DISCOURSE ANALYSIS ON THE FIGURATIVE LANGUAGE FOUND IN POETRY COMPOSITIONS OF GRADE 10 WORLD LITERATURE STUDENT

Junah M. Saure, Ryan A. Jancinal
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Abstract

This qualitative research employing discourse analysis aimed to identify the types of figurative language and their functions in the poetry compositions of Grade 10 World Literature students from three schools in Compostela West district, Division of Davao de Oro. The students created a poem consisting of five stanzas, each stanza consisting of five lines with the same theme about love. The study used the theory of Classification of Figurative Language of Tarigan (1985) and the theory of the Functions of Figurative Language of Perrine (1969). The researcher identified the types of figurative language and their functions after transcribing and thoroughly reading the poem. The data gathered revealed that out of the 17 types of figurative language, only nine were used. The students used figurative language to enhance their output creatively and make it more interesting. Each type of figurative language had different functions and meanings that touched the reader's emotions, created a connection with the reader, and conveyed ideas purposefully. It was also noted that many types of figurative language were not used. Hence, teachers must identify the strengths and weaknesses of the students to help them improve their writing and communication skills. This would enable the students to effectively express their thoughts and ideas through writing and speaking. The findings of this study are significant to the students, English teachers, and school administrators as figurative language can be used as a helpful tool in communicating emotions and ideas.
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十年级世界文学学生诗歌作品中形象语言的话语分析
这项采用话语分析的定性研究旨在确定来自达沃德奥罗省孔波斯特拉西区三所学校的世界文学十年级学生的诗歌作品中的形象语言类型及其功能。学生们创作的诗歌由五节组成,每节五行,主题相同,都是关于爱情。研究采用了 Tarigan(1985 年)的比喻性语言分类理论和 Perrine(1969 年)的比喻性语言功能理论。研究人员在对诗歌进行誊写和深入阅读后,确定了比喻性语言的类型及其功能。收集到的数据显示,在 17 种形象语言中,只有 9 种被使用。学生们使用了形象化语言来增强他们的创作成果,并使其更加有趣。每种类型的形象语言都有不同的功能和含义,能触动读者的情感,与读者建立联系,并有目的地传达思想。我们还注意到,许多类型的形象化语言没有被使用。因此,教师必须找出学生的长处和短处,帮助他们提高写作和交流能力。这将使学生能够通过写作和口语有效地表达自己的思想和观点。本研究的结果对学生、英语教师和学校管理者都具有重要意义,因为形象化语言可以作为沟通情感和思想的有用工具。
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