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Published in
Academic Frontiers
Narrative Accounts of Boatmen in Siargao: Basis for the Development of Contextualized Stories
Academic Frontiers, 2(6), 100-124, ISSN: 3082-4400, 2026.
Recommended Citation:
Solloso, M. J. A., & Puracan-Mosa, C. (2026). Narrative Accounts of Boatmen in Siargao: Basis for the Development of Contextualized Stories. Academic Frontiers, 2(6), 100–124. https://doi.org/10.5281/zenodo.20673830
Author(s)
Solloso, Marc Joshua A., Puracan-Mosa, Carmelin
Abstract
This study explored the lived experiences of boatmen in General Luna, Siargao, particularly their communication practices and language barriers encountered in interacting with tourists. Using a qualitative- narrative research design, data were gathered through semi-structured interviews with selected boatmen and analyzed using Colaizzi’s thematic analysis. The findings revealed themes related to communication challenges, adaptive strategies, cultural interaction, and emotional resilience. Based on the emergent themes, the researcher developed contextualized story-based instructional materials intended for Grade 7 Literature instruction under the MATATAG Curriculum. The stories were grounded in the authentic experiences of the participants to promote cultural relevance and meaningful learning. In developing the instructional materials, the ChatGPT AI tool was utilized specifically to assist in generating illustrations and improving the visual presentation of the stories. However, the narrative development, thematic interpretation, instructional alignment, and overall academic content remained the responsibility of the researcher. The developed materials were evaluated by English language experts, teachers, and Grade 7 students in terms of instructional alignment, literary quality, cultural authenticity, and visual and layout design. Findings showed that the materials were highly acceptable across all evaluated dimensions, with no significant difference between the evaluations of experts and students. The study concluded that contextualized and AI-assisted instructional materials can enhance literature instruction by making learning more relevant, engaging, and culturally responsive.
Keywords
Contextualized learning, narrative inquiry, culturally responsive teaching, literature instruction, instructional materials
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