Author

R-Lyn I. Llantino*
Filamer Christian University, Inc., Roxas City, Capiz, Philippines

Abstract

This study was conducted to determine the level of pragmatic competence and proficiency in writing reflective essays among Grade 12 students for the School Year 2025–2026. It aimed to find out whether there is a significant relationship between pragmatic competence and proficiency in writing reflective essays among Grade 12 students. The participants of this study consisted of one hundred fifty-three (153) students from three strands of Jamindan National High School, School Year 2025–2026. A Survey-Correlational method was used in this study, which describes and gives meaning to events. The data in the survey-correlational design were gathered through a rubric-based assessment (open-ended questions) on pragmatic competence as well as on proficiency in writing reflective essays. The researcher had the participants write a reflective essay as an open-ended performance task about their experiences. The instruments were also subjected to content face validity and expert validation with the assistance of three (3) expert teachers in Filipino. The independent variable in this study is Pragmatic Competence, while the dependent variable is Proficiency in Writing Reflective Essays. The statistical tools used in analyzing the descriptive data were frequency count, percentage, mean, and standard deviation, while Pearson r was used for inferential statistics, with the level of significance set at .05. The findings reveal that Grade 12 students have a “moderate” level of pragmatic competence. Their proficiency in writing reflective essays is likewise “moderate.” The researcher also found that there is no significant relationship between pragmatic competence and proficiency in writing reflective essays among Grade 12 students.

Keywords: Pragmatic competence, reflective essay writing, Grade 12 students, survey-correlational, senior high school.

*Corresponding author / Email: rllantino34@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021074

Recommended citation:
Llantino, R. I. (2026). Pragmatic competence and proficiency in writing reflective essays in Grade 12. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 2890-2904. http://doi.org/10.69651/PIJHSS05021074

Read the full text

References

Abdelhamid M. Ahmed (2019). Reflective journals English bilang foreign language (EFL). Reflective Practice, 20(4), 483–500.

Al-Qahtani, A. A. (2024). Pagtuturo ng pragmatic na kakayahan sa konteksto ng EFL: Ang kaso ng mga guro ng Saudi EFL. pp. 284–285.

Alt, D., Raichel, N., & Naamati-Schneider, L. (2021). Pagsusulat ng reflective journal ng mga mag-aaral sa mas mataas na edukasyon at mga kasanayan sa panghabambuhay na pag-aaral. Mga Hangganan sa Sikolohiya, 12, 707168.

Akhmetova, A., & Khaliullina, A. (2023). Repleksiyon ng mga mag-aaral journaling: Isang epektibong diskarte na nagpapaalam sa mga kasanayan sa pagtuturo sa isang konteksto ng unibersidad sa pagsulat ng EFL sa Qatar. pp. 1–10, 483–500.

Ashari, A. (2017). Ang pagtuturo ng Ingles bilang pangalawang wika: The case of the National University of Lesotho (NUL). pp. 150–201.

Budeng, R. B., & Merza, H. N. M. (2023). Pagtatasa ng interlanguage pragmatic competence sa mga speech act sa isang Filipino ESL context. Corpus Pragmatics, 7(1), 85–102.

Caprario, M. (2020). Pagbuo ng pragmatic competence sa English academic discussions: Isang EAP classroom investigation. Lodz Papers sa Pragmatics, 16(1), 123–152.

Dela Cruz, M. A. (2021). Reflective teaching approach: Paglulubog sa mga mag-aaral sa halaga ng reflection. International Journal of Research Publications.

Dela Cruz, R. (2018). Kakayahang pragmatiko [Presentation]. SlideShare.

Department of Education. (2021). Komunikasyon at pananaliksik sa wika at kulturang Pilipino: Modyul 11 – Kakayahang pragmatiko. DepEd Tambayan. https://depedtambayan.net/wp-content/uploads/2021/11/KPWKP_Q2_Mod11_KakayahangPragmatiko_v2.pdf

Gebremariam, H. T., & Asgede, D. M. (2023). Mga epekto ng pagmumuni-muni sa sarili ng mga mag-aaral sa pagpapabuti ng tagumpay sa pagsulat ng sanaysay sa mga estudyanteng undergraduate na Ethiopian: Isang counterbalanced na disenyo. Asian-Pacific Journal of Second and Foreign Language Education, 8, Article 30.

