Chapter I The Problem and Its Background

Introduction Literature adds to reality, it does not simply describe it. It enriches the necessary competencies that daily life requires and provides: and in this respect, it irrigates the deserts that our lives have already become. -C. . Le!is "##C $%&$' In todays society young children needs to be motivated to learn and to become familiar with educational concepts to enhance their knowledge so they will be able to learn better. As early 3-4 years old children are exposed with a lot of stories being read by their parents and teachers. hose stories are sample of literary works also known as !literature. "hen taking a language course at school# literature is always an important part of the course and should remain at the heart of the curriculum. $iterature is considered as verbal works of arts and compositions with the primary function of being read. %y reading literature learners are trains to develop their love for reading and as well as their speaking# reading and writing skills .According $aurie

&atsalides '()*(+#the importance of literature on teaching lies in its ability to foster critical reading# build valuable skills#and expand students, worldviews The Importance of Teaching Literature Retrieved from

http://www.brighthubeducation.com/teaching-methods-tips/100744-the

importance-of-

teaching-literature/.$iterature takes students out of their own lives and lets them

experience things that are new and challenging# and encourages them to imagine possibilities and to think about ways the world could be different. If literature is properly taught then pupils will find it interesting# meaningful and something that they can relate to# and have a very deep insight into the nature of reality. -or that reason learners will gradually develop their love for literature. eaching literature in high school language classes are very challenging# but with the right teaching techni.ues you have a class that will actively follow the lessons by reading./any techni.ues are available for classroom use. 0sing a variety of teaching techni.ues can help you reach more students and it also creates new and exciting experiences for students. In &akistani universities and colleges# teaching literature is more on teacher centered and traditional. hey focus more on the information from the

books rather than understanding the literary piece. -or that reason the essence

of literature is being neglected.

he teaching of literature has almost failed to

develop a total response to literary works# a response in which thought and feeling are inseparably relate Yaqoob, M. (2007 !eve"oping creative thin#ing$ % cognitive approach to the Teaching of &ng"i'h Literature (!octora" di''ertation, (ationa" )niver'it* of Modern Language' Retrieved from

http://prr.hec.gov.pk/thesis/419s.pdf.

%ut here in the &hilippines# According to 1strellita 2. 1vangelista# 3irector III of the &hilippine 3epartment of 1ducation '3ep1d+ %ureau of 4econdary 1ducation '%41+#that "iterature education in the +hi"ippine' ,can 'erve a' an avenue in term' of under'tanding diver'e cu"ture and in di'covering univer'a" va"ue' contained in the varied "iterar* 'e"ection' or masterpieces. Martin, I'abe" +efianco -T.& LIT&R%T)R& /ILI+I(0 1T)!&(T1 !0 (0T R&%! .academia.edu. 2007.!he statement suggests that &hilippine literature education today aims for -ilipino students to have access to cultures of the world through works of literature. his approach to teaching literature is reinforced through the specific learning competencies which are the end goals of high school literature courses in the &hilippines. he above statements motivated the researchers to study further the teaching strategies in literature and its effectiveness perceived by 5unior high

school 4tudents 0niversity of &erpetual 6elp 4ystem 3A$ A- /olino.

he

researchers believe that as future educators they need to make their students reali7e the importance of literature in our lives. As teachers# they should use

asmuch as possible learning strategies that will make their students love the literature.

Background of the Study $iterature is a literary works which primarily function to be read. %y reading literature pupils develop their speaking and writing skills. It helps the learners discover meaning in their lives. $iterature gives pleasure# elevates and transforms experience# and functions as a continuing criticism of values. In other words literature gives knowledge and understanding. eaching literature in high school language classes are very challenging. According to he &hilippine 4tar '()*3+ ! eaching $iterature8teaching literature is not teaching language. he worst way to learn language is to read literary texts. It is because how can students learn how to use articles and nouns properly#for example# if they read 1mily 3ickinson# who wrote !I wish I were hay89 -or that matter# students will not learn punctuation if they read 3ickinson# who not only used dashes instead of commas and periods but even capitali7ed words in the middle of sentences 2ru3, I. (2045, 0ctober 05

Retrieved

from

http://www.philstar.com/education-and-

home/"01#/10/0#/1"40$%$/teaching-literature.

hat statement means that teaching

literature is different from teaching the language. "hen teaching literature the

teachers presumed aim is that there will be a development in pupils ability to read and understand the hidden meanings in the language and contexts of different text types. As :regory /arshall '())3+ wisely notes we cant assume that one method or another will solve all problem. ;o one teaching method can meet all the demands of learning 1ho6a"ter , &"aine.Teaching Literature. 7"ac#6e"" +ub"i'hing, 2005. +rint. he need for use of effective strategies in teaching literature is crucial because of the basic role it plays in literacy. %ut keep in mind that there is no teaching strategy or method that works for all pupils all of the time. "hen it comes to teaching literature# many techni.ues are available for classroom use. raditional independent reading# group work and interactive hese methods help

activities are commonly used in the literature classroom.

students learn the messages conveyed in great works of literature. 0sing a variety of teaching techni.ues can help you reach more students. It also creates new and exciting experiences for students.

According to

he &hilippine 4tar '())<+ Teaching Literature there is

two theoretical principles in teaching literature. -irst students in a literature are the center of their learning. It means they should talk more rather than the teacher or the author of the written text. 4econd principle is the acronym -=11

which means> --feed the text by introducing the author# teachers must =- read the text reading is important for the students to comprehend the piece# 1enhance the text it means teachers will give the insights about the text that students can relate its either experience or current issues.# and last 1- en oy the text reread the piece with a greater understanding 2ru3, I. Retrieved from
http://www.philstar.com/education-and-home/&#07"&/teaching-literature.

/ake use of different strategies that will make your literature class lively and interactive. he above statements motivated the researchers to study further the teaching strategies in literature and its effectiveness as perceived by hird year 6igh 4chool 4tudents of 0niversity of &erpetual 6elp 4ystem 3A$ A- /olino. he researchers believe that as future educators they need to make their students reali7e the importance of literature in our lives. As teachers# they should use as much as possible learning strategies that will make their students love the literature.

