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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.
Saure et al. (Wed,) studied this question.