

“Nakulbaan naman gud ko asa ko paingon” (RQ1P1A2)

(I was nervous where I was going)

“Feel nervous kay ano kay ang una namong naiisip is family” (RQ1P2A1)
(Feel nervous because our first thought is our family)

“I felt nervous”RQ1P5A1

(I felt nervous)

This study reports the clinical psychiatric presentation and posttraumatic symptoms

among 525 survivor who sought psychiatric service in the first month following the devastating

earthquake that struck the central area of Taiwan. The most common psychiatric symptoms

reported were insomnia, palpitations, nervousness and dizziness with headache. (Chen and Yeh,
2001)

Table 2: This table shows the coping strategies of the Senior High School student of Makilala

National High School to their experiences.

Themes Core ideas

Praying -pray

Assistance -classmates
-parents

Praying

The participant 2, 3 and 5 expressed:

“Ge ampo nalang nako to na unta malampasan to na mga trials” (RQ2P2A1)

(I just pray that I can overcome those trials)

“Kanang nag ampo nalang ko” (RQ2P3A1)

(I just pray)

“Keep calm lang then keep praying for our Almighty God” (RQ2P5A1)

(Keep calm and keep praying to our Almighty God)

 Life can sometimes be unpredictable and scary, which is why Faith in God is a

powerful tool for navigating the unknown. Prayer, in particular, can help people cope with and

overcome the worries and fears that can be crippling in a world plague by various problem and

evils. (Hollowell, 2018)

Assistance

The participant 1, 2, 3, 4, and 5 expressed:

“Ang akong mga ginikanan jud ang una gud na nagpakalma sa akoa para dili nako makulbaan”
(RQ2P1A2)

(My parents were the first to calm me down so that I could not feel nervous)

“ Gi tabangan mi ni Mike” (RQ2P2A2)

(Mike help us)

“Mga classmate nako gitabangan ko nila” ( RQ2P3A2)

(My classmate help me)

“Naay ni ano na classmate nako “ uyy, dali na” gigunitan pud ko niya” (RQ2P4A2)

(My classmate said this to me “Hey, come on” and then hold me)

“Akong classmate gitabangan ko niya sa pagpa tindog” (RQ2P5A2)

(My classmate help me to stand)

Roles and routines coping assistance was reported most frequently followed by

Distraction and Emotional Processing. Coping assistance from parents and friends was reported

more frequently than from teacher. Third graders reported significantly more Emotional

Processing from parents and friends than fourth and fifth graders; no sex effect were found. As

expected, children with more severe levels of PTSD symptomatology reported more Emotional
Processing and Distraction coping assistance. (Prinstein and Vernberg, 1996)

CHAPTER V

Summary, Conclusion and Recommendations

Summary

During the month of October, there’s a lot of unexpected event that people didn’t expect to

happen in the Municipality of Makilala. The strong earthquake struck in the middle of the

peaceful living of the people in Makilala, that brings a traumatic memories to those who is more
affected. We interviewed some Senior High Students of Makilala National High School and as

expected they encountered difficulties on how to overcome or surpass that unexpected events in

their lives. During that time their crying, worrying and felt nervous for their life as the ground

start shaking. Most of the students started praying for their life and for the safety of their

families. Their classmates and parents help them to calm down and help them to overcome that

terrible experience that they encountered. That was a terrifying incident that happen in their life.

Conclusion

The researchers therefore conclude that the Earthquake occurred during the month of

October in Makilala brings a trauma and panic to every people living in Municipality of

Makilala. The researchers also believe that Senior High Student of Makilala National High

School are prepared and brave enough for their lives after that strong earthquake. They

experienced difficulties in overcoming their unforgettable event in their lives but they remain

have faith in God in times of calamity.

Recommendations

The researchers recommends that every students should be aware, educated and prepared

in any kinds of calamities, parents should guide his/her child and teachers should know how to

handle his/her students. The researchers also recommends that when we encountered calamities
we should not forget to call the name of Jesus for He is our savior.

