EFFECT OF JOURNAL WRITING

ON STUDENTS’ KNOWLEDGE
AND APPRECIATION OF
LITERATURE
Researcher: CHARLES MARTIN M. PEREZ
Course: MASTER OF ARTS IN INSTRUCTION AND SUPERVISION-
LANGUAGE INSTRUCTION
 BACKGROUND OF THE STUDY

Literature is the foundation of life.

(Block & Mangieri, 2002).
Reading literary works does not only
function as entertainment, but also
gives moral values to influence
students’ behavior and to strengthen
the establishment of character and
personality. (Inderawati, 2012)
 BACKGROUND OF THE STUDY

In conventional teaching–learning

situations in literature, too often
students are pressured to “defend
their knowledge rather than exhibit
their thinking” (Clinchy, 1995).
King (1995) argues that students
need to learn how to think critically
by continually questioning everything
around them.
 BACKGROUND OF THE STUDY

Students who actively engage with what

they are studying tend to understand
more, learn more, remember more,
enjoy it more and be more able to
appreciate the relevance of what they
have learned, than students who
passively received what was taught
(McManus, 2001).
 BACKGROUND OF THE STUDY

A journal is one type which a student

can actively engage in an “informal
written conversation with the
teacher” (Larrotta, 2008). It requires
the student to think about something,
and to record his/her thoughts about
it.
 BACKGROUND OF THE STUDY

Journal writing is regarded as a useful

tool in enabling students to articulate
and reflect on previously held and
developing views which can be best
use in studying literature and in
expressing one’s literary appreciation.
(Hedlund et al.,1989)
 BACKGROUND OF THE STUDY

Journals as a written form of

expression, provide an avenue
through which learning can be
facilitated while increasing the
journal keeper’s ability to develop
higher order skills.
 RATIONALE ON THE CONDUCT OF THE
STUDY

Limited number of research conducted on the

effect of journal writing on students’
knowledge of literature and literary
appreciation.
 Students are usually shy to share their thoughts
in a literature class and forget about literary
concepts.
 STATEMENT OF THE PROBLEM
1. What is the level of literary
appreciation of students in both
groups?
2. Is there a significant difference in the
students’ level of literary appreciation
in both groups?
3. What is the level of students’ pre-test
performance in the literary test in both
groups?
 STATEMENT OF THE PROBLEM

4. What is the level of students’ post-

test performance in the literary test in
both groups?
5. Is there a significant difference in the
level of students’ knowledge in
literature between and within groups?
 SCOPE AND DELIMITATIONS

Participants are the selected junior

high school students of grade 10
Einstein and grade 10 Galileo of
Libertad National High School,
Capoocan, Leyte for the school year
2017-2018.
 SCOPE AND DELIMITATIONS

Both sections will have 20 subjects

each from the top 20 in the list for a
total of 40 subjects.
The study will last for 6 weeks, during
the 3rd quarter of school year 2017-
2018.
 THEORETICAL FRAMEWORK

 1. Kolb’s Experiential Learning Theory

 THEORETICAL FRAMEWORK

 2. Constructivism Learning Theory by

Jean Piaget
 Conceptual Framework

EXPERIMENTAL LEVEL OF
GROUP LITERARY
APPRECIATION
(JOURNAL
WRITING)

PRE-TEST

CONTROL GROUP
(LECTURE – KNOWLEDGE OF
DISCUSSION) LITERATURE POST-TEST
 METHODOLOGY

Research Design

True experimental design- pre-

test/post-test control group design.
Subjects will be matched based on
their general average in English 9.
 Research Design

Subjects will be randomly assigned to

experimental or control group based
on their general average in English 9
to guarantee same chance of being
in experimental or control group and
that there are no systematic
differences between the two groups.
 Respondents of the Study

Systematic Random Sampling.

 Research Locale

Libertad, Capoocan, Leyte. Specifically,

at Libertad National High School with a
total population of 405 Junior High
School students and 87 Senior High
School students. The teaching staff is
composed of 21 teachers and 1 school
head.
 Research Instrument

1. Literary Appreciation Questionnaire

2. Pre-test and Post-test Literary Test
 Validation of Research Instrument

The initial draft of the instrument will be

scrutinised by experts in questionnaire and
content construction who will check for all non-
technical flaws.
The final version of the questionnaire will be first
piloted with the students in Pinamopoan
National High School. Data from the pilot test of
the questionnaire will be analyzed using
Cronbach alpha formula to test its reliability.
 Validation of Research Instrument

To investigate the validity of the Literary Test, a

dry run will be conducted to the Grade 10
Junior High School students in Pinamopoan
National High School.
Once the results are in, it will be analyzed by
the researcher using Item Analysis which is
used for selecting and rejecting the items of
the test on the basis of their difficulty value and
discriminated power.
 Data Gathering Procedure

The researcher will field the

instrument with a permission from the
Schools Division Superintendent and
the School Head.
Respondents will be asked to signify
the extent to which they agree or
disagree with the items of the test.
 Data Gathering Procedure

Before the distribution of the test

instrument to the respondents, the
researcher will give first oral instructions to
be sure that instructions in the test are
correctly followed.
The total administration to complete
answering the test will last for about 30
minutes for the literary appreciation
questionnaire and 1 hour for the Literary
test.
 Statistical Treatment of Data

The research data will be presented

in textual and tabular forms through
frequency distribution, percentage
and means.
SPSS to compare means of the pre-
test and post-test scores in the literary
test through t-Test for independent
samples.
 Statistical Treatment of Data

In order to measure the reliability of the

Literary Appreciation questionnaire,
Cronbach alpha will be used with a
threshold of 0.70 for acceptable reliability.
To accept or reject the null hypotheses
advanced in the study, the probability level
will be set at 0.05 level of significance.