PAGSUSURI SA DULOG COGNITIVE POETICS SA PAGTUTURO NG PILING AKDA SA FILIPINO SA BAITANG SIYAM
Keywords:
cognitive poetics, panitikang Filipino, malikhaing pagpapahayagAbstract
Ang pag-aaral na ito ay naglalayong suriin ang epekto ng dulog cognitive poetics sa pagkatuto ng panitikang Filipino sa Baitang Siyam, partikular sa aplikasyon ng estratehiya sa pagtuturo, sa kabisaan nito sa silid-aralan, sa saloobin ng mga mag-aaral, at sa papel nito sa pagbibigay ng makabuluhan, masining at personal na pandama sa binasang akda. Ginamit ang kwalitatibong deskriptibong disenyo na may penomenolohikal na elemento, kung saan kalahok ang limang (5) seksyon ng mga mag-aaral sa Baitang Siyam at limang (5) guro sa Filipino bilang tagamasid, mula sa General Emilio Aguinaldo National High School, na pinili sa pamamagitan ng convenience sampling. Kasangkapan sa pananaliksik ang banghay-aralin, worksheet, talatanungan para sa panayam, replektibong gawain at dyornal, na sinuri sa pamamagitan ng deskriptibong pagsusuri ng nilalaman. Natuklasan sa pag-aaral na epektibo at makabuluhan ang paggamit ng dulog cognitive poetics sa pagtuturo ng piling akda sa Filipino sa Baitang 9, lalo na sa pagpapalalim ng pag-unawa ng mga mag-aaral sa teksto. Sa tulong ng mga pangkatang gawain at ng mga nabalidong worksheet, nabigyan ang mga mag-aaral ng pagkakataong suriin ang akda gamit ang mga konsepto ng cognitive deixis, cognitive grammar, conceptual metaphor, at discourse worlds. Sa pamamagitan nito, naging mas malinaw sa kanila ang pananaw ng mga tauhan, ang ugnayan ng mga pangyayari, ang kahulugan ng mga metapora, at ang kontekstong panlipunan at emosyonal na nakapaloob sa akda. Ang paglalapat ng dulog na ito sa banghay-aralin at sa mga replektibong gawain ay naghatid ng mas interaktibo, mapanuri, at makabuluhang karanasan sa pagkatuto na nagpalalim sa interpretasyon at pag-unawa ng mga mag-aaral sa mga akdang pampanitikan. Sa kabuuan, inirerekomenda ng pag-aaral na isama ang dulog ng cognitive poetics sa pagtuturo ng panitikang Filipino upang mapalakas ang analitiko, malikhain at personal na sukat ng pagkatuto at pagpapahalaga sa panitikan.
References
Albayrak, Y., Aydın, N., & Bakır, S. (2025). The effect of literature experience of language education teachers on their professional goals and expectations. Frontiers in Psychology, 16, 1702445. https://doi.org/10.3389/fpsyg.2025.1702445
Bandura, A. (1977). Social learning theory. Prentice Hall.
Bucjan, E. R. (2025, March 10). Mga dulog sa pagtuturo ng panitikan: Isang pag-aaral sa kahandaan ng mga guro. EPRA Journals. https://eprajournals.com/IJMR/article/15277
Chua, U. C. (2023). Profiling low-proficiency science students in the Philippines using machine learning. Humanities and Social Sciences Communications, 10(1), 1–2.
Covar, P. R. (1998). Larangan: Seminal essays on Philippine culture. National Commission for Culture and the Arts.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
Department of Education. (2020). Most essential learning competencies. https://www.deped.gov.ph
Deti, T., & Abera, H. (2023). The effect of reflection-supported learning of writing on students' writing attitudes and writing achievement goal orientations. SFL Education, 4, Article 8.
Enriquez, V. G. (1992). From colonial to liberation psychology: The Philippine experience. University of the Philippines Press.
Erten, İ. H., & Razı, S. (2009). The effects of cultural familiarity on reading comprehension. Reading in a Foreign Language, 21(1), 60–77. https://files.eric.ed.gov/fulltext/EJ838389.pdf
Fauzia, N., Anam, S., & Nugroho, H. A. (2025). EFL teachers' narrative pedagogy to cultivate EFL learners' critical thinking skills and narrative writing development. Forum for Linguistic Studies, 7(6), 482–493. https://doi.org/10.30564/fls.v7i6.9395
Genç-Ersoy, B. (2020). Stakeholder views on early literacy and reading and writing acquisition in the preschool period. Journal of Qualitative Research in Education, 9(25). https://doi.org/10.14689/enad.25.11
Gibbs, R. W. (2021). Metaphor wars: Conceptual metaphors in human life. Cambridge University Press.
