The Effects of Literature in Students’ English Language Acquisition

Submitted in Partial Fulfillment of the Requirements for the

Language Research

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
Signatory page
 ABSTRACT

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.

Hence , this study aims to know the effects of literature in students’ English language acquisition

among Grades 11 and 12 Humanities and Social Sciences students. This study utilized

correlation methods of research. Significantly, correlation evaluative research used quantitative

methods to gather information from the participants. There are twenty (20) randomly selected

respondents who participated in this study. A probability simple-random sampling technique was

implemented by the researcher in obtaining the data. Self-composed standardized questionnaires

were used to obtain data. Moreover, data was interpreted by getting the the percentage and mean

of every item responded by the participants from the survey questionnaire to get the correlational

value.The data collection was done physically by giving them a hard copy of the survey

questionnaire. Furthermore, the participants of this study will be the Grade 11 and 12 Humanities

and Social Science Students of College of Mary Immaculate, Pandi Bulacan. The results showed

that a lot of students read during their free time and enjoyed spending their whole day reading.

Moreover, out of the four factors ( Critical thinking, Reading Comprehension, Memorization,

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

the language skill that improves the most. The effect of literature in terms of grammar, helps

them to familiarize 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.

Keywords: Literature, Reading,Reading Comprehension, Grammar, Vocabulary

 ABSTRAK

Tulad ng mundo, ang panitikan ay patuloy na nagbabago at patuloy na umuunlad, habang

lumilipas ang mga taon ay may mga bagong impormasyon, pamamaraan, at istilo na idinagdag sa
panitikan dahil sa pangangailangang umangkop sa mga inobasyon, tuklas, at bagong uhaw sa
kaalaman at kuryusidad ng mga tao. Kaya nga , ang pag aaral na ito ay naglalayong malaman
ang mga epekto ng panitikan sa pagkuha ng wikang Ingles ng mga mag aaral ng Grade 11 at 12
Humanities at Social Sciences. Ginamit ng pag aaral na ito ang mga paraan ng korelasyon ng
pananaliksik. Gayunpaman, ang correlation evaluative research ay gumamit ng mga
pamamaraang kwantitatibo upang makalap ng impormasyon mula sa mga kalahok. Mayroong
dalawampung (20) random na piniling respondente na lumahok sa pag aaral na ito. Isang
probabilidad simpleng random sampling technique ang ipinatupad ng mananaliksik sa pagkuha
ng mga datos. Ang mga self composed standardized questionnaires ay ginamit upang makakuha
ng data. Bukod dito, ang datos ay binigyang kahulugan sa pamamagitan ng pagkuha ng ang
porsyento at ibig sabihin ng bawat item na sinagot ng mga kalahok mula sa survey questionnaire
upang makuha ang halaga ng correlational. Ang pagkolekta ng data ay ginawa nang pisikal sa
pamamagitan ng pagbibigay sa kanila ng isang hard copy ng survey questionnaire. Dagdag pa
rito, ang mga kalahok sa pag aaral na ito ay ang mga Grade 11 at 12 Humanities and Social
Science Students ng College of Mary Immaculate, Pandi Bulacan. Ang mga resulta ay nagpakita
na ang isang pulutong ng mga mag aaral na basahin sa panahon ng kanilang libreng oras at nag
enjoy sa paggastos ng kanilang buong araw sa pagbabasa. Bukod dito, sa apat na salik ( Kritikal
na pag iisip, Pag unawa sa Pagbasa, Pagsasaulo, Kasanayan sa Komunikasyon). Ang reading
comprehension ay nakakuha ng pinakamataas na ibig sabihin, nagpapatunay na ito ang
kasanayan sa wika na higit na nagpapaunlad. Ang epekto ng panitikan sa mga tuntunin ng
balarila, ay tumutulong sa kanila na maging pamilyar sa wikang ingles at mga patakaran nito.
Samantala, ang bokabularyo ay tumutulong sa pag aaral at pag familiarize ng mga salita.
Panghuli, ang konstruksyon ng pangungusap ay nakakatulong sa pag unawa sa mga patakaran ng
wastong konstruksyon ng pangungusap.
 THANKSGIVING

The work being done would not have been possible without the participation and

cooperation of an enormous number of people, the names of whom cannot all be listed. Their

contributions are greatly appreciated and thanked. However, the group wants to express their

deepest appreciation and gratitude to the following individuals:

To the Senior High School Grade 11 and 12 participants from the Humanities and Social

Sciences strand, for generously giving their time to answer questions about our research.

To our research teacher, Mr. Arjay V. Jimenez for the continuous support and

guidance to our study and research, for her patience, motivation, enthusiasm, and immense

knowledge.

