Exploring Gen-Z’s Appreciation of Filipino Figurative Language through the Songs of P-Pop Girl Group Bini: A Narrative Inquiry

Abstract

Generation Z’s music practices also shows that streaming culture, social media, and visuals mediate how young people discover, interpret, and emotionally invest in lyrics, making songs powerful vectors for linguistic forms and cultural values. This study explored how Gen-Z secondary school students appreciated Filipino figurative language as encountered in the songs of the P-Pop girl group BINI, employing a narrative inquiry design. Recognizing that music, streaming culture, social media, and visuals shape how young people discover, interpret, and emotionally invest in lyrics, the study sought to understand how culturally relevant media influence language learning, identity, and socio-emotional development. Data were collected through interviews and focus group discussions, then analyzed using thematic techniques to uncover patterns in learners’ narratives. Findings revealed that BINI’s songs functioned as an engaging and effective medium for facilitating understanding of figurative language. Through exposure to song lyrics, learners connected abstract literary expressions to personal experiences, making meanings more relatable and comprehensible. The music fostered critical thinking, reflective interpretation, emotional engagement, and confidence, while also strengthening learners’ appreciation of the Filipino language, cultural heritage, and identity. Additionally, learners assigned personal, cultural, and emotional significance to figurative expressions, revitalizing interest in deep Filipino linguistic forms and encouraging advocacy for language preservation. The study also highlighted that music-based learning promoted practical application of figurative language in daily communication, enhancing both cognitive and socio-cultural development. The research concluded that contemporary, culturally grounded music can serve as a transformative educational tool, bridging abstract linguistic concepts with lived experiences while fostering identity, pride, and emotional investment among youth. The findings suggest that integrating popular media into language instruction can enhance comprehension, engagement, and cultural awareness. Keywords: narrative inquiry, culturally relevant pedagogy, linguistic revitalization, socio-emotional learning