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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION 1
Assessing the Literary Appreciation Skills of First Year

Education Students of CSU-Lasam S.Y. 2018-2019
______________
A Research Study presented to
The Faculty of College of Teacher Education
Cagayan State University
Lasam Campus
____________________
In Partial Fulfillment of
the Requirements for the Degree
of Bachelor of Secondary Education- English
____________________
DAISY V. ORQUE
DIANA KHEIN L. MAYO
CLARIZ GEM ANCHETA
APRIL 2019
TABLE OF CONTENTS
TITLE PAGE --------------------------------------------------------------------------------------------- i.
APPROVAL SHEET ------------------------------------------------------------------------------------ ii.
TABLE OF CONTENTS ------------------------------------------------------------------------------ v.
Chapters:
1. THE PROBLEM AND ITS BACKGROUND ---------------------------------------------
Introduction ----------------------------------------------------------------------------
Conceptual Framework --------------------------------------------------------------
Statement of the Problem-------------------------------------------------------------
Hypothesis of the Study --------------------------------------------------------------
Significance of the Study-------------------------------------------------------------
Scope and Limitation of the Study--------------------------------------------------
Definition of Terms ------------------------------------------------------------------
2. REVIEW OF RELATED LITERATURE----------------------------------------------------
Review of Related Literature and Studies -----------------------------------------
3. RESEARCH METHODOLOGY---------------------------------------------------------------
Research Design---------------------------------------------------------------------
Respondents of the Study ---------------------------------------------------------
Research Instruments --------------------------------------------------------------
Data Gathering Procedure ---------------------------------------------------------
Data Analysis -----------------------------------------------------------------------

4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA------------------
Results of the Study------------------------------------------------------------------
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS----------------------------
Summary of Findings----------------------------------------------------------------
Conclusions---------------------------------------------------------------------------
Recommendations-----------------------------------------------------------
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND
Introduction
Literature is an imitation of life. It holds an important place in the flow of
teaching-learning process. It is an umbrella word used to describe a variety of
creative works of imagination that may be written or oral. It teaches new things
and new ways of doing things. In so doing, it broadens our knowledge and
builds our individual skills. And it is also one of the important tools for analyzing
globalization because of the ways which information is shared.
In many universities around the world, the study of literature is an
indispensable component of the curriculum that allows students to create
significant contexts which are full with descriptive language interpretation and
interesting characters (Van, 2009). Teaching literature focuses not only to the
character, setting and theme of each literary works but to the critical thinking
of the learners. Readers’ critical thinking can help them in searching deepest
meaning of the prose or poem moreover, it also helps them to see the other side
of it or what lies behind it.
In the Philippines, literature is a compulsory subject in the general
education curriculum of the senior high school level and in universities and
colleges particularly those students who specialize in language and literature
courses (Magulod, 2018). Students learn other skills that enable them to
understand more about literature. (Nilsen and Donelson 2005) further
determined that a main goal of teaching literature is to elicit a response from
students so they can explore their own lives and improve their logical thinking
skills.
This study assessed the literary appreciation skill of each education
students in one campus of state university in Region 2, Philippines. This study may
help to test the literary appreciation skill of the students and determine the level
of literary appreciation.
According to (Rudy 2010) appreciation of literature by applying reader
response strategies can enhance the ability of learners’ literary appreciation.
Teaching and appreciating literature entail readers to have knowledge to
literary criticism. It is a skill to help the readers understand the deeper meaning
of literary pieces for aesthetic appreciation. It’s not only about to learn but to
enjoy the literature. Literary Appreciation Skill gives emotional in reading the
writing of others and understanding the human nature by learning that their
problems are not unique, and to preserve their individual language.
(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. Donelson

and Nilsen (2009) echo this sentiment and add that it is the process by which
one gauges one’s interpretive response as a reader to a literary work. This
means that the reader is able to gain pleasure and understanding for the
literature, understand its value and importance and admire its complexity.
Therefore, the key to develop the appreciation skill is to select the
appropriate adolescent literature in which students can identify and make
connections. This can foster love for reading and improve their language arts
skills as well.
Actual literature appreciation cannot simply be taught, it can be
nurtured and developed or it can just as easily be squashed along with a
student’s imagination. This study is expected to provide benefits in education by
including literary appreciation learning to the local content in college not only
in the faculty of education but also non-education faculty as a preparation for
prospective educators at all levels of education and all the students in public
life.
Conceptual/ Theoretical Framework
INDEPENDENT
DEPENDENT
VARIABLE
VARIABLE
1.1 Name
1.2 Course and year
1.3 Gender Assessing the Literary
Appreciation Skills of First
1.4 Age Year Education Students
1.5 Address of CSU-Lasam S.Y. 2018-
2019
1.6 Average Family
Income
1. 7 Materials for
Educational
purposes
The conceptual framework of this research shows the connection of

the Independent variables and Dependent variables. The Independent
variables of this study includes the profile of the respondents of the CTED
students of Cagayan State University- Lasam Campus as regards to their
age, gender, Course and Year, Address, Average Family Income, and
Materials for Educational purposes.
The dependents variable is Assessing Literary Appreciation Skills of
1st year Education Students of CSU-Lasam S.Y. 2018-2019.
Statement of the Problem
This study assesses the literary appreciation skills of the students.
Specifically, the study sought to answer the following questions:

