The Effects of Literature in Students’ English

Language Acquisition

Asugao, Angelou C.

Balibalos, Ruchell

Canoy, Merry Jane

Duran, Mailyn

Roxas, John Jake

Siddayao, Ana

BSEd- English

College of Mary Immaculate of Pandi, Bulacan, Inc

March 2023
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Ezra Pound (1934) stated that Great literature is simply language charged with meaning to

the utmost possible degree. Just like the world, literature is ever-changing and constantly

developing, as the years pass by new information, technique, and styles are being added to the

literature because of the need to adapt to the innovations, discoveries, and new thirst for

knowledge and curiosity of the people. According to Sahai (2022) the manner that literature

provides respite from stress and distress that few other subjects can. You won't believe it, but

simply reducing the amount of time you spend reading and comprehending books throughout the

day might improve the health of your brain and give it a rest from all the sophisticated thinking.

Every time we experience anxiety, it slows down our heartbeat, as demonstrated by the

researchers themselves. It distracts readers from their daily stresses and concerns. The Global

Literacy Foundation said that reading literature is one of the best ways to develop your creativity

and imagination. So when we read literature, we begin to imagine that specific situation in our

minds, which helps us focus. Though enjoyable, watching movies doesn't need much creativity

because we already have the images in front of us. Everyone with a limited attention span can try

literature to make it better.Those who study literature are given a window through which to view

the outside world via the prism of literary genres. It helps you comprehend the characteristics of

every community and culture, together with their historical background. It functions as a conduit

for new, exciting experiences. With reading, one can also build good interpersonal skills. The

advantages that the literature offers are sufficient in and of themselves to recognize its

significance (Sahai, 2022).

 The English language is really important to Philippine society, especially in today’s

time. The English language is highly valued in the Philippines not just because it is an official

second language of the country but because it also gives many benefits and helps such as, it helps

in opening up more career opportunities especially abroad. In addition, Salazar (2022) of the

Oxford English Dictionary stated that the English language has become an important part of

Filipino culture because it is now the language mostly used for the business world, workplace

documentation and communication, government and law, technology, and international

communication. Because of the benefits and opportunities the English language offers, learning

and acquiring the English language is a must which is why English language education should be

well-developed and appropriate so that the students can acquire the target language better and

easier.

English has been a part of the education system in the Philippines since the 1940s and is

still being taught up to this day, however, despite the many different changes and

implementations done to improve the English language education, many Filipino youths still

seem to struggle to learn and acquire the English language. In addition, based on the results of

the PISA or Program for International Student Assessment done in 2019, It is revealed that the

Philippines ranked the lowest in terms of reading comprehension in English which is very

concerning and may be rooted in the lack of literacy of the students or their interest in reading

literature.

Literature is indeed a great tool for learning and educating but how is it fair in terms of

its benefit in the English language acquisition of the Filipino youth? With the current study, the

researchers aim to find out if literature is of significant help in the process of acquiring the

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English language, and if it does, the researchers also aim to know what factors or ways literature

helps students with their English language acquisition

In addition, by knowing how literature affects the English language acquisition of the

students, the researchers would be able to come up with a project, seminar or event that would be

of help to promote literacy and reading books to the students and also provide concrete proof that

literature also gives benefits in terms of their English language acquisition.

In conclusion, the English language is now an integral part of the Philippine society and

life because of the many different useful benefits and quality of life that it provides, which is

why it is essential for the Filipino youths to learn and acquire English as a second language but

despite the efforts done by the Department of Education, many Filipino still seems to struggle to

acquire it which may be rooted because of their lack of interest in reading. This study aims to

know the effect of literature in students' English language acquisition.

Statement of the Problem

The general problem of this study is: How does literature significantly affect the student’s

English language acquisition?

Specifically, our research aims to know the following:

1. How frequently do respondents read literature?

2. What Language/Academic skills are improved the most with help of literature?

2.1 Critical thinking,

2.2 Reading comprehension,

2.3 Communication skills,

2.4 Memorization?

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3. What are the effects of literature in learning grammar in terms of their:

3.1 Grammar,

3.2 Vocabulary,

3.3 Sentence construction?

Significance of the Study

The current study intends to help and benefit to different individuals and agencies that

would be able to utilize the data that the study will gather and hopefully use it for betterment.

This study will have significance to the following:

The Department of Education. The Department of Education is the government agency

that is responsible for and implements plans to help the students, which is why the current study

is expected to be of help to this agency to formulate a plan or introduce the help of literature in

terms of English language acquisition.

Teachers. With the help of the current study, teachers would be able to have a basis and

more information on how literature would help in guiding the students to acquire the English

language with the help of literature.

Students. The study would be of help to the students by letting them know that literature

would be of great help to them not just in terms of entertainment and learning but also in their

English language acquisition which may also lead to them being more dedicated and motivated

to read.

Parents. Parents are considered the first teachers of their children and the current study

would be of help to them to support and encourage their children to read more pieces of

literature.

