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LEVEL OF APPRECIATION IN LITERATURE AMONG
SELECTED GRADE 7 STUDENTS OF LANGKAAN II
NATIONAL HIGHSCHOOL
Submitted by:
10-Quirino
Loria, Mary Anvil B.
Delmonte, Daniel C.
Tabornal, Juliana S.
Placio, Rochelle A.
Cuaresma, Khyian G.
Obra, Mary Grace M.
Andales, Mary Jane
Mozo, Ezekiel T.
Espinosa, Jonalyn E.
Submitted to:
Mrs. Remelin M. Matibag
Teacher in English

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CHAPTER I
Introduction
Literature is a collection of ideas and imagination of an author’s mind. It is an
imaginary composition, an imitation of life. This means that literature is inspired by the real
lives of people, events or situations that we could learn from and that is why it should be
appreciated more. According to Ogenlewe (2006), literary appreciation refers to the
evaluation of works of imaginative literature as an intellectual or academic exercise. In this
process, the reader interprets, evaluates or classifies a literary work with a view to
determining the artistic merits or demerits of such a work.
Literary works moves the heart of millions of people worldwide. Out of all
recreational activities that a human could do, reading is still the best for it has many
benefits. Reading helps in people’s relaxation. Simply by opening a book, one is allowed to
be invited into a literary world that distracts the reader from his or her daily stressors. When
reading, the mind slowly pulls someone into imagining worlds and different scenes, into
picturing characters and creating new ideas in the reader’s head.
Eventually, the rise of modernization made reading become less popular. In 2015,
43 percent of adults read at least one work of literature in the previous year. That is the
lowest percentage in any year since the National Endowment for the Arts (NEA) surveys
began tracking reading and arts participation in 1982 when the literature reading rate was 57
percent. People tend to read less because they prefer to watch T.V, play online games and
surf through the internet. Although those things have their own benefits, reading is still the
best way to learn. According to Twenge (2018), in the early 1990s, 33 percent of 10th-

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graders said they read newspapers almost every day. By 2016, that number went down to
only 2 percent.
Today, millions of students don’t appreciate literature and forgot the essence of
reading, that’s why the researchers chose grade 7 students as respondents so that in an early
stage of their high school, these students will be able to determine the level of their
literature appreciation and with that, they would know what to improve when it comes to
understanding literature.

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Statement of the Problem
Generally, this study aims to determine the Level of Appreciation in Literature
among Selected G7 Students of Langkaan II National Highschool
Specially, this study sought to answer the following questions,
1. What is the level of appreciation in literature among the students?
2. What type of literature do students preferably read?
3. What motivates students to read literature?
Objectives of the Study
This study aimed to:
1. Identify the type of literature that students read.
1. Know the factors that motivates students to read literature.
2. Determine the level of appreciation in literature among students.
Significance of the Study
This study will be beneficial to the following:
Students: Through this study, students will be informed about their level of
appreciation in literature. This will help them on discovering the things that they could gain
when they show value on literary works.
Parents of the students: This study will show them that there is an advantage when
their children admire literature than those who don't see its worth. This will guide them on
how to gives enough knowledge about the impact of literature appreciation among their
children.

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Teachers: By this study, they can help their students by encouraging their students
to read more for it gives them knowledge that could help them to be more flexible in
understanding literature that could have a benefit in their academic performance.
Community:
School and future researchers: This research may be used as a reference for
further study when it comes to literature appreciation.
Time and Place of the Study
The study was conducted within the period fourth grading period of school year
2019 to 2020 at Langkaan II National Highschool. Data gathering will be performed on the
start of the study.
Scope and Limitation of the Study
This study is mainly concerned and limited only in determining the demographic
and the literature appreciation of selected Grade 7 Students of Langkaan II National
Highschool. The participants of the study are consisting of 100 Grade 7 Students of LNHS
who are enrolled in school year 2019-2020 at Langkaan II National Highschool.
Operational Definition of Terms
To provide better understanding on various terms that are used in the study, the
subsequent terms are theoretically and operationally defined:

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Literature. It is any body of written works. More restrictively, literature refers to
writing considered to be an art form or any single writing deemed to have artistic or
intellectual value, often due to deploying language in ways that differ from ordinary usage.
Appreciation. It is a recognition and enjoyment of the good qualities of someone or
something.
Encourage. It is to give support, confidence, or hope to (someone).
Impact. It is a strong effect on someone or something.
Flexible. A person who is ready and able to change so as to adapt to different
circumstances.
Stressors. It is something that causes a state of strain or tension.
Modernization. It is the process of social change whereby less developed societies
acquire characteristics common to more developed societies
Internet. It is in an electronic communication network that connects computer network and
organizationalcomputerfacilitiesaroundtheworld.
Cognitive Impairment. It is a condition in which a person has a trouble
remembering learning new things, concentrating, or making decisions that affect their
everyday life.
Subsequent. It is refers to something that happens after something else.
Venture. It is an act to start or to do something new or different that usually
Emphatic - showing an ability to understand and share the feelings of another.
Avid – It is an act of having or showing a keen interest in or enthusiasm for
something.

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Innate. It is being a part of the innermost nature of a person or thing.
TheoreticalFramework
AccordingtoDonelsonandNilsen(2009),literatureappreciationoccursinsevenstages.“The
PleasureandProfit”inwhichliteraryappreciationisasocialexperience,“Decoding”whereinliteracyis
developed,“LosingYourself”wherereadingbecomesameansofescaping.“Findyourself”wherethe
readersdiscoverhisorheridentity,“Venturebeyondself”whereinthepersonwillassesstheworldaround
himorher.“VarietyinReading”inwhichthepersonreadswidelyanddiscussesexperienceswithhisorher
peers.Meanwhile,thelaststagetacklesabout“AestheticPurposes”inwhichthepersonisanavidreader
whoappreciatestheartisticvalueofreading.
Thetheoriesandstudiesofreadingisbyfarthedominantsourceofsupportforliterature
appreciation.Researchhasprovidedevidencethatreadinghasdifferentbenefits:
According to Lewis (2009), reading for six minutes can ease the tension in the
muscles and slow down the heart rate. Reading worked best, reducing stress levels by 68
percent.
Reading a lot of fiction become more empathic, because fiction is a simulation of
social experiences, in which people practice and enhance their interpersonal skills (Oatley
K, 2002)
The scientists proved that reading novels exposes children to more words than any
other sources. Consistent reading does improve vocabulary, regardless of innate
intelligence. (Cunningham and Stannovich, 2001)

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While reading does improve one’s vocabulary, research indicates that a large
vocabulary may lead to a more resilient mind by fuelling what scientists call cognitive
reserve. One way to think about this reserve is as your brain’s ability to adapt to damage. A
measure of cognitive reserve, can protect against cognitive impairment (Seoane, 2014)

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REVIEW OF RELATED LITERATURE
Literature is anybody of written work that comes in any forms as time goes by. It
could be digital or printed. Ogenlewe (2006) posits that ‘literary appreciation refers to the
evaluation of works of imaginative literature as an intellectual or academic exercise.’ In this
process the reader interprets, evaluates or classifies a literary work with a view to
determining the artistic merits or demerits or such a work. The term literature cannot be
separated with literary appreciation. Literary appreciation is the ability to understand, enjoy,
and evaluate literary works. It studies the writing styles and literary devices which are used
within texts. Literature is the object that literary appreciation looks to study and the medium
through which literary appreciation can be expressed.
According to Donelson and Nilsen (2009) lliterary appreciation occurs in seven
stages which is pleasure and profit (literary appreciation is a social experience), decoding
(literary is developed), lose yourself (reading becomes a means of escaping), find yourself
(discovering identity) venture beyond self (assessing the world around them) variety in
reading (reads widely and discusses experience with peers) aesthetic purpose (appreciates
the artistic value of reading). One of the attempts to make such masterpieces more
important is to appreciate literary works. By doing so, all written materials are not meant to
be merely a combination of words that is made readable. We can get as many benefits as
possible, including the sense of joy, fascinating knowledge, experience of life, and so on.
Arrowsmith (2012) found a study that states the three common intrinsic motivations
for reading which is involvement because most readers enjoy being fully engaged—"lost" in
a good book and hat feeling motivates them to keep reading. Curiosity in which literature