Implications

Some of the common impacts of earthquakes include structural damage to buildings,

fires, damage to bridges and highways, initiation of slope failures, liquefaction, and tsunami. The

types of impacts depend to a large degree on where the earthquake is located: whether it is

predominantly urban or rural, densely or sparsely populated, highly developed or

underdeveloped, and of course on the ability of the infrastructure to withstand shaking.

During the natural calamity like earthquake if people are not well- educated on how to

react or protect theirselves when its happens it may cause them to panic which is more dangerous

to them.

References

Aydin and Coskun (2010). Observation of the students “ earthquake “perception by means of

phenomenographic analysis (Primary education 7th grade- Turkey. International Journal of the

Physical Sciences 5(8), 1324-1330, 2010.

Bedriye (2014). Pynoos and Geonjian (1993). Determination and evaluation of effects of

earthquake on school age children (6-12 years old) behaviour Procedia-Social and Behavioral

Sciences 152, 845-851, 2014.

Bolt (2020). What is an Earthquake. Earthquake | definition, causes, effect & fact | Britannica.

Carmassi and Conversano (2011). Impact of traumatic loss on posttraumatic spectrum symptoms

in high school students after that L’Aquila 2009 earthquake in Italy. Journal of affective disorder

134 (1-3), 59-64, 2011.

Chen and Yeh (2001). Psychiatric morbidity and posttraumatic symptoms among survivors in the

early stage following the 1999 earthquake in Taiwan. Psychiatry research 105 (1-2), 13-22,

2001.
G. Margolin (2010). Earthquakes and children:The role of Psychologist with Families and

Communities.

Gutierrez (2019). Strong Earthquake Hits the Southern Philippines.

Hollowell (2018). 7 Powerful Prayer for God’s Protection and Safekeeping.

Karakaya and Coskun (2004). The symptoms of PTSD, depression and anxiety in adolescents

students three and a half years after the Marmara earthquake. Turkey psikiyatri dergisi=Turkish

journal of Psychiatry 15 (4), 257-263, 2004.

Keven and Sever (2003). Infections complications after mass disasters:the Marmara earthquake

experience. Scandinavian journal of infections diseases 35 (2), 110-113, 2003.

Prinstein and Vernberg (1996). Children’s coping assistance:How parents, teachers, and friends

help children cope after a natural disaster. Journal of Clinical Child Psychology 25 (4), 463-475,

1996. PHIVOLCS

Participant 1

Interviewer: Good morning Ma’am! ako diay si Emielyn Bautista ug kini akong mga kauban na sila ako diay si Charie ug ako si Karyl kam kami ang researcher sa

Grade 11 HUMSS na naga conduct ug study sa mga students experiences during earthquake ug isa ka sa mga napili namo na respondents sa among research. Naa mey

ihatag na mga pangutana sa imuha na imuhang answeran ug kini siya naay mga sub-question. So ma’am tanan man jud ta nakasinati atong linog nu akong pangutana sa

imuha “unsa imuhang nasinatian atong paglinog”?

Respondent: So tanan gani ta nakasinati atong linog pero kato nga time tung kusog gud kaayo na linog kay naa man jud ko ato sa balay tapos pagkahuman naglinog

najud syempre nalibog ko kung asa ko padulong naratol nako kung naa lang gani sa punto pwede muhilak nalang ko kay nakulbaan naman gud ko asa ko paingon ,

ginapangita nako akong mga ginikanan kung asa pud sila kay naa naman ko ato sa balay so kulba kaayo to atong panahona.

Interviewer: Atong paglinog ma’am unsa imong gibati atong panahona?

Respondent: Pareha lang gihapon atong kaganina nakulbaan ko tapos naratol ko kung asa jud ko paingon kay ambot lang murag basta naglibog jud ko ato.

Interviewer: Sa ika duhang pangutana,”Gi unsa nmo paglingkawas sa imong nasinatian”?