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 Future researchers. The current study may help future researchers in gathering

information that they needed in their research that is linked to this study. And also, this study

provides a basic literature foundation, theories, studies, facts, and references that can develop

their research as well.

Scope and Delimitation

The study will focus on gaining information and understanding how interest in literature and

literature itself affects the English language acquisition of the students. The study also aims to

Identify the different factors that literature affects or benefits in the students' English language.

The respondents will be from the College of Mary Immaculate Pandi and will be limited to

the Grade 11 and 12 Humanities and Social Sciences students of the said school. The study

would also be conducted at the College of Mary Immaculate during the school year 2022-2023.

Definition of terms:

Conduit. It provides a way of passing something to one another. Conduit course of action to pass

information from one person to another.

Innovation. It is the synonym of the word change. It shows a process to change something

Integral. It is crucial to make a whole or complete something.

Prism. It is illustrative with reference in relation to or deformation afforded by a certain

viewpoint.

Respite. It is a short period of rest or relief. It serves as a short period of time to take a break

after tiring days.

Thirst. It means a feeling of something that you wanted to do.

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 CHAPTER II

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter presents the relevant theories, the related literature and studies, the

conceptual framework, theoretical framework and the definition of variables.

Relevant Theories

This study was formulated with the aid of theories, concepts, and organizational style

that supports the topic.

Behaviorism theory. Watson (1913) stated that students learn and acquire things easily

if they are conditioned and familiarized with them. This means that people, things, and objects in

their surroundings greatly influence the learning and acquisition of skills of the students.

In addition, behaviorism suggests that students would have an easier time acquiring

English as a second language by being in an environment that familiarizes them with the

language like people speaking English language and objects that have the language in them like

books.

Structuralism literary theory. Saussure (1916) suggests that literature is a gateway to

understanding different cultures, traditions, and languages, however, to achieve this one must

first understand that there are underlying meanings and symbols behind the words used in a text

that they must first decipher for them to see how it mirrors culture, language, and tradition.

This means that literature is beneficial in language acquisition as it familiarizes students with

the culture and context of the target language and it also allows learners to look between and

beyond the lines in texts to fully understand the language and its symbol and meaning.

Deconstruction literary theory. (Derrida, 1960), is a literary criticism theory that

challenges conventional beliefs about certainty, identity, and truth; maintains that words may
only refer to other words; and makes an effort to show how assertions about any work contradict

their meanings.

This indicates that this theory provides a thorough comprehension and in-depth

examination of words in addition to focusing on their literal meaning. This would be related to

the study of acquiring the English language because it enhances a person's vocabulary, level of

understanding, and grammar.

Related Literature

Related literature was reviewed to enrich this study and to serve as the basis for the

researcher’s approach to the investigation.

Okyar (2021) stated that literature is important in acquiring and teaching a second

language or a foreign language because it provides many benefits that are of great help in the

process of learning. The statement of Okyar (2021) suggests that literature should be used in the

process of Students’ English language acquisition because it helps in demonstrating how

language is used in real-life contexts, In improving different language skills, and also in making

learners visualize the culture of the native speaker of the target language. This means that

literature should be promoted more for its benefits in terms of helping students acquire English

as a second language. This statement is supported by the statement of Ildrimzade L.J. (2018) that

stated that reading, writing, listening, and speaking are four fundamental language abilities that

are taught through literature. Nevertheless, skills should never be taught in isolation but rather in

an integrated manner while employing literature in a language classroom. From this point of

view, it shows the importance and impact of literature on students and how they correlate

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 The most significant component of a student's language proficiency is basic language

proficiency, which is its fundamental component. The development of students' language skills is

substantially aided by ELL (English Language and Literature). With the frequent development of

the world economy, politics, and culture, English is widely used in political, economic, and

cultural exchanges. The goal of ELL (English Language and Literature) learning is to cultivate

students' ability to listen, speak, read, and write in English subjects to promote the overall and

healthy development of students' comprehensive English language literacy. The main objective

of English Language and Literature is to enhance the basic skills of every learner when it comes

to English Language Acquisition. This related literature shows that through the use of the basic

English language, the learner can enhance their skills and ability when it comes to

comprehension, listening, reading, and writing.

According to Valdes (1986), it is simply taken for granted that literature can be a useful

part of a second language program at the proper level and that one of literature's key purposes is

to act as a medium to convey the language-speaking population's culture through the written

word. When we employ literature we are teaching language in the language classroom. The use

of language in literature is at its best; it may even be the best ability a language user can display.

Additionally, Garil (2021) also stated that the level of reading in literature is connected to

recognizing the proper use of the figure of speech and other literary pieces, how the students

understand the literary definition in a context, and also the factors that affect their readiness.

However, Chaney (1998) states that speaking is an essential part of a foreign language in the

teaching and learning process. Although nowadays, the target of teaching in English is speaking

the English language to enhance students' communication competence since the learners can

show themselves and discover new learning techniques and strategies.

