3. Literature is a collection of ideas and
imagination of an author’s mind. It is an
imaginary composition, an imitation of
life. This means that literature is inspired
by the real lives of people, events or
situations that we could learn from and
that is why it should be appreciated
more.
4. According to Ogenlewe (2006), literary
appreciation refers to the evaluation of
works of imaginative literature as an
intellectual or academic exercise. In this
process, the reader interprets, evaluates
or classifies a literary work with a view
to determining the artistic merits or
demerits of such a work.
5. Eventually, the rise of modernization made
reading become less popular. In 2015, 43 percent
of adults read at least one work of literature in
the previous year. That is the lowest percentage
in any year since the National Endowment for
the Arts (NEA) surveys began tracking reading
and arts participation in 1982 when the literature
reading rate was 57 percent. People tend to read
less because they prefer to watch T.V, play
online games and surf through the internet.
6. In 2019, Philstar reported that among 79
participating countries and economies, the
Philippines scored the lowest in reading
comprehension in the 2018 Programme for
International Student Assessment (PISA).
Reading was the main subject assessed among
15-year old students in the 2018 PISA. The
Philippines had an average reading score of
340, more than 200 points below China (555)
and more than 100 points less than the OECD
average (487).
7. Today, millions of students don’t appreciate
literature and forgot the essence of reading,
that’s why the researchers chose grade 7
students as respondents so that in an early stage
of their high school, these students will be able
to determine the level of their literature
appreciation and with that, they would know
what to improve when it comes to understanding
literature.
9. 1.What is the level of appreciation in literature
among the students?
2.What type of literature do students preferably
read?
3.What motivates students to read literature?
11. 1. Identify the type of literature that students
read.
2. Know the factors that motivates students to
read literature.
3. Determine the level of appreciation in
literature among students.
13. Students: Through this study, students will be
informed about their level of appreciation in
literature. This will help them on discovering the
things that they could gain when they show value
on literary works.
14. Parents of the students: This study will show
them that there is an advantage when their children
admire literature. This will assist them on how
literature appreciation gives enough knowledge
about its impact among their children.
15. Teachers: Through this study, will be able to guide
their students and encourage encouraging them to read
more, for it gives them knowledge which could help
them to be more flexible in understanding literature that
could significantly enhance their performance at
school.
16. Community: The result of this study will help
the community to know how literature appreciation
reflects cultural values that could be used as a tool
to connect with humanity.
17. School and future researchers: Through this study, it
will help the future researchers for their further studies
regarding the level of appreciation among students. This will
provide them additional reference for enhancement on the
studies to be conducted.
21. This study is mainly concerned and limited only in
determining the demographic and the literature appreciation of
selected Grade 7 Students of Langkaan II National Highschool.
The participants of the study are consisting of 100 Grade 7
Students of LNHS who are enrolled in school year 2019-2020 at
Langkaan II National Highschool.
23. According to Louise Rosenblatt’s (2004) Transactional Theory, readers create
meanings. She describes comprehension, which she calls interpretation, as the result
of a two-way transaction between the reader and the text. Instead of trying to figure
out the author’s meaning, students negotiate an interpretation based on the text and
their knowledge about literature and the world. Their interpretations are
individualized because each student brings different knowledge and experiences to the
reading event. Even though interpretations vary, they can always be validated by the
text.
24. Meanwhile, Freire (2000) called for wide educational change so that
students examine fundamental questions about justice and equity.
Supporting Freire’s interpretation on the Theory of Critical Literacy,
Johnson and Freeman (2005) states that critical theorists view language as a
means for social action and advocate that students become agents of social
change. The increase of social and cultural diversity enhances the
determination of the society in resolving discrimination, which adds
political agenda to this theory.
25. Furthermore, Guthrie & Wigfield,
(2000) created an engagement model of
reading development with relation to the
Engagement Theory. These theorists
examine students’ interest in reading and
writing because engaged students are
intrinsically motivated; they do more
reading and writing, enjoy these activities,
and reach higher levels of achievement.
27. . Ogenlewe (2006) posits that ‘literary appreciation refers to the evaluation of works of
imaginative literature as an intellectual or academic exercise.’ In this process the reader
interprets, evaluates or classifies a literary work with a view to determining the artistic merits or
demerits or such a work. The term literature cannot be separated with literary appreciation.