Heguerra, A., & Cacho, R. (2022). Comprehension concerns: Signs and signals for improving a school-based reading intervention. The Normal Lights, 16(2). https://doi.org/10.56278/tnl.v16i2.1724
Keshavarz, M., & Bahrami, H. (2023). Reflection-supported learning of writing: Effects on students' attitudes and engagement. SFL Education, 1(8).
Kintsch, W. (2021). Comprehension: A paradigm for cognition (Updated ed.). Cambridge University Press.
Kövecses, Z. (2020). Extended conceptual metaphor theory. Cambridge University Press. https://doi.org/10.1017/9781108859127
Lozano, J. J. (2024). Pagdalumat sa mga piling awiting Pilipino nakapaloob sa apat na dekada gamit ang cognitive poetics.
List, A., Campos Oaxaca, G. S., Du, H., Lee, H. Y., & Lyu, B. (2024). Critical culturalized comprehension: Exploring culture as learners thinking about texts. Educational Psychologist, 59(1), 1–19.
Majeed, N. T., & Al-Saadi, S. K. (2020). A cognitive poetic schema interpretation of selected poems by EFL university students. Journal of Tikrit University for Humanities, 27(6), 1–21. https://jtuh.org/index.php/jtuh/article/view/1009
Mendoza, M. L. (2025). Pagsusuri sa kakayahan ng mga mag-aaral sa pagsulat ng replektibong sanaysay. Mountain Journal of Science and Interdisciplinary Research, 85(2), 83–97.
Miall, D. S. (2022). Enacting the other: Towards an aesthetics of feeling in literary reading. In E. Schellekens & P. Goldie (Eds.), The aesthetic mind: Philosophy and psychology (pp. 285–298). Oxford University Press.
Moustakas, C. (1994). Phenomenological research methods. Sage Publications.
Ocampo, D., & Pado, F. (2021). Reading instruction and literacy development in the Philippines. Issues in Educational Research, 31(3), 859–876.
Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
Philippine Statistics Authority. (2020). Functional literacy, education and mass media survey (FLEMMS) 2019 final results.
Romm, N. R. A. (2013). Employing questionnaires in terms of a constructivist epistemological stance: Reconsidering researchers' involvement in the unfolding of social life. International Journal of Qualitative Methods, 12(1), 263–280. https://doi.org/10.1177/160940691301200136
Salazar, Z. A. (1991). Ang pantayong pananaw bilang diskursong pangkasaysayan. Palimbagan ng Lahi.
Sario, M. B. (2022). Programang GAP interbensiyon sa makrong kasanayan. Mataas na Paaralan ng Lorenzo S. Sarmiento Sr., Mawab, Davao de Oro (pp. 22–50).
Smith, J., & Brown, L. (2022). Reflective writing in nursing education: Clarifying thinking and fostering self-expression. Nurse Education Today, 108, 105198.
Stockwell, P. (2002). Cognitive poetics: An introduction. Routledge.
Villafuerte, P. (1990). Kultura: Ang pamana ng nakaraan, regalo ng kasalukuyan at buhay ng kinabukasan. https://www.studocu.com/ph/document/notre-dame-of-kidapawan-college/filipino-education/kultura-ni-pat-villafuerte/72832027
Villanueva, J. M. (2022). Language profile, metacognitive reading strategies, and reading comprehension performance among college students. Cogent Education, 9(1). https://doi.org/10.1080/2331186x.2022.2061683
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Journal for the Advancement of Sustainable Development Goals
This work is licensed under a Creative Commons Attribution 4.0 International License.
License Statement
Creative Commons Attribution 4.0 International License (CC BY 4.0)
All articles published in the Journal for the Advancement of Sustainable Development Goals (JASDG) are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
Under this license, users are free to:
-
Share — copy and redistribute the material in any medium or format;
-
Adapt — remix, transform, and build upon the material for any purpose, including commercial use;
provided that appropriate credit is given to the original author(s) and the source, a link to the license is provided, and any changes made are indicated.
The licensor cannot revoke these freedoms as long as the license terms are followed.
Authors retain copyright of their work while granting JASDG the right of first publication. The published work remains freely available to readers and may be used, distributed, reproduced, and adapted by others in accordance with the terms of the CC BY 4.0 license.
For more information about this license, please visit:
https://creativecommons.org/licenses/by/4.0/
Copyright Notice
Copyright © 2026 The Author(s).
Articles published in the Journal for the Advancement of Sustainable Development Goals (JASDG) are distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, reproduction, and adaptation in any medium, provided the original author(s) and source are properly credited.