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Related Studies

The following reviewed studies were formulated based on the variables of the study:

Regarding the functions of literature, Mohammed (2019) stated that literature not only

bestows great help in fostering students’ language acquisition process, but It also serves as a

platform for the students to be more familiar with the language. This statement is one of the

proofs that literature should be utilized to help students in their English language acquisition

because it serves different functions that greatly help in the learning process. This statement was

strengthened further because Muhammed, A. (2013) stated that literature on a target language

should be used to learn language aspects and rules such as grammar, sentence structure,

vocabulary, etc. In addition, Fabb (2019) stated that every literary text has a discourse structure

that comprises grouping into different types of constituents, such as dividing a story into

episodes and utilizing language signals for episodic boundaries. This actively demonstrates how

effective literature is to the student’s language skills.

In accordance with Chomsky (1957), language itself is “a set (finite or infinite) of

sentences, each finite in length and constructed out of a finite set of elements”. Literature

pertaining to literary writing could be defined as “the achievement of aesthetic and moral merit”.

It is understood as “creative and imaginative” writing (Widdowson, 1999). In higher schools,

literature, from the simplest form to the hardest. The broad knowledge of literary work from the

canon to the contemporary form of literature is accessible for learning. It intends to expose

students to colloquial language in which students can adapt and adopt the expressions and later

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on use the expressions in particular contexts. This study shows that learners can adopt and adapt

language through literature. The learners can acquire language from simple to complex studies

In utilizing literature as a tool in language learning, according to Schrijvers et al. (2019),

Students must participate in exploratory dialogues where a range of personal responses can be

expressed and shared, based on reading and writing exercises that emphasize noticing personal

responses and tying these to prior life experiences, about fictional novels, short stories, poems, or

passages containing social-moral themes. However, Thompson (2015) stated that the study of a

second language is conforming and expanding the conversation and translating the data

procedure. This means that learning to speak a foreign language helps the students improve their

memory, develop their confidence and improve their academic performance in school however it

would require other factors and not just literature.

Conceptual Framework

IV DV

Figure 1. Conceptual Framework of the Study

Figure 1 describes the conceptual framework of the study wherein the two variables are

shown. The box on the left side includes the Independent Variable of the study which is

“Literature” and the right side which includes the Dependent Variable of the study which is

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“Students’ English Language Acquisition”. The arrow shows the aim of the study which is

identifying and determining how literature affects the students’ English language acquisition.

Definition of Variables

For clarity and better understanding, the following variables are defined in the

context of how they are used in this study.

Students’ English Language Acquisition. This is the process of acquiring the English

language which is essential to the current state of the country and the one that would be affected

by the literature.

Literature. It is the art of written work that uses letters. This is one of the ways or

things that could benefit and help students in learning or acquiring the English language and

other academic or practical skills.

Theoretical Framework

Figure 2: Welberg’s theory of academic achievement

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 The figure above shows how Welberg’s theory of academic achievement relates to the

current study. Welberg (1992) suggests that students are differentiated because of different

factors in their individuality such as psychological characteristics and how their environments

influence them which can then improve their learning and study in terms of cognition, behavior,

and attitude. This means that with the help of the influence of the environment and other factors,

students would be able to grow holistically. in relation to the current study if the student’s

environment were to influence them to be active in reading the literature it could lead to the

students being able to grow holistically and improve their academic performance while also

improving their English language acquisition.

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 CHAPTER III

METHODS OF RESEARCH

This chapter presents the methods and techniques, the population and sample, the

research instruments, the data gathering procedure and the data processing and statistical

treatment.

Method and Techniques of the Study

To fully understand how literature really affects the English language acquisition of the

students, the researchers will use a quantitative type of research, specifically a quantitative

correlational study. According to Bhandari (2020), Quantitative research is the process of

gathering and interpreting numerical data to find patterns and pieces of information, correlate

variables, predict a solution, and make results generalized for most of the population to see. In

addition, According to Bhandari (2022) and Ary (2006:27), correlational research is a type of

quantitative research that focuses on gathering data from two or more variables that is then

proceeded with the process of investigating the relationship between the variables without

controlling the variables.

Population and Sample of the Study

The respondents of the current study will come from grade 11 and 12 Humanities and

Social Sciences students of the College of Mary Immaculate, coming to a total of 154 students.

In addition the researchers used the Sloven method , the respondents will be limited to 15

students that will be chosen with the help of simple random sampling. According to Thomas

(2020), simple random sampling is the process of randomly selecting respondents from a

population and in this method, all members of the population will have an equal chance to be

selected.
Formula: n= N/ (1+Ne2)
Research Gathering Instruments

The research instrument that is chosen by the current researchers that will be used to

collect the data needed to find out how literature affects the English language acquisition of the

students is a survey and a simple English proficiency test.