Literary appreciation is the ability to understand, enjoy, and evaluate literary works. It studies
the writing styles and literary devices which are used within texts. Literature is the object that
literary appreciation looks to study and the medium through which literary appreciation can be
expressed.
28. According to Donelson and Nilsen (2009) lliterary appreciation occurs in seven stages
which is pleasure and profit (literary appreciation is a social experience), decoding (literary is
developed), lose yourself (reading becomes a means of escaping), find yourself (discovering
identity) venture beyond self (assessing the world around them) variety in reading (reads
widely and discusses experience with peers) aesthetic purpose (appreciates the artistic value of
reading). One of the attempts to make such masterpieces more important is to appreciate
literary works. By doing so, all written materials are not meant to be merely a combination of
words that is made readable. We can get as many benefits as possible, including the sense of
joy, fascinating knowledge, experience of life, and so on.
29. Arrowsmith (2012) found a study that states the three common intrinsic
motivations for reading which is “Involvement” because most readers enjoy being
fully engaged—"lost" in a good book and that feeling motivates them to keep
reading. “Curiosity” in which literature intrigues them and spark their natural
curiosity and “Socialization” that incorporate meaningful opportunities for students
to talk about books: pair or small group sharing, literature circles, Socratic
Seminars, point-counterpoint challenges, debates, role playing, or simulations.
30. Fakoya and Ogunpitan (2001) found that literary appreciation can be called
the process by which the reader of a work of literature acquires a meaningful
understanding of its theme and gains personal insight into the structure of this
same work. Developing literary competence is one of the most important
outcomes of teaching literature. This refers to students’ internalizing the grammar
of literature, which allows them to convert linguistic sequences into literary
structures and meanings.
31. According to Mallikarjun (2003), literature that is studied for its intrinsic merit and
enjoyment is a powerful educational tool that imbues values, style of language, and many
other opportunities for learning into the minds of learners. Literature is an example of
language in use and is a context for language use. Thus, studying the language of literary
texts as language in operation can be seen as enhancing the learners’ appreciation of
aspects of different systems of language organization. Consequently, teaching language
through literature acts as a means of cultural enrichment and acquaints the learner with
understanding how communication takes place in their own context. It involves learners
mentally and physically and makes language learning more interesting and exciting.
32. Megawangi (2004) claimed that nine pillars of character which
contain the noble universal values that can be achieved by learners to
develop the intellectual thoughts, feelings, and actions. Those values
can be developed through literary appreciation. They will portray
characters and their attitudes to explore the possibility to discover the
nine pillars of the nation’s character that are hidden behind the
actions and behavior of the characters.
34. More interactions
According to the study of "Innovative Learning Tasks in Enhancing the Literary
Appreciation Skills of Students," the findings generally imply that literary reading
performance of students is dependent on their literary appreciation skills. Hence, when
literary appreciation skills are enhanced, the better the students can manifest a higher
level of knowledge in literature reading. This will allow students to understand better
the human emotions, insights, themes, and ideas, and significant human experiences
conveyed in different literary texts. Therefore, the utilization of innovative learning
tasks will make teaching and reading literature more interesting.
35. A study entitled “The Development of Literary Appreciation
Instrument in Building Students’ Character”, students makes
them realize the importance of responding literary works to
develop character and it was positively perceived by 97% of
the students (Inderawati, 2012). The study found out that
literary appreciation’s instrument is able to increase the
effectiveness of students’ appreciation result by achieving
very good category with the emerging of two or more such
indicator. Besides, by distributing questionnaire, 95.3%
students indicates positive attitude toward literary
appreciation.
36. According to the study of Abida on the Critical Thinking Skills to Literary Works: A Method of Teaching
Language through Literature, the results of her study have significant implications for teachers to teach
language through literary works. By having literary works in the teaching and learning process, students find
a perfect tool to seek the structure of a language and linguistics devices that help them to learn the particular
language comprehensively. Using literary works students not only learn about the grammar and micro
linguistics but also gain information about the culture, context of the story, and hidden meaning of the words.