Statement of the Problem he study aimed to determine the teaching strategies in teaching literature and its effectiveness as perceived by 5unior high school students at 0niversity of &erpetual 6elp 4ystem 3A$ A /olino. 4pecifically# this study sought answers to the following .uestions?

*. "hat is the demographic profile of the respondents as to? *.* 4tudents *.*.* Age *.*.( :ender *.*.3 2ear $evel (. "hat teaching strategies are being used by the 1nglish high school teachers in teaching literature as perceived by the third year high school students9 3. "hat is the degree of effectiveness of the teaching strategies of the 1nglish 6igh 4chool eachers as perceived by the students9

4. Is there a significant relationship between the profile of the respondents and degree of effectiveness of the teaching strategies as perceived by the students9 !ypothesis here is no significant relationship between the profile of the respondents

and degree of effectiveness of the teaching strategies as perceived by the students. Scope and "elimitation he respondents of this study are the high school students from * st to 4th year of 0niversity of &erpetual 6elp 4ystem 3A$ A-/olino @ampus 4.2. ()*3()*4. he research is limited to the teaching strategies that use in teaching

literature and its effectiveness.

Significance of the Study his study was designed to determine the teaching strategies in teaching literature and its effectiveness as perceived by 6igh school students at 0niversity of &erpetual 6elp 4ystem 3A$ A /olino.

he result of this study will provide benefits to the following? #$ Teachers$ It will help the teachers understand issues and problems confronting the students with their needs in terms of literature. his will

provide them with knowledge on how to improve and make use of effective strategies in teaching literature. It will also help them to design appropriate learning programs best suited for the learners. %$ Students. It will make the students reali7e the importance literature in their

learnings. &$ School 'dministrators. It will guide them in formulating and conceptuali7ing training seminarsAmodules for the teachers to help them in using effective strategies in teaching literature. ($ )uture Teachers$ It will help them tobe guided on what kind of strategies they are going to use in teaching literature which will lead to a better understanding for their students. *$ )uture +esearchers$ It will serve as a basis for further research for the improvement of teaching strategies in literature and its effectiveness used by the 1nglish high school teachers that this study might otherwise have not tackled.

"efinition of Terms In order to have a better understanding of the study# the following terms are defined based on how it is used in the study. 'ffecti,e$It is the deeper understanding and comprehending the text with appreciation. -ffecti,eness$6ow well it affects the students in teaching strategies used by the

teacher. Literature$It is a literary written art which is taught to students. 't is the bod( of
written works of a language) period) or culture. It gives entertainment and lessons in

life that we can apply.

hrough literature students gain reali7ation in life that

would help them to become a better person. Teaching Strategies$/ethods# activities and techni.ues used by the teacher to deliver the lesson. +ole play the students or a group of students dramati7es his or their real reactions to a certain problematic situation. It is teaching strategies design to help students understand peoples perspectives better. It give students an opportunity to gain insights into an alternative views regarding this and other matters which can broaden the range of their concerns.

Character Charts$ he students will identify and describe the characters on the story. It will test the students comprehension ability. Picture Talk$ 'Illustrating interesting and exciting situation+ Storyboard teaching strategy .se/uencing of important e,ents0$ it helps the students to focus on the se.uence of events by using the elements of literature. +eaders Theater .dramati1ation0$ his techni.ue is an outstanding one to

enhance reading ability as well. It involves students in reading a whole poem#

book or story. 2roup Interaction 'cti,ities$ Interactive teaching strategy which all of the students are involved. 3atching ,ideo 4 films$ his techni.ue can highly catch the attention of the

students because theyre not 5ust given a text to read but also to watch the story. 5ral reading by the student$ he students are given the chance to read by their own.

Chapter % +e,ie6 of +elated Literature and Studies

his chapter contains information gathered primarily from books# articles# "orld "ide "eb and various unpublished materials that provided the researcher necessary background knowledge and information to support the study. )oreign Literature

$iterature is taught as a content area. /cBay'())C+ argues that using literature as content provides three ma5or benefits such as> '*+ it makes the learners appreciate the importance of communication and how language are used '(+ it is an ideal way of developing and integrating the four skills (reading, 'pea#ing, "i'tening and 6riting and lastly '3+ it raises cross-cultural awareness among the students. "ardellD 2oung '())(+ 1lley and /angubhai found that the students who were exposed to literature progress in reading and in listening comprehension at a dramatic rate# demonstrating the role literature can play in helping students learn 1nglish as second language.

6owever the basic problem in teaching literature according to "iddowson '())C+ is that how literature teachers will develop awareness among the students in relating the literary communication in their lives without translating it into normal uses of language. &ike '())4+ as 1nglish teachers# we have responsibly to foster children love of literature and also their capacity to function a literate member of society. "e seek to empower young readers to be imaginative while recogni7ing the need for them to be accurate. "e attend to appropriateness but also seek to foster insight.

@larke and 3ickinson '())4+ cited

he ;ational @urriculum for 1nglish

makes it very clear that pupils should be taught# example? how reading is convey on text9 And to understand the values and assumptions in the text# but does not always make explicit the reasons why .An 1nglish @urriculum should provide pupils do share and develop their imagination worlds. It should empower and inform. he role of 1nglish teachers is to help pupils tell stories letter# select good fiction# respond to stories or thoughtfully# analy7e them with more insights# read them with more en5oyment and knowledge and to write a greater range of stories with a greater degree of accomplishment. 4tories are important for survival

reason and develop us intellectually and emotionally have the opportunity to learn about ourselves.Any story is a complex system of communication as the evaluate the character through their thoughts# feelings# and knowledge as we navigate the subtle of the plot. -reiberg and 3iscoll '()))+ teaching strategies are the vehicles or areas we used to transfer facts# ideas# concepts# skills# and attitudes to the thinking and action of the learners. ransfer of learning achieve by teacher-direct strategies of lecture# .uestioning and demonstration of with student-directed structure or grouping# and role play. hey are the how of your instructional design. @ooper and Iriggary et.al '()*4+ 4electing the appropriate teaching

