THE IMPACT OF DISCOURSE ANALYSIS METHOD ON STUDENTS’ COGNITIVE AND AFFECTIVE DEVELOPMENT IN LANGUAGE AND LITERATURE LEARNING

Abstract

This study investigates the impact of the discourse analysis method on students’ cognitive and affective development in language and literature learning. Employing a mixed-method experimental design, the research involved 40 eleventh-grade students divided into an experimental group and a control group. The experimental group received instruction through the discourse analysis method, while the control group was taught using conventional approaches. Data were collected through pre-test and post-test assessments, observations, and interviews. The findings reveal that students in the experimental group showed significant improvements in reading comprehension, textual analysis, discourse construction, and language use compared to the control group. Additionally, qualitative results indicate that the method positively influenced students’ motivation, confidence, participation, and social interaction. The study concludes that discourse analysis is an effective pedagogical approach that enhances both higher-order thinking skills and emotional engagement. It is recommended that educators integrate discourse-based strategies to create more meaningful and interactive learning environments.