Teaching language through literature then definitely give a great impact to the students’ ability to improve
their competence in language. The essence of literature offers students an opportunity to perceive and
evaluate their own worth as individuals. She found out that literary texts, can serve teachers tremendously to
improve learners’ critical thinking ability. (Abida, 2016)
37. Bradburn et al. (2006) shows that engaging with poetry can be effortful, several positive
benefits that can result from that effort are a deeper appreciation of the world around them,
a better understanding of oneself and others, comfort in difficult times, and sheer enjoyment.
These benefits specially say the immediate benefits of reading poetry are improvements to
vocabulary and verbal skill, improves critical thinking by forcing a reader to think. In great
poetry, meaning is not obvious or one-dimensional and an act of deciphering poetry is an
active practice, rather than the passive engagement encouraged with. On the other hand,
Poetry also develops empathy and insights by triggering the memories and emotions in its
readers. This connection between universal emotions and personal experience encourages
the development of empathy.
38. More interactions
On the other hand, Ashton-Hay (2005) claimed that Drama is an
influential and beneficial teaching strategy. The history and
development of drama as a teaching strategy is a result of valid use
in various military, government and corporate business interests
throughout the world. This simply means that drama does engage
multidimensional learning styles including verbal-linguistic,
interpersonal, intrapersonal, kinesthetic, spatial, and logical and
often incorporates music, or the music of language. She also stated
that drama can be used to create powerful social learning
environments where students develop improvisational speaking and
emotional intelligence awareness skills. In addition, drama is an
appealing teaching strategy which promotes cooperation,
collaboration, self-control, goal-oriented learning as well as
emotional intelligence skills.
39. Duke et al. (2003) study revealed Nonfiction materials incorporate information from an array of subject
areas, including math, science, social studies, technology, art, music, and writing (thus nonfiction promotes
learning across the curriculum. Given the benefits of nonfiction, it is reasonable to conjecture that teachers in
the primary grades would devote a significant amount of instructional time to teaching nonfiction.
Furthermore, early exposure to nonfiction and informational texts may be the best preparation for the
increase in academic rigor that students will encounter at the intermediate grades (Stead, 2002). Nonfiction
allows children to have access to various literacy experiences (Padgett, 2006), such as engaging in inquiry-
based instruction such as conducting research to answer questions and extend previous knowledge.
Therefore, nonfiction reading and writing is an important part of inquiry-based learning and should be a
critical part of the early childhood curriculum.
40. According to the study of "Innovative Learning Tasks in Enhancing the Literary
Appreciation Skills of Students," the findings generally imply that literary reading
performance of students is dependent on their literary appreciation skills. Hence, when
literary appreciation skills are enhanced, the better the students can manifest a higher level
of knowledge in literature reading. This will allow students to understand better the human
emotions, insights, themes, and ideas, and significant human experiences conveyed in
different literary texts. Therefore, the utilization of innovative learning tasks will make
teaching and reading literature more interesting.
42. More interactions
RESEARCH DESIGN
The researcher will use descriptive research design to
gather all the necessary data for the study. The process in this
descriptive research will go beyond mere gathering and
tabulation data. With the use of the descriptive method, the
researchers will be able to identify the level of literature
appreciation among the selected grade 7 students. The
researcher will gather data using survey questionnaire
specifically constructed to determine the level of literature
appreciation of Grade 7 students.
43. SOURCE OF DATA
Data collection was done through both
secondary and primary sources. Primary
data will be gathered through
questionnaires. The secondary data will be
gathered from various websites.
44. RESEARCH INSTRUMENT
The research was further conducted through the use of a survey questionnaire.
The researchers will use a rating scale to represent respondent
feedback in a comparative form for specific features. The copy of the
questionnaire of the research will be then placed on the appendices for the reader’s
assurance to the validity of the research.
45. DATA GATHERING PROCEDURE
The researchers had brainstorming and came up with a certain
research title. After the approval of the research title, the
researchers started making chapters 1, 2 and 3 of the research
paper.
Once the research paper has approved, researchers made survey
questions and asked the instructor if they can gather information
from the participants. After the permission will be granted, the
researchers started to conduct survey questionnaire. After the
survey, the researchers will compile all the data that they gathered
for the analysis and computation.