The survey data-gathering method is described by Check & Schutt (2012) as a process of

gathering information from a chosen sample of respondents through their responses to the given

question. However, according to Sincero (2012), although surveys have their advantages it also

has quite a problematic set of disadvantages such as being inflexible and stiff, questions

formulated might not be suitable to the topic and finally, not all respondents would answer

honestly.

Part I, The survey will be given to the sample population. The survey will be conducted

to gather preliminary data from the respondents regarding literature and their English language

acquisition.

Data Gathering Procedure

As stated earlier, the current researchers will utilize survey questinnaire as the

instrument of the current study. The survey would be used to gather preliminary data and

information about literature usage and English language acquisition of the respondents while the

simple English proficiency test would be used to support the survey and to check the validity of

the survey answers. Both the research instruments that will be utilized are expected to gather

sufficient information and data needed by the current study. In addition, some factors will be

tested during the data-gathering process, and those are the validity and reliability of both the

survey and the test. By using valid and reliable research instruments, the data collected is also

expected to be valid and reliable.

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Data Processing and Statistical Treatment

After the retrieval of the data-gathering instruments, The data gathered from both the

survey to answer the problems of the study, will be classified and organized by the current

researchers. Afterward, the finding will be presented with the use of a table that is using

appropriate statistical treatment.

In quantitative research to break down the information is by utilizing factual information

investigation. The information gathered from the field is mathematical information and can be

planned utilizing factual strategy. In information investigation the specialist utilized Pearson test

and Paired t-test to know the adequacy and to get a more grounded end. The correlation test is

taken from the understudies' test outcome which is directed treatment or instructed using

Pearson's Correlation Coefficient. The researchers will utilize correlation tests to measure a

linear association between two normally distributed random variables (Schober et al., 2018).

Moreover, the paired t test is taken from the understudies' test outcome which is directed

treatment. The researchers will utilize paired t tests to compare the measurement of two same

individual or related units. (SPSS 2023). These two tests will help the researchers to determine

and help with the mathematical computation to get the result.

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 CHAPTER IV

Presentation, Analysis, and Interpretation of Data

In this chapter, this is the presentation, analysis, and interpretation of data that we gathered

to know the Effects of Literature in Students’ English Language Acquisition.

Part I

Respondent’s Frequency of Reading

This part reveals the rating of the respondent's frequency of readings. This shows

how much respondents are interested in reading, for different purposes and how much time they

spend reading.

Statement 1: I enjoy reading that I can spent my whole day with it

4 3 2 1 Total
(Strongly (Agree) (Strongly
agree) (Disagree) disagree)
0 11 6 3 20

0% 55% 30% 15% 100%

Table 1. I enjoy reading that I can spent my whole day with it

In this table, agree (3) got a high percentage which shows that most of the respondents

disagree that they enjoy reading and that they can spend their whole day with it.11 of the

respondents agree on this in which it is 55% in percentage.

Statement 2: I read during free time

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
3 14 3 0 20

15% 70% 15% 0% 100%

Table 2. I read during free time

 In this table, agree (3) got a high percentage which shows that most of the respondents

agreed that they enjoy reading .14 of the respondents were in agreement of this in which it is

70 % in total answer.

Statement 3: I like to read educational books

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
0 11 6 3 20

0% 55% 30% 15% 100%

Table 3. I like to read educational books

In this table, agree (3) got a high percentage which shows that most of the respondents

say that they like to read educational books .11 of the respondents were in agreement of this in

which it is 55 % in total.

Statement 4: I like to read novels

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
Agree) disagree)
4 8 8 0 20

20% 40% 40% 0% 100%

Table 4. I like to read novels

In this table, agree (3) and disagree (2) got a high percentage which shows that most of the

respondents agree that they enjoy reading .8 of the respondents were in agreement and 8 of the

respondents were also in disagreement with this in which it is 40 % both in total answer.

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Statement 5:I liked to read printed books

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
1 11 8 0 20

5% 55% 40% 0% 100%

Table 5. I liked to read printed books

In this table, agree (3) got a high percentage which shows that most of the respondents

agree that they like to read printed books . 11 of the respondents agreed on this in which it is

55 % in total answer.

Statement 6: I like to read E-books

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
3 11 6 0 20

15 % 55% 30% 0% 100%

Table 6. I like to read E-books

In this table, agree (3) got a high percentage which shows that most of the respondents say

that they like to read Ebooks. .11 of the respondents agreed on this in which it is 55 % in total

answer.

Statement 7: How often do you read of your own volition/choice?

4 3 2 1 Total
(Always) (Often) (Rarely) (Never)
4 10 5 1 20

20% 50% 25% 5% 100%

Table 7: How often do you read of your own volition/choice?

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 In this table, often (3) got a high percentage which shows that most of the respondents say

that they often read for their own volition/choice. 10 out of the 20 respondents said it, which is

50 % in total.

Statement 8: How often do you read for educational purposes?

