#090 Anabu II-A, City of Imus, Cavite: Gen. Juan Castañeda Senior High School

GEN.
JUAN CASTAÑEDA SENIOR HIGH SCHOOL

#090 Anabu II-A, City of Imus, Cavite
A LITERARY CRITICISM: PERCEPTION OF A READER TOWARDS

BOB ONG’S WORK “ABNKKBSNPLAKO”
A Research Study
Presented to the Faculty of Gen. Juan Castañeda Senior High School
In Partial Fulfillment for the Requirements for Grade 11 of

Gen. Juan Castañeda Senior High School in
Practical Research 1
by
CHERRILYN C. MECONO
CHRISTINE DIANE B. GALLEGO
HIERRA ALTHEA G. BOOL
MARK ANDREI P. DECENA
NELSON C. GABAO
VENTCEL C. LUCINDO
11- Socrates
March 2019
APPROVAL SHEET
This research entitled “A Literary Criticism: Perception Of A Reader Towards
Bob Ong’s Work “ABNKKBSNPLAKO”, prepared by Cherrilyn C. Mecono. Christine Diane B.
Gallego, Hierra Althea G. Bool, Nelson C. Gabao, Mark Andrei P. Decena, and Ventcel C. Lucindo
in partial fulfillment for the requirements for Grade 11 of Gen. Juan Castañeda Senior High School
in Practical Research 1, has been examined and is recommended for acceptance and approval
for final defense.
JERAMIE G. BUENSUCESO, MEM
Adviser
RESEARCH REVIEW PANEL
Approved by the committee on Oral Examination with a degree of __________________
Panelist Panelist
Panelist
Accepted and approved in partial fulfillment for the requirements for Grade 11 of
Gen. Juan Castañeda Senior High School in Practical Research 1.
AIDA C. BELLON, MAS
Principal II
Date of Oral Defense: March 12, 2019

ACKNOWLEDGEMENT
To Jeramie G. Buensuceso, we give her thanks for teaching us and leading us to conduct
this study and successfully delivered to us the proper way of creating a research. Our deepest
gratitude for her also by guiding us at times it needed.
To the panel of judgement, we also want to thank them by means of helping us to improve
and elaborate the research topic need to conduct. For easing us how the flow of our research
must be enlightening of, specifically on the study we’re into.
To the Brgy. Officials, specifically the Secretary of the Brgy. Mrs. Mecono, the
researchers would like to thank her for allowing us to do the printing process in the middle of
predicament. It is indeed a big help truly specially at an important time all along.
In addition, we would like to recognize the researchers’ parents for showing moral and
financial support throughout the entire progression of this qualitative enquiry have been
conducted.
To our respondents, who responds accurately towards the given interrogative questions
had asked and participated in the direction of the given forms of questions need to be answered.
Our deepest gratitude also for them.
Nevertheless, to God, we would repute the highest honor and glory to Him who give a
stand with us to finally reach our aspiration needed to aspire, as well as for his never-ending
guidance and leadership whenever we’re in our deepest lack of knowledge.
Cherrilyn C. Mecono
Christine Diane B. Gallego
Hierra Althea G. Bool
Mark Andrei P. Decena
Nelson C. Gabao
Ventcel C. Lucindo
TABLE OF CONTENTS
TITLE PAGES
APPROVAL SHEET…………………………………………………………………………...ii
ACKNOWLEDGEMENT.................................................................................................iii
TABLE OF CONTENTS ………………………………………………………….….……… iv
ABSTRACT……………………………………………………………………….……………vi
CHAPTER I: THE PROBLEM AND ITS SETTING
Introduction…………..…………………………………………………………………………1
Theoretical Framework………………………………………………………………………..2
Conceptual Framework……………………………..…………………………………….. …4
Statement of the Problem………………………………….……………………………... …5
Scope and Limitations of the Study…………………………………………….........……...5
Significance of the Study……………………………………………………………..............5
Definition of Terms……………………………………………………………………….........6
CHAPTER II: REVIEW OF RELATED LITERATURE
Literature.................................................................................................................…....7
Modern Literature ……………………………………………………………………..............9
Modern Authors………………………………………………………………………………..10
Writing Fiction……………………………………………………………………………..…...11
Author Vs. Writer………………………………………………………………………..……..12
Emotions Vs. Literature………………………………………………………………..……...12
Language……………………………………………………………………………………….13
Synthesis of the Reviewed Literature ……………………………………………..………..14

CHAPTER III: METHODOLOGY
Research Design…………………………………………………………………….…………15
Description of the Respondents………………………………………….……….………….15
Sampling Technique……………………………………………………………………..........15
Research Instrument……………………………………………………………….….……....16
Research Procedure…………………………………………………………………….……..16
CHAPTER IV: RESULT AND DISCUSSION
Questions and Responses…………………………………………………………..............17
CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
Summary of Findings………………………………………………………………………….23
Conclusion…………………………………………………………………………….............25
Recommendation………………………………………………………………………….…..25
REFERENCES………………………………………………………………………………..26
APPENDICES………………………………………………………………………………….
Appendix A…………………………………………………………………….28
Appendix B…………………………………………………………………….29
Appendix C…………………………………………………………………….30
Appendix D…………………………………………………………………….
BIOGRAPHICAL STATEMENT……………………………………………………………..36
ABSTRACT
Title of Research: A LITERARY CRITICISM: PERCIPTION OF A READER

TOWARDS BOB ONG’S WORK “ABNKKBSNPLAKO”
Researchers: CHERRILYN C. MECONO
CHRISTINE DIANE B. GALLEGO
HIERRA ALTHEA G. BOOL
MARK ANDREI P. DECENA
NELSON C. GABAO
VENTCEL C. LUCINDO
Grade Level: 11-SOCRATES
School: GEN. JUAN CASTANEDA SENIOR HIGH SCHOOL
Year: 2018-2019
Teacher: JERAMIE BUENSUCESO
Date of Completion: MARCH 12,2019
This study focused only on the perceptions and opinion of the readers. The main purpose
of the study is to criticize the work of Bob Ong, the book entitled ABNKKBSNPLAKO through the
help of the respondents who answered the given question needed to have certain response. He
made his book then it became as one of the bestselling literary piece, its time and when it was
shown on big screen, it turns out to be one of the most watched movie as it was released of. The
study wants to know the following thoughts that made his work come that far. It includes; 1. Does
it enlightened or change the perspective of the readers/viewers? 2. The characteristics of the book
and the movie 3. How does the writing techniques of Bob Ong differ from other.
The design used in the study is Qualitative research and anchored on literary theory where
it is the study of ethics which apprise how critics make sense of a literary work. Only those who
read the book or watched the movie became the respondents wherein, the result of the study says
that all of the readers learned many life lessons and it enlightened their perspective on how a
student strive to learn. The author used the language that he knows, all who'll read it will relate
and understand. He also portrayed the real-life stories that's why many readers were caught. The
mystery behind the identity of the author also brought curiosity for those readers. Therefore, the
researchers conclude that, "The uniqueness of the way how Bob Ong wrote his book made it
extraordinary literary piece" that captures the eyes of a reader on the way to be admire by the
ones’ who read the said piece.