1. What is the profile of the students as to?
1.1 Gender
1.2 Age
1.3 Average Family Income
2. What is the student-respondents’ level of literary appreciation
skills?
3. Is there a difference between the literary appreciation skills of a
male and a female?
Hypotheses
This study was guided by the following hypotheses:
There is a difference between the personal profile of the respondents and
their literary appreciation skills.
Significance of the Study
The findings of this study will be very useful especially to the students,
colleges of education and universities, and future researchers, and General
public.
Students- are the main benefactors of the findings in the sense that
the study will acquaint them with the literary appreciation skills. This will help
them to be better students or learners that are well equipped with what it takes
to face the realities.
Colleges and Universities- it will enable to equip their students with

the rudiments of teaching.
Future researchers- will benefit from this study because it will be a

reference for their research in the near future.
General public- will benefit from this because education is the key
to build a society and it is therefore hoped that this study will act as a guideline
towards achieving the best performance. The purpose of this is to assess the 1st
year education students on how they appreciate literature. It focuses on the
literary appreciation skills of the first year Education of CSU-Lasam.
Scope and Limitation of the Study
This study was limited in assessing the literary appreciation skills of First Year
Education students at Cagayan State University Lasam Campus for the School
Year 2018-2019.
Definition of Terms
ASSESSMENT
The act of making judgment about something and used to test the level
of the literary appreciation skill of the students.
LITERATURE
Is the total of the preserved writings belonging to a given language or
people.
LITERARY APPRECIATION
Is simply that – learning to appreciate (respect and enjoy) literature.
SKILL
It is the ability to do something that comes from experience, training or
practice.
FIRST YEAR EDUCATION STUDENTS
They are the respondents in this study. Twenty two (22) girls and eight (8)
boys.
CHAPTER II. REVIEW OF RELATED LITERATURE
Review of Related Literature and Studies
According to (Magulod 2018) teaching literature to students requires
creativity, ingenuity, and innovativeness. It is through teaching literature where
literary appreciation skills of students are developed. Teachers must be able to
design effective learning tasks to help learners learn literature the best possible
ways. (Ahmad 2009) over-claimed that on the process of developing students’
literary appreciation, teachers have a very significant role.
(Rita Inderawati 2013) found out that as long as the literary appreciation
instrument was valid, effective, and feasible to develop the character of the
learners, it can enhance the effectiveness of the appreciation of students
achieving very good with the two to three indicators. The process of the
instrument development of literary appreciation used a model of development
by Haryono (1997) generally included: the drafting stages, the stages of script
writing the guide questions, stages of production, small-group testing stages,
stages of revision, field testing stage of applications using the guideline questions
in appreciating literature. In order to make the topics appropriate with the
curriculum and students’ need, then the analysis of learning needs of students
was conducted. From the discussion about the character of students by some
lecturers at the faculty of Teachers’ training and lecturers from the various
faculties at Sriwijaya University, it can be concluded that for students who were
taking courses provided with the good education related the social and moral
development. Ironically, after being in society life, many students forgot the
education provided the lecturers. Therefore, previous studies based on learning
literature to develop the cognitive, affective, and psychomotor the writer
previously done for a decade became the basis of the development of test
instruments for developing student character (Rudy, 2007; Zuraida, Rudy, and
Sitinjak, 2007; Rudy, 2008; Rudy, 2009). Guiding questions used as a test
instrument in appreciating literature offered through this research in the
development of test instruments based on the appreciation of literary readers
and character of the nation's response to the concept of literature for all and
literature across the curriculum (Rudy, 2010). Instruments and literature
appreciation activities were conducted in the PDC course offered in the first
semester. Thus, the literary appreciation instrument test is as an effort to meet
the learning needs in order to fix the character of a student at the University of
Sriwijaya Palembang. Meanwhile, literary appreciation of learning topics were
selected based on needs analysis and analysis of students. It was learning and
conditioning to develop the character of students through varied media of
literary works. To determine the effectiveness of the literary appreciation
instrument test in developing the character in the cognitive one, three students
were involved in the small group try out and thirty students were involved in field
try out. The test results were given after they read and appreciate a literary work
entitled Sekar and Gadisnya. The result of the appreciation showed that there
were two indicators emerge. It could be categorized as very good. Furthermore,
from the thirty students, it was found that the average result of their appreciation
is 2-3 very good indicator. Thus, the appreciation instrument was very good
category. From the category of very good on the appreciation of literature, it
was achieved either by the students involved in the trial and small groups of
students involved in field trial. Then it was known that the test instrument in
developing an effective appreciation of cognitive and affective aspects
established the students’ character at Sriwijaya University. Quantitative
measurement of the quality of students’ appreciation of was very difficult, but
qualitatively the effort of student characters came with the theory of Pavlovian
conditioning. The effectiveness of the test instrument of this literature has also
been shown by the data from the appreciation of students in all faculties at the
Sriwijaya University and supported by the positive attitude that obtained from
the questionnaires that they filled after appreciating the story. Students’
character development referred to the rubric or the guiding questions of literary
appreciation analysis.
The Application of Literature for All and Literature across Curriculum
Concept 19students agreed the values contained in the guiding questions of
appreciation when answering questions related to the story read. Furthermore,
test of literary appreciation instrument described the results of reader response,
psycholiterature, and the formation of character. First, students can easily
identify with the protagonist of a story character's behaviour. At least there are
five good behaviour that can be identified. The behaviours are good, patient,
and compassionate. Students from 16 study programs like the protagonist's
behaviour. Various reasons were cited to realize the feelings of the characters
were pleased to: (1) character is a woman, (2) mothers who survive bravely to
change the behaviour of her daughter, (3) woman who worked hard to earn
the needs and educate hers, (4) the woman who coveted each child for
having turned her daughter to love her, (5) characters that must be owned by a
mother, and (6) a great mom. Moreover, all students of Chemistry and
Mathematics study program only found one character who they really hate
“Tantyo” because he was not a good husband and good father to his wife and
daughter. Meanwhile, 15 other study programs identified two characters Tantyo
and Anindita (antagonists). Tantyo identified as the man who takes no
responsibility and dereliction of duty as a husband and parent. The character is
observed as a figure that has characterizations that are not felt by the
respondents as follows: treason, less caring, gamblers, drunkards, grumpy,
pleasure-loving, selfish, stubborn, ignorant, lazy, and likes to do mischief. And
Anindita, she has always denied the words of her mother and drug abusers. The
students did not like her because she was often rebellious, selfish, ignorant, lazy,
stubborn, naughty, rude, and arrogant. The importance of the story was
determined by each student followed by arguments of their decision. In
average, they responded that while Anindita made tea for Sekar, it is the most
important part since the scene is considered the beginning of a harmonious life
between mother and child. Good, humility, responsibility, discipline, and
independent were Sekar’s character recognized by all respondents as the
protagonist, then there are students from six study programs of Sociology, Public
Health, Physics, Public Administration, Electrical Engineering, and Law Studies
add honest as other character of Sekar. The story was appreciated by the
whole subject of study as evidence that maternal affection unparalleled, a form
of affection and responsibility of the mother to her child, Sekar as the mother
want to give the best for her daughter, and she also did not want hers to suffer
like her.
Amir Mohammed Albloly1andMahmud Ali Ahmed2; DEVELOPING THE
STUDENTS’ LITERARY APPRECIATION OF NOVELS VIA FACEBOOK (2015) This paper
aims to investigate “Developing the Students’ Literary Appreciation of the novel