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intrigues them and spark their natural curiosity and socialization that incorporate
meaningful opportunities for students to talk about books: pair or small group sharing,
literature circles, Socratic Seminars, point-counterpoint challenges, debates, role playing, or
simulations.
Fakoya and Ogunpitan (2001) found that literary appreciation can be called the
process by which the reader of a work of literature acquires a meaningful understanding of
its theme and gains personal insight into the structure of this same work. Developing
literary competence is one of the most important outcomes of teaching literature. This refers
to students’ internalizing the grammar of literature, which allows them to convert linguistic
sequences into literary structures and meanings.
According to Mallikarjun (2003), literature that is studied for its intrinsic merit and
enjoyment is a powerful educational tool that imbues values, style of language, and many
other opportunities for learning into the minds of learners. Literature is an example of
language in use and is a context for language use. Thus, studying the language of literary
texts as language in operation can be seen as enhancing the learners’ appreciation of aspects
of different systems of language organization. Consequently, teaching language through
literature acts as a means of cultural enrichment and acquaints the learner with
understanding how communication takes place in their own context. It involves learners
mentally and physically and makes language learning more interesting and exciting.
Megawangi (2004) claimed that nine pillars of character which contain the noble
universal values that can be achieved by learners to develop the intellectual thoughts,
feelings, and actions. Those values can be developed through literary appreciation. They

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will portray characters and their attitudes to explore the possibility to discover the nine
pillars of the nation’s character that are hidden behind the actions and behaviour of the
characters.
REVIEW OF RELATED STUDIES
According to the study of "Innovative Learning Tasks in Enhancing the Literary
Appreciation Skills of Students," the findings generally imply that literary reading
performance of students is dependent on their literary appreciation skills. Hence, when
literary appreciation skills are enhanced, the better the students can manifest a higher level
of knowledge in literature reading. This will allow students to understand better the human
emotions, insights, themes, and ideas, and significant human experiences conveyed in
different literary texts. Therefore, the utilization of innovative learning tasks will make
teaching and reading literature more interesting.
A study entitled “The Development of Literary Appreciation Instrument in Building
Students’ Character”, students makes them realize the importance of responding literary
works to develop character and it was positively perceived by 97% of the students
(Inderawati, 2012). The study found out that literary appreciation’s instrument is able to
increase the effectiveness of students’ appreciation result by achieving very good category
with the emerging of two or more such indicator. Besides, by distributing questionnaire,
95.3% students indicates positive attitude toward literary appreciation.
According to the study of Abida on the Critical Thinking Skills to Literary Works: A
Method of Teaching Language through Literature, the results of her study have significant
implications for teachers to teach language through literary works. By having literary works

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in the teaching and learning process, students find a perfect tool to seek the structure of a
language and linguistics devices that help them to learn the particular language
comprehensively. Using literary works students not only learn about the grammar and micro
linguistics but also gain information about the culture, context of the story, and hidden
meaning of the words. Teaching language through literature then definitely give a great
impact to the students’ ability to improve their competence in language. The essence of
literature offers students an opportunity to perceive and evaluate their own worth as
individuals. She found out that literary texts, can serve teachers tremendously to improve
learners’ critical thinking ability. (Abida, 2016)
Bradburn et al. (2006) shows that engaging with poetry can be effortful, several
positive benefits that can result from that effort are a deeper appreciation of the world
around them, a better understanding of oneself and others, comfort in difficult times, and
sheer enjoyment. These benefits specially say the immediate benefits of reading poetry are
improvements to vocabulary and verbal skill, improves critical thinking by forcing a reader
to think. In great poetry, meaning is not obvious or one-dimensional and an act of
deciphering poetry is an active practice, rather than the passive engagement encouraged
with. On the other hand, Poetry also develops empathy and insights by triggering the
memories and emotions in its readers. This connection between universal emotions and
personal experience encourages the development of empathy.
On the other hand, Ashton-Hay (2005) claimed that Drama is an influential and
beneficial teaching strategy. The history and development of drama as a teaching strategy is