CHAPTER 1
THE PROBLEM AND ITS SETTING
Introduction
Literature is any piece of written works. It refers to writing, considered as an art form or
any single writing that has artistic and intellectual value. This can be classified as fiction or non-
fiction, whether it is a poetry or in prose form. it may also include novels, short stories or even
drama, and works can be categorized according to their genre. English Literature (2019)
In Philippine literature, works can be classified as pre-colonial, in Spanish regime,
Japanese and American colonization, post-EDSA literature and contemporary. But in our time, the
most dominant genre is modern or contemporary form of prose and poetry. But our generation’s
work are not that good as the work of authors in the past few years. Vox Day, (July 2017)
There are books written by Bob Ong. Nowadays, in this current generation, some minors
are injected by reading his works. Not only millennials but also the adults, Ong works is famous
now to the point that his books become movies such as ABNKKBSNPLAKO through his written.
To be critiqued by the means of the context, theme, and his works' effects especially to millennials.
How Ong showcases the genre that he has been told, Ong is known for his humorous works. Not
just a typical humor works but a humor works mixed with life lessons. Throughout this research
may be enlighten some of the 21st century readers that such of literature of Bob Ong truly unto
deep when read. Furthermore, this case may help that Mr. Ong is not just an author however his
more than an ordinary Filipino author. This study attempts to comprehend what kind of an author
Bob Ong is based on the views of the modern reader as we tackled. However, it encompasses
revisions about how an individual consider an experienced base on what she have been reflected.
On the other hand, it aims to explore human phenomena, which may contain various of folks
undergoing the same status quo.
Bob Ong started to pursue writing after dropping out of college. His pseudonym came
about when the author was working as web developer and a teacher, and he put up the Bobong
Pinoy website in his spare time. The name roughly translates to ‘’Dumb Filipino”, used fondly as
a pejorative term. “Although impressed’’, Bob Ong notes, ‘’my boss would’ve fired me had he
known was the one behind it.’’ When someone contacted him after mistaking him as an
actual person named Bob Ong, his famous pseudonym was born. According to Nida Ramirez of
Visprint Inc., which eventually became Bob Ong’s publisher, the author wrote on Bobong Pinoy
that he wanted to get a book published. Ramirez, who became a fan of Bobong Pinoy approached
and started exchanging messages, which eventually lead to publication of ABNKKBSNPLAKO
Bob Ong’s first work. Nida Ramirez of Visprint Inc. (2001)
Theoretical Framework
Reader response theory
Reader-response criticism is a school of literary theory that focuses on the reader (or
"audience") and their experience of a literary work, in contrast to other schools and theories that
focus primarily on the author or the content and form of the work.
It is a theory, which gained prominence in the late 1960s; it also focuses on the reader or
audience reaction to a particular text, perhaps more than the text itself. Reader-response criticism
can be connected to post structuralism’s emphasis on the role of the reader in actively constructing
texts rather than passively consuming them.
Reader-response theory recognizes the reader as an active agent who imparts "real
existence" to the work and completes its meaning through interpretation.
Argument
Reader-response criticism argues that literature should be viewed as a performing art in
which each reader creates their own, possibly unique, text-related performance. It stands in total
opposition to the theories of formalism and the New Criticism, in which the reader's role in re-
creating literary works is ignored. New Criticism had emphasized that only that which is within a
text is part of the meaning of a text. No appeal to the authority or intention of the author, nor to the
psychology of the reader, was allowed in the discussions of New Critics.

Rejecting the idea that there is a single, fixed meaning inherent in every literary work, this theory
holds that the individual creates his or her own meaning through a "transaction" with the
text based on personal associations. Because all readers bring their own emotions, concerns, life
experiences, and knowledge to their reading, each interpretation is subjective and unique.
Similarly, reader interprets the text differently in different moods.
Reader-response criticism argues that a text has no meaning before a reader
experiences by reading it. Text acts as a blue print, so both reader and text is important.
Reader-response critic
The reader-response critic’s job is to examine the scope and variety of reader reactions
and analyze the ways in which different readers, sometimes called “interpretive communities,”
make meaning out of both purely personal reactions and inherited or culturally conditioned ways
of reading.
Types
There are multiple approaches within the theoretical branch of reader-response criticism,
yet all are unified in their belief that the meaning of a text is derived from the reader through the
reading process. They are Transactional reader-response theory, subjective reader-response
theory, Social reader-response theory and Psychological reader-response theory.
Psychological reader-response theory
Employed by Norman Holland, believes that a reader’s motives heavily affect how they
read, and subsequently use this reading to analyze the psychological response of the reader.
In 1968, Norman Holland drew on psychoanalytic psychology in The Dynamics of
Literary Response to model the literary work. Each reader interjects a fantasy "in" the text, then
modifies it by defense mechanisms into an interpretation. In 1973, however, having recorded
responses from real readers, Holland found variations too great to fit this model in which
responses are mostly alike but show minor individual variations.
Like in psychoanalytical theory dreams become source and here text becomes source to
understand and analyze the experiences. Moods and emotions can also come into this umbrella.
Main Point
Literature is a performativity art and each reading is a performance. Literature exists only
when it is read; meaning is an event.
The literary text possesses no fixed and final meaning. Literary meaning is created by the
interaction of the reader and the text.
Theoretical Framework
READER RESPONSE THEORY
READER RESPONSE CRITIC
Individual Readers Uniform Readers Social Reader Response
- the idea that the - the reader who the author -"interpretive communities"
reader's experience imagines when writing, and groups that have shared
who he or she is writing for. beliefs and values It is the
and interaction with
This reader is guided by group that then determines
the text creates the the text, which contains what an acceptable
true meaning. gaps meant for the reader interpretation of the text is,
to fill, explaining and with the meaning being
making connections within whatever the group says
the text. that it is.
Transactional Reader Psychological Reader Subjective Reader

Response Response Response
- while the reader is - The reader is seen as - the reader’s

guided by the ideas and a psychological subject interpretation of a text is
words that the author who can be studied thought to be deeply
laid out, it is ultimately based on his or her influenced by personal
each individual reader's unconscious drives and psychological needs
experience in reading brought to the surface by first, rather than being
the work that actually his or her reaction to a guided by the text.
gives it meaning. text.
Figure 1. Theoretical Framework
Figure one describes the usage of the theory in the direction of the research study
conducted. In this type of structure that can hold and support upon the form of theory being used
upon the study, as well as be the guiding path for the entire content of the said research. This is
an order to explain the flow of the theory that cast-off to be an anchor of the researchers.
Conceptual Framework
Input Process Output
Perspective and Choose a selective

views of the or focused group to
“A Literary Criticism:
individual readers: Conduct an
Perception of a
(Transactional, interview.
Reader Towards
psychological, Gather information,
Bob Ong’s Work
subjective) towards Selecting the
“ABNKKBSNPLAKO”
Bob Ong’s book valuable answers
(ABNKKBSNPLAKO) that is essential to
the study.
Figure 2. Conceptual Framework of the Study
Figure two describes how is the structure can clutch or sustenance a theory of a research
study going to be conducted as its done. The Input may come up either demonstrate what are the
ideas or the roots of a knowledge had been derived to as the study started to conduct. The Process
is way of how the study you want to conduct be done as what your possible customs you are going
to use by means of using your survey questions. The content of an Output is the outcome of the
study you have done by the usage of the questioner or the question you have asked. The results
the case study you steered.