via Facebook”. The researcher has adopted the experimental method via pre
and posttest as a tool for gathering the data of the study. The sample of this
study composed of (24) students who studied English in the second year at
University of Kassala due to their use of Facebook; they were taught online inside
Facebook group called “Literature Café”. The data yielded from the pretest
and posttest have been computationally processed with SPSS program to check
the truth of hypotheses of the study and to see whether there is any significant
change in the students’ performance. The results from the test have shown that
there are tangible effects in developing the students’ literary appreciation via
the use of Facebook. This study recommends the use of Facebook as a tool for
teaching literature and teaching English as well. this study found out that
students can develop literary appreciation of the novel through using
Facebook, the results have shown that there are tangible effects in developing
the literary appreciation of the novel as for students via the use of Facebook. In
conducting the study, the researchers used the experimental method.
Rita Inderawati; (2012) From the discussion about students’ character with
some lecturers in Faculty of Teachers’ Training and Education and lecturers of
the various faculties at Sriwijaya University, it can be concluded that during
lectures, they are provided with the adequate education regarding to the
social and moral development. Ironically, after getting involved into the social
community, they forget the education provided by the lecturers. Students of the
Faculty of Law, for example, become lawyers, prosecutors, and judges who are
not trustworthy and immoral. Besides, some students from different disciplines
break the rules of the nation in social life. College was not liable for the
character formation of students, because it is assumed that the existence of
students for studying at university is not as long as at high school. Therefore,
previous studies based-literature learning that the writer has done to develop
the cognitive, affective, and psychomotor aspects for a decade became the
basis of the development of test instrument for developing students’ character
(Rudy, Sitinjak, & Zuraida, 2007; Rudy, 2008, 2009). Guiding questions that serve
as instruments in literary appreciation offered through this research is the
development of test instruments based on the reader response and nation’s
character by the concept of literature for all and literature across the curriculum
(Rudy, 2010d). The instruments and literary appreciation activities are carried out
in the development of personality courses offered in the first semester. Thus, the
literary appreciation instrument comes as an effort to meet the learning needs in
order to fix the students’ character at Sriwijaya University in Palembang.
Meanwhile, the selected learning topics of literary appreciation based on needs
analysis and students’ analysis are the study of developing students’ character
through varied literary works media that are read and analyzed by using the
instrument test of this development. According to Syah (2006), the learning and
habituation in this study refer to:
... All human behavior is the result of conditioning that comes from the exercises
or habits to react to the certain stimulants in life. Based on Pavlov, the learning
process described like that consists of the formation of the association between
stimulus and reflexive response. (p. 23)
Furthermore, documentation used in the drafting stage is useful to obtain
information about the vision, mission, and goals of Sriwijaya University as they are
also found in each faculty with a diverse curriculum of personality development
course from the credits to the course objectives. The purpose of this
documentation is to obtain a match between a test instrument and the aim of
education in the university and each faculty. When associated with the
collaboration between the theory of reader response strategies, visual symbol
response, psycho-literature, and nation’s character that is used to design the
appreciation instrument, the purpose of education held at Sriwijaya University
and each faculty has not been described clearly as the reflection to the
educational objectives despite the fact that the education goals have been
implemented in each faculty. The standard competence to be achieved
through the development of literary appreciation instrument after assigning
students to read the literary work is to understand the functional meaning of

