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FICTION BOOKS: STUDENTS’ INTEREST IN READING ENGLISH LANGUAGE

THAN FILIPINO OF SENIOR HIGH SCHOOL OF ISAT UNIVERSITY

A Research Paper Presented to The Faculty of College of Education Iloilo Science in Technology University La Paz, Iloilo In Partial Fulfilment Of the Requirements in the Subject Purposive Communication BSED FILIPINO 1-A by: Cambas, Christine Joy C. Espinosa, Angelica S. Legreso, Girlie Marie A. Quidado, Andrea A. March 2019

CHAPTER 1

Background and Theoretical Framework of the Study Reading is an interactive, problem-solving process of making meaning from texts. Reading is a complex interaction between the text, the reader, and the purposes for reading, which are shaped by the reader’s prior knowledge and experiences, the reader’s knowledge about reading and writing language and the reader’s language community, which is culturally and socially situated (Hughes, 2007). Study shows that reading fiction for pleasure makes a big difference to children’s educational performance (Nord Anglia International School Al Khor,2017). Likewise, evidence suggests that children, who read for enjoyment every day, do not only perform better in reading tests, but also develop a broader vocabulary, increased general knowledge, and better understand other cultures. In fact, reading fiction is more likely to determine whether a child does well at school than their social or economic background (Nord Anglia International School Al Khor,2017) According to Goldstein (2013), a person reading fiction tends to react more strongly towards a story than when he/she would read a non-fictional story, because fiction provides a safe arena in which a reader can experience emotions without the need for self-protection. Moreover, fiction does not follow the reader into real life, but the reader can allow oneself to freely experience strong emotions, without immediate transfer of these emotions to real life. Furthermore, the reader can allow herself/himself in sympathising strongly with character of a fictional story, but does not have obligations towards the characters of a fictional story. On the contrary, sad reports in the newspaper may cause feelings of obligation towards the victims to help them (Regal, 2017).

As such the researchers wanted to know the reasons behind the interest in reading fiction books written in English language than Filipino of the senior high school students of Iloilo Science and Technology University. Anchored on the theories mentioned above, the researcher conducted this study in order to discover new knowledge on learning styles of senior high school students. Conceptual Framework Figure 1. The paradigm of the study. Statement of the Problem This study aims to determine the factors affecting students’ interest in reading fiction books written in English language than Filipino of Senior High School students in the academic year 2019-2020. This study will seek answers the following questions:

1. What is the level of interest in reading fiction books written in English language than Filipino of Senior High School students when grouped as a whole and when classified according to a) sex, b) track, and grade level?
2. What are the factors affecting students’ interest in reading fiction books written in English language than Filipino of Senior High School students when Student’s interests in reading fiction books written in English language than Filipino

INDEPENDENT VARIABLES DEPENDENT VARIABLE

Sex Track Grade Level

grouped as a whole and when classified according to a) sex, b) track, and grade level?

3. Is there a significant difference in the students’ interest in reading fiction books written in English language than Filipino of Senior High School students of ISAT University when grouped according to a) sex, b) track, and grade level? Hypothesis of the Study
4. There is no significant difference in the students’ interest in reading fiction books written in English language than Filipino of Senior High School students of ISAT University when grouped according to a) sex, b) track, and grade level? Significance of the Study The findings of this study may give insights to the students, teachers, school administrators, parents, Filipino authors and future researchers. Students. For them to be aware that reading fiction books has lot of contribution to their vocabulary and so they can take concrete skills to improve their reading skills. Likewise, reading can improve their knowledge about the literature of our country. Teachers. They can choose better teaching approaches and appropriate teaching strategies that may apply in carrying out their lessons and to encourage students to read fiction books written in Filipino and English language. School Administrators. The findings of the study my guide administrators in creating programs and seminars that match with students’ interest in reading fiction books. The administrator may likewise provide on-going formation for teachers in order to help students improve academically. Parents. The parents’ awareness of their children’s interest in reading fiction books will enable them to assist their children’s in improving their reading performance.

Filipino authors. They may develop new strategies in writing fiction stories that would catch the attention of the students and encourage them to read more books. Future Researchers. The result of this study may motivate future researches to conduct similar study. Definition of Terms For clarification, the following terms are conceptually and operationally defined: Fiction books- the type of book or story that is written about imaginary characters and events and does not describe real people or deal with facts, or a false report or statement that you pretend is true (Cambridge University Press, 2019). As used in the study, “fiction book” is used as the basis of what language do students reads. Interest- refers to individual difference characteristics of people that influence the types of occupations and leisure activities that they will find attractive, fulfilling, and enjoyable. It motivates people to pursue certain activities and not to pursue or persist with other ( Crites, 1999). As used in the study, “interest” refers to student’s preference in reading fiction books. Track - defines a set of possible course selections available to a specific group of students (https//:myeducation.gov, 2017). As used in the study, “track” refers to the offerings of the Senior High School including: Academic, TVL...... Grade level - is the level of the educational program studied by a student (StandS4, 2019) As used in the study, grade level refers to Grade 11 and Grade 12 students that will serve as the respondents of the study.