Statement of the Problem
The objectives of this study is to determine the views and opinions of a reader towards
Bob Ong’s work. ABNKKBSNPLAKO.
Specifically, it sought to answer the following questions:
1. Who is Bob Ong in ABNKKKBSNPLAKO?
1.1 How this modern author Bob Ong influence the reader?
2. Does his works have a purpose for the societal change on view point upon 21st literary piece?
2.1 What is the perception of the readers as a transactional, subjective or psychological
reader?
3. Is this modern writer Bob Ong differ from the primordial authors?
Scope and Limitations of the Study
This study was only focused on the people who have already read the works of Ong since
this study is lone to determine the effects of modern author including the modern readings.
This study is not intended to know the personal life of Bob Ong. This study subsume what
ABNKKBSNPLAKO written by Bob Ong matter of course to all who have already read or watch
the said work.
Significance of the Study
This study may benefit the following:
Readers, in this study that aims to revive their interest in literature and their views, this may help
them to not just believe into what they do believe in, but instead it can enhance or add what kind
of viewpoint they have along with the modern literature which is the literary piece
ABNKKBSNPLAKO. In addition to this if a reader is a bookworm type of person, he could truly
relate to it.
Writer, to give them sort of advice to improve what may they going to write and to show them
the effects of modern literature in this current generation.

Guardians, for them to see the cause also to help them understand why this current generation
is injected to work of Bob Ong himself.
The future researchers, this type of research will enable them to dig deeper to conduct literary
criticism on the other works of Bob Ong.
Definition of Terms
The following terms were defined as conceptually and operationally used in this study:
Reader, a person who orates otherwise who is affectionate of reading.
Literature, written works, especially those considered of higher or long-term inventive distinction
also books and writings issued on a precise topic.
Writer, person who writes books and literary piece as well as the one who has written a certain
text.
Literary Piece, a literary work based on the mind's eye and not certainly on fact, and
fictionalization it is a literary piece constructed partially or absolutely on fact but written as if it were
fiction. As well as narrating the lives and legends story.
Literary Criticism is the evaluation, and interpretation of literature as other critics consider literary
criticism a practical application of literary theory, because criticism always deals straight to the point
with a exact literary works, while theory ca be more universalized or intangible.
Word Salad, for the words that isn't appropriately and properly combined.
Ummah, is Islamic word use for describing people.

CHAPTER 2
REVIEW OF RELATED LITERATURE
Review of related literature is the assortment and explanation of available documents
either issued and unpublished, which comprise evidence, concepts, and indication related to the
topic that a person propositions to research on.
Literature
According to David Lodge, (2015) The Modes of Modern Writing tackles some of the
fundamental questions we all encounter when studying or reading literature, such as: what is
literature? What is realism? What is the relation between form and content? And what dictates the
shifts in literary fashion and tastes? In answering these questions, the book examines texts by a
wide range of modern novelists and poets, including James Joyce, TS Eliot, Ernest Hemingway,
George Orwell, Virginia Woolf, Samuel Beckett and Philip Larkin, and draws on the work of literary
theorist from Roman Jakobson to Roland Barthes. Written in Lodge’s typically accessible style
this is essential reading for students and lovers of literature at any level. The Bloomsbury
Revelations edition includes a foreword/afterword by the author.
The English Literature, (2019) stated that literature represents a language or a people:
culture and traditions. But literature is more important than just a historical or cultural artifact.
Literature introduces us to new worlds of experience. We learn about books and literature; we
enjoy the comedies and tragedies of poems, stories, and plays; and we may even grow and evolve
through our literary journey with books.
As stated by Ginsberg Miller, (2017) in recent years, Black poets and other poets of color
have increasingly won many of the most prestigious prizes and awards within the majority and
historically white field of US poetry. This article traces the interventions (writing, activism, and
institution building) that have resulted in this "change." Rather than understanding the racial
politics of poetry as an endlessly revolving door of scandals, or simply as a contest over prizes
and economies of prestige, this article attends to the relationship between the world of poetry and
the history of social movements, an exchange often mediated through the work of writers’
collectives. In particular, this article delineates how the interventions of Black poets and other
poets of color (both individually and collectively) have shifted the world of poetry, while at the same
time mirroring, connecting with, and speaking back to broader movements that seek to transform
the world writ large.
As mentioned by Shireen Bazliel, (2018) Literature is a seemingly chaotic cauldron of
symbols, characters, themes, syntax, diction, tone, plots and counter plots, where each word has
many meanings and the tone brings about the variety in the meaning. The art of thinking is rare
and the ability to help the students think creatively and yet systematically is a unique part of
literature and students are taught to think in a structured manner. The systematic eight step
approach helps them to understand the book, or the story easily, the eight different approaches
are: 1. the historical approach, 2.the biographical approach, 3.the societal approach, 4. the
archetypical approach, 5.the philosophical approach, 6. the psychological approach, 7. the
feministic approach and the last but definitely NOT the least 8. formalistic approach (Appendix 3)
These strategies have been used and the Lexile reading for the students in the various grades
has seen a marked improvement. The level of enjoyment and understanding has also improved,
as the students learn to think and connect information diagonally and vertically across the
spectrum of learning. “Time and tide wait for no man,” and yet they both transcend the barriers of
time, just like literature. Literature disseminates the walls of culture and addresses discrimination
in an interesting way. It holds up a mirror of reality and the reflection is not always pretty. Literature
has many genres and each is considered an area of specialty. Each has a specific strategy and
that is what we are here to share. Literature is found across the board and it is in every field.
Hence literature can be taught using these strategies. Some of the genres that literature covers
are listed below: poetry, fiction, non-fiction, novels, fables, short stories, epics, narrative non-
fiction, essays, biographies, autobiography, speech, drama, humor, science fiction, realistic fiction,
folklore, historical fiction, horror, ‘a tall tale’, legend, mystery, mythology, fiction in verse.
As studied by Karmel Knipprath, (2019) New Historicism, as Paul Fry notes, began at the
University of California in the late 1980s under the auspices of American critic Stephen Greenblatt
who not only rejected the ‘decontextualized abstractions’ of formalism, but sought to refocus the
‘old historicist’ approach to literature which traditionally applied a historical background to a
privileged literary text. Within this ‘new historicist’ approach, Greenblatt rejected special privileging
and proposed instead, the equal weighting of literary and non-literary texts. In applying the new
historicist’s method, the historical document no longer exists as a contextual background to a
literary text but is instead examined as an equally weighted ‘co-text’, whereby both texts, being
separate expressions of the same historical ‘moment’, are interpreted accordingly to present what
Peter Barry calls a ‘new reality’.
Modern Literature
The latest study by Vox Day, (July 2017) Reveals that Post-modern literature is literary
word salad, not good, not deep. Childish, its superficial and it is meant to be skimmed lightly so
that it makes you feel something. It is literary anti -intellectual. You need to turn your brain off to
try to understand this.
Kitten Holiday, (July 29, 2017) Explains modern literature is nothing more than an anti-
intellectual word salad. Holiday said “Why does it seem like there wasn’t been anything new or
exciting in publishing lately? ‘’. According to Holiday’s article, “No one wanted to work with a writer
who already had a certain amount of approval though social media networks, previously published
stories in journals, etc. Of course, it was all about money, but it was also about what was safe.
Whatever happened to creativity? Whatever happened to creative risk? Whatever happen to art?
Additional study on the topic by Lesli Loftis, (July 22, 2017) Proves the story telling gap.
In the article Loftis not only “Why are there so few good modern story tellers on the right?” but
also, “Why are the stories on the left so bad? Loftis concludes the postmodern progressive story
lines that dominate Hollywood in popular books today suffer from too short comings: They know
how to tell a good story, and when they do tell one, these stories belabor their own brand of
moralizing.
The latest study by Vox Day, (July 2017) Reveals that Post-modern literature is literary
word salad, not good, not deep. Childish, its superficial and it is meant to be skimmed lightly so
that it makes you feel something. It is literary anti -intellectual. You need to turn your brain off to
try to understand this. Contemporary Philippine speculative fiction underscores the high level of
writing skills of.
As studied by Jaime Cabrera, (2016) Filipino writers not only in mastery and use of the
English language but also in the craft of the short story narrative as well as in the demanding
discipline and art of contemporary speculative fiction. For instance, with few exceptions, there is
little information dumping or flat characterization; social commentary is skillfully submerged in the
tale. Unlike precursor US pulp fiction, characterization is richer and more complex in most of the
samples. Contemporary Philippine speculative fiction is a pure and genuine literary expression in
that the works are produced for pure entertainment or for literary craft practice, not to proselytize,
entice, convince, or engage in didacticism. Most of the native writers are young and write for
literary competitions, for publishers who screen submissions, and for educated readers, all
audiences that share a high awareness and appreciation of literary crafts manship. Contemporary
Philippine speculative fiction is predominantly grounded on local social realities and local literary
tradition, with a healthy blend of elements borrowed from international sources of shared
knowledge
Modern Authors
One study of Abdul Wahab Saleem, (March 2018) They are three possible scenarios to
modern authors and scholar grade prophetic traditions. First, they are grading a tradition which
has already been studied and graded, and they’re in agreement with previous scholars. In this
case, the judgements of previous scholars are enough. Second, they are grading a tradition which
has already been studied and graded, but they disagree with all previous scholar. In this case the
judgement of previous scholars is worthier, and the disagreement of later scholars may lead to
awkward opinions, as we have experienced in our era. And lastly, they are grading traditions which
haven’t been studied, or the studies haven’t reached us. In this case, modern judgements are
valuable. However, these traditions cannot be used in introducing opinions which contradict all
previous views as that would be a subtle implication that ummah in its entirely was previously
ignorant.
According to the English Literature and Grammar for Everyone, (July 2018) The main
idea-overall idea of the passage or a text, it is very closely related to the topic of the passage and
in some cases directly stated in the topic sentence of the text; theme is the central topic that a text
has two main categories of themes; thematic concept and thematic statement. The main idea
usually comes from the plot as well as the characters of a plot; the theme depends on the whole
story and is the message conveyed. The main idea of the story is mostly unique, the theme is
seldom unique. The main idea can or cannot be found or stated in text; theme is never stated,
must be comprehended by understanding the story.
Writing Fiction
Other study of RT Romero, (2018) Says that one of the more important elements of
writing fiction is real life experience. Experience provides perspective on the issues of the day.
Since a story requires one more conflict (a good story is about characters and solutions, which
necessitate problems for the characters to solved), and their resolution, understanding what
conflicts with desirable human life will give authors reason to believe that what they write will hold
the interest of the reader. It doesn’t make much life experience to spot problems that should be
solve, but experience greatly informs the writer about causes and solutions, as well as the
intended and unintended consequences of those solutions. Major conflicts used in a story’s plot
should ideally model current events whether intentionally planned or not. This practice draws on
what we have learned from great literature. What has kept classical literature relevant is that
human civilization has for millennial shown certain characteristics, paradigms and archetypes that
manifest in every generation whether developing, maturing, or recovering throughout human
history.
Additional study of Hogan, Patrick Colm (Nov. 2012) “Cognitive Science, Literature, and
the Arts: A Guide for Humanists”. The rise cognitive science has been one of the most important
intellectual developments of recent years, stimulating new approaches to everything from
philosophy to film studies. This is an introduction to what cognitive science has to offer the
humanities and particularly the study of literature. Hogan suggests how the human brain works
and makes us feel in response to literature. He walks the reader through all of the major theories
of cognitive science that are important for the humanities in order to understand the production
and reception of literature.
Author Vs. Writer
Base on another study of English Literature, (2018) The difference between an author
and a writer is to be an author the idea of your writing must be your own and you must get your
work published. An author must have specific skill set but writer’s skill is suited to be job required.
To become an author your books are published, but if your writings never published, you will
remain a writer. An author can get work copyrighted.
Emotions Vs. Literature
Another study of Hogan, Patrick Colm, (2011) “What Literature Teaches Us About
Emotion”. Literature provides us with otherwise unavailable insights into the ways emotions are
produced, experienced and enacted in human social life. It is particularly valuable because it
deepens our comprehension of the mutual relations between emotional response and ethical
judgment. These are the central claims of Hogan's study, which carefully examines a range of
highly esteemed literary works in the context of current neurobiological, psychological, sociological
and other empirical research. In this work, he explains the value of literary study for a cognitive
science of emotion and outlines the emotional organization of the human mind. He explores the
emotions of romantic love, grief, mirth, guilt, shame, jealousy, attachment, compassion and pity -
in each case drawing on one work by Shakespeare and one or more works by writers from different
historical periods or different cultural backgrounds, such as the eleventh-century Chinese poet Li
Ch'ing-Chao and the contemporary Nigerian playwright Wole Soyinka.