4 3 2 1 Total
(Always) (Often) (Rarely) (Never)
1 13 6 0 20

5% 65% 30% 0% 100%

Table 8: How often do you read for educational purposes?

In this table, often (3) got a high percentage which shows that most of the respondents say

that they often read for education . 13 of the respondents disagreed on this in which it is 65% in

total answer.

Statement 9: How often do you read for entertainment purposes?

4 3 2 1 Total
(Always) (Often) (Rarely) (Never)
12 5 3 0 20

60% 25% 15% 0% 100%

Table 9: How often do you read for entertainment purposes?

In this table, always (4) always got a high percentage which shows that most of the

respondents say that they always read for their entertainment purposes. 12 out of 20 respondents

say it in which it is 60 % in total answer.

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 PART II

The Agreement of the respondents

Statement 10: Literature helps in acquiring the English language easier

4 3 2 1 Total
(Strong (Agree) (Disagree) (Strongly
Agree) disagree)
4 14 2 0 20

15% 55% 30% 0% 100%

Table 10: Literature helps in acquiring the English language easier

In this table, agree (14) got a high percentage which shows that most of the respondents

agreed that literature helps them in acquiring the English language easier.14 of the respondents

disagreed on this in which it is 55 % in total answer.

Statement 11: Literature helps me familiarize myself with the language use

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
5 15 0 0 20

25% 75% 0% 0% 100%

Table 11: Literature helps me familiarize myself with the language use

In this table, agree (3) got a high percentage which shows that most of the respondents agreed

that literature helps them to familiarize themselves with the language use. 15 of the respondents

agreed on this in which it is 75% in total answers.

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Statement 12: Literature helps demonstrate how language is used in real-life contexts

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
4 15 1 0 20

20% 75% 5% 0% 100%

Table 12: Literature helps demonstrate how language is used in real-life contexts

In this table, agree (2) got a high percentage which shows that most of the respondents agreed

that literature helps to demonstrate how language is used in real-life contexts. 15 of the

respondents agreed on this in which it is 75% in total answers.

Statement 13: Literature helps in showing the different use of the English language

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
4 16 0 0 20

20% 80% 0% 0% 100%

Table 13: Literature helps in showing the different use of the English language

In this table, agree (2) got a high percentage which shows that most of the respondents agreed

that literature helps in showing the different use of English Languages. 16 of the respondents

agreed on this in which it is 80% in total answers.

Statement 14: My critical thinking skills improved with the help of the literature

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
1 19 0 0 20

5% 95% 0% 0% 100%

Table 14: My critical thinking skills improved with the help of the literature

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 In this table, agree (2) got a high percentage which shows that most of the respondents

agreed that literature helps to improve their critical thinking skills. 19 of the respondents agreed

on this in which it is 95% in total answers.

Statement 15: My literary analysis, interpretation, and evaluation skills have improved with the

help of literature

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
1 17 2 0 20

5% 85% 10% 0% 100%

Table 15: My literary analysis, interpretation, and evaluation skills have improved with the help

of literature

In this table, agree (2) got a high percentage which shows that most of the respondents agreed

that literature helps to improve their literary analysis, interpretation, and evaluation skills. 17 of

the respondents agreed on this in which it is 85% in the total answers.

Statement 16: I can now understand the reasoning, judgment, and techniques used by the author

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
1 19 0 0 20

5% 95% 0% 0% 100%

Table 16: I can now understand the reasoning, judgment, and techniques used by the author

2
 In this table, agree (2) got a high percentage which shows that most of the respondents

agreed that they fully understand the reasoning, judgment, and techniques used by the author. 19

of the respondents agreed on this in which it is 95% in total answers.

Statement 17: My reading comprehension improved with the help of the literature

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
4 15 1 0 20

20% 75% 5% 0% 100%

Table 17: My reading comprehension improved with the help of the literature

In this table, agree (2) got a high percentage which shows that most of the respondents

agreed that their reading comprehension improved with the help of literature. 15 of the

respondents agreed on this in which it is 75% in total answers.

Statement 18: I can now read, comprehend and analyze both information in the text and also

evaluate the text itself and the analysis of the author’s intention

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
2 16 2 0 20

10% 80% 10% 0% 100%

Table 18: I can now read, comprehend and analyze both information in the text and also

evaluate the text itself and the analysis of the author’s intention

2
 In this table, agree (2) got a high percentage which shows that most of the respondents

agreed that they can comprehend, analyze, and evaluate the text itself of the author's intention. 16

of the respondents agreed on this in which it is 80% in total answers.

Statement 19: I can now process and comprehend the information from the text with ease

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
2 15 3 0 20

10% 75% 15% 0% 100%

Table 19: I can now process and comprehend the information from the text with ease

In this table, agree (2) got a high percentage which shows that most of the respondents agreed

that they can process and comprehend the information with ease. 15 of the respondents agreed on

this in which it is 75% in total answers.