strategies to ensure that all students learn means that they must be given a variety of opportunities to understand# develop# and utili7e the ideas presented in daily lesson. Ever the year the empirical efforts of classroom teaching have provided us with the number of teaching strategies that have been proven for works effectively in the classroom. here are various teaching strategies that a teacher can use. It means a teacher must not stick to one strategy or method of teaching. As what :regory '())3+ stated !we cant assume that one method or another will solve all

problems8. he statement simply implies that no one teaching method can meet all the demands of learning. It is because in a classroom set up# teacherencounters student diversity. hey have their ownlearning styles#

language capabilities and skills that a teacher must consider too in teaching and learning process. he findings of research clearly demonstrate that the students learn by doing. "hatever teaching strategy you employ students must be actively engaged-listening# observing# thinking# writing# speaking# and touching. hese

essential skills a teacher needs to involve students successfully in learning are? '*+ how to begin the lesson# or create a set> '(+ how to generate a productive discussion> and '3+ how to end the lesson# or make an effective closure. Local Literature

Acero# Favier# et.al. '())*+ refers teaching strategies to an organi7ed# orderly# systematic# well-planned procedure that will enhance greater teaching and maximi7ing learning output. Agno '())G+ defined teaching strategies as the means 'techni.ues# processes# and procedures+ to be used in presenting content to students in

An instructional setting. 4trategies are the ways of se.uencing or organi7ing a given selection. Agno cited 3ynneson and :ross '())G+ teaching strategies or techni.ues are those the teachers employ to help students learn the content of the course unit or lesson. 4he also cited %arth '())G+ teaching strategies are delivery systems aimed at establishing# classifying and expanding the students ability to understand and to interact with the content of the sub5ect. According to Armstrong '()*3+ teaching strategies refer to methods used to help students learn the desired course contents and be able to develop achievable goals in the future. eaching strategies identify the different available learning methods to enable them to develop the right strategy to deal with the target group identified. Assessment of the learning capabilities of students

provides a key pillar in development of a successful teaching strategy =etrieved from -ebruary (H# ()*4
http://www.innovatem(school.com/industr(-e*pert-

articles/item/44%-the-10-most-powerful-teaching-strategies.html.

IuluetaD:uimbatan '())(+ the strategies and techni.ues of teaching dwells on the !hows of teaching-learning interaction.8 Ene may know what to teach# where and when to teach# but the !hows of teaching is very crucial matter. he teacher should adapt different strategies to suit the needs of the student.

herefore there is no single correct way to teach a particular set of students in class. @orpu7 and 4alandanan '())3+ emphasi7es that there is no single best strategy or method. he best is that which brings about maximum and optimum learning. hey also added that as teachers we are expected to have collections of teaching strategies or methods to choose from to cater the multiple intelligences and leaning styles of our students. =esearch has proven that teaching strategies that are interactive# experiential# varied and connected to students daily life are effective. Agno cited 3ynneson and :ross explained that teaching strategies vary according to the following elements? *. he teaching of an element of knowledge 'facts# concepts# generali7ation+>

(. 3.

he teaching of a skill 'its ac.uisition# practice# and refinement+> and he study or an ac.uisition of an attitude or value. In teaching field# there are common strategies and techni.ues used by the

teacher and those are through lecture# discussion# .uestion and answer# lecture demonstration# problem strategy# pro5ect method# laboratory# field trip# group teaching and drill strategy. hese strategies are very helpful in delivering any

sub5ect matter but then again the teacher must see the factors on using or choosing strategies whether it is suitable or not. eaching literature was a way of making people better human beings and better human. e5ero '()*)+ cited &arayno '())<+ emphasi7es that teaching of

literature contributes to the development of their creative talents and as a whole> it help learners increase their knowledge# change their outlook# broaden their interest# develop desirable attitudes and stimulate intellectual and emotional growth and in various ways help to prepare them for more effective participation in social processes and for living life fully. @alderon '()))+ identified the least C basic approaches in the teaching of literature. hey are as follows? '*+ the historical# in which the emphasis is upon the author and the background of the selection# '(+ the socio-psychological# which emphasis the social and psychological aspects of the literature# '3+ the

emotive# which stresses the beauty or the pleasure implement in the selection# '4+ deductive# which involves the study of the authors purpose# 'H+ paraphrase# which involves a summary of what the author has said# 'C+ analytical# which attempts a study of a selection on the basis of its literally characteristics. In literature classroom# a teacher may use different mode of instruction that will help the learners appreciate and comprehend literature. e5ero '()*)+

said that a teacher must have a variety of activities during the class period. he maximum value of literary period is attained when we intermingle individual and group work# oral and silent reading# dramati7ations# discussions and other interactive strategies in teaching literature. As much as possible utili7e every opportunity for self expression. here are various teaching strategies in literature and those are? role playing# character charts# picture talk# storyboard teaching strategy 'se.uencing of important events+# =eaders heater 'dramati7ation+# group interaction

activities# watching videoAfilms# oral reading by the student# oral reading by the teacher# discussion of the message and writing reflection about the story. According to @alderon '()))+ role playing is acting out an emotional reaction to a problematic situation. he purpose is to find out how students

usually react when confronted with a conflict or difficulty.

4alandanan '())(+ said that role playing is a fun guaranteed and action filled teaching strategy which never fails to catch attention. hrough this model

student is assisted in resolving problems or dilemmas# as individuals and as a part of a social group. =ole playing is one of teaching strategies often used by the teacher because it promotes the process of cross-cultural dialog while at the same time it provides opportunities for oral communication. 4tudents gain

valuable insights into the perceptions# attitudes# values and problem solving skills that can be enhanced in every learning encounter. In role playing# an internali7ation of work attitudes and positive values is assured among the young especially at a stage when they are forming significant impressions that are recreated and enriched through adulthood. According characteri7ation. to e5ero '()*)+ character charts also known as

hrough this model students will identify and describe the

characters on the story. It will test the students comprehension ability. &icture alk 'illustrating interesting and exciting situation+. 4toryboard teaching strategy 'se.uencing of important events+ - it helps the students to focus on the se.uence of events by using the elements of literature. According to @alderon '()))+ readers theater or dramati7ation defined it as telling a story through a play or drama. It is a story telling by acting. hrough this strategy students are trained on how to act properly and learned moral

lessons from the acting techni.ues.

his techni.ue is an outstanding one to

enhance reading ability as well. It involves students in reading a whole poem# book or story. =eaders, theater can be a motivating way to improve fluency. 4tudents read scripts and rehearse a play to prepare for a performance. he practice in

reading and rereading the scripts provides an excellent opportunity to improve fluency skills =etrieved from /arch )C# ()*4

http://www.readingrockets.org/article/%7.