Further study from Gregg, Melissa, and Gregory Seigworth, (2010) “The Affect Theory
Reader” This field-defining collection consolidates and builds momentum in the burgeoning area
of affect studies. The contributors include many of the central theorists of affect—those visceral
forces beneath, alongside, or generally other than conscious knowing that can serve to drive us
toward movement, thought, and ever-changing forms of relation. As Lauren Berlant explores “cruel
optimism,” Brian Massumi theorizes the affective logic of public threat, and Elspeth
Probyn examines shame, they, along with the other contributors, show how an awareness of affect
is opening up exciting new insights in disciplines from anthropology, cultural studies, geography,
and psychology to philosophy, queer studies, and sociology. In essays diverse in subject matter,
style, and perspective, the contributors demonstrate how affect theory illuminates the intertwined
realms of the aesthetic, the ethical, and the political as they play out across bodies (human and
non-human) in both mundane and extraordinary ways. They reveal the broad theoretical
possibilities opened by an awareness of affect as they reflect on topics including ethics, food,
public morale, glamor, snark in the workplace, and mental health regimes. The Affect Theory
Reader includes an interview with the cultural theorist Lawrence Grossberg and an afterword by
the anthropologist Kathleen Stewart. In the introduction, the editors suggest ways of defining
affect, trace the concept’s history, and highlight the role of affect theory in various areas of study.
Contributors. Sara Ahmed, Ben Anderson, Lauren Berlant, Lone Bertelsen, Steven D. Brown,
Patricia Ticineto Clough, Anna Gibbs,Melissa Gregg, Lawrence Grossberg, Ben Highmore, Brian
Massumi, Andrew Murphie, Elspeth Probyn, Gregory J. Seigworth, Kathleen Stewart, Nigel Thrift,
Ian Tucker, Megan Watkins.
As eloquently stated by M. Fuentes Gomez, (2018) The sonnets written by William
Shakespeare (1564-1616). Every sonnet chosen and analyzed expresses the poet’s views and
experiences on the topics of either sex or romantic love. It will also be our aim to delve into gender
contrasts regarding these experiences, and thus, the different ways Shakespeare addresses sex
and love, with both women and men. Other ideas such as the interesting relationship between
Shakespeare and Antipetrarchism will be studied in depth; as well as the way more common
subjects often are combined with love, such as time, beauty, adultery or love triangles.
Language
According to D. Dawn, (2019) The usage of language as a social practice in literary and
non-literary text to represent different ideologies. In literary text language is used a s a social
practice to represent different ideologies of different people. Language is considered as a tool of
communication between different group of people. In literary text representation of ideology is
given in a hidden and lenient way. While in non-literary texts language is used in a nondirectional
and biased way in representation of ideology. Sometimes in non-literary text certain group of
people uses language in a harsh and sensational way in representation of their hidden motives
and ideologies without considering the image of state and nation due to their harsh use of
language. This sensationalism brings haters, terror and disturbance in the lives of people. So
language is taken as a tool in representation of ideology. Literary text uses this tool in a respectful
way while nonliterary text uses this tool for some hidden motive. The use of figures of language
and choice of lexical items make it difficult to pin point the ideology but when ideology is fetched
out it is easy to comprehend while in non-literary text the text and choice of lexical item is easy
and comprehendible but these text may contain element of sensationalism and sectarianism which
can bring disturbance, fight and disaster in the society. The easier the language the easier it is to
understand the propaganda formation and sensationalism so sometimes non-literary text can be
used in production of terror in the surroundings.
Synthesis of the Reviewed Literature
Therefore, to conclude, the summary of all this related literature is all about the writing
and its writer which criticizing the modern works and writers. These also emphasizes the different
characteristic of a literature. Katherine Holiday, Leslie Loftis and Vox Day believes that Modern
Literature nowadays is not good and just a word salad. Literature now according to them is they
are hungry for literature that is well written, provocative, evocative and inspiring but without
nonsensical word salads. They want to read stories that have meaning and significance. They
want to read writers with charisma, perspective and insights. And a writer is different from author,
because if you wrote, you become writer. And if it is published, you are now an author, if not, you’ll
remain as a writer.
CHAPTER 3
METHODOLOGY
This chapter presents a description of how the study was conducted, the research design,
the respondents and sources of data, how the data were collected and analyze.
Research Design
The research design used in this study is Qualitative research because it more on a case
inquiry. It also includes the focuses on the view on one reader whom previously read the literary
piece discussed. Since this a Qualitative research there are no indications of percentage as
followed. Instead, question is be given to the respondents in the direction of their personal
experiences towards the topic nor the research instrument we have used. Above and beyond the
type of research theory we custom unto this study was the literary theory where its studies is more
of ethics which apprise how critics make sense of a literary work. Persistence of conducting a
Literary theory is to be expected to uphold your perspective and express to what you see in the
literature you are reviewing. Studying a view different from yours, not to disagree with it, but to
comprehend it, this may also help you to know those who holds into that view. Tackling a work
from more than one view gives you a profounder understanding of the author’s work and as well
as the gratitude for the fertility of it as same to you who orates.
Respondents
The respondents of the study are the one who’s a bibliophile reader who been have read
the work of Bob Ong specifically his literary piece ABKBSNPLAKO. Then the ones’ who influence
by the famous movie ABKBSNPLAKO and the guardians of the minors who read the literary piece
of book.
Sampling Technique
Sampling technique we used in this case study was:
A purposive sample is a non-probability sample that is selected based on characteristics
of a population and the objective of the study. Purposive sampling is also known as judgmental,
selective, or subjective sampling.
Research Instrument
The research instrument used in the study was unstructured type of interview.
Respondents were asked verbally, and they had an option to either answer the question in English
or vernacular.
The questions asked during the interview were the following:
1. What is “ABNKKBSNPLAKO”?
1.1 What is the story behind?
2. After reading the book, does it change or enlighten your perspective towards your eccentricity?
2.1 As a transactional, subjective or psychological reader
3. How the writing techniques of Bob Ong differ from other modern authors?
3.1 What kind of distinct characteristic his book have to make a change on the kind of view
has one’s reader in a society? What does not?
Research Procedure
The researchers secured permission letter to conduct study at General Juan Castañeda
Senior High School (students) on February 28. A formal communication letter explaining the
nature and objective of the study was given. Upon the approved endorsement letter from the
principal on February 28, 2019, the researchers conducted interview to the respondents.
The researchers recorded and transcribed the responses of the respondents. Data were
analyzed and interpreted.