Scope and Limitations of the Study This descriptive study seeks to determine the factors influencing the students’ preference in reading fiction books written in English language than Filipino of Senior High students of Iloilo Science And Technology University. The respondents of this study will be the Senior High School students of Iloilo Science and Technology University for the school year 2020-2021. The data will be obtained through the research survey questionnaires to determine the reasons of the learners. The statistical tools to be used in this study will be the mean and standard deviation for descriptive statistics while t-test for independent samples since there will be only two categories that will be used in track, the TVL and Academic Track.

CHAPTER 2

Review of Related Literature This chapter presents a review of literature and studies both local and foreign that has bearings the present investigation. Reading Fiction and the Impact on Literacy Fiction has been found to fuel students’ engagement in and out of the classroom. As a result of a 2011 study of over 1,000 nine year-old students in Sweden, fiction was found to instil a shared frame of reference to those students who participated in reading fiction texts (Damber, 2011). Damber (2011) states, that through shared reading of fiction texts, classroom participants develop a bond with one another. Using novels in the classroom to supplement and support content area curriculum has been shown to “electrify” students (Gareis, Allard, & Saindon, 2009). When reading fiction texts which have a story element, the visual aspect of one’s brain is activated; visualization of dramatics in texts allows for a reader to engage and focus (Newkirk, 2015). By studying over one-thousand fifth grade students throughout Belgium, De Naeghel and Van Keer (2013) found that students preferred reading fiction text to any other genre. Not only are fiction texts engaging to readers, they are also pleasurable. In addition to the research supporting fiction text as a means of engaging students, student motivation has also been linked to the reading of fiction texts. Damber (2011) found that students and parents of students enjoyed doing homework assignments that involved reading fiction works. As a result of De Naeghel and Van Keer’s (2013) study of over one-thousand fifth grade students, fiction was found to motivate children to read, particularly when reading for recreational purposes. Towey’s (2001) research, regarding fiction’s impact in the classroom, illuminated the discovery that students were more motivated to read independently when they self- selected fiction texts. Wilhelm (2015) suggests that when given the choice, students

will read what they “need” on a human, developmental, and psychological level (p. 20); Wilhelm’s research states that students will intrinsically choose literacy works that are appropriate to their developmental stage, which fuels literacy learning and experience. Fiction Promotes Academic Achievement and Comprehension In addition to fiction’s use as a tool to engage and motivate students to participate in literacy activities, research regarding fiction in the classroom has linked academic achievement to the reading of fiction. Novels, when chosen carefully and paired with an appropriate timeline, have been shown to dramatically increase student involvement with text and conceptual understanding, when compared to the reading of traditional textbooks (Gareis, Allard, & Saindon, 2009). Novels have not been suggested to replace textbooks completely; when chosen appropriately, novels provide authentic instruction which stimulates intensive and extensive literacy skills (Gareis, Allard, & Saindon, 2009). Towey (2001) states that “flow,” the state of high concentration when reading, is attributed to a self-directed sense of well-being; as a result of reading fiction, readers become immersed and highly invested in the text that is being read. According to the study of Towey’s (2001), readers of fiction were found to engage in flow on a more regular basis, than that of readers of non-fiction counterparts. Towey (2001) suggests that when flow is initiated, as a result of reading fiction, reading skills and techniques are intensified. As a result of reading fiction text, vocabulary development among students has been found to increase due to word identification and text deciphering (Cook & Dinkins, 2015). Reading fiction has been found to increase student critical thinking, analytical writing, and close reading (Alsup, 2013). Fiction texts are beneficial to students learning curricular content such as science (Cook & Dinkins, 2015). Popular culture fiction texts leverage the exploration

of scientific phenomenon; a book about zombies can prompt a discussion on viral outbreaks (Cook & Dinkins, 2015). Cook and Dinkins (2015) suggest that scientific messages are likely to be instilled in students through the reading of popular fiction texts. Marsh, Butler, and Umanath (2012) found that when correct facts are embedded within fictional texts, students demonstrate a vast understanding of said facts. Using fiction in the classroom helps students to visualize content, stimulate discussion, and initiate empathetic perspective talk (Marsh, Butler, & Umanath, 2012). As a result of using fiction texts in the classroom, as an aid to instruction, student comprehension has been shown to elevate over that of non-fiction genres (Topping, 2015). Topping (2015) further found out that through the study of the Accelerated Reading (AR) software, students who read difficult fiction texts obtained a higher degree of comprehension success than that of similarly leveled, non-fiction counterparts. Through Topping’s (2015) research of over 150,000 children across 967 schools, children were found able to read high levelled fiction text with higher comprehension and interest than any other genre. When reading fiction, students have been shown to experience time loss and high psychological states of concentration (Towey, 2001). In addition to time loss and high levels of concentration, Towey (2001) also found that self-selected fiction reading to be the most powerful tool for initiating student concentration, while reading. Narrative texts, which have a plot and exhibit a sequence of events, have been found to keep readers present and concentrated (Newkirk, 2015). Fiction texts, such as graphic novels, have been shown to stimulate discussion and thinking stills, resulting in greater story comprehension (Jennings, Rule, & Zanden, 2014). Text and image integration into fiction work results in high levels of student comprehension, due to illustration aided story telling (Jennings, Rule, & Zanden, 2014). When coupled with motivation and interest, providing and encouraging the reading of different forms of literature in the classroom, ultimately