texts in the daily life context from all genres of literature in the forms of modern
short stories, legends, folklore, novels, plays, and poetry. While the basic
competence is that the students can respond and reveal the functional
meaning of texts in the daily life context to build their characters through literary
appreciation activities. Referring to the opinions, suggestions, feedback,
comments, and critics from students who were involved in trials of small group or
validators with the first prototype, the revision and editing of the first prototype
instrument tests were performed. Four validators conclude these following
aspects: (1) revising and editing a few questions based on the suggestions and
too many questions can be reduced by combining some questions with the
same meaning; (2) concurring with the study of literature throughout the faculty
because students can study the behavior of characters and agree to all essay
questions towards the formation of character; (3) editing some questions that
can be incorporated but agreed only if the student was not asked to dig deep
into the answer. The important thing is that there is conditioning activity for
students to read literature in order to understand and learn the behavior of the
characters; and (4) concurring with the learning of literature across curriculum
as many universities in abroad require students to read literary works and the test
instruments are sufficient even though there are so many. Based on the input
and validation from the experts, the questions for guiding the students to
appreciate literary works consist of 26 questions and were constructed based on
the theory of reader response strategy, conditioning theory, psycho-literature,
and character building framework were simplified into 10 questions. The other
reason was that some questions were alike in terms of idea; therefore,
simplification occured. To determine the effectiveness of the instrument in the
cognitive aspect, the measurement towards the results of the appreciation was
given to three students involved in the trial of small group and 30 students
involved in the field trials. The test results were given after they read the literary
works entitled Sekar dan Gadisnya. From the test results conducted on the three
students involved in small-group trials, it shows that there were two items for very
good frequent indicators on the average result of their appreciation.
Furthermore, the test result conducted on 30 students involved in field trials
showed that there were 2-3 very good indicators on the average results of their
appreciation. Thus, the appreciation instruments were categorized very well. The
very good result on those two trials made the test instruments of appreciation
become very effective in developing the cognitive and affective aspects that
shape the character of Sriwijaya University students. Quantitative measurement
of the quality of the student’s appreciation was very difficult to do, but
qualitatively the efforts in developing student’s character were in line with
conditioning theory. The effectiveness of the test instrument has also been
shown by the data from the students’ appreciation in Faculty of Teachers’
Training and Education of Sriwijaya University and supported by the positive
attitude that was obtained from the questionnaires they answered after
appreciating the literary works. The development of students’ character refers to
the rubric of literary appreciation analysis. Based on the analysis of students
appreciation, it can be concluded that 95.3% of the students trace the
values contained in the guidelines of appreciation when answering questions
relating to the story. The questionnaire of 25 questions with yes (agree) or no
(disagree) option concerning with the study of appreciation were distributed to
be answered by students after they read and answered the questions set in the
instrument of appreciation.
(Jere Brophy 2008) said that in order for the students to have appreciation
skills, teacher must ensure that what is taught is worth learning, explaining the
value of this content and modeling its applications, and scaffolding learning by
engaging students in activities that allow them to experience its valued
affordances.
Siti Norliana Ghazali this study said that the background of the students
can affect them on how they are going to appreciate a literary piece. The
findings of this study are: A valid and effective instrument to build students’
character by reading and responding literary works in Personality Development

course, the developed literary appreciation instrument is significantly effective
to increase students’ literary appreciation which achieves very good category
by the emerge of two up to three very good indicators through a test and the
result from questionnaire indicates that 95.3% of the students can identify the
values in the appreciation instrument when they replied the questions
concerning with the story read, and the students’ perception toward the
importance of appreciating literary works to establish their character is positively
perceived (97%). If it is viewed from the strength of the instrument, it is
recommended that literary appreciation be important to teach and to
disseminate the appreciation instrument either at the level of language faculty
or non-language students and all the levels of education.
Van, Truong Thi My; (2009) For many university teachers of English as a
foreign language (EFL), the study of literature is indispensable because it
exposes students to meaningful contexts that are replete with descriptive
language and interesting characters. Structuring lessons around the reading of
literature introduces a profound range of vocabulary, dialogues, and prose. In
addition to developing students' English language skills, teaching literature also
appeals to their imagination, develops cultural awareness, and encourages
critical thinking about plots, themes, and characters. Most importantly, the
activities that one can apply with literature lessons easily conform to the student-
centered and interactive tenets of Communicative Language Teaching (CLT).
Unfortunately, many postgraduate EFL teacher-training courses focus mainly on
language teaching methodology and offer little guidance on the analytical
methods that are essential to interpreting literature and designing effective
classroom activities. This article presents a basic review of six approaches to
teaching literature and includes a discussion based on the author's own
experience as well as feedback from colleagues who are familiar with the
different approaches. Although this discussion pertains to the university-level EFL
context in Vietnam, it can be generalized to the wider global audience of
instructors of English for Speakers of Other Languages (ESOL).
(ShanthiniPillai Pillai & Ravichandran Vengadasamy 2012) Traditional
monomodal or singular modes of presentation of information in the literature
classroom often pose difficulties for students as they are normally based on texts
and textual information. Based on experience, capturing students’ attention
with a mainly linguistic based lecture format poses a challenging task. As such it
is felt that if we continue to use the traditional single modal approach in
teaching the end result is a limited engendering of conceptual understanding of
critical concepts. It is therefore crucial that new applications of learning styles
and strategies be incorporated into the literature classroom so that these
problems can be addressed. This paper reports on the preliminary findings of an