CHAPTER 4
RESULTS AND DISCUSSIONS
This chapter presents data gathered, analyzed and interpreted in response to all specific
questions stated in Chapter 1 under the statement of the problem.
Question No. 1
What is “ABNKKBSNPLAKO”?
Respondents Responses
ABNKKBSNPLAKO is a book written by Bob Ong.

Respondent No.1
For all I know it is written way back 2001 by the

Respondent No. 2
author known as Bob Ong
ABNKKBSNPLAKO is one of the humorous book

Respondent No. 3
I have read written by Bob Ong
This is book by the unknown author Bob Ong

Respondent No. 4
himself that I can say so
This is the book the book wherein the students are

Respondent No. 5
the main characters
I think the author of this book was unknown until

Respondent No.6
now a days but this book portrayed the life of students
The main character of the story was the students
Respondent No.7 wherein their life was portrayed

Question No. 1.1
What is the story behind?
Respondent No.1 It is all about the life of students as I have said
It was the story of the students life from what is

Respondent No. 2
inside and outside of the school
The story written for the students who

Respondent No. 3
experienced the real struggles of a typical student
This written for the student as the main characters
Respondent No. 4 were the students
This book is written for those students who
experience what the characters had experience when

Respondent No. 5
they were a student
For as I know the author himself was one of the
Respondent No.6 main characters of the story ABNKKBSNPLAKO and
he portrayed the life of typical student
Bob Ong write this story for those who is in the
Respondent No.7 same situation when they were still a student way back
then
Question No. 2
After reading the book, does it change or enlighten your perspective towards your
eccentricity?
He more prefer now that kind of genre, he’s into.
Respondent No.1 It’s not just about the comedy that has but it is the
content itself on changing your views.
The content of the movie itself does not have
Respondent No. 2 much of impact for the reader. But in some point,
there are some life-lessons that everyone should
learn.
Bob Ong’s work changes the reader’s view in

Respondent No. 3
terms of the genre he had showcases of.
The author portrays the flow of the story
enlightened me as a reader that everyone can achieve
Respondent No. 4 what he want to achieve either you’re not that typical
type of student as long as you know what to believe .
Bob Ong conveys the real reality of a student is.
That’s not that usual because most writers are into

Respondent No. 5
filtered type of storytelling and that kind of writing skills
are not commonly used especially now a days the 21st
century writers
The content of the story is realistically view of how
Respondent No.6
and what type of a student is, and the author discusses
the different type of student we have in a society
wherein I can include myself too
Bob Ong discusses about how a student do his
Respondent No.7 work place wherein, I remember myself doing cut
classes way back in Junior High School

Question No. 2.1
As a reader transactional, subjective or psychological reader?
As a subjective reader I experience the same

Respondent No.1
scenario as the author portrayed
Being a student, those cases and events are
Respondent No.2 usually happening even in my personal life. And just
by the title, I already have the ideas.
I have this ideas by just reading the title but then
Respondent no.3 it changes my views by those life lessons included in
the story itself
As I have said, the story enlightened me as a
reader meaning to say I already have the ideas but

Respondent No.4
then those ideas are widened
I can consider myself as a subjective reader
wherein I connected and relate the scenarios in my

Respondent No.5
own experiences
I’ve experienced the events happen in the story so
Respondent No.6 I might say that why the content of the story truly
enlightened me
As a student I can say that what’s on the story was
Respondent No.7
my story also so definitely, I am in a subjective kind of
reader
Question No. 3
How the writing techniques of Bob Ong differ from other modern authors?
If the other writers are more into cliché writing

