HIGHLIGHTING LOCAL COLOR IN SELECTED ESSAYS OF F. SIONIL JOSE: SPRINGBOARD FOR IMPROVED NARRATIVE WRITING

Abstract

Local color in a literary selection refers to the use of vivid description of the setting, customs
and traditions, peculiarities of inhabitants and other attributes that give the place its unique
identity. The use of local color in a selection makes it more interesting and relatable to readers.
Among Filipino writers in English, F. Sionil Jose enjoys a well-deserved reputation for his skillful
use of local color in his works.
The present study sought to determine how exposure to works highlighting local color will help
Grade 8 students acquire narrative writing skills. The so-called reading-writing connection holds
that one’s readings greatly influences his writing.
This study used pretest-posttest research design and interview. The difference in students’
scores in pretest and posttest was determined using T-test, showing the effect of using local
color in narrative writing skills of Grade 8 students of Balucuc High School, District of Apalit,
Division of Pampanga.
The researcher administered a pretest in writing narrative essays before the students read
essays of F. Sionil Jose, noted for local color. The posttest was administered after reading
exposure. The respondents involved in this study consisted of two groups: the first group was
composed of Grade 8- Affectionate students, and the other group was composed of 12 teachers
in Grade 8 English of cluster VI. A questionnaire was used for the interview of both teachers and
students while a scoring rubric adapted from Criterion-Based Holistic Scoring: A Writing
Handbook in 2008 was utilized as reference in crafting the pretest and posttest.
The students’ pretest and posttest used in the study were both created by the researcher. The
pretest served to assess the narrative writing skills of the students prior to the reading
intervention while the posttest assessed the effect of reading F. Sionil Jose’s essays on narrative
writing skills. The competencies targeted by the Department of Education under the English
program were considered in crafting the modular reading instruction. The results were
collected, tabulated, tallied and analyzed using frequency, percentage, mean, and t-test.

Results of the study revealed a difference between the pretest and posttest average scores,
providing evidence that the use of local color contributes to the acquisition of narrative skills of
Grade 8 students.
The following recommendations are offered: The Division Office and school administrators must
conduct seminars on teaching writing using local color for details. Teachers in English must be
encouraged to highlight the reading- writing connections in addition, textbook writers and
curriculum planners must use more local reading materials as the needs of students must be
primarily considered in choosing essays and short stories to improve reading and writing skills of
learners. Local color helps them understand the texts and gives them the feeling of satisfaction
as they express their thoughts and feelings in their narrative.
Keywords: Local Color, Language Structure, Language Function, Narrative Writing Skills.