4alandanan '()))+ defined group interaction activities as an interactive and cooperative learning between the students. 4tudents are involved in planning both the topics they like or being discussed in their lesson. hey talk

about a certain task given to them and the final product is then reported to the whole class. 4tudents in type of strategy are all involve and they are sharing ideas. e5ero '())C+ "atching video A films- this techni.ue can highly catch the attention of the students because theyre not 5ust given a text to read but also to watch the story. According to @alderon '()))+ watching videoAfilms can give students a clearer view of the lesson. 4he also defined oral reading by the student- the students are given the chance to read by their own.

4alandanan '()))+ oral reading is effective in teaching literature because the habit of reading at a young age is developed. It also develops self confidence from the feeling that he is well-e.uipped with expanded knowledge.

Eral reading by the teacher is also known as :uided reading. :uided oral reading is instructional strategies that can help students improve a variety of reading skills# including fluency =etrieved from /arch )C# ()*4

http://www.readingrockets.org/article/%7.

According to 4alandanan '()))+ discussion as used in the classroom# refers to free communication of ideas between the teacher and students and among students as well. It improve students critical thinking and reasoning and it also helps students gain important communication skills such as stating ideas clearly# listening to others# responding to others in appropriate ways# and learning how to ask good .uestions. "riting reflection on the story is also one techni.ue that teacher can use in teaching literature. -or many students# reflection essay are the first time they are actually asked to be creative or original in an essay. ypical five-paragraph

argumentative essays basically exist to let the teacher know you understand the book and to teach you how to construct a logical argument with evidence. =eflective essays let you take what you have read and relate it to issues that are

both bigger and more personal--your own life# your community and the world you live in =etrieved from /arch )C# ()*4 http://www.ehow.com/how+474#1&1+writereflection-book.html,i*--"v.s/k0$0.

According to

e5ero '()*)+ said that an english teacher must have a

variety of activities during the class period. he maximum value of literary period is attained when we intermingle individual and group work# oral and silent reading# dramati7ations# discussions and other interactive strategies in teaching literature. As much as possible utili7e every opportunity for self expression. )oreign Studies 1bunoluwa '()**+ in her study entitled eachers &erceptions of 1ffective 4trategies for eaching $iterature to enhance 4tudents $earning investigated the teachers perception of effective strategies for teaching literature to enhance students learning. 4he said that literature as a sub5ect of study trains every learner to develop love for reading and most important develop reading and writing skills. 1ffective teaching literature prepares learners for literacy and goes a long way to e.uip learners with skills ranging from developing critical thinking# being creative in writing to ac.uiring skills for lifelong learning. %ased on the findings the researchers recommended that literature teachers should utili7e all effective strategies in teaching to enhance students learning Retrieved from 8anuar* 45, 2049

http$::;eterap'.'cho"ar"in#re'earch.org:artic"e':Teacher'<20+erception'<20of <20&ffective<201trategie'<20for<20Teaching<20Literature<20to <20&nhance<201tudent'<20Learning.pdf. /artel '())<+ conducted a study on effective strategies for general and special education teachers. eachers must be e.uipped with the skills that are

necessary for improved student achievement in order to successfully teach and accommodate the needs of all children. @lassrooms are intended to be positive# supportive environments where there is a deep understanding of students social# emotional# and physical well being. And it is important to recogni7e# nurture# and strengthen the talents found in each student. 0nderstanding and using specific strategies will allow teachers to improve student achievement levels# provide a wider range of instructional alternatives# and promote diversified learning methods for any degree of student ability &ffective 1etrieved from 2anuar( "$)
"014http://commons.emich.edu/cgi/viewcontent.cgi3article41"&15conte*t4honors

@arpenter

'())C+

revealed on his study about effective teaching methods for large classes. 6e raised .uestions guiding the study were !"hat teaching methods are effective in the large class environments98 and !"hat are students

perceptions of these methods98 0sing student learning outcomes as the criteria for effectiveness# several commonly-used teaching methods 'lecture#

lectureAdiscussion combination# 5igsaw# case study# team pro5ect+ were applied and evaluated in a large class setting. he findings of this study suggest that faculty teaching large classes should attempt to include constructive# active teaching methods in their courses whenever possible. 4tructured# controlled collaboration 'e.g.# 5igsaw# case study+ would probably be most comfortable to students as opposed to uncontrolled# unstructured experiences 'i.e.# team pro5ects+. =esults indicate that most students prefer to be active in their learning process. he active and collaborative teaching methods examined in this study are not only desirable to many students# but they also appear to produce significant improvement in terms of learning outcomes Retrieved from 8anuar* 2=, 2049http://class.web.nthu.edu.tw/e-files/%%9/1%%9/img/1#$1/7./ffectiveteachingmethod
sforlargerclasses.pdf

@hiya '())3+ said in her study on he Importance of $earning 4tyles and $earning 4trategies in 1-$ eaching in Fapan that teaching learning strategies is especially useful for the latter learners. $earning strategies should be selected to match the activity. eachers may teach their students some strategies# yet these

strategies might not fit them all the time. "hether teachers teach students optional strategies is definitely an important factor and will affect whether they can be proficient 1nglish learners. As their learning styles are different# their preferred learning strategies are different# too. If they can find the strategies which are effective for studying# they will be able to study successfully. 4tenvall '()**+ identified the result on her study in "orking with $iterature in 6igh 4chool shows that the teachers in this study used varying teaching methods to encourage and motivate their pupils in reading 1nglish literature in order to develop linguistically. "hen processing the literature# oral discussions and sharing of personal thoughts and experiences with others were essential in order to reach a deeper understanding of the texts. he areas where the pupils experienced the main improvement were vocabulary# spelling# pronunciation and syntax. Additionally# by reading novels and watching films# the pupils developed understanding for people not sharing the same culture or circumstances of life. he above statement therefore concludes that in order for the students to have a deeper understanding on literature# teachers should have utili7ed different teaching techni.ues that will help the learners.