Respondent: So pag gikan ko sa sulod niadto lang ko sa gawas tapos pagkahuman kay gi nag nakit-an naman nako ang akong pam nakit-an naman nako akong mama
ug papa so mao to murag nakalma nalang gud ko nakalma nagud ko then mao nato nag ano nalang me naglingkod nalang meng tanan tapos gihulat nalang namo na

murag na basin muundang tapos naglingkod me muo to nakalma nami muo to nakalingkawas nami sa ano sa kahadlok ana lang.

Interviewer: Kinalasang pangutana ma’am “kadtong panahona naa bay nitabang sa imuha”?

Respondent: Ahhm sa kato naa man ko sa balay syempre ang akong mga ginikanan jud ang una gud na nagpakalma sa akoa para dili nako makulbaan atong linog tapos

sabay nami ato paggawas sa gawas then didto nami naglingkod muo lang.

Interviewer:Salamat kaayo ma’am sa imuhang kanang gihatag na time sa amoa.

Participant 2

Interviewer: Maayong udto ma’am ako diay si Emielyn Bautista ug kini akong mga kauban na sila Charie Angel Dionola, Karyl Mae Sumalinog Adlaon kami ang

researcher sa grade 11 HUMSS ug naga conduct me'g study about sa Students experience during earthquake ug isa ka sa mga napili namo na respondents sa among

research. Naa me mga pangutana sa imo na imong answeran ug kini siya naay mga sub-question so pwede nimo siya answeran sa bisag unsa na language.

Respondent: Unsa diay inyong mga pangutana?

Interviewer: Ang una namong pangutana sa imuha ma’am “unsa imong mga nasinatian atong paglinog?

Respondent: Ahm… ang akong nasinatian atong paglinog is kanang una-unahan kay ano feel nervous kay ano kay ang una namong naisip is family nasa bukid then ano

mabalaka me kung naunsa sila didto kay basig kanang unsay nay may nahitabo sa ilaha.

Interviewer: So unsa man imong gibuhat atong paglinog?

Respondent: Ahm.. akong gibuhat atong paglinog is naghilak, naghilak ko unya then tsk kanang kuan wala naghilak lang.

Interviewer: Gi unsa nimo paglingkawas sa imong nasinatian?

Respondent: Ahm.. nakalingkawas ko atong nasinatian kay kanang ge ano nalang nako, murag ge ampo nalang nako to na unta malampasan to na mga trials kay..

(nikatawa)

Interviewer: Katong panahon sa linog naa bay nitabang sa imuha?

Respondent: Ahm naa.. si Mike kato man gud na time is naa ta diri sa naa ko diri sa eskwelahan….. kato man gud na time is katong naa me sa naa ta sa ay kami diay

naa me sa room na time then wala lang mi kabalo ato wala mi nag expect na maglinog kuan (nikatawa)…kanang nikalit lang linog then na shock mi tanan nya di man

mi kadagan is naa ano mi na tumba(katawa) di man mi kabangon gitabangan mi ni Mike(katawa)

Interviewer: Salamat sa imong gihatag na higayon ug time sa amoa ma’am.

Respondent: (katawa) thank you (katawa)

Participant 3

Interviewer: Maayong udto ma’am ako diay si Charie Angel Dionola ug akong mga kauban kay sila Emielyn Bautista ug ako si Karyl Mae Adlaon kami ang researcher

sa Grade 11 HUMSS ug naga conduct me'g study tungkol sa Students experiences during earthquake ug isa ka sa mga napili namo nga respondents sa among research

naa mi ihatag na pangutana sa imuha na imuhang answeran ug kini siya naay mga sub-question, simple lang kay ni siya ma’am, pwede ka mag bisaya anything na asa

ka komportable.

Respondent: So so unsay imong mga pangutana?

Interviewer: Ang first nakong pangutana nimo ma’am, “unsa imong mga nasi nasinatian atong paglinog”?

Respondent: Kuan kanang nahadlok ko, nya syempre naa gud ta sa skwelahan, nya nabalaka ko sa akong mga ginikanan kay naa sila sa bukid, nya ako pud kanang

naglagyo-lagyo mi, nya akong ate kay naa didto sa Magpet unya ako…basta naglagyo-lagyo mi, nya nahadlok jud kug maayo ato, nabalaka.