To our friends, parents, loved ones and relatives, for their moral encouragement, financial

assistance as well as their spiritual support in every path we take.

Above all, to the Great Almighty, the author of knowledge and wisdom, for his countless

love.

DEDICATION
The researchers dedicate their study to the following;

To the members of this study who gave their utmost help and their precious time. All of

those efforts are appreciated and will always be grateful.

To our professor, Mr. Arjay V. Jimenez, who guided us from the beginning until the end

of this study.

To our respondents who gave their time and actively participated during our study.

To our loved ones that keep us motivated and support us. The one that inspired us to keep

on going even in hard times.

To the past researchers who served as our foundation and basis to our research.

To the future researchers, who would utilize our study as their guide and reference.
 LIST OF TABLES

Table 1: Tabulation for frequency of reading

Table 2: Effects of literature on the respondent’s language acquisition in terms of their

language skills

Table 3: Tabulation of data gathered for the effects of literature to English language
acquisition

Table 4: The effects of Literature in Student's English language Acquisition

List of Figures

Figure 1: The conceptual framework of the study

Figure 2: The theoretical framework of the study

TABLE OF CONTENT
 Chapters

I. The problem and the background of the study

Introduction
Statement of the problem
Significance of the study
Scope and Delimination
Definition of terms
II. REVIEW OF RELATED LITERATURES AND STUDIES
Relevant theories
Related literature
Related studies
Conceptual framework
Theoretical framework
III. METHODS OF RESEARCH
Methods and techniques of the study
Population and sample of the study
Data gathering instruments
Data gathering procedure
Data processing and statistical treatment
IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of findings
Conclusions
Recommendations

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

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 during their free time?

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

2.1 Critical thinking,

2.2 Reading comprehension,

2.3 Communication skills,

2.4 Memorization

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.

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:

Language. Language is a set of commonly spoken, manual (signed), or written symbols that

people use to communicate as members of a social group and members of that group's culture.

Literature. Writing that utilizes aesthetic form and expression is referred to be literature and

is valued or deemed significant. Literature is a term used in the arts to describe written works

including poems, short stories, biographies, memoirs, and essays.

Acquisition. The term "acquisition" most often refers to the action of gaining something or

the thing itself. The word acquire, which is most frequently used to mean to receive, buy, or

learn, has a noun form.

Researchers. Those who undertake research, which is an organized and methodical inquiry

into anything, are known as researchers. Researchers frequently refer to scientists.

Communication. Speaking, writing, listening, and reading are all forms of communication.

Communication is the process of delivering, receiving, and sharing information. Clear

speakers and writers who respect other points of view are good communicators.
Grammar. Grammar is a set of rules that governs how words, sentences, and other aspects of

a language are combined and understood.

Vocabulary. Your vocabulary is the total number of terms you are familiar in.

Memorization. is the act of memorizing something or learning something off by heart.

Education. Education is the distribution of information, abilities, and moral qualities.

Respondents. The number of participants who responded to a survey. For the majority of

types of questions, each responder only offers one response, but for questions with numerous

answers, a respondent may offer multiple responses. Responses: The quantity of responses

given by survey respondents.

Chapter II

REVIEW OF RELATED LITERATURES AND STUDIES

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

conceptual framework, the 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

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.

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 lateron 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

“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.

Theoretical Framework

Figure 2: Theoretical framework of the study

 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.

 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 Humanities and Social

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

addition the researchers used the Slovin method , the respondents will be limited to 20 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 both surveys and a simple English

proficiency test 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.

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

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). These test will help the

researchers to determine and help with the mathematical computation to get the result.
 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.

Table 1: Tabulation for Frequency of Reading

Questions Mean Verbal Interpretation

1. I enjoy reading that I can spend my whole day with it 2.5 Disagree

2. I read during my free time 3.05 Agree

3. I like to read educational books 2.4 Disagree

4. I like to read novels 2.85 Agree

5. I like to read printed books 2.6 Agree

6. I like to read E-books 2.9 Agree

7. How often do you read of your own volition/choice? 2.7 Often

8. How often do you read for educational purposes? 2.6 Often

9. How often do you read for entertainment purposes 3.15 Often

Table 1: Tabulation of data gathered for frequency of reading

 The table above shows the frequency of reading of the respondent, according to the

data shown in the table, the respondents show a moderate interest in reading according to the

overall questions used in the survey regarding the interest of reading of the respondents.

Part II

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

acquisition in terms of their language skills. This part answers the question of what language

skill is improved the most wit the help of literature..

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 2: 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.