Local Studies :erona '())G+ mentioned in her study entitled pupils achievement in combination classes. eaching 4trategies and

hat the teachers influence never

stops> it affects eternity. hats why the search for the best methods of teaching is continuous for those teachers who would like their classroom environment to be very lively# dynamic# conducive to learning and influential. 4he cited the study of A.uino# the teacher should understand pupils by training them to be effective and independent learners. he teacher also

considers the growth and development of the child. @hildren should grow in knowledge and ideas# in habits# skills# and abilities by giving and providing them varied activities and experiences that will enhance their development in the classroom. :erona '())G+ also cited the study of 4arno. 4he stated that the use of strategies varies according to the sub5ect matter presented. %ased on her findings# it showed that lecture ventilated classrooms> and ade.uate observation of classes by school administrator. :erona cited that the teaching strategies is refers to the techni.ues used to structure the learning environment. It also refers to the tactics in teaching. eaching strategies would certainly demand that teacher should know what to

teach the sub5ect.

he manner and the style of lesson presentation by the

teacher is dependent the teachersexperiences# background preparation# personality# knowledge of the sub5ect matter and the learning situation. blending of these factors can be seen in the pupils achievement. -lores '())H+ cited from the study of 3aug '())(+ that the Jariation of teaching strategies and techni.ues is very necessary. o decide what teaching he

strategy to use for a particular lesson because the number of factors that should be considered is .uite large. eachers must know how to engage their pupils in the learning process and how to organi7e information so that others can learn it. -lores and Adams '())H+ cited from the study of 4agay '()))+ on his study entitle 1ffectiveness of selected strategies in teaching 6eograpiya# Basaysayan at 4ibika# a teacher affects eternity and he can never tell where his influence stops. 6e believes that a teacher plays a vital role in the development of well rounded individual. he effectiveness and skills of students therefore rely on the effectiveness of teachers and on the strategies heAshe is using in teaching. @anter '())H+ cited 3e Asis '())4+ on her study entitled =eading comprehension level and Academic Achievement of -ifth :rade# the believed

that there is no best or single method to achieve the desired teaching-learning goals# hence the need to use a variety of teaching strategies to respond to the many different ways by which pupils learn the use of combination of the different strategies was of great help. All the teachers employed the .uestion-and-answer# lecture method# assignmentAhomework# and combination of strategies. Ioleta '())C+ cited %oiser '()))+ in her study entitled he use of selected

strategies in teaching of sociology teaching strategies are teachers plan or ways to meet or address certain situations from knowing students# their 5ob and what are supposed to be developed in themselves to be or better. Ioleta '())C+ also cited 4an 3iego ' ())3+ laid the stress with the wise selection of the use variety of teaching instruction devices or audio visual media experiences can be provided that will develop understanding. 3e belen '())3+ in her study that a teacher can employ several teaching strategies to make instructions more effective in teaching. Ioleta cited also cited -lores '())H+ defined teaching strategies in the truest sense constitute all that teachers do in planning# implementing and evaluating instruction. /ethod or strategies are the procedures wAc a goal of teaching is reached# a purpose is accomplished or a result is achieved. It includes ways through which the teacher does everything.

/ateo '())K+ on her study entitled 1ffects of different 4trategies in .$.1.#

she stated that there is problem concerning method or strategies and it simply means what method should apply. he choice of strategies depends upon many factors such as types of lessons# aim# and expected result# sub5ect maturity of pupils. According to ;atividad '())H+# A skillful teacher uses a variety of means to further arouse or mountain curiosity in the courses of lesson. he most important aspect of .uality of instruction is the degree to which the lesson makes sense to student. ;atividad '())H+ and ;ievera cited the study study of %onifacio entitled =ealtive 1ffectiveness of the literature based and the traditional teaching approaches# they pointed out that teaching to be effective should be supplemented with different instructional devices. /odern teaching devices improve classroom instruction and are effective means of motivating thestudents. 6e also cited :regorio '())(+ believed that student involvement is used as instructional strategy to make learning meaningful.

Synthesis he foregoing literature and related studies focused on teaching strategies

in literature and its effectiveness which is vital in this study to determine the effectiveness of teaching strategy in literature as perceived by the 6igh 4chool students of 0niversity of &erpetual 6elp 4ystem 3A$ A /olino @ampus. he researchers based on study of :erona mentioned in her study entitled eaching 4trategies and pupils achievement in combination classes. hat the

teachers influence never stops> it affects eternity. hats why the search for the best methods of teaching is continuous for those teachers who would like their classroom environment to be very lively# dynamic# conducive to learning and influential. he teacher also considers the growth and development of the child. @hildren should grow in knowledge and ideas# in habits# skills# and abilities by giving and providing them varied activities and experiences that will enhance their development in the classroom. he researchers based this study to 1bonuluwa '()**+ in her study entitled eachers &erceptions of 1ffective 4trategies for eaching $iterature to

enhance 4tudents $earning investigated the teachers perception of effective strategies for teaching literature to enhance students learning. 4he said that

literature as a sub5ect of study trains every learner to develop love for reading and most important develop reading and writing skills. 1ffective teaching

literature prepares learners for literacy and goes a long way to e.uip learners

with skills ranging from developing critical thinking# being creative in writing to ac.uiring skills for lifelong learning. %ased on the findings the researchers recommended that literature teachers should utili7e all effective strategies in teaching to enhance students learning. he researchers found essential literature of "ardellD 2oung '())(+ 1lley and /angubhai found that the students who were exposed to literature progress in reading and in listening comprehension at a dramatic rate# demonstrating the role literature can play in helping students learn 1nglish as second language. he other literature and related studies were e.ually vital in determining the teaching strategies in literature and its effectiveness.