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a result of valid use in various military, government and corporate business interests
throughout the world. This simply means that drama does engage multidimensional learning
styles including verbal-linguistic, interpersonal, intrapersonal, kinesthetic, spatial, and
logical and often incorporates music, or the music of language. She also stated that drama
can be used to create powerful social learning environments where students develop
improvisational speaking and emotional intelligence awareness skills. In addition, drama is
an appealing teaching strategy which promotes cooperation, collaboration, self-control,
goal-oriented learning as well as emotional intelligence skills.
Duke et al. (2003) study revealed Nonfiction materials incorporate information from
an array of subject areas, including math, science, social studies, technology, art, music, and
writing (thus nonfiction promotes learning across the curriculum. Given the benefits of
nonfiction, it is reasonable to conjecture that teachers in the primary grades would devote a
significant amount of instructional time to teaching nonfiction. Furthermore, early exposure
to nonfiction and informational texts may be the best preparation for the increase in
academic rigor that students will encounter at the intermediate grades (Stead, 2002).
Nonfiction allows children to have access to various literacy experiences (Padgett, 2006),
such as engaging in inquiry-based instruction such as conducting research to answer
questions and extend previous knowledge. Therefore, nonfiction reading and writing is an
important part of inquiry-based learning and should be a critical part of the early childhood
curriculum.

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CHAPTER III
METHODOLOGY
This methodology is useful for the topic in order to determine the level of literature
appreciation among the selected grade 7 students of Langkaan II National Highschool. This
chapter describes the research design, sources of data, sampling procedure, and collection of
data, as well as the statistical treatment in the analysis of data.
RESEARCH DESIGN
The researcher will use descriptive research design to gather all the necessary data
for the study. The process in this descriptive research will go beyond mere gathering and
tabulation data. With the use of the descriptive method, the researchers will be able to
identify the level of literature appreciation among the selected grade 7 students. The
researcher will gather data using survey questionnaire specifically constructed to determine
the level of literature appreciation of Grade 7 students.
SOURCE OF DATA
Data collection was done through both secondary and primary sources. Primary data
will be gathered through questionnaires. The secondary data will be gathered from various
websites.
RESEARCH INSTRUMENT
The research was further conducted through the use of a survey questionnaire. The
researchers will use a rating scale to represent respondent feedback in a
comparative form for specific features. The copy of the questionnaire of the research

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will be then placed on the appendices for the reader’s assurance to the validity of the
research.
DATA GATHERING PROCEDURE
The researchers had brainstorming and came up with a certain research title. After
the approval of the research title, the researchers started making chapters 1, 2 and 3 of the
research paper.
Once the research paper has approved, researchers made survey questions and asked the
instructor if they can gather information from the participants. After the permission will be
granted, the researchers started to conduct survey questionnaire. After the survey, the
researchers will compile all the data that they gathered for the analysis and computation.
STATISTICAL TREATMENT OF DATA
In order to determine the level of literature appreciation of the first year students at
Langkaan II National High School, the researchers will use the Likert’s Scale to determine
the level of agreement, from very high to uncertain.

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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analysis, interpretation and findings of the data as a result
of the survey conducted.
Based from the given formula, the researchers analysed and interpreted the collected
data from the participants which are presented in tabular form. The participants of the study
were the Grade 7 students of Langkaan II National Highschool.