46. STATISTICAL TREATMENT OF DATA
In order to determine the level of literature appreciation of the
first year students at Langkaan II National High School, the
researchers will use the Likert’s Scale to determine the level of
agreement, from very high to uncertain.
49. More interactions
Responses Frequency Weighted Mean Interpretation
Very High 31
4.05 High
High 49
Low 14
Very Low 6
Uncertain 0
TOTAL 100
Table 1.1. Frequency and Weighted Mean Distribution of Students who can recognize the Plot
50. More interactions
Responses Frequency Weighted Mean Interpretation
Very High 30
3.82 High
High 40
Low 14
Very Low 14
Uncertain 2
TOTAL 100
Table 1.2. Frequency and Weighted Mean Distribution of Students who can recognize the Literary Devices employed by
51. More interactions
Responses Frequency Weighted Mean Interpretation
Very High 48
4.18 High
High 34
Low 12
Very Low 6
Uncertain 0
TOTAL 100
Table 1.3. Frequency and Weighted Mean Distribution of Students who can determine the tone, mood and style of the author
52. More interactions
Responses Frequency Weighted Mean Interpretation
Very High 48
4.21 High
High 33
Low 6
Very Low 12
Uncertain 0
TOTAL 100
Table 2.1. Frequency and Weighted Mean Distribution of Students who Enjoy knowing more about Poetry
53. More interactions
Responses Frequency Weighted Mean Interpretation
Very High 33
3.81 High
High 30
Low 9
Very Low 10
Uncertain 8
TOTAL 100
Table 2.2. Frequency and Weighted Mean Distribution of Students who Enjoy knowing more about Drama
54. More interactions
Responses Frequency Weighted Mean Interpretation
Very High 42
4.12 High
High 27
Low 17
Very Low 10
Uncertain 4
TOTAL 100
Table 2.3. Frequency and Weighted Mean Distribution of Students who enjoy knowing more about Non-Fiction
55. More interactions
Responses Frequency Weighted Mean Interpretation
Very High 40
4.02 High
High 37
Low 7
Very Low 12
Uncertain 4
TOTAL 100
Table 2.4. Frequency and Weighted Mean Distribution of Students Enjoy knowing more about Fiction
56. More interactions
Responses Frequency Weighted Mean Interpretation
Very High 59
4.33 High
High 25
Low 6
Very Low 8
Uncertain 2
TOTAL 100
Table 3.1. Frequency and Weighted Mean Distribution of Students who read because there is
something that they could learn from it
57. More interactions
Responses Frequency Weighted Mean Interpretation
Very High 43
4.06 High
High 33
Low 11
Very Low 12
Uncertain 1
TOTAL 100
Table 3.2. Frequency and Weighted Mean Distribution of Students who read for it connects them to the world
58. More interactions
Responses Frequency Weighted Mean Interpretation
Very High 47
4.13 High
High 36
Low 9
Very Low 5
Uncertain 3
TOTAL 100
Table 3.3. Frequency and Weighted Mean Distribution of Students who read for Entertainment
60. Based on the survey, students who can recognize the plot has
a High rating with a weighted mean of 4.05. Meanwhile,
students who can recognize the literary devices employed by the
author also got a High rating with a weighted mean of 3.82.
Moreover, students got a High rating with a weighted mean of
4.18 when it comes to determining the tone, mood and style of
the author.
61. The survey shows that students who enjoy knowing more about
Poetry has a High rating with a weighted mean of 4.21. Furthermore,
students who enjoy knowing more about Drama is has a High rating
with a weighted mean of 3.81. Then, students who enjoy knowing
more about Non-Fiction also has a high rating with a weighted mean
of 4.12. On the other hand, students who enjoy knowing more about
Fiction has a weighted mean of 4.02 that can be interpreted as a
High rating.
62. The researchers found out that students who read because there
is something that they could learn from it has a High rating with a
weighted mean of 4.33. Meanwhile, the data also shows that
students who read because it connects them to the world has a
High rating with a weighted mean of 4.06. Then, students who
read for entertainment still got a High rating with a weighted mean
of 4.13.