Halenko, N. (2020). Pag-embed ng ICT upang ituro at masuri ang mga praktikal na target ng mga pagtanggi at hindi pagkakasundo sa pasalitang Ingles. Academia.edu.

Hidayah, N., Idris, N., & Yusof, S. F. M. (2021). Higher education students’ reflective journal writing and lifelong learning skills. Frontiers in Psychology, 12, 707168.

JETIR. (2023). Deskriptibong pamamaraan ng pananaliksik at mga uri nito. Journal of Emerging Technologies and Innovative Research, 10(3), 280–284.

Junsay, M., & Gerada, E. (2016). The effect of reflective journal writing to students critical thinking and mathematical communication skills. pp. 11–20.

Lorenzo, K. A. S. D., Albay, J. G., Altariba, A. S., Ballesteros, B. T., & Echanis, S. F. (2023). Reflective writing competence sa explanation, application, reflection (EAR) learning strategy at ang kaugnayan nito sa academic performance sa English. International Research and Innovation Journal. https://doi.org/10.62293/IRIJ-537ed

Mao, T. (2021). Investigation of L2/Ln pragmatic competence: Its core and route map. Frontiers in Psychology, 12, Article 690550. https://doi.org/10.3389/fpsyg.2021.690550

Martínez-Flor, A. (2020). Questionnaire development and validation of interlanguage pragmatic competence. Journal of Language and Linguistic Studies, 16(1), 332–346.

Mokhtar, N., et al. (2022). Reinforcing reflective practice through reflective writing in higher education. International Journal of Learning, Teaching and Educational Research, 21(5), 1–15.

Ocampo, D. M. (2023). Probing the Filipino college students’ pragmatic competence: Its pedagogical implications in language teaching and learning. Multidisciplinary Research and Extension Journal, 1(1), 1–8.

Piaget, J. Cognitive theory. https://www.scribd.com/document/504879939/TEORYANG-KOGNITIBO

Rivera, J. A. (2021). ADM-Module 12 – Pagsulat ng replektibong sanaysay. FlipHTML5. https://fliphtml5.com/eglwu/qebi/ADM-Module_12–Pagsulat_ng_Replektibong_Sanaysay/

Sari, D. P., & Pratiwi, R. (2022). The implementation of reflective assessment using Gibbs’ reflective cycle in assessing students’ writing skills. AIP Conference Proceedings, 2621(1), 070006.

Schauer, G. A. (2024). Intercultural competence and pragmatics. Springer. https://doi.org/10.1007/978-3-031-44472-2

Sobhani, A., & Saghebi, A. (2014). Pragmatic competence of EFL and ESL learners and its influencing factors: A review. ERIC. https://eric.ed.gov/?id=EJ1475048

Studocu. (2023). FPL Q2W3 – Replektibong sanaysay. University of Northern Philippines. https://www.studocu.com/ph/document/university-of-northern-philippines/kontekstwalikadong-komunikasyon-sa-filipino/fpl-q2w3-replektibongsanaysay/39615354

Sudirman, A., Gemilang, A. V., & Kristanto, T. M. A. (2021). Harnessing the power of reflective journal writing in global contexts. International Journal of Learning, Teaching and Educational Research, 20(12), 1–15.

Wannaruk, A., & Xu, L. (2015). Ang pagtuturo ng Ingles bilang pangalawang wika: The case of the National University of Lesotho (NUL). Journal of Language Teaching and Research, 6(6). https://www.academypublication.com/issues2/jltr/vol06/06/07.pdf

Xiaoxuan Lv, Wei Ren, & Lin Li. (2021). Frontiers in Psychology. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.797419/full

Yasser M. H. Ahmed Alrefaee, & Fahad Aljabr. (2025). Interlanguage pragmatics: Evolution and trends in interlanguage pragmatics research a bibliometric analysis 1973–2024.

Zhang, Y., Li, M., Chieh, Y. T., & Han, S. (2022). Reflective journals’ impact on self-regulated writing strategy use. Frontiers in Psychology, 13, 1042031.