Hugot Lines are often used in informal settings such as classrooms. It is a of figure of speech. It expresses profound sentiment that the was excavated and articulated in regard to the speaker's past experiences and feelings. The purpose of this research is to examine the effect of employing Hugot lines in the instruction of Figure of Speech or Tayutay in the Filipino language. The study employed a Quasi-Experimental research methodology, utilizing assessment tests and a narrative inquiry questionnaire to collect the necessary data. Convenience sampling was utilized. Two classes, each with 50 students, took part, for a total of 100 participants. The assessment instrument consists of a set of 20 questions that explicitly cover the topic of Figures of Speech. The narrative inquiry questionnaire consist of 1 question “What are the effects of Hugot Line in Teaching Figures of Speech?” Based on the findings, it can be concluded that there is no difference in the pre-assessment scores between the two groups. However, a notable discrepancy is observed in the post-assessment scores, with the experimental group showing much higher scores. Furthermore, there is not a significant difference between the pre-assessment and postassessment scores of the groups when compared to each other. Also, 8 themes have emerged from their narratives, including; (a) Interesting, (b) Active Sharing, (c) Easier to Comprehend, (d) Fun, (e) Active in Classes, (f) Meaningful Discussions, (g) Easier to Remember, and (h) can personally. Based on the narratives, it shows that there is a positive effect in the teaching process.
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