Statement 20: My communication skills improved with the help of the literature

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
1 17 2 0 20

5% 85% 10% 0% 100%

Table 20: My communication skills improved with the help of the literature

In this table, agree (2) got a high percentage which shows that most of the respondents

agreed that literature can help to improve their communication skills. 17 of the respondents

agreed on this in which it is 85% in total answers.

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Statement 21: Literature helped in communicating using English

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
4 16 0 0 20

20 % 80% 0% 0% 100%

Table 21: Literature helped in communicating using English

In this table, agree (3) got a high percentage which shows that literature helped them in

communicating using the English language. 16 of the respondents agreed on this in which it is

80% of the total answers.

Statement 22: Literature helped to enhance my confidence in speaking English

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
2 16 1 1 20

10% 80% 5% 5% 100%

Table 22: Literature helped to enhance my confidence in speaking English.

In this table, agree (3) got a high percentage which shows that most of the respondents

agreed that literature helped them to enhance their confidence in speaking English. 16 of the

respondents agreed on this, which is 80% of the total answers.

Statement 23: Literature served as a conversation topic

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
2 14 4 0 20

10% 70% 20% 0% 100%

Table 23: Literature served as a conversation topic.

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 In this table, agree (3) got a high percentage which shows that most of the respondents

agreed that literature served as a conversation topic. 14 of the respondents agreed on this in

which it is 70% in total answers.

Statement 24: My memorization skills improved with the help of the literature

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
2 14 4 0 20

10% 70% 20% 0% 100%

Table 24: My memorization skills improved with the help of the literature.

In this table, agree (3) got a high percentage which shows that most of the respondents

agreed that literature has helped them to improve their memorization skills. 14 of the respondents

agreed on this in which it is 70% in total answers.

Statement 25: Literature helped in improving my encoding, storing, and utilizing the information

from my memory

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
3 15 2 0 20

15% 75% 10% 0% 100%

Table 25:Literature helped in improving my encoding, storing, and utilizing the information from

my memory.

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 The table above shows a level of agreement (75%). This shows that the respondents agree

that literature helps in improving their encoding, storing and memorization skills which can then

improve their language acquisition.

Statement 26: Literature helped in acquiring visualization and memory devices

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
4 13 3 0 20

20 % 65% 15% 0% 100%

Table 26: Literature helped in acquiring visualization and memory devices.

The table above shows the level of agreement of the respondent’s regarding if literature

helped in acquiring visualization and memory devices. 65% of respondents answered agree

which shows that most of them experience and agree that literature helps in improving

visualization skills.

Statement 27: My grammar competence improved with the help of the literature

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
5 11 4 0 20

25% 55% 20% 0% 100%

Table 27: My grammar competence improved with the help of the literature.

2
 The table above shows a high level of frequency and percentage in agreement (3), which

shows that the respondents indeed experience grammatical competence improvement with the

help of literature.

Statement 28: Literature helped in understanding the rules of grammar greatly

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
4 13 3 0 20

20% 65% 15% 0% 100%

Table 28: Literature helped in understanding the rules of grammar greatly.

The table above shows that agree(3) has the highest percentage of agreement which shows

that literature helped the respondents in improving their grammar significantly.

Statement 29: Literature helped in familiarization with the English language and its rules

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
4 14 2 0 20

20% 70% 10% 0% 100%

Table 29: Literature helped in familiarization with the English language and its rules.

The table above shows that agree(3) achieved a high percentage of 70% which indicates that

most of the respondents utilized literature to familiarize themselves with the English language.

2
Statement 30: My English vocabulary improved with the help of literature

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
5 14 1 0 20

25% 70% 5% 0% 100%

Table 30: My English vocabulary improved with the help of literature.

The table above shows that there is a high level of agreement (3) which shows that the

respondent’s vocabulary grew with the help of literature.

Statement 31: Literature help in knowing the meaning of an unfamiliar word with the help of

context clues

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
5 13 2 0 20

25% 65% 10% 0% 100%

Table 31: Literature helps in knowing the meaning of an unfamiliar word with the help of context

clues.

The table above shows that agree (3) achieved 655 percent of agreement which shows that

there is a significant effect of literature in terms of knowing the meaning of unfamiliar words.

Statement 32: Literature help in learning more words and their meaning and use

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
4 15 1 0 20

20% 75% 5% 0% 100%

Table 32: Literature help in learning more words and their meaning and use

2
 The table above shows that most of the respondents agree that literature helps in learning

new words and their meanings as agreed (3) gathered 75% level of agreement.

Statement 33: Literature help in familiarizing with words

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
5 15 0 0 20

25% 75% 0% 0% 100%

Table 33: Literature helps in familiarizing with words.

In this table, agree (3) got a high percentage which shows that most of the respondents agreed

that literature helped them in familiarizing words. 15 of the respondents agreed on this in which

it is 75% in the total answers.