Interviewer: Sa ika duha nakong pangutana nimo ma’am , “gi unsa nimo paglingkawas sa imong nasinatian”?

Respondent: Kuan kanang kay nabalaka man ko nu? So ako nalang gibuhat is kanang nag ampo nalang ko nga unta safety lang sila, akong mga ginikanan didto ug

akong ate, mao lang to. Unya kanang amoang kanang kuan kanang pag uli namo is safety lang proteksyunan mi mao to nag ampo lang jud ko.

Interviewer: Sa last na ni nakong pangutana nimo ma’am, “katong panahona naa bay nitabang nimo”?

Respondent: Ah naa mga kuan mga classmate nako ana kato pong uban mga classmate nako gitabangan ko nila kay kuan kanang na ano man gud ko ato na… na…

natumba pud ko ato so ang uban nakong classmate gitabangan ko nila pagtindog, nya nay uban naghilak, gipang tabangan pud nila.

Interviewer: Salamat kaayo sa pag ay pag sa paghatag ug impormasyon ma’am mubalik lang mi kung naa mi dungag pangutana sa imuha, salamat kaayo.

Participant 4

Interviewer: Maayong udto ma’am ako diay si Charie Angel Dionola ug akong mga kauban kay sila ano Emielyn Bautista, Karyl Mae Adlawa kami ang researcher sa

Grade 11 HUMSS na naga conduct ug study sa mga students experiences during earthquake ug isa ka sa mga napili namo nga respondents para sa among research naa

mi ihatag na mga ihatag na mga pangutana sa imuha na imuhang answeran ug kini sya naay mga sub-question so kini among mga pangutana ma’am pwede nimo

answeran sa bisag unsa na language na asa ka komportable.

Respondent: Oh sige unsa man imong pangutana?

Interviewer: Sa first nako na question sa imuha ma’am, “unsa imo mga nasinatian atong paglinog”?

Respondent: Ah katong paglinog akong nasinatian syempre kulba jud kaayo eh, kamo daw ma ing-ato, kulba jud eh ug kanang wala ko nag expect na muabot diay to

satong kinabuhi tong atong na time, diba wala may makabalo sa linog kung kanus-a muabot, so nakulbaan jud kug taman ato. Wala ko kabalo unsa akong buhaton,

kinsa bay kabalo unsa imong buhaton kung naay linog. Wala ko kabalo aha ko mudagan syempre maka huna-huna pud ka sa imong last sa imong kinabuhi kung unsa

ba dira, dira naba ka last or naa pay time nga kaya nimong paningkamutan na makalingkawas ka ana kay naa pay mga naghulat sa imuha, imong ginikanan.

Interviewer: Sa ikaduha nakong pangutana nimo ma’am, “unsa imong gibuhat atong paglinog”?

Respondent: Tung time na naglinog, syempre kanang naglingkod paman mi ato kay naa man mi sa skwelahan ato na time kusog kaayong linog unya wala ko nag expect

ato kay nikalit na jud sya'g kusog, wala man ta kasinatian ana nga panghitabua sukad-sukad, so makulbaan jud ko ug nagpanic.

Interviewer: Sa ika tulo nakong pangutana nimo ma’am, “Gi unsa nimo paglingkawas sa imong nasinatian?

Respondent: Nakalingkawas ko sakong mga nasinatian ato tungod kay naa man puy hatag na mga relief goods edi okay kay sa among pamilya eh kanang malipay

nalang pud mo,kanang naay mo donor ing-ana.

Interviewer: Sa last nakong pangutana nimo ma’am, “Kadtong panahon sa linog naa bay nitabang sa imuha?

Respondent: Ah katong panahon sa linog naay nitabang sakoa jud kay nagpanic naman ko unya wala nako nag wa ko nag ano nga mulinog diayg ing ato unya ni, naay

ni ano na classmate nako “uy dali ni”, gigunitan pud ko niya, oh mao nato.

