1Lilamae Eniola Barcelo, MAEL, 2James O. Baes, LPT, M.E.d, MAEM
1Instructor, Jose Rizal Memorial State University, Siocon Campus, Philippines
2 Faculty, Graduate School, St. Vincent’s College Incorporated., Dipolog City, Philippines
Faculty, DMC College Foundation, Inc., Dipolog City, Philippines
Student, Doctor of Philosophy in English Literature, University of San Jose-Recoletos, Cebu City, Philippines
DOI : https://doi.org/10.47191/ijmra/v8-i03-31Google Scholar Download Pdf
ABSTRACT:
This study aimed to assess the teachers' views and students' feedback on the different approaches in teaching literature to Junior High school. A quantitative descriptive research design was employed in this study with the used of weighted mean, and standard deviation. Data were obtained from 8 teachers and 200 students of Junior Science High School in Siocon National Science High School, Schools Division of Zamboanga del Norte. Teachers ‘very much preferred’ their approaches in language based, paraphrastic, information-based and personal response, while they have ‘much preferred’ dealing with moral-philosophical and stylistic approaches to teaching literature. Moreover, students' is very much preferred their feedback in language based, paraphrastic, information-based and personal response, while they have ‘much preferred’ dealing with moral-philosophical and stylisticby the approaches employed by teachers in teaching literature. Generally, the student’s feedback is excellent in all the approaches employed in teaching literature.
KEYWORDS:Approaches in Teaching English Literature, Perception in teaching English literature, Students’ General Feedback in the Teaching of Literature, Philippines
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Volume 08 Issue 03 March 2025
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