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Table 1.1. Frequency and Weighted Mean Distribution of Students who can
recognize the Plot
Responses Frequency Weighted Mean Interpretation
Very High 31
4.05 High
High 49
Low 4
Very Low 14
Uncertain 0
TOTAL 100
Table 1.1 shows that 31 out of 100 students answered that they have a very high
understanding when it comes to recognizing the plot. On the other hand, 49 out of 100
answered high. Meanwhile, 4 out of 100 answered low. Then 14 out of 100 answered very
low and 0 or no one answered uncertain. As a result, majority of the students has a high rate
with a weighted mean of 4.05 when it comes to recognizing the plot.

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Table 1.2. Frequency and Weighted Mean Distribution of Students who can recognize
the Literary Devices employed by the Author
Responses Frequency Weighted Mean Interpretation
Very High 30
3.82 High
High 40
Low 14
Very Low 14
Uncertain 2
TOTAL 100
Table 1.2 presents that 30 out of 100 students answered that they have a very high
understanding when it comes to recognizing the literary devices employed by the author.
Then, 40 out of 100 answered high. On the other hand, 14 out of 100 answered low.
Furthermore, 14 out of 100 answered very low and 2 answered uncertain. Therefore,
majority of the students has a high rate with weighted mean of 3.82 when it comes to
recognizing the literary devices employed by the author.

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Table 1.3. Frequency and Weighted Mean Distribution of Students who can determine
the tone, mood and style of the author
Responses Frequency Weighted Mean Interpretation
Very High 48
4.18 High
High 34
Low 12
Very Low 6
Uncertain 0
TOTAL 100
Table 1.3 displays 48 out of 100 students answered that they have a very high understanding
when it comes to determining the tone, mode and style of the author. 34 out of 100 answered high.
12 out of 100 answered low. 6 out of 100 answered very low and 0 or no one answered uncertain. As
conclusion, majority of the students happened to be at a high rate with a weighted mean of 4.18
when it comes to determining the tone, mood and style of the author.

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Table 2.1. Frequency and Weighted Mean Distribution of Students who Enjoy
knowing more about Poetry
Responses Frequency Weighted Mean Interpretation
Very High 48
4.21 High
High 33
Low 6
Very Low 12
Uncertain 0
TOTAL 100
Table 2.1 indicates that 48 out of 100 students answered that their enjoyment is very
high when it comes to reading Poetry. Meanwhile, 33 out of 100 answered high. Then, 6 out
of 100 answered low. 12 out of 100 answered very low and 1 answered uncertain. Thus,
majority of the students has a high rate with a weighted mean of 4.21 when it comes to
knowing about Poetry.

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Table 2.2. Frequency and Weighted Mean Distribution of Students who
Enjoy knowing more about Drama
Responses Frequency Weighted Mean Interpretation
Very High 33
3.81 High
High 30
Low 9
Very Low 10
Uncertain 8
TOTAL 100
Table 2.2 shows that 33 out of 100 students answered that their enjoyment is very
high when it comes to reading Drama. Meanwhile, 40 out of 100 answered high. Then, 9 out
of 100 answered low. On the other hand, 10 out of 100 answered very low and 8 answered
uncertain. Majority of the students has a high rate with a weighted mean of 3.81 when it
comes to knowing about Drama.

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Table 2.3. Frequency and Weighted Mean Distribution of Students who enjoy
knowing more about Non-Fiction
Responses Frequency Weighted Mean Interpretation
Very High 42
4.12 High
High 27
Low 17
Very Low 10
Uncertain 4
TOTAL 100
Table 2.3 presents that 42 out of 100 students answered that their enjoyment is very
high when it comes to reading Non-Fiction. Then, 27 out of 100% answered high.
Meanwhile, 17 out of 100 answered low. Moreover, 10 out of 100 answered very low and 4
answered uncertain. As a result, majority of the students has a high rate with a weighted
mean of 3.86 when it comes to knowing about Nonfiction.