Statement 34: My sentence construction skills improved with the help of literature

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
4 15 1 0 20

20% 75% 5% 0% 100%

Table 34: My sentence construction skills improved with the help of literature

The table above shows that agree(3) gathered a 75% level of agreement and that illustrates

that the respondent’s sentence construction skills were improved with literature as a tool.

Statement 35: Literature helped in properly constructing sentences with the appropriate rule.

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
4 13 3 0 20

20 % 65% 15% 0% 100%

3
 Table 35: Literature helped in properly constructing sentences with the appropriate rule.

The table above shows that agree(3) gathered a 65% level of agreement which shows that

literature helped the respondents in properly constructing sentences.

Statement 36: Literature help in understanding the rules of proper sentence construction

4 3 2 1 Total
(Strongly (Agree) (Disagree) (Strongly
agree) disagree)
4 14 2 0 20

20% 70% 10% 0% 100%

Table 36: Literature helps in understanding the rules of proper sentence construction.

In this table, agreed (3) got a high percentage which shows that most of the respondents

agree that literature helped them to understand the rules of proper sentence construction. 14 of

the respondents agreed on this in which it is 70% in the total answers.

Part III

This part shows the analysis of The effects of Literature on students’ English language

acquisition. This part answers the question of whether literature really affects the English

language acquisition of students.

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 Effects of literature on the respondent’s language acquisition in terms of their

language/academic skills

Factor Mean Verbal interpretation

Critical thinking skills 3.08 High

Reading comprehension 3.1 High
Communication 2.97 Average
memorization 2.98 Average
Weighted mean 3.03 High
Table 37: Effects of literature on the respondent’s language acquisition in terms of their
language/academic skills.

The table above shows the results of the questionnaires that the respondents answered,

specifically in terms of the effect of literature on the language acquisition of the respondents in

terms of their language or academic skills such as critical thinking, reading comprehension,

communication skills, and memorization. The table shows the acquired mean for each factor

which is 3.08, 3.1, 2.97, 2.98. With this data, the researchers will be able to answer the question

of what academic/language skill is improved the most with the help of literature.

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 The Effects of Literature in Student's English Language Acquisition

Mean Standard deviation Verbal interpretation

2.92 0.42 High

Correlation coefficient r 0.67

P value 0.000418

Level of significance 0.05

Decision accept

Verbal interpretation High level of significance

Table 37: The effects of Literature in student's English language acquisition

The table above illustrates the relationship and effects of Literature on students’ English

language acquisition. After gathering and analyzing the necessary data from the respondents, the

researchers gathered a mean of 2.92 and a standard deviation of 0.42. This result shows a high

interpretation of the total results of the respondents’ English language acquisition with the help

of literature.

After utilizing a two-tailed paired test, the researchers achieved a Pearson correlation

coefficient of 0.67 which shows a high degree of correlation between the two variables. In

addition, the researchers computed a P value of 0.000418 which is not greater than 0.05 which

shows that there is a significant correlation between literature and the English language

acquisition of the students. Furthermore, the researchers’ findings supported the study of Okyar

(2021) and Mohammed (2019 that stated that literature greatly affects improving the English

language acquisition of students.

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 Part IV

Tabulation of data

Table 38: Frequency of Reading

Questions Mean Verbal Interpretation
1. I enjoy reading that I can spend my whole day with it 2.5 Moderately interested
2. I read during my free time 3.05 Moderately interested
3. I like to read educational books 2.4 Partially interested
4. I like to read novels 2.85 Moderately interested
5. I like to read printed books 2.6 Moderately interested
6. I like to read E-books 2.9 Moderately interested
7. How often do you read of your own volition/choice? 2.7 Moderately interested
8. How often do you read for educational purposes? 2.6 Moderately interested
9. How often do you read for entertainment purposes 3.15 Moderately interested
Table 38: Tabulation of data gathered for frequency of reading

Table 39: Level of Agreement

Question Mean Verbal interpretation
10. Literature helps in acquiring the English language easier 3.05 Moderately agree
11. Literature helps me familiarize myself with the English 3.2 Moderately agree
language
12. Literature helps demonstrate how language is used in real- 2.75 Moderately agree
life context

13. Literature helps in showing the different use of the English 3.25 Highly agree
language
14. My critical thinking skills improved with the help of the 3.1 Moderately agree
literature

15. My literary analysis, interpretation, and evaluation skills 3.05 Moderately agree
have improved with the help of literature

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16. I can now understand the reasoning, judgment, and 3.1 Moderately agree
techniques used by the author

17. My reading comprehension improved with the help of the 3.3 Moderately agree
literature
18. I can now read, comprehend and analyze both information 3.05 Moderately agree
in the text and also evaluate the text itself and the analysis of
the author’s intention
19. I can now process and comprehend the information from 2.95 Moderately agree
the text with ease
20. My communication skills improved with the help of the 2.9 Partially agree
literature
21. Literature helped in communicating using English 3.05 Moderately agree
22. Literature helped to enhance my confidence in speaking 3.15 Moderately agree
English
23. Literature served as a conversation topic 2.8 Partially agree
24. My memorization skills improved with the help of the 3 Moderately agree
literature