Interviewer: Daghan kay'ng salamat ma’am ha kay mao nalang to amo ang last jud na pangutana, salamat kaayo kay ni ano ka sa amoang mga ay ni ano gud kag mga

impormasyon , mubalik lang mi kung naa mi mga pag… ibang pangutana sa imuha thank you.

Participant 5

Interviewer: Maayong udto ma’am, ako diay si Karyl Mae Adlawa ug kini akong mga kauban silang Charie Angel, Emielyn Bautista kami diay ang researcher sa
Grade11 HUMSS nga naga conduct ug study sa mga students experiences during earthquake ug isa ka sa mga napili namo na respondent sa amoang research. Naa mey

ihatag nga pangutana sa imuha nga imong answeran ug kini sya naay mga sub-question. So kini pwede ra nimo tubagon nga bisaya or kung asa ka komportable. Ang

unang pangutana namo ma’am is, “unsa imong nasinatian atong paglinog”?

Respondent: Well, my experience during earthquake is It felt nervous so naghilak, nadagma tong October 29 na sya, then tong December 15 is It experienced nga

nanggahi ko kay tungod, natulog man gud ko that time, so far na trauma nako st because sakong experienced.

Interviewer: Okay then akoang ika duhang pangutana ma’am is, “katong panahon sa linog unsa imong gibuhat?

Respondent: So akong gibuhat atong paglinog is nidagan ko then naa pud usahay nga matulala nalang ko.

Interviewer: Then akoang ikatulong pangutana ma’am, “gi unsa nimo paglingkawas sa imong nasinatian?

Respondent: So na overcome nako to through kanang keep calm lang then keep praying for our Almighty God. Then gina paminaw pud nako ang giingon sakong

parents and to my adviser also.

Interviewer: Ang akoang last pangutana maam is “katong panahon sa linog naa bay nitabang sa imuha nga isig-estudyante?

Respondent: Ahm of course naa, akong classmate, gitabangan ko niya sa pagpa tindog kay dili naman gud nako mabuhat kung ako-ako lang magtindog kay tungod sa

kakusog nga pag-shake.

Categorizing

Research Questions Answers

1.Unsa imong mga nasinatian atong paglinog? •nalibog ko kung asa ko padulong naratol nako kung naa lang gani sa punto
pwede muhilak nalang ko kay nakulbaan naman gud ko asa ko paingon
•nakulbaan ko tapos naratol ko kung asa jud ko paingon
•feel nervous kay ano kay ang una namong naisip is family nasa bukid then ano
mabalaka me kung naunsa sila didto kay basig kanang unsay nay may nahitabo
sa ilaha
•naghilak ko
•nahadlok jud kug maayo ato, nabalaka
•wala ko kabalo aha ko mudagan
•I feel nervous so naghilak, nadagma tong October 29 na siya, then tong
December 15 is I experienced nga nanggahi ko kay tungod natulog mn gud ko
that time so far na trauma nako just because sakong na experienced
•nidagan ko then naa pud usahay nga matulala nalang ko

2.Gi unsa nimo paglingkawas sa imong nasinatian? •nag ani nalang mi naglingkod nalng ming tanan tapos gihulat nalang namo na
murag na basin muundang tapos naglingkod mi muo to nakalma nami muo to
nakalingkawas nami sa ano sa kahadlok
•syempre ang akong mga ginikanan jud ang una gud na nagpakalma sa akoa
para dili nako makulbaan
•ge ampo nalang nako to na unta malampasan to na mga trials
•gi tabangan mi ni Mike
•kanang nag ampo nalang ko
•mga classmate nako gitabangan ko nila
•naa man puy hatag na mga relief goods edi okay kay saamong pamilya
•naay ni ano na classmate nako “uyy dali na”, gigunitan pud ko niya
•keep calm lang then keep praying for ou Almighty God then gina paminaw pud
nako ang giingon sa akong parents and to my adviser also
•akong classmate gitabangan ko niya sa pagpa tindog kay dili naman gud nako
mabuhat kung ako-ako lang magtindog kay tungod sa kakusog sa pag shake