Respondent No.1
romance, Bob Ong is more into humorous writing
that’s not popular in literary piece.
Bob Ong didn’t use deep words for the story he
Respondent No.2 has written of that’s why the main point of the story
was easily understood.
Bob Ong writing techniques is somehow logically
Respondent no.3 speaking and humorous etic that everyone may relate
into.
Bob Ong didn’t use unpopular or deep type of
words in writing his literary work besides Ong is

Respondent No.4
tackling the actual happening that happen in the
society.
I think his writing technique I very unique when it
comes to delivering the sequences and words of the

Respondent No.5
story. He is the type of what you see what you get in
an expression or in reading, what you read is what you
get.
She think that Bob Ong is an unique writer and he
is witty that’s why he has unique writing skills than the

Respondent No.6
other do as she observe when she read his book
ABNKKBSNPLAKO.
He is unique not that typical writers today that they
convey the only positive side of a student is even if the

Respondent No.7
reality is not. Reader is the realistic one as I believe.
Question No. 3.1
What kind of distinct characteristic his book have to make a change on the kind of view
He is a weird writer I see, yet how he delivers the

Respondent No.1
entertainment was so entertaining and realistic at the
same time.
The story or movie ABNKKBSNPLAKO depicts a
Respondent No.2 real life situation facing by the people that’s why there
are many life lessons to be adapt.
What depicted in his work ABNKKBSNPLAKO is
all happening in daily life of a person particularly

Respondent No.3
student. It will help some people to understand
students’ struggles in studying.
Bob Ong is a non-Romance writer, but he is a
representationalism writer, his variety is more in what

Respondent No.4
a society is of how the society works particularly the
human works and behavior in a daily life.
Distinct characteristic he has as writer is tangible

Respondent No.5
that everyone who may read it can effortlessly
understand what main point he wants to say so.
Original, he’s one of the best writer who is not

Respondent No.6
chestnut as other do in terms of writing a story.
Bob Ong’s book is wholly about the real situational
happenings that happens in society just like his written

Respondent No.7
book entitled ABNKKBSNPLAKO.
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of findings of the study, the conclusion that were
drawn from the findings, and the researcher’s recommendation which were based on the
conclusion.
SUMMARY OF THE FINDINGS
Question No. 1
According to all of respondents, it is a book that Bob Ong wrote wherein the main
characters are the student as the respondent 5 says “This is the book the book wherein the
students are the main characters”. Respondent 2 also said that it is written way back 2001 “For all
I know it is written way back 2001 by the author known as Bob Ong”, which is also correct.
Question No. 1.1
All of the respondents answered that it is the story that portrayed the life of the typical
students wherein, Bob Ong is one of the main character. They also stated that the story is all about
the struggles of the students.

Question No. 2
eccentricity?
Findings
According to respondents 1 and 3, the story change the kind of view they are into.
Although it does not make impact with respondent 2, in some point, there are life lessons that
readers should learn. According to respondents 4, 5, 6 and 7, the story enlightened them and
these just proved how effective the author and story is. Even some the respondents include
themselves that when they were a Junior High School student, they experienced what the
character experience such as cutting the class he has need to be in. And as well as the other
respondents responded that “everyone can achieve what he want to achieve either you’re not that
typical type of student as long as you know what to believe then provide an actions towards you
want to achieve” (answer no.4). To summarize it all the whole content of the text or book is a real
one, real that everyone can rely to. The statements are supported by of RT Romero, (2018) Says
that one of the more important elements of writing fiction is real life experience. This is one of the
techniques used by the authors to caught the attention of the readers.
Question No. 2.1
As a transactional, subjective or psychological reader?
Respondents 2,3 and 4 are transactional readers, because according to them, they
already have the ideas of what is in the text. Those ideas are their guide as they read the story.
The rest respondents, they are subjective readers, wherein, they relate their personal experiences
with the story that they read and they give meaning on it.
Question No. 3
Findings
According to respondents 1 and 3, Bob Ong’s writing technique is more of humorous
type. Respondents 5 and 7 stated that, nowadays authors are more of, such in filtering the content
and the flow of the story. As the respondents 2 and 4, commonly answered Bob Ong is differed
from other writing specifically the 21st century writer when it comes to the real happening that
happens in a society using the direct and informal language or words. This made him original and
unique, as Respondent 6 answered. These results are also supported by Kitten Holiday, (July 29,
2017) Explains modern literature is nothing more than an anti-intellectual word salad. Wherein,
the other authors may just write just for money, regardless the creativity and content of the work.
Question No. 3.1
Findings
According to respondents 1, 2, 3, 4, and 7, the book portrayed otherwise depicts real life
stories that anyone could relate, especially the students. They’ve answers that how Bob Ong wrote
a story is a situational statement where whom to read may relate into. Wherein respondents 5 and
6 said that they can easily distinguish that when it is Bob Ong who write, it has no cliché to be
added as well as no filters may uphold neither what actual is sensual. It is supported by English
Literature, (2019) where it stated that literature represents a language or a people: culture and
traditions. We learn about books and literature; we enjoy the comedies and tragedies of poems,
stories, and plays; and we may even grow and evolve through our literary journey with books.
CONCLUSION
Based on the findings of the study it was found out that:
1. Bob Ong as a writer is more of realistic and it discusses about the real life lessons that as a reader
can adapt to. The way he write a story can establish ones’ person point of view when it comes to
reading the realist one instead of the filtered type of content that has in it.
2. The distinct genre Bob Ong’s literary piece has the real life situational statement that a reader can
distinguish of. The content of the book ABNKKBSNPLAKO change the kind of they have that
whenever in reading there should be a realist moral standard of lesson you must infer towards
yourself.
3. The writing technique Bob Ong has the characteristic of what you see is what you get, the content
itself and how the story flows by is more into the truth behind the beauty. He is still into the method
of the more real the better the impact that can adapt. But utmost modern authors for this generation
of time the way they create a contents of the story is more of fantasize where somehow most
reader may adore, but good thing is that modern reader know how to valuatize the virtuous stories
to be read of.
RECOMMENDATION
1. For students, for them to have a view on how modern literatures affects one reader and this study
will give them some information’s about modern literatures. This study is also essential for the
students because this study is connected to their life.
2. For future researchers, this may help them to have a detailed analysis of the studies about
literatures. When the researchers have proper in-depth analysis by the help of this study, the result
may come out to be fruitful and the knowledge will also expound towards the topic has indicated.
3. For the reader, to enlighten them up that be deeper and more realistic when it comes to reading
because it represents on what type of reader you would be. In that case you can see that the world
of literature in not just all about how fiction it is, it’s how unique your content can be for the you as
a reader may impart the lessons it has.