Chapter & +esearch 7ethodology

his chapter describes the methods and formulas that the researchers

used in conducting the study. It includes detailed information about the following important points? he methods of research# population sampling# and description of the respondents# research instrument# data- gathering procedures and the statistical treatment of data.

7ethods of +esearch hedescriptive method of research will be used for the study. 3escriptive methods of research are usually the best methods for collecting information that will demonstrate relationships and describe the world as it exists. he aim of

descriptive research is to verify formulated hypothesis that refers to the present situation in order to elucidate it (n.d. . Retrieve from

http$::ori.hh'.gov:education:product':'d'u:re'>de'4.htm he researchers use this method to obtain profile of the respondents> teaching strategies and it use to obtain first hand data from the respondents so as to formulate rational and sound conclusions and recommendations for the study.

3escriptive research

describes and interprets !what is8. It is

concerned with conditions or relationships that exist> practices that prevail> beliefs# point of view# or attitudes that held> processes that are going on or trends that are development. Its ma5or purpose is to tell what is. It seeks to describe a field or problem by using .uestionnaires. It pays close attention to such issues as measurement and sampling. he

aim of descriptive research is to obtain profiles of people# events or situations1harma, M. (2009 . Re'earch Methodo"og*.!ar*agan; (e6 !e"hi$ %nmo" +ub"ication' +?T. LT!. 4urvey .uestionnaire will be administered to the (*4 respondents. 4urvey method is being used in this study. In survey method research# participants answer .uestions administered through interviews or .uestionnaires. After

participants answer the .uestions# researchers describe the responses given. In order for the survey to be both reliable and valid it is important that the .uestions are constructed properly. Luestions should be written so they are clear and easy to comprehend .a"e, 8. (2044, 1eptember 27 . The 5 7a'ic T*pe' of !e'criptive Re'earch Method'.Retrieved from

http$::p'*chcentra".com:b"og:archive':2044:0@:27:theA5Aba'icAt*pe'AofA de'criptiveAre'earchAmethod':.

he researchers use survey method to gather information from the respondents by simply asking .uestions through the use of .uestionnaires. hrough the use of this method it is to describe or interpret the answers given by the participants

Population8 Sample Si1e and Sampling Techni/ue his contains the &opulation# 4ample si7e and 4ampling techni.ues used by the researcher to determine the various types of statistical information of a

.ualitative or .uantitative nature about the whole by examining a few selected units# and the scientific procedure of selecting those sampling units which would provide the re.uired estimates with associated margins of uncertainty# arising from examining only a part and not the whole. he total population of the high school students from * st year to fourth year is *#*<H. he researchers sampled five selected year levels of the high school

students at 0niversity of &erpetual 6elp 4ystem 3alta /olino 4.2. ()*3-()*4 to represent the whole population. he selection of each sample for the study was determined through the clustering sampling techni.ue. he researchers cluster

the year levels handled by the five 1nglish teachers. @luster sampling techni.ue is used when the total population of a big geographical area is studied.

@alderon '()))+ in cluster sampling# population is divided into units or groups# called strata 'usually they are units or areas in which the population has been divided in+# which should be as representative as possible for the population.

"escription of +espondents his section contains the description of the respondents who provided information about the teaching strategies used by their teachers. otal number of respondents is (*4 as that are being determined through the use of cluster sampling techni.ue.

Table # )re/uency and Percentage "istribution of the 2ender +espondents of the Study

2ender /ale -emale Total

)re/uency KK *(C %#(

Percentage 4* H< #99

able showed the percentage distribution of the profile of the high school students of 0&643 M /olino @ampus when they are grouped according to gender. It showed that out of (*4 students# more than half of them were female

with H<N share in the distribution. En the other hand# there were 4*N of them who male students. Table % )re/uency and Percentage "istribution of the 'ge of the +espondents of the Study 'ge *C years old and above *4-*H years old *3 and below T5T'L )re/uency C( *)< 43 %#( Percentage "9 &1 "0 100

able ( showed the percentage distribution of the profile of the 5unior high

school students of 0&643 M /olino @ampus when they are grouped according to age. It showed that out of (*4 students# more than half of the students were from the age group *4 M *H year old having a H*N share in the distribution. Also# there were (<N of them who belong to the age group *C year old and above. $astly# there were ()N of them who came from the age group *3 year old and below.

Table & )re/uency and Percentage "istribution of :ear Le,el of the +espondents :ear Le,el :rade G :rade K hird 2ear -ourth 2ear T5T'L )re/uency 4) 4H 4( KG %#( Percentage *< (* (* 3< #99

able 3 showed the percentage distribution of the profile of the high school students of 0&643 M /olino @ampus when they are grouped according to year level. It showed that out of (*4 students# ma5ority of them were fourth year students with 3<N share in the distribution. In addition# it showed that third year and grade K students has an e.ual share of distribution with (*N each.

-inally# there were *<N of the students were :rade G.

Table ( )re/uency and Percentage "istribution of the 2ender of Teacher +espondents Teacher +espondents 7ale )emale T5T'L )re/uency # ( * Percentage %9 ;9 #99

able 4 showed the fre.uency and percentage distribution among the 1nglish 6igh school teachers according to gender. /a5ority of them are female teachers 'K)N+.

Table * )re/uency and Percentage "istribution of the 'ge of Teacher +espondents 'ge 4)-4K years old (C-34 years old (* years old and below T5T'L )re/uency ( ( * * Percentage 4) 4) () #99

able H showed the fre.uency and percentage distribution of the age of teacher respondents. %oth 4)-4K years old and (C-34 years old got 4)N. In addition ()N of them belong to (* years old and below.

+esearch Instrument 4urvey .uestionnaires were used as the data-gathering instruments for this study. 1ach .uestionnaire contained items pertaining to the demographic profile of the teacher# students and the teaching strategies used in teaching literature. he survey .uestionnaire has three parts. he first part is about the

demographic profile of the 1nglish 6igh 4chool eachers and students.

he profile of the teacher contains the name# gender# employment status# educational attainment and length of service. "ith regards to students profile it contains the name# gender and yearAsection. he second part contains the common teaching strategies used by the literature teachers. he last part contains the statementsAcharacteristics which

describes the teaching strategies. In this part the researchers use a $ikert 4cale. 4-1xtremely1ffective 3-6ighly 1ffective (-4lightly 1ffective *-;ot at all 1ffective.