ongoing research project that is based on the introduction of a multimodal
approach to teach conceptual understanding of literary theories and concepts.
(Iyabode Omolara Akewo Daniel 2013) examines the teacher factor in
the development of poetic appreciation skills among Senior Secondary School
(SSS) students. The data is analysed using mean average, frequency count,
column chart, and rank scale. The major finding is that the teacher is a
significant factor in the development of Senior Secondary School students’
poetry appreciation proficiency. Moreover, the effect of book scarcity, which
could be severe due to the current economic problems worldwide, could be
mitigated through the teacher’s creativity. A reconsideration of curriculum
choices in terms of recommended poetry texts to reflect familiar African cultural
products before the unfamiliar European ones is also advocated.
This paper has discussed the special nature of poetry, identifying some
important factors that shape secondary school students‟ ability to appreciate it.
It identified the teacher as an important factor in the whole process of
developing students‟ skill in poetry appreciation. The capability of the teacher to
help students develop a proper competence in the English language and
confidence in poetry appreciation is considered a major requirement for the
effective teacher of literature. It is thus concluded that, as those entrusted with
the task of developing the minds of young Nigerians, the teachers have to look
inward to improve their delivery. Giving quality teacher education and
encouraging a frequent in service training is considered crucial to re-
invigorating literature education in Nigeria, with particular reference to poetic
appreciation development skill of Senior Secondary School students. Despite the
global economic meltdown, the creative teacher will produce students of the
future through creative teaching. But the government cannot afford to ignore
the recommendations proffered above if Nigeria will go beyond the seeming
perpetual economic meltdown that has plagued it since the mid-80s.
(Zargham Ghabanchi and Haniyeh Alami Doost 2012) attempts to see if
there was a relationship between EI (emotional intelligence) and literary
appreciation. The findings show that students of literature are different in their
ability to appreciate literature and literary texts. This study shows that there is a
relation between literary appreciating and Emotional Intelligence.
This study was set out to see if there was a relationship between EI and
literary appreciation. It seems that students of literature are different in their
ability to appreciate literature and literary texts. They do not all appreciate
literature to the same degree and this can be the reason why some of them are
not successful in it.More correlations could be found when the subscales of EI
were taken into account. Out of the five subscales of EI, Intrapersonal Skills and
Mood showed the highest correlation with Literary Appreciation and its
subscales while other subscales of EI – namely, Interpersonal Skills, Adaptability
Scales, and Stress Management showed no significant correlation.
(Jennifer Rowsell, Clare Kosnik and Clive 2008) discussed at length
the nature of multileracies pedagogy, concentrating mainly on the writings of
the New London Group and they believed that it is important to continue to
strive in a multiliteracies direction in teaching and teacher education.
Tanja Janssen, Martine Braaksma & Michel Couzijn examined the effects
of self-questioning on students’ interpretation and appreciation of complex short
stories.the result of this study showed that (unguided) self-questioning had a
positive effect on students’ appreciation of literary stories, compared to
instructor-prepared questions and to guided self-questioning. The researchers
said that students’ reading experience appeared to be important for the
effectiveness of the unguided self-questioning condition: avid readers tended to
benefit more from this condition than infrequent readers.
(Gilbert C. Magulod Jr. 2018) revealed that the students have a fair level
of literary appreciation skills and a satisfactory level of performance in literary
reading. The findings of the study 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 manifest
the 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 the different literary text. Therefore,
the utilization of innovative learning tasks may make teaching and reading
literature interesting.
(Wiwit Sariasih 2016) said that the critical thinking can be used to make
students more aware with what they read and what information that can be
find in any material they read the teacher should cultivate students’ language
awareness and critical thinking in teaching literary appreciation.
Hermayawati; ELT analysis through literary works appreciation. This study
found: there was only one teacher who developed literary works appreciation, it
needed 4 meetings with 90 minutes for each, the learning materials were
facilitated by the teacher, there was only one compulsory book to learn, i.e
“Lorna and John”, and the activity aimed at assessing the learners’ speaking
competence. The writer recommended: all teachers should teach literary works
appreciation, develop learners’ appreciative behavior towards English literary
works as a vehicle of adapting cultural discrepancies among foreigners, and
schools should provide adequate English literary works. This study results the
findings as follows.
First, is finding related to ELT syllabus of literary works appreciation. Teacher
Sw said that the current syllabus design did not access literary works
appreciation at all. The syllabus which was designed by English teachers
association (not by the teacher) only listed teaching materials that developed
language skills and language knowledge. The only teaching materials existed in
the syllabus was the theme of “Art and Culture”. Based on the suggested
theme, Teacher Sw currently developed integrated language skills by making
use of an English literary work entitled “Lorna and John” (A drama play about
gender’s relationship) written by Wolker David in 1982. She asked her eleventh
graders to read, to discuss and to develop the given discourse content for the
reason that the current curriculum (both the 2004 and the Education Unit Level
Curriculum) explicitly recommended the development of educational domains,
i.e. cognitive, affective, and psychomotor. Second, is finding connected with
teaching methodology of literary works appreciation. According to Teacher Sw,
“Lorna and John” drama depicts Australian culture that was necessary learned
by the teenagers (including her learners) both for the sake of cultural knowledge
understanding and cultural adaptation. The drama roleplaying needed four
meetings, with 90 minutes for each. The learning procedure was, firstly, the
learners were asked to study the drama textbook content, then to discuss
grouply, as concepted in reading skill improvement. In the next meeting, part of

the appointed learners were asked to play the roles grouply while some others
were acting as participants and commentators who criticized both the actors’
language competence mastery and their performance in general. Third, is
finding connected with the suggested reading materials. The suggested
learning materials, whether in the form of handouts or even the drama book
were provided by the teacher. Learners were sometimes suggested to sing, to
play some roles, to learn the given materials individually and to discuss the
implied messages within the texts in groups. According to Teacher Sw, the
handout’s materials were usually used to teach reading skills and were taken
from authentic sources such as magazines, “The Jakarta Post” newspapers, and
internet. In holding literary works appreciation (by the time of this research being
conducted), Sw asked her learners to copy the suggested materials to learn, to
discuss and finally to play in groups. Fourth, is finding related to the roles of
teacher and learners. In the implementation of literary works appreciation, the
teacher mainly functioned as a: (1) facilitator, by providing learning materials to
comprehend by the learners, (2) motivator of the learners learning activities, (3)
passive participant by observing all of the learners’ learning activities, (4)
evaluators of the learners’ language skills mastery and performance which
involved the three learning aspects, i.e. cognitive, affective, and psychomotor.
Fifth, is finding related to learning evaluation on literature works appreciation. In