Part 3:

Table 3: Level of Agreement

Question Mean Verbal interpretation

10. Literature helps in acquiring the English language easier 3.05 Agree

11. Literature helps me familiarize myself with the English 3.2 Agree
language

12. Literature helps demonstrate how language is used in real- 2.75 Agree
life context

13. Literature helps in showing the different use of the English 3.25 Agree
language

14. My critical thinking skills improved with the help of the 3.1 Agree
literature

15. My literary analysis, interpretation, and evaluation skills 3.05 Agree

have improved with the help of literature

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

17. My reading comprehension improved with the help of the 3.3 Agree
literature

18. I can now read, comprehend and analyze both information in 3.05 Agree
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 the 2.95 Agree
text with ease

20. My communication skills improved with the help of the 2.9 Agree
literature

21. Literature helped in communicating using English 3.05 Agree

22. Literature helped to enhance my confidence in speaking 3.15 Agree

English

23. Literature served as a conversation topic 2.8 Agree

24. My memorization skills improved with the help of the 3 Agree

literature

25. Literature helped in improving my encoding, storing, and 2.95 Agree

utilizing the information from my memory

26. Literature helped in acquiring visualization and memory 3 Agree

devices

27. My grammatical competence improved with the help of the 3.75 Stongly agree
literature

28. Literature helped in understanding the rules of grammar 3.1 Agree

greatly

29. Literature helped in familiarization with the English 3.05 Agree

language and its rules

30. My English vocabulary improved with the help of the 3.3 Agree
literature

31. Literature helped in knowing the meaning of an unfamiliar 3.2 Agree

word with the help of context clues

32. Literature helped in learning more words and their meaning 3.15 Agree
 and use

33. Literature helped in familiarizing with words 3.25 Agree

34. My sentence construction skills improved with the help of 3.05 Agree
the literature

35. Literature helped in properly constructing sentences with the 3.1 Agree
appropriate rule

36. Literature helped in understanding the rules of proper 3 Agree

sentence construction

Table 3: Level of agreement

The table above 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

Part 4

The Effects of Literature in Student's English Language Acquisition

Mean Standard deviation Pearson correlation coefficient

2.92 0.42 0.67

Table 4: 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. In addition, 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. 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.

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 and Pearson correlational treatment 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 themselves 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.

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. This means that most of the respondents agree that they enjoy reading literature

and have an interest in doing so which answers the first specific question of the study.

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 out of the 4 language skills, this means that respondents

acquired greater mastery in reading comprehension with the help of literature.

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

language and its rules. In contrast, 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, 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 has significant effects on the English language

acquisition of the students. This answers the general problem of the study.

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 with the help of

reading literature.

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, especially to their English language acquisition and learning.

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 the

idea of reading 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.

BIBLIOGRAPHY
APPENDICES
Instrument: Survey Questionnaire

Name: _____________________ Age:___ Year Level:________ Gender:_______

Rate your level of agreement with the following statement

Strongly disagree disagree agree Strongly agree

I enjoy reading

I read during my free time

I like to read educational books

I like to read novels

I like to read printed books

I like to read Ebooks

Reading frequency Ne rar Of always

ver ely te
n

How often do you read of your own volition?

 How often do you read for educational purposes?

How often do you read for entertainment purposes?

Rate your level of agreement with the following statement

Strongly disagree agree Strongly
disagree agree

Literature helps in acquiring the English language

easier

Literature helps me familiarize myself with the

English language

Literature helps demonstrate how language is used

in real-life contexts

Literature helps in showing the different use of the

English language

My critical thinking skills improved with the help

of the literature

My literary analysis, interpretation, and evaluation

skills have improved with the help of literature

I can now understand the reasoning, judgment,

and techniques used by the author

My reading comprehension improved with the

help of the literature
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

I can now process and comprehend the

information from the text with ease

My communication skills improved with the help

of the literature

Literature helped in communicating using English

Literature helped to enhance my confidence in

speaking English

Literature served as a conversation topic

My memorization skills improved with the help

of the literature

Literature helped in improving my encoding,

storing, and utilizing the information from my
memory

Literature helped in acquiring visualization and

memory devices

My grammatical competence improved with the

help of the literature

Literature helped in understanding the rules of

grammar greatly

Literature helped in familiarization with the

English language and its rules
 My English vocabulary improved with the help of
the literature

Literature helped in knowing the meaning of an

unfamiliar word with the help of context clues

Literature helped in learning more words and their

meaning and use

Literature helped in familiarizing with words

My sentence construction skills improved with the

help of the literature

Literature helped in properly constructing

sentences with the appropriate rule

Literature helped in understanding the rules of

proper sentence construction

Letters
Certificates
Transcription