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Table 2.4. Frequency and Weighted Mean Distribution of Students Enjoy
knowing more about Fiction
Responses Frequency Weighted Mean Interpretation
Very High 40
4.02 High
High 37
Low 7
Very Low 12
Uncertain 4
TOTAL 100
Table 2.4 indicates that 40 out of 100 students answered that they have a very high
interest knowing more about fiction. Moreover, 37 out of 100 students answered high and 7
out of 100 students answered very low. Furthermore, 13 out of 100 students answered low
and 4 answered uncertain. Thus, majority of the students has a high rate with a weighted
mean of 4.02 when it comes to knowing about Fiction.

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Table 3.1. Frequency and Weighted Mean Distribution of Students who read because
there is something that they could learn from it
Responses Frequency Weighted Mean Interpretation
Very High 59
4.33 High
High 25
Low 6
Very Low 8
Uncertain 2
TOTAL 100
Table 3.1 indicates that 59 out of 100 students chose very high on the reason that
they read because there is something that they could learn from it. 25 out of 100 answered
high. 6 out of 100 answered low. 8 out of 100 answered very low and 2 answered uncertain.
As a result, majority of the students has a high rate with a weighted mean of 4.33 when it
comes to reading so that there is something they could learn.

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Table 3.2. Frequency and Weighted Mean Distribution of Students who read for
it connects them to the world
Responses Frequency Weighted Mean Interpretation
Very High 43
4.06 High
High 33
Low 11
Very Low 12
Uncertain 1
TOTAL 100
Table 3.2 shows that 43 out of 100 students chose very high on the reason that they read
because it connects them to the world. 33 out of 100 answered high. 11 out of 100 answered
low. 12 out of 100 answered very low and 1 answered uncertain. Thus, majority of the students
has a high rate with a weighted mean of 4.06 when it comes to reading because it connects
them to the world.

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Table 3.3. Frequency and Weighted Mean Distribution of Students who read for
Entertainment
Responses Frequency Weighted Mean Interpretation
Very High 47
4.13 High
High 36
Low 9
Very Low 5
Uncertain 3
TOTAL 100
Table 3.3 presents that 47 out of 100 chose very high on the reason that they read
because it is their entertainment. Moreover, 36 out of 100 students answered high and 9 out of
100 students answered very low. Then, 5 answered low and 3 answered uncertain. Therefore,
majority of the students has a high rate with a weighted mean of 4.13 when it comes to reading
for entertainment.

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Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter shows the summary of findings, conclusions and recommendations of the
researchers in the study entitled “Level of Appreciation in Literature among Selected Grade 7
Students of Langkaan II National Highschool”
SUMMARY OF FINDINGS
The data gathered from the survey questionnaire were computed and tabulated by the
use of the provided statistical treatment. The result was expressed in its weighted mean.
Specifically, this study answers the following questions:
1. What is the level of appreciation in literature among the students?
Based on the survey, students who can recognize the plot has a High rating with a
weighted mean of 4.05. Meanwhile, students who can recognize the literary devices employed
by the author also got a High rating with a weighted mean of 3.82. Moreover, students got a
High rating with a weighted mean of 4.18 when it comes to determining the tone, mood and
style of the author.
2. What type of literature do students preferably read?
The survey shows that students who enjoy knowing more about Poetry has a High
rating with a weighted mean of 4.21. Furthermore, students who enjoy knowing more about