this case, the teacher conducted evaluation authentically, namely by
collecting informations related to the results of ongoing learning activities during
the learning process. According to Teacher Sw, the role-playing activities as
mentioned above mainly aimed at habitualizing her learners to use English
naturally. The speech activities were, therefore, mainly assessed by considering
the learners’ language performance, speech’s fluency and pronunciation
accuracy. In other words, to assess the learners learning achievements the
teacher appreciated her learners who acted as active participants and
criticized the running of dramatization. To my mind, activities of literary works
appreciation in the form of actualizing roleplaying not only can be used to
assess speaking skills, but also has several other advantages. First, literary works
appreciation ativities can develop some language skills and vocabulary
integratedly, such as understanding (e.g. the scenarios or manuscripts), writing
(e.g. a synopsis), listening (e.g. to the speechs’ partner), and speaking (e.g.
when playing the actor’s role). Second, role-playing activities can develop three
domains of learning at the same time. The cognitive domain develops by the
time of understanding the learning materials, affective domain develops by the
time of doing interaction, and psychomotor aspect develops when using body
language and pronuncing the words stress dynamically, commonly done on
drama play. Third, language learning through literary works appreciation can
also be used as a means of teaching English effectively and efficiently.
Additionally, learners also gain knowledge about the culture of other nations,
which may be useful for bridging the appeared cultural gaps of discrepancy
(Valdes, 1996: 137). Nevertheless, there are some constraints in holding ELT
through that way, namely the limited time availability and the less-provision of
reading materials in the schools’ libraries. Beside the above written findings, it
was also found that Teacher P stated his reasons of not teaching literary works
as one of his reading materials because of the existence of the current
curriculum (Curriculum 2004) that its implementation was considered confusing.
He stated that the curriculum was not consistently implemented. It should use
the evaluation of learners’ daily performance, which must focus on the process,
not outcomes (Gronlund, 1978). In fact, until today such a standardized
evaluation like regional achievement test, national examination, and state’s
universities national entrance test are considered as the filter to promote the
learners to the next grade of education. Therefore, although very beneficial, ELT
in such a way has been still difficult to do, because of the above written
problems. As long as such standardized tests are continually implemented, the
orientation of teachers’ teaching will certainly lead to the final learning
achievement. As a result, learning of language competence is difficult to
optimalize, moreover, through literary works appreciation. This has proven at the
teaching of English at SMA 8 Yogyakarta, one of the reputable high schools in
Yogyakarta that must be a model of education for other schools.
(Adolina Velomena Lefaan 2018) In this study it was found that the child
literature of Kembaran tribe can build the character of the children, can
establish the sociocultural values along with the awareness to keep up the spirit
and to preserve the local wisdom in West Papua.
Juan Wang; Appreciation of Literary Language of Pride and Prejudice
(2017) The colorful language and great skills in Pride and Prejudice have made a
significant contribution to creating characters. Through all the characters in
Pride and Prejudice, Austen has revealed readers her profound comprehension
of human nature with the most splendid language. Austen’s great language
skills have made this novel full of wit and humor and gave her readers a
memorable retelling. A great literary work should include these factors, valuable
thoughts, talented author and skillful language. Among these three factors,
skillful language is the most visualized and powerful tool to express talented
author’s valuable thoughts. In Pride and Prejudice, the use of irony helps readers
to understand the core value in a relaxed way. The organized language and
sentences have created a vivid world that makes readers think of paintings and
wood carvings. Dialogues and monologues are two important means to shape
every character. Therefore, the study of literary language is indispensable and
deserves a further research.
Austen’s writing style is acrid but not aggressive. Her ironic style brings
readers humorous and comfortable instead of feeling sarcastic. Except
wonderful language skills, high spiritual level and profound thoughts are other
shining points. It is the ever-charming themes, skillfully constructed plots, together
with delicately represented characters and personalities have made Pride and
Prejudice attractive enough. Though there is no violence or abstruse philosophic
theory in the novel, it still attracts readers’ generation after generation. As one of
the most welcomed publishers in British, it has been adapted for television and
movie and won many kinds of prizes. The latest two centuries have witnessed
the novel’s fascination and so will the coming years.
Yingjie Guo and Qing Zhao (20014) this study reveals that literary
appreciation in Chinese rural Senior High Schools seems unsatisfactory.
Considering the value of implementing literary appreciation into Chinese rural
Senior High Schools, the paper indicates that literary appreciation may bring
more colorful experiences to the teachers and students there, may help them
develop more harmonious relationship in class and may inspire them to harvest
more senses of happiness and satisfaction. In terms of the strategies of
implementing literary appreciation into Chinese rural Senior High Schools, the
paper suggests adopting the art of reading to help students find aesthetic
feelings, the art of speaking to induce students to reveal their aesthetic
thoughts, the art of exploring to display students’ potential aesthetic attitudes
and the art of writing to enhance both teachers’ and students’ aesthetic
achievement. However, it should be emphasized that literary appreciation in
Chinese rural Senior High Schools is a systematic project, which demands
scholars’ targeting researches as well as policy makers’ sensible fulfillment. The
researcher also said that literary appreciation is a fairly significant issue to be
carried out in Chinese rural Senior High Schools. Although the questionnaire and
Chinese Journal Net reveal that literary appreciation in Chinese rural Senior High
Schools seem unsatisfactory, we may realize that literary appreciation may bring
more colorful experiences to Chinese rural Senior High School teachers and
students, may help them develop more harmonious relationship in class and
may inspire them to harvest more senses of happiness and satisfaction. In terms
of the strategies of implementing literary appreciation into Chinese rural Senior
High Schools, we may adopt the art of reading to help students find aesthetic
feelings, the art of speaking to induce students to reveal their aesthetic
thoughts, the art of exploring to display the potential aesthetic charms and the
art of writing to enhance both teachers’ and students’ aesthetic achievement.
However, we may also have to know that literary appreciation in Chinese rural
Senior High Schools is a systematic project, we cannot spoil things by excessive
enthusiasm; and at the same time, we cannot seek temporary relief regardless
of the consequences. The sensible way is that we’d better make targeting
researches while flexibly putting the research achievement into realities.
Siti Cholisotul Hamiah, Endah Tri Priyatni*, Heri Suwignyo (2018) The results
of validation and product testing show that the teaching materials are suitable
for the learning and able to foster the students’ learning and engagement. The
notion of engagement is of great importance to be promoted as it suggests that
the students are active learning subjects. The results of the study related to
engagement show that 100% of the students feel involved cognitively and
emotionally in the learning process of the PFA course. Engagement has various
definitions. Kuh et al. (2009) assert that engagement includes the time and
energy invested by students to effect learning. Engagement means there is a
sense of responsibility for students to be actively involved in learning. Fredricks et
al. (2004) state that engagement is a holistic process because student
involvement is not only about correct behavior but also involves cognitive
investment and their emotional commitment to learning. Cognitive involvement
shows investment in learning concepts and skills in depth as well as the