25. Literature helped in improving my encoding, storing, and 2.95 Moderately agree
utilizing the information from my memory
26. Literature helped in acquiring visualization and memory 3 Moderately agree
devices
27. My grammatical competence improved with the help of 3.75 Highly agree
the literature

28. Literature helped in understanding the rules of grammar 3.1 Moderately agree
greatly
29. Literature helped in familiarization with the English 3.05 Moderately agree
language and its rules
30. My English vocabulary improved with the help of the 3.3 Moderately agree
literature

31. Literature helped in knowing the meaning of an unfamiliar 3.2 Moderately agree
word with the help of context clues
32. Literature helped in learning more words and their 3.15 Moderately agree
meaning and use

3
33. Literature helped in familiarizing with words 3.25 Highly agree
34. My sentence construction skills improved with the help of 3.05 Moderately agree
the literature
35. Literature helped in properly constructing sentences with 3.1 Moderately agree
the appropriate rule

36. Literature helped in understanding the rules of proper 3 Moderately agree

sentence construction
Table 39: Tabulation of data gathered for the effects of literature to English language
acquisition

The Tables above show the tabulation of the data gathered through the survey done by

the researchers, The first table the questions used to gather the data regarding the respondent’s

interest in literature and the majority of the questions got a mean of 2.5and above which shows

that most of the respondents are really into reading literature.

On the other hand, the second table shows the level of agreement of the respondents to

the statement regarding the effect of literature on different factors that would lead to better

English language acquisition, the table shows that all of the questions got a level of agreement of

moderately agree to highly agree.

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 CHAPTER V

Summary, Conclusion, and Recommendations

This chapter provides the end results of the research in relation with the research

questions in the statement of the problem. To validate if the mentioned assumption is

correct; the researchers sought 20 randomly selected students to be the respondents of the study.

Through utilizing Survey Questionnaire, a locally made questionnaire, the respondent’s opinion

about how effective literature for their English language acquisition was determined. The data

gathered were processed, analyzed, and interpreted with the help of the statistical treatment such

as mean, standard deviation, Pearson correlational treatment, and paired t-test were both done

manually and mechanically with the usage of Microsoft Excel.

Summary of Findings

1. Students’ Frequency in Reading . the result composes of more than half the

respondents having 55% of it was enjoying reading that they can spend whole day with it

and 70% says that they read during free time.

2. The level of the respondents agreement to the statements related to the effects of

literature to their English language acquisition in terms of academic/language skills that is

improved the most. Out of the four factors, “Reading Comprehension” obtained the highest

mean of 3.1.

3. The effects of literature in terms of their grammar , vocabulary, and sentence

construction. In grammar, 70 % of the respondents agree that literature helps them to familiarize

with the English language and its rules. On the other hand, 75 % agreed that literature helps in
 learning and familiarizing words. Lastly, regarding sentence construction, it reaches 70 %

of agreement that literature helps in understanding the rules of proper sentence construction.

4. After utilizing Pearson correlational test, the researchers were able to obtain a value of

0.67 which shows that there is a high level of correlation between the two variables of the study.

In addition, the researchers also used a paired t-test where the researchers got a p-value of

0.000418 which is not higher than the 0.05 alpha value.

Conclusions

In accordance with the results of the study, the following conclusions are formed:

1. Most of the grade 11 and 12 Humanities and Social Science respondents say they can

spend a whole day with it.

2. Out of the four factors (Critical thinking, Reading Comprehension, Memorization, and

Communication skills). Reading comprehension obtained the highest mean, proving that this

is the language skill that improves the most.

3. The effect of literature in terms of grammar, helps them to familiarize themselves with the

English language and its rules. While, vocabulary helps in learning and familiarizing words.

Lastly, sentence construction helps in understanding the rules of proper sentence construction.

4. With the help of the statistical treatment of the researchers, namely the Pearson correlation

test and t-test, The researchers were able to find out that there is indeed a high level of

correlation and significance between the two variables which means that literature

significantly affects the English language acquisition of the students.

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Recommendation

Based on the findings and results presented in the study, the following recommendations are now

provided:

1. The Department of Education can use the data from the research to formulate a plan to

help the students acquire the English language better and more efficiently.

2. The teachers may use this study as a way to promote the hobby of reading literature to the

students to show its different results and benefits as the effects of doing so would be very

beneficial to them.

3. The study could help the students be motivated and start learning the hobby of

reading literature because it shows its benefit to them, especially to their English

language acquisition.

4. Parents can help their children in acquiring the English language easier by promoting

literature to them and by supporting them in the process of doing so.

5. The results of the study can also be of use to future researchers as they can use it as

a reference and use the data given in the study to compare to the ones they would

do. In addition, future researchers could also use the instrument used in the study

in their research to help them in knowing the effects of literature on the student's

English language acquisition.