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_Two_Specific_Areas_Poetry_and_Short_Stories
Crossman, A. (2012, March 2). What You Need to Understand About Purposive Sampling.
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Dawn, D. (2019). A Study Of Discursive And Pragmatic Practices Used In Literary And Non-Literary
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Gregg, M., & Seigworth, G. J. (2010). The Affect Theory Reader. Duke University Press.
https://www.dukeupress.edu/the-affect-theory-reader
Gomez, F. M. (2018). Bisexuality in Shakespeare's Sonnets: Love, Sex and
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Humanists/dp/0415942454
Hanifah, I. A., & Saleem, A. W. (2018). 101 Words of Advice by Imam Abu Hanifah.
Holiday, K. (2017, July 29). Modern Literature is nothing more than an Anti-Intellectual Word Salad
[Web log post]. Retrieved from https://writingcooperative.com/modern-literature-is-
nothing-more-than-an-anti-intellectual-word-salad-6952a0f5b759
Knipprath, K. (2019). New Historicism As a Critical Approach To Literature. (n.d.).
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Lodge, D. (2015). The Modes of Modern Writing: Metaphor, Metonymy, and the Typology of
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Miller, I. G. (2017). Poetry is Not a Country Club: Reflecting on "The Change". Callaloo, 40(3), 75-
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Romero, R. T. (2016). Barefoot in the Temple: Poetry of Rtromero.
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Childish, its superficial and it is meant to be skimmed lightly so that it makes you feel
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APPENDIX A
GEN. JUAN CASTAÑEDA SENIOR HIGH SCHOOL

#090 Anabu II-A, City of Imus, Cavite
February 28, 2019
AIDA C. BELLON
Principal
General Juan Castañeda Senior High School
Anabu II- A, Imus City, Cavite
Greetings!
We, the Grade 11- Socrates (HUMSS) of General Juan Castañeda Senior High School would like to ask
permission to conduct a survey among your students relating to our research entitled “The Views and
Opinions of a Reader towards Bob Ong’s work ABNKKBSNPLAKO”. This aims to know what are the views
have a student regarding the type of genre Bob Ong wrote.
We understand that we are carrying a huge responsibility. Rest assured that all information will be treated
with outmost confidentiality. We hope that this request will merit your approval.
Thank you very much and God bless.
Sincerely yours,
Cherrilyn C. Mecono
Christine Diane B. Gallego
Hierra Althea G. Bool
Nelson C. Gabao
Mark Andrei P. Decena
Ventcel C. Lucindo
Noted:
JERAMIE G. BUENSUCESO
Teacher III, Subject Teacher
Approved:
AIDA C. BELLON
Principal
APPENDIX B
INTERVIEW QUESTIONS
Title: THE VIEWS AND OPINIONS OF A READER TOWARDS BOB ONG’S WORK
“ABNKKBSNPLAKO”
Question No. 1
eccentricity?
Response:
_____________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Question No. 2
What kind of distinct characteristic his book have to make the change on the kind of view
has one’s reader in a society?
Response:
_____________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Question No. 3
Response:
_____________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
APPENDIX C
RESPONSES
Question No. 1
ABNKKBSNPLAKO is a book written by Bob Ong.

Respondent No.1
For all I know it is written way back 2001 by the

Respondent No. 2
author known as Bob Ong
ABNKKBSNPLAKO is one of the humorous book

Respondent No. 3
I have read written by Bob Ong
This is book by the unknown author Bob Ong

Respondent No. 4
himself that I can say so
This is the book the book wherein the students are

Respondent No. 5
the main characters
I think the author of this book was unknown until

Respondent No.6
now a days but this book portrayed the life of students
The main character of the story was the students
Respondent No.7 wherein their life was portrayed
Question No. 1.1

Respondent No.1 It is all about the life of students as I have said
It was the story of the students life from what is

Respondent No. 2
inside and outside of the school
The story written for the students who

Respondent No. 3
experienced the real struggles of a typical student
This written for the student as the main characters
Respondent No. 4 were the students
This book is written for those students who
experience what the characters had experience when

Respondent No. 5
they were a student
For as I know the author himself was one of the
Respondent No.6 main characters of the story ABNKKBSNPLAKO and
he portrayed the life of typical student
Bob Ong write this story for those who is in the
Respondent No.7 same situation when they were still a student way back
then
Question No. 2
eccentricity?
He more prefer now that kind of genre, he’s into.
Respondent No.1 It’s not just about the comedy that has but it is the
content itself on changing your views.
The content of the movie itself does not have
Respondent No. 2 much of impact for the reader. But in some point,
there are some life-lessons that everyone should
learn.
Bob Ong’s work changes the reader’s view in

Respondent No. 3
terms of the genre he had showcases of.
The author portrays the flow of the story
enlightened me as a reader that everyone can achieve
Respondent No. 4 what he want to achieve either you’re not that typical
type of student as long as you know what to believe .
Bob Ong conveys the real reality of a student is.
That’s not that usual because most writers are into

Respondent No. 5
filtered type of storytelling and that kind of writing skills
are not commonly used especially now a days the 21st
century writers
The content of the story is realistically view of how
and what type of a student is, and the author discusses
Respondent No.6
the different type of student we have in a society
wherein I can include myself too
Bob Ong discusses about how a student do his
work place wherein, I remember myself doing cut
classes way back in Junior High School

Respondent No.7
Question No. 2.1
As a reader transactional, subjective or psychological reader?
As a subjective reader I experience the same

Respondent No.1
scenario as the author portrayed
Being a student, those cases and events are
Respondent No.2 usually happening even in my personal life. And just
by the title, I already have the ideas.
I have this ideas by just reading the title but then
Respondent no.3 it changes my views by those life lessons included in
the story itself
As I have said, the story enlightened me as a
reader meaning to say I already have the ideas but

Respondent No.4
then those ideas are widened
I can consider myself as a subjective reader
wherein I connected and relate the scenarios in my

Respondent No.5
own experiences
I’ve experienced the events happen in the story so
Respondent No.6 I might say that why the content of the story truly
enlightened me
As a student I can say that what’s on the story was
Respondent No.7
my story also so definitely, I am in a subjective kind of
reader
Question No. 3
If the other writers are more into cliché writing

Respondent No.1
romance, Bob Ong is more into humorous writing
that’s not popular in literary piece.
Bob Ong didn’t use deep words for the story he
Respondent No.2 has written of that’s why the main point of the story
was easily understood.
Bob Ong writing techniques is somehow logically
Respondent no.3 speaking and humorous etic that everyone may relate
into.
Bob Ong didn’t use unpopular or deep type of
words in writing his literary work besides Ong is

Respondent No.4
tackling the actual happening that happen in the
society.
I think his writing technique I very unique when it
comes to delivering the sequences and words of the

Respondent No.5
story. He is the type of what you see what you get in
an expression or in reading, what you read is what you
get.
She think that Bob Ong is an unique writer and he
is witty that’s why he has unique writing skills than the

Respondent No.6
other do as she observe when she read his book
ABNKKBSNPLAKO.
He is unique not that typical writers today that they
convey the only positive side of a student is even if the
reality is not. Reader is the realistic one as I believe.

Respondent No.7
Question No. 3.1
He is a weird writer I see, yet how he delivers the

Respondent No.1
entertainment was so entertaining and realistic at the
same time.
The story or movie ABNKKBSNPLAKO depicts a
Respondent No.2 real life situation facing by the people that’s why there
are many life lessons to be adapt.
What depicted in his work ABNKKBSNPLAKO is
all happening in daily life of a person particularly

Respondent No.3
student. It will help some people to understand
students’ struggles in studying.
Bob Ong is a non-Romance writer, but he is a
representationalism writer, his variety is more in what

Respondent No.4
a society is of how the society works particularly the
human works and behavior in a daily life.
Distinct characteristic he has as writer is tangible

Respondent No.5
that everyone who may read it can effortlessly
understand what main point he wants to say so.
Original, he’s one of the best writer who is not

Respondent No.6
chestnut as other do in terms of writing a story.
Bob Ong’s book is wholly about the real situational
happenings that happens in society just like his written

Respondent No.7
book entitled ABNKKBSNPLAKO.
BIOGRAPHICAL STATEMENT
CHERRILYN CABRERA MECONO
Cherrilyn C. Mecono, 17 years old, was born in Dasmariñas Cavite, Philippines on the 16th
day of November year 2001. She is a Humanities and Social Sciences student at Gen. Juan
Castañeda Senior High School. Religiously speaking Cherrilyn is a Roman Catholic worshiper.
She is the daughter of Mr. Nonie Mecono and Mrs. Edralin Mecono. She took her elementary level
at Anabu II Elementary School and her secondary level at Gen. Emilio Aguinaldo National High
School. She is also the current Treasurer in English Society for the school year of 2018 – 2019 as
well as a newly elected as a Secretary of the Supreme Student Government at Gen. Juan
Castañeda Senior High School. A former Grade 7 Representative of Science and Technology
Club at Gen. Emilio Aguinaldo National High School. Cherrilyn is also one of the former member
of Journalism (The Golden Grains) at Anabu II Elementary School Field: English Radio
Broadcaster for the academic school year 2012 – 2013.