construction of individual and transformative meaning. Moreover, emotional
involvement occurs because of a sense of belonging and security.
Solomonides et al. (2012) offer a relational framework to identify several
factors that help students understand their learning experiences. Engagement
arises when students get a sense of being and transformation in mastering
knowledge central in their disciplines.
CHAPTER III. RESEARCH METHODOLOGY
Research Design
The survey method was employed to analyze and interpret the result of
the study, respondents and sampling. Descriptive-survey research design was
the most appropriate method in this study because it gathered the information
on the current profile of the students and the factors that influences the literary
Appreciation skills of education students at CSU-Lasam.
This study was conducted to the 1st year CTED students only at CSU
Lasam Campus at Centro 02, Lasam Cagayan, in the Darp hall.
Respondents of the Study

The respondents of the study were the first year Bachelor of Secondary
Education major in English at Cagayan State University- Lasam. We, as the
researchers of this study chose them as our participants to assessing the literary
appreciation skills. Our 30 participants—22 girls and 8 boys were informed about
the purpose of the said study before the conduct.
Research Instruments
The instrument used for data collection was a structured questionnaire
lifted from the Literary Response Questionnaire- University of Alberta to assess the
Literary Appreciation Skill of students. The questionnaire consisted of twelve
statements. It has two parts, part I dealt with the personal data of the
respondents while part II was the research questions on the literary appreciation
skill of the learners. The items on the questionnaire were responded on a 5 point
scale ranging from strongly agree of 5 points to strongly disagree of 1 point.
Data Gathering Procedure
In order to facilitate the data gathering process, the following methods
were undertaken by the researchers.
First, the researchers asked permission to the adviser of this research and
approval from the College Dean of Teacher Education.

Second, after seeking permission form the campus officials mentioned,
the researchers personally floated and administered the questionnaire to the
respondents which are the First Year BSED students of CSU-Lasam.
Finally, the gathered data was tabulated, organized and subjected to
appropriate statistical analysis. From the attained results, the researchers
developed and recommended enhancement intervention for the said
Education students.
Data Analysis
To analyze the profile, the count of respondents and percentage were
used to determine the appreciation skills through literary performance of
students and was dominated to the CTED students of CSU Lasam Campus.
The scale of interpretation of the literary response questions range; 1:
Strongly Disagree, 2: Disagree, 3: Undecided, 4: Agree, 5: Strongly Agree.
The percentage of respondent’s profile and literary response is done by
dividing the number of respondents and multiplies by 100.

CHAPTER IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Results and Discussion
TABLE 1. PROFILE OF THE RESPONDENTS

Table 1.1 shows the percentage of respondent’s gender, wherein out of
30, 8 are males which are 27% and 22 are females which are 73% of the total
number of the respondents.
GENDER FREQUENCY PERCENTAGE
Male 8 27
Female 22 73
TOTAL 30 100.0
Table 1.2 shows that most of the respondent’s age is 19 wherein 40%, 23%
are 18 years old, 20% of them are 20 years old, 7% are 17 years old, and 3% are
25, 27, and 35 year of age.
AGE FREQUENCY PERCENT
17
2 7
18
7 23
19
12 40.0
20
6 20.0
25
1 3
27
1 3
35
1 3
Total
30 100.0
Table 1.3 presents 83.3% of the respondent’s family income ranges

Php5,000 below, 6.7% of the respondents have the salary of Php 20,000 above
and 3.3% of the respondents gaining Php5,000 to Php20,000. It shows that most
of the respondents are earning minimum wage.
Family Income FREQUENCY PERCENT
Below 5K 25 83.3
5K-10K 1 3.3
10K-15K 1 3.3
15K-20K 1 3.3
20K Above 2 6.7
Total 30 100.0
TABLE 2. LITERARY APPRECIATION SKILLS

Mean Std. Interpretation
ITEMS
Deviation
1. I disliked English in high school Low

because most of the texts I was asked
2.40 .932
to read I would not have chosen
myself.
2. Sometimes while reading literature my Neutral
feelings draw me toward a distinctly 3.23 1.01
unsettling view of life.
3. While reading I completely forgets Neutral

3.47 1.28
what time is it.
4. Literature enables you to understand High
people that you’d probably disregard 3.97 .615
in normal life.
5. I think people should spend less time Low
talking or writing about literature. 2.20 1.16
6. In literature I sometimes recognize High

feelings that I have overlooked during 3.90 .845
my daily life.
7. Very often I cannot put down a story High
until I have finished reading it. 3.87 .937
8. I don’t believe that literature is socially Low