"ata 2athering Procedure he following procedures were observed in data collection and management? Phase #< he researchers wrote a permit to conduct a survey that was

sent to the 6igh 4chool &rincipal# /rs. 1rlinda Arguelles# of the 0niversity of &erpetual help 4ystem 3alta /olino- 6igh 4chool 3epartment. Phase %< 0pon approval of the re.uest# the researchers went to the head of the 6igh 4chool 1nglish 3epartment# /s. Foy Abuan last -ebruary (4#()*4 to

ask for the list of 1nglish teachers and as well as their handled sections. Phase &< After getting the profile of the teachers# the researchers distributed the .uestionnaires to the respondents last /arch )G# ()*4. he

respondents were given *Hminutes to answer the survey .uestionnaires. researchers had finish conducting the survey 5ust for one day.

he

Phase *< After conducting survey# the researchers started to tally the responses given by the participants. hen it was sent to the statistician. Phase (< After the gathering of data# the researchers then proceeded with the writing of @hapter 4 and H of the research.

Statistical Treatment o answer the problems posted in the study# the following statistical tools were applied to the data collected?

#$ Percentage Computation

"here? ( O &ercentage / O -re.uency

n O ;umber of respondents

his was used to get the fre.uency and percentage distribution of the number of respondents per level.

%$ 3eighted 'rithmetic 7ean -ormula?

"here? (O is the mean )*O sum of data values + O number of all data values

he mean score was used to determine the level of effectiveness of the teaching strategy. /oreover# the four point $ikert scale was used to measure the degree of effectiveness of teaching strategies. he scales design is illustrated below?

Interpretation 1xtremely 1ffective 6ighly 1ffective 4lightly 1ffective ;ot at all effective

Point System 4 3 ( *

Scale 3.(K M 4.)) (.H( M 3.(G *.GC M (.H* *.)) M *.GH

he point system gave e.uivalent measurements and corresponding interpretations. &$ Chi<s/uare Test is a statistical test commonly used to compare observed data with data we would expect to obtain according to a specific hypothesis. -ormula? O 6" 'df#;Ototal P of responses+O 6" p 7.ooo 8

"here? Q(O chi s.uare distribution 3fO 3egree of freedom ;Ototal responses his statistics used to determine the significant relationship between the profile and degree of effectiveness of teaching strategy.

Chapter ( Presentation8 'nalysis and Interpretation of "ata

his chapter deals with the presentation# analysis and interpretation of the gathered data in response to the issues being raised in this study.

"emographic Profile -igure *-H showed the demographic profile of the respondents according to age# gender# and year level.

-igure *.Profile of the =unior !igh School Students of >P!S" ? 7olino Campus according to 'ge

-igure showed the percentage distribution of the profile of the 5unior high school students of 0&643 M /olino @ampus when they are grouped according

to age. It showed that out of (*4 students# more than half of the students were from the age group *4 M *H year old having a H*N share in the distribution. Also#

there were (<N of them who belong to the age group *C year old and above. $astly# there were ()N of them who came from the age group *3 year old and below.

-igure (.Profile of the =unior !igh School Students of >P!S" ? 7olino Campus according to 2ender

-igure showed the percentage distribution of the profile of the 5unior high school students of 0&643 M /olino @ampus when they are grouped according to gender. It showed that out of (*4 students# more than half of them were

female with H<N share in the distribution. En the other hand# there were 4*N of them who male students.

-igure 3.Profile of the =unior !igh School Students of >P!S" ? 7olino Campus according to :ear Le,el

-igure showed the percentage distribution of the profile of the 5unior high school students of 0&643 M /olino @ampus when they are grouped according to year level. It showed that out of (*4 students# ma5ority of them were fourth year students with 3<Nshare in the distribution. In addition# it showed that third

year and grade K students has an e.ual share of distribution with (*N each. -inally# there were *<N of the students were :rade G. Teaching Strategies used by !igh School Teacher

able C showed the teaching strategies often used by the 6igh 4chool teacher.

able C.Teaching Strategies used by !igh School Teacher

!eaching strategies 1ole pla(ing ;roup interaction <iscussion of the message =riting reflection about the stor( >ral reading b( the students >ral reading b( the teacher =atching video/films 1eaders theatre 9re:uenc( 1%% 1&9 1&0 14& 140 111 $9 $& 7% 70 #&

Percent
77.&7 74.#0 70.09 %7.7% %&.4" &1.$7 41.&$ #9.7" #&.&1 #".71 1%.#&

1. ". #. 4. &. %. 7. $.

1ank 1st "nd #rd 4th &th %th 7th $th 9th 10th 11th

9. ?tor( board 10. @haracter @harts 11. 0icture !alk

R/ultiple responses

able C showed the overall percentage and ranking of the teaching strategies used by the 1nglish high school teachers in teaching literature as

perceived by the 5unior high school students of 0&643 M /olino @ampus. It showed that role playing got the highest percentage which is GKN# followed by group interaction got G4N# discussion of the message got G)N# writing reflection about the story CKN# oral reading by the students got CHN# oral reading by the teacher got H(N# watching video got 4(N# readers theatre got 4)N# story board

got 3CN# character charts got 33N# and picture talk got the lowest percentage which is *CN. According 4alandanan '())(+ said that role playing is a fun guaranteed and action filled teaching strategy which never fails to catch attention. =ole playing is one of teaching strategies often used by the teacher because it promotes the process of cross-cultural dialog while at the same time it provides opportunities for oral communication. In role playing# an internali7ation of work attitudes and positive values is assured among the young especially at a stage when they are forming significant impressions that are recreated and enriched through adulthood.