CHRISTINE DIANE BALIN GALLEGO
Christine Diane B. Gallego, 17 years old, was born in San Agustin Gandara, Samar
Philippines on the 5th day of October year 2001. She is a Humanities and Social Sciences student
at Gen. Juan Castañeda Senior High School. Religiously speaking Christine is a Roman Catholic
worshiper. She is the daughter of Ms. Julieta B. Gallego. She took her elementary level at
Malagasang II Elementary School and her secondary level at Imus National High School –
Greengate Annex. She is also a current member of English Society for the academic school year
2018 – 2019 as well as a present member of Journalism (Verdant Horizon) Category of Radio
Broadcasting as a Scriptwriter at General Juan Castañeda Senior High School. Christine is a
consistent honor student during Elementary days and an excellence awardee on Junior kinder.
HIERRA ALTHEA BOOL GUDOY
Hierra Althea B. Gudoy, 17 years old, was born in Daplax Del Sur, Nueva Vizcaya,
Philippines on the 21st day of July year 2001. She is a Humanities and Social Sciences student at
Gen. Juan Castañeda Senior High School. Religiously speaking Hierra is a Roman Catholic
worshiper. She is the daughter of Mr. Rosauro Gudoy and Mrs. Eden Grace Gudoy. She took her
elementary level at Mangayang Elementary School and her secondary level at Aritao High School.
She is also a current member of Castañeda Dance Company for the academic school year 2018
– 2019.
MARK ANDREI PAGUINTO DECENA
Mark Andrei P. Decena, 16 years old, was born in Manila, Philippines on the 26th day of
April year 2002. He is a Humanities and Social Sciences student at Gen. Juan Castañeda Senior
High School. Religiously speaking Andrei is a Roman Catholic worshiper. He is the son of Mr.
Wilfredo Decena and Mrs. Rhodora Decena. He took his elementary level at Niog Elementary
School and his secondary level at Gen. Emilio Aguinaldo National High School. He is also a
current member of English Society as Public Information Officer for the academic school year
2018 – 2019. Andrei is also an academic achiever way back in Junior High School.
NELSON GABAO
Nelson Gabao, 19 years old, was born in Padre Burgos, Quezon Province,Philippines on
the 22nd day of July year 1999. He is a Humanities and Social Sciences student at Gen. Juan
Castañeda Senior High School. Religiously speaking Nelson is an Iglesia Ni Cristo believer. He is
the son of Mr. Virgilio Gabao and Mrs. Nilda Gabao. He took his elementary level at Polo
Elementary School and his secondary level at Pagbilao Grande Island National High School. He
is a former President of the Supreme Student Government at Gen. Juan Castañeda Senior High
School. Graduated an Elementary scholar with honors and a consistent honor student awardee.
An active student, trustworthy, model of the class, as well as leadership awardee.

VENTCEL LUCINDO
Ventcel Lucindo, 17 years old, was born in Capacujan, Palapag Nothern Samar, Philippines
on the 9th day of March year 2002. He is a Humanities and Social Sciences student at Gen. Juan
Castañeda Senior High School. Religiously speaking Ventcel is an Iglesia Ni Cristo believer. He
is the son of Mr. Elpidio Lucindo and Mrs. Rosenda Custona. He took his elementary level at
Capacujan Elementary School and his secondary level at Capacujan National High School.

#090 Anabu II-A, City of Imus, Cavite: Gen. Juan Castañeda Senior High School

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#090 Anabu II-A, City of Imus, Cavite: Gen. Juan Castañeda Senior High School

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GEN.

JUAN CASTAÑEDA SENIOR HIGH SCHOOL

A LITERARY CRITICISM: PERCEPTION OF A READER TOWARDS

In Partial Fulfillment for the Requirements for Grade 11 of

This research entitled “A Literary Criticism: Perception Of A Reader Towards

Bob Ong’s Work “ABNKKBSNPLAKO”, prepared by Cherrilyn C. Mecono. Christine Diane B.

for final defense.

JERAMIE G. BUENSUCESO, MEM

RESEARCH REVIEW PANEL

Approved by the committee on Oral Examination with a degree of __________________

Gen. Juan Castañeda Senior High School in Practical Research 1.

AIDA C. BELLON, MAS

Date of Oral Defense: March 12, 2019

gratitude for her also by guiding us at times it needed.

must be enlightening of, specifically on the study we’re into.

Our deepest gratitude also for them.

guidance and leadership whenever we’re in our deepest lack of knowledge.

Christine Diane B. Gallego

Hierra Althea G. Bool

Mark Andrei P. Decena

TABLE OF CONTENTS ………………………………………………………….….……… iv

CHAPTER I: THE PROBLEM AND ITS SETTING

Statement of the Problem………………………………….……………………………... …5

Scope and Limitations of the Study…………………………………………….........……...5

Significance of the Study……………………………………………………………..............5

CHAPTER II: REVIEW OF RELATED LITERATURE

Modern Literature ……………………………………………………………………..............9

Author Vs. Writer………………………………………………………………………..……..12

Emotions Vs. Literature………………………………………………………………..……...12

Synthesis of the Reviewed Literature ……………………………………………..………..14

Description of the Respondents………………………………………….……….………….15

CHAPTER IV: RESULT AND DISCUSSION

Questions and Responses…………………………………………………………..............17

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Title of Research: A LITERARY CRITICISM: PERCIPTION OF A READER

CHRISTINE DIANE B. GALLEGO

HIERRA ALTHEA G. BOOL

MARK ANDREI P. DECENA

Grade Level: 11-SOCRATES

School: GEN. JUAN CASTANEDA SENIOR HIGH SCHOOL

Teacher: JERAMIE BUENSUCESO

Date of Completion: MARCH 12,2019

ones’ who read the said piece.

THE PROBLEM AND ITS SETTING

In Philippine literature, works can be classified as pre-colonial, in Spanish regime,

undergoing the same status quo.

and started exchanging messages, which eventually lead to publication of ABNKKBSNPLAKO

Bob Ong’s first work. Nida Ramirez of Visprint Inc. (2001)

Reader response theory

texts rather than passively consuming them.

existence" to the work and completes its meaning through interpretation.

Reader-response criticism argues that literature should be viewed as a performing art in

psychology of the reader, was allowed in the discussions of New Critics.

Similarly, reader interprets the text differently in different moods.

Reader-response criticism argues that a text has no meaning before a reader

reading process. They are Transactional reader-response theory, subjective reader-response

theory, Social reader-response theory and Psychological reader-response theory.

Psychological reader-response theory

In 1968, Norman Holland drew on psychoanalytic psychology in The Dynamics of

modifies it by defense mechanisms into an interpretation. In 1973, however, having recorded

responses are mostly alike but show minor individual variations.

when it is read; meaning is an event.

interaction of the reader and the text.