64. The researchers now conclude that students has a higher
understanding and appreciation when it comes to determining the
tone, mood and style of the author compared to recognizing the plot
and the literary devices employed by the author. Although students
had the lowest weighted mean when it comes to recognizing the
literary devices employed by the author, it is still a positive outcome
because students still got a High rating. With this level of literary
appreciation, universal values that can be achieved by learners to
develop the intellectual thoughts, feelings, and actions. It shows that
the student’s characters and attitudes has a high possibility to
discover the nine pillars of the nation’s character, supporting
Megawangi’s (2004) claim.
65. The researchers conclude that the students prefer reading more about Poetry than
reading about Fiction, Drama and Non-Fiction. This shows most of the grade 7 students are
great critical thinkers, has a high verbal and vocabulary skill and empathic, showing
Bradburn et al. (2006) claim. Meanwhile, students who read drama has the lowest weighted
mean but it can still be interpreted as a positive response for it can still be inferred to a High
rating. This means that there are few students who develop improvisational speaking and
emotional intelligence awareness skills strategic skills that promotes cooperation,
collaboration, self-control, goal-oriented learning as well as emotional intelligence skills.
66. As a conclusion, what motivates students to read is because they know that there is
something that they could learn from it. This shows the Engagement Theory in which
being motivated to what you are reading makes you accomplish a high level of
achievement that could bring you to a new kind of knowledge. On the other hand,
students who read because it connects them to the world has a lowest weighted mean but
it can be also interpreted as a positive feedback for it is still linked to a High rating. This
conclusion could also lead us to the Critical Literacy Theory and present us that these
students prefer to read because it promotes a deeper appreciation to the
constructed social concepts of the world.
68. . The researchers would like to recommend the
students to keep up the appreciation they have because
at an early stage, they are capable of understanding
literary works especially when it comes to
determining the mood, tone and style of the author As
they move to another year level, they should also try
recognizing the plot and literary devices employed by
the author. They may find it hard to understand at first
but always keep in mind that there is always room for
improvement.
69. For the students, try the art of poetry-writing
habits where they can be comfortable in
showing their feelings by writing the poem,
be consistent in having interest to it and be
confident on what they’re doing. In that
case, it would increase their appreciation
when it comes to Poetry.
70. The researchers recommend the students to be careful and analyze the kind
of literature they are about to read first and choose only the ones that has a good
moral lesson from it and can help us developing our understanding and
comprehension. We also recommend to them to criticize the literature they are
about to read, the literary devices used, the language and etc. so that when time
comes and they are the one who is going to write a piece, they are able to have a
masterpiece with no touch of a single mistake.
71. As for the teachers, the researchers recommend
that they should focus more on discussing the plot
and literary devices employed by the author so
that as time goes by, they would understand and
appreciate the wonders of these devices.
72. The researchers strongly suggest that teachers should
include on their discussions the type of literary works that
is about because based on our survey, only few of them
knew about this and preferred to read this type of genre
that’s why introducing it to them could help the students
to learn and appreciate more about. Researchers also
recommend the school libraries to include reading
materials about Drama so that the students could learn the
wonders of it. On the other hand, we also suggest the
school to have activities that talks about poetry. With this,
student’s skills would be enhanced because they prefer
this genre compared to other types of it.
73. The researchers recommend the teachers to focus on
giving reading materials that has a lot of things to learn
about would catch the student’s attention for it could
make because they become curious resulting them to take
time analyzing it. For the parents, give our children any
kind of literary piece like magazines, story books or any
textbooks that has literature on it. Telling them to have
time reading some of it and giving information on what
they are about to learn on it that can help them in any
aspect of our daily life.
74. For the parents, give our children any kind of literary piece like magazines, story books
or any textbooks that has literature on it. Telling them to have time reading some of it and
giving information on what they are about to learn on it that can help them in any aspect of
our daily life. The researchers recommend the students to be careful and analyze the kind of
literature they are about to read first and choose only the ones that has a good moral lesson
from it and can help us developing our understanding and comprehension. We also
recommend to them to criticize the literature they are about to read, the literary devices used,
the language and etc. so that when time comes and they are the one who is going to write a
piece, they are able to have a masterpiece with no touch of a single mistake.
75. . For the future researchers, the researchers recommend to
focus on determining how well the students know about
literary devices since it has the lowest weighted mean in our
data when it comes to knowing the level of literature
appreciation. The researchers suggest to make topics that
could be related to the kinds of literary devices.
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