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Drama is has a High rating with a weighted mean of 3.81. Then, students who enjoy knowing
more about Non-Fiction also has a high rating with a weighted mean of 4.12. On the other
hand, students who enjoy knowing more about Fiction has a weighted mean of 4.02 that can be
interpreted as a High rating.
3. What motivates students to read literature?
The researchers found out that students who read because there is something that they
could learn from it has a High rating with a weighted mean of 4.33. Meanwhile, the data also
shows that students who read because it connects them to the world has a High rating with a
weighted mean of 4.06. Then, students who read for entertainment still got a High rating with a
weighted mean of 4.13.
CONCLUSIONS
The following shows the conclusion of the researchers about the result the data
gathered that conveys the level of literature appreciation among Grade 7 students.
1. The researchers now conclude that students has a higher understanding and
appreciation when it comes to determining the tone, mood and style of the author compared to
recognizing the plot and the literary devices employed by the author. Although students had
the lowest weighted mean when it comes to recognizing the literary devices employed by the
author, it is still a positive outcome because students still got a High rating. With this level of
literary appreciation, universal values that can be achieved by learners to develop the
intellectual thoughts, feelings, and actions. It shows that the student’s characters and attitudes

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has a high possibility to discover the nine pillars of the nation’s character, supporting
Megawangi’s (2004) claim.
2. The researchers conclude that the students prefer reading more about Poetry than
reading about Fiction, Drama and Non-Fiction. This shows most of the grade 7 students are
great critical thinkers, has a high verbal and vocabulary skill and empathic, showing Bradburn
et al. (2006) claim. Meanwhile, students who read drama has the lowest weighted mean but it
can still be interpreted as a positive response for it can still be inferred to a High rating. This
means that there are few students who develop improvisational speaking and emotional
intelligence awareness skills strategic skills that promotes cooperation, collaboration, self-
control, goal-oriented learning as well as emotional intelligence skills.
3. What motivates students to read literature?
As a conclusion, what motivates students to read is because they know that there is
something that they could learn from it. On the other hand, students who read because it
connects them to the world has a lowest weighted mean but it can be also interpreted as a
positive feedback for it is still linked to a High rating.
RECOMMENDATIONS
The following shows the recommendations of the researchers for the parents, teachers,
students and future researchers.
1. The researchers would like to recommend the students to keep up the appreciation they have

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because at an early stage, they are capable of understanding literary works especially when it
comes to determining the mood, tone and style of the author As they move to another year
level, they should also try recognizing the plot and literary devices employed by the author.
They may also find it hard to understand at first but always keep in mind that there is always
room for improvement. As for the teachers, the researchers recommend that they should focus
more on discussing the plot and literary devices employed by the author so that as time goes
by, they would understand and appreciate the wonders of these devices.
2 The researchers strongly suggest that teachers should include on their discussions the type of
literary works that is about because based on our survey, only few of them knew about this and
preferred to read this type of genre that’s why introducing it to them could help the students to
learn and appreciate more about. Researchers also recommend the school libraries to include
reading materials about Drama so that the students could learn the wonders of it. On the other
hand, we also suggest the school to have activities that talks about poetry. With this, student’s
skills would be enhanced because they prefer this genre compared to other types of it. For the
students, try the art of poetry-writing habits where they can be comfortable in showing their
feelings by writing the poem, be consistent in having interest to it and be confident on what
they’re doing. In that case, it would increase their appreciation when it comes to Poetry.
3. The researchers recommend the teachers to focus on giving reading materials that has a lot
of things to learn about would catch the student’s attention for
It could make because they become curious resulting them to take time analyzing it. For the
parents, give our children any kind of literary piece like magazines, story books or any

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textbooks that has literature on it. Telling them to have time reading some of it and giving
information on what they are about to learn on it that can help them in any aspect of our daily
life. The researchers recommend the students to be careful and analyze the kind of literature
they are about to read first and choose only the ones that has a good moral lesson from it and
can help us developing our understanding and comprehension. We also recommend to them to
criticize the literature they are about to read, the literary devices used, the language and etc. so
that when time comes and they are the one who is going to write a piece, they are able to have
a masterpiece with no touch of a single mistake.
4. For the future researchers, the researchers recommend to focus on determining how well the
students know about literary devices since it has the lowest weighted mean in our data when it
comes to knowing the level of literature appreciation. The researchers suggest to make topics
that could be related to the kinds of literary devices.