"egree of -ffecti,eness of the Teaching Strategies of the -nglish !igh School Teachers in Teaching Literature able C showed the degree of effectiveness of the teaching strategies of the 1nglish high school teachers in teaching literature.

able C$ )re/uency8 Percentage and 3eighted 'rithmetic 7ean of the "egree of -ffecti,eness of the Teaching Strategies of the -nglish !igh School Teachers in Teaching Literature

$egend? Scale 4 3 ( * +ange 3.(C - 4.)) (.H* - 3.(H *.GC - (.H) *.)) - *.GH Interpretation 1xtremely 1ffective 6ighly 1ffective 4lightly 1ffective ;ot at all 1ffective

he table C showed that the respondents considered that the teaching strategies used by the 1nglish high school teachers in teaching literature are extremely effective like statement K '/O3.3K+# statement C '/O3.3G+# statement

4 '/O3.3C+# statement < '/O3.34+ and statement *) '/O3.(G+. En the other

hand the respondents considered that the teaching strategies used by the 1nglish high school teachers in teaching literature are highly effective like statement ('/O3.(4+# statement G'/O3.*K+# statement 3'/O3.**+# statement H '/O3.)(+# and statement *'/O3.)*+. As a result# the overall computed weighted arithmetic mean value of 3.(3 which is verbally interpreted as high level of effectiveness on the teaching strategies used by the 1nglish high school teachers in teaching literature. his

finding means there was a high level of effectiveness on the teaching strategies used by the 1nglish high school teachers in teaching literature as perceived by the 5unior high school students of 0&643 M /olino @ampus. According to e5ero '()*)+ said that an 1nglish teacher must have a

variety of activities during the class period. he maximum value of literary period is attained when we intermingle individual and group work# oral and silent reading# dramati7ations# discussions and other interactive strategies in teaching literature.

Significant

+elationship

bet6een

the

Profile

and

the

"egree

of

-ffecti,eness in Teaching Strategies of -nglish !igh School Teachers in teaching Literature

able G showed the relationship between the profile of the respondents and the degree of effectiveness of teaching strategies in literature.

able G. +elationship bet6een the Profile and the "egree of -ffecti,eness in Teaching Strategies of -nglish !igh School Teachers in teaching Literature
0rofile Cge ;ender Dear Eevel A "14 "14 "14 <f " 1 # 6" <istribution &.99 #.$4 7.$4 @hi - ?:uare Balue ##.710 %.74$ "".07& 1emarks ?ignificant ?ignificant ?ignificant

able G showed the overall computed @hi M s.uare values involving the profile of the respondents. It showed that the overall computed @hi M s.uare value for age and the effect of teaching strategies is 33.G*) which is greater than the critical value of H.<< with ( as degree of freedom# the null hypothesis that there is no there is no significant relationship between the age and the degree of effectiveness of the teaching strategies of 1nglish high school teachers in teaching literature as perceived by the 5unior high school students of 0&643 M /olino @ampus was not supported.

6ence# it showed the overall computed @hi M s.uare values involving the profile of the respondents. It showed that the overall computed @hi M s.uare value for gender and the effect of teaching strategies is C.G4K which is greater than the critical value of 3.K4 with * as degree of freedom# the null hypothesis

that there is no there is no significant relationship between the gender and the degree of effectiveness of the teaching strategies of 1nglish high school teachers in teaching literature as perceived by the 5unior high school students of 0&643 M /olino @ampus was not supported $astly# it showed the overall computed @hi M s.uare values involving the profile of the respondents. It showed that the overall computed @hi M s.uare value for the year level and the effect of teaching strategies is ((.)GH which is greater than the critical value of G.K4 with 3 as degree of freedom# the null hypothesis that there is no there is no significant relationship between the year level and the degree of effectiveness of the teaching strategies of 1nglish high school teachers in teaching literature as perceived by the 5unior high school students of 0&643 M /olino @ampus was not supported. In general the researchers found out that the demographic profile of the respondents had a significant relationship between the degree of effectiveness of teaching strategies because as for them teacher should always consider the

learners in choosing strategies and of course the growth# development and needs of the children for effective learning.

Chapter * Summary8 Conclusions and +ecommendations

his chapter deals with the summary# inclusive of the findings and the conclusions as well as the recommendations which the researchers deemed necessary.

Summary his study sought to determine the teaching strategies and its effectiveness. he researchers raised the following .uestions? "hat is the

demographic profile of the participants9 he ma5ority was female students H<N# 3<N ages *4-*H years old from the fourth year level H*N. "hat teaching strategies are being used by the 1nglish high school teachers in teaching literature as perceived by the high school students 0&643 - /olino9 he most often used teaching strategy in teaching literature was role playing which gave an overall result of GKN. "hat is the degree of effectiveness of the teaching strategies of the 1nglish 6igh 4chool eachers as perceived by the students9

-ive teaching strategies were said to be extremely effective and the other five was highly effective which gave an overall result of '/O3.(3+ highly effective as

perceive by the respondents. Is there a significant relationship between the profile of the respondents and degree of effectiveness of the teaching strategies as perceived by the students9 here was a significant relationship. Conclusions %ased on the findings# the following conclusions were drawn? *. /a5ority of the respondents were from the female students ages *4-*H years old from the fourth year level. (. =ole playing was often used teaching strategy in teaching literature.

3. 4.

he degree of effectiveness of teaching strategy was highly effective. here was significant relationship between the profile and the degree of effectiveness of the teaching strategies of 1nglish high school teachers in teaching literature.

+ecommendations %ased on the findings and conclusions made# the following

recommendations are suggested? Teachers$ he 1nglish teacher must continue to use their teaching strategies in teaching literature to sustain the interest of the students and have an effective learning among the students.

Students. o sustain their interest in literature through the use of these highly effective teaching strategies by their 1nglish teachers.

School 'dministrators.

o let the 1nglish teachers continue to use these

highly effective teaching strategies in teaching literature.

)uture Teachers$

hey must adapt these teaching strategies to develop a

highly effective learning in teaching literature.

)uture +esearchers$

hey can adapt or use this study to search more

information about the teaching strategies.

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Theses
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-lores# /anolito J. ';ovember ())H+. 1ffectiveness of 4elected 4trategies in eaching 6eograpiya# Basaysayan at 4ibika.

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-lectronics@
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eaching $iterature

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6ow to write a reflection of book

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eachers &erceptions of 1ffective 4trategies for eaching $iterature

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