1.83 .913
relevant.
9. I often see the places in stories I read Very high
as clearly as if I were looking at a 4.20 .847
picture.
10. The types of literature I like best tell an Very high
4.37 .850
interesting story.
11. Very high
One of my primary interests in reading
literature is to appreciate the author’s 4.27 .828
understanding of society and culture.
12. After reading a novel or story that I Very high

enjoyed, I continue to wonder about
4.57 .568
the characters almost as though they
were real people.
GRAND MEAN 3.52 .357 High
Legend; 4.20-5.00- Very High (VH); 3.40-4.19- High (H); 3.60-2.39- Neutral (N); 1.80-2.59- Low (L); 1.00- 1.79- Very
Low (VL)
Table 2 presents that most of the respondents disagree or have a low level
of appreciation on the thought of disliking English during their high school for
these texts they ask to read were not chosen by them [M=2.40], people should
spend less talking or writing about literature [M=2.20] and the respondents don’t
believe that literature is socially relevant [M=1.83].
The table also presents that most of the respondents are undecided or
neutral on forgetting the time while reading [M=3.47] and sometimes while
reading literature their feelings draw them toward a distinctly unsettled view of
life [3.23].
Most of the respondents also agree or have a high level of appreciation
that literature enables them to understand people that they probably disregard
in normal life [M=3.97], in literature they sometimes recognize feelings that they
have overlooked during their daily life [M=3.90], very often they cannot put
down a story until they have finished reading it [M=3.87].
Most of the respondents have a very high level of seeing the places in
stories they read as clearly as if they were looking at a picture [4.20], the best
types of literature they like tell an interesting story [4.37], one of their primary
interests in reading literature is to appreciate the author’s understanding of
society and culture [4.27], and after reading a novel or story that they have
enjoyed, they continue to wonder about the characters almost as though they
were real people.
Therefore, the grand mean [3.52] indicates that the respondents have a
HIGH LEVEL of literary appreciation skills.
TABLE 3. TEST OF DIFFERENCES ON THE LITERARY APPRECIATION SKILLS WHEN

GROUP ACCORDING TO PROFILE VARIABLES.
PROFILE P value DECISION

Sex .321 Not Significant
Age .384 Not Significant
Family Income .305 Not Significant
Table 3.1 shows that there is no difference in the level of literary
appreciation skills of the respondents when group according to profile variables
such as sex because of the p. value of 0.321, age with 0.384 p. value and family
income with 0.305 p. value. Therefore, the hypothesis which states that there is a
significant between the two variables was rejected.
CHAPTER V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings
This study tested the literary appreciation skills of the First Year Education
students of CSU-Lasam. Their literary appreciation skill was measured using a
survey questionnaire which contains of 12 statements.
The analysis of data was done through the use of frequencies, percentages, p
value and weighted means.
First Year Education students have a high level of literary appreciation skills
based on the computed mean with 3.52 which means that they appreciate
much the literary works.

Test of difference also showed no significant difference on the literary
appreciation skills of the students when grouped according to profile variables.
Conclusions
This study assessed the literary appreciation skills of the first year Education
students. The study revealed that the students have a high level of literary
appreciation skills. Finally, there is no difference between the levels of the literary
appreciation skills of the respondents to their profile variables.
Recommendations
The researchers of this study recommend the following: (1) the students must
encouraged to enhance more their level of literary appreciation skills by reading
literary works, (2) there should be adequate sources of literary works provision,
mainly written by the world’s great authors.

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION 1

Assessing the Literary Appreciation Skills of First Year

A Research Study presented to

The Faculty of College of Teacher Education

Cagayan State University

the Requirements for the Degree

of Bachelor of Secondary Education- English

DIANA KHEIN L. MAYO

CLARIZ GEM ANCHETA

TITLE PAGE --------------------------------------------------------------------------------------------- i.

APPROVAL SHEET ------------------------------------------------------------------------------------ ii.

TABLE OF CONTENTS ------------------------------------------------------------------------------ v.

1. THE PROBLEM AND ITS BACKGROUND ---------------------------------------------

Conceptual Framework --------------------------------------------------------------

Statement of the Problem-------------------------------------------------------------

Hypothesis of the Study --------------------------------------------------------------

Significance of the Study-------------------------------------------------------------

Scope and Limitation of the Study--------------------------------------------------

Definition of Terms ------------------------------------------------------------------

2. REVIEW OF RELATED LITERATURE----------------------------------------------------

Review of Related Literature and Studies -----------------------------------------

Respondents of the Study ---------------------------------------------------------

Research Instruments --------------------------------------------------------------

Data Gathering Procedure ---------------------------------------------------------

Data Analysis -----------------------------------------------------------------------

Results of the Study------------------------------------------------------------------

5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS----------------------------

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Literature is an imitation of life. It holds an important place in the flow of

teaching-learning process. It is an umbrella word used to describe a variety of

globalization because of the ways which information is shared.

In many universities around the world, the study of literature is an

indispensable component of the curriculum that allows students to create

of it or what lies behind it.

In the Philippines, literature is a compulsory subject in the general

colleges particularly those students who specialize in language and literature

understand more about literature. (Nilsen and Donelson 2005) further

determined that a main goal of teaching literature is to elicit a response from

This study assessed the literary appreciation skill of each education

According to (Rudy 2010) appreciation of literature by applying reader

response strategies can enhance the ability of learners’ literary appreciation.

Teaching and appreciating literature entail readers to have knowledge to

problems are not unique, and to preserve their individual language.

(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. Donelson

one gauges one’s interpretive response as a reader to a literary work. This

Therefore, the key to develop the appreciation skill is to select the

appropriate adolescent literature in which students can identify and make

Actual literature appreciation cannot simply be taught, it can be

nurtured and developed or it can just as easily be squashed along with a

student’s imagination. This study is expected to provide benefits in education by

in the faculty of education but also non-education faculty as a preparation for

Conceptual/ Theoretical Framework

The conceptual framework of this research shows the connection of

Statement of the Problem

This study assesses the literary appreciation skills of the students.

Specifically, the study sought to answer the following questions:

1. What is the profile of the students as to?

1.3 Average Family Income

2. What is the student-respondents’ level of literary appreciation

3. Is there a difference between the literary appreciation skills of a