improves students’ understanding text (Jennings, Rule, & Zanden, 2014). Fiction texts, which are both motivating and interesting, have been linked to student comprehension success. Rate of English and Filipino Fiction Reader According to the study conducted by (Paulin, et al., 2013), fifty per cent of the students prefer to read fiction books written in English ,ten per cent in reading book written in Filipino and 40 percent of the students read books both written in English and Filipino language. It is shown that students are most likely to read books written in English than Filipino. From the data given by the National Endowment for Arts (NEA) (2015), men are more likely to read nonfiction books than fiction, while opposite holds true for women: 55 percent of women read fiction in 2012 and 48 percent read nonfiction. Young adults are more likely to read fiction than nonfiction books whereas the oldest American (aged 75 and older) is more likely to read nonfiction. A study from U.S. Trends in Arts Attendance and Literary Reading: 2002- 2017 shows that the percentage of adults who read books (those not required by school or work) fell to 52.7 percent in 2017, compared with 54.6 percent in 2012 and 56.6 percent in 2002. The percentage of adults reading fictions dropped from 45. percent in 2012 to 41.8 percent in 2017. This article considers the findings from a study of the reading over one week in May 2002 of 707 school students aged between 11 and 15, undertaken in 30 schools in the South-West of England. The article reflects on adolescents reading choices, influences on those choices and the importance of validating all reading experience, including the new literacies (Hopper, 2005).

Suggestions in Encouraging Students to Read Fiction In order to encourage students to read books written in Filipino language, the school is suggested to conduct a seminar and book fair of books written in Filipino language in order for them to be awaken and see how nice our books are that’s been written by their fellow Filipinos. The teacher must give attention on embracing the students with the Filipino language. It has also shown that students find it difficult to read Filipino texts and hard to pronounce words that are unfamiliar and has deeper meanings (Hania, 2013). Voluntary Fiction Reading Supports Learning Parkhurst reports showed differences between readers. Those who read more often are able to understand more complex text, they have more knowledge, and they have a bigger range of vocabulary than those who read very little. Parkhurst claims that reading for fun helps with reading comprehension, vocabulary, and fluency (15). Parkhurst also reports that reading short texts, such as magazines and newspapers, does not help with the understanding and growth that is needed for reading more difficult text (15). He also says that fiction provides opportunities that other genres of books do not provide such as presenting moral choices, requiring the use of imagination, and depicting role models. Moral choices that fictional characters make in books, help individuals make better choices in real life. Imagination fuelled by reading fiction helps people rehearse situations in their own lives. Fictional role models show how to act in various situations; or on the flip side, how not to act as a villain (16). Heather Nicholson gathered information from several studies, including studies from Barbara MacAdam; Rathe and Blankenship; Gauder, Giglierano, & Schramm; Dewan; and Daane, Nicholson says there is evidence that says reading fiction helps people become more intelligent and it helps them in school and in their jobs. Reading is important for the development of critical thinking and writing skills (179). She says there is evidence that points to reading fiction as a key to bringing

critical thinking skills to the surface. Not only does it improve comprehension skills but it helps when having to decipher more difficult academic texts, to understand the world, and to possibly see things in a different light. Nicholson cites research that reading skills are directly linked with writing skills (182). The earlier children experienced reading and the earlier children were exposed to literature, students were shown to exhibit better writing skills (182-183). Nicholson cites Rathe and Blankenship as saying that if students like to read fiction for fun, they will more likely visit the library where they will get to know the librarians. They claim that this is beneficial to students because when it comes time for them to do research, students will feel more comfortable going to the library. They are also more likely to ask for help from the librarians who work there (182). Sanders found that “heavy readers” achieve the same kind of goals as do those who participate in higher education. These “heavy readers” do not intentionally seek out information but through reading, they learn the same as college students. “These include: awakening new perspectives/enlargement of possibilities, models for identity, connection with others, awareness of not being alone, and courage to make a change”.

CHAPTER 3

Research Design and Methodology Chapter 3 consists of three parts: (1) Purpose of the Study and Research Design, (2) Method, and (3) Statistical Data Analysis Procedure. Part One, Purpose of the Study and Research Design, presents the design adopted in this investigation. Part Two, Method, describes the participants and the method of choosing them, the instruments used in gathering data and the procedure of the study. Part Three, Statistical Data Analysis Procedure, presents the statistics used to test the hypotheses. Purpose of the study and Research Design The descriptive method of research will be used in this study. According to Gay (1992), descriptive research involves collecting data in order to test hypothesis or to answer questions concerning the current state of the respondents. It determines and reports the way things are. The independent variables are the sex, grade level, and track while dependent variables were the students’ interest and factors influencing reading fiction books of Senior High School Learners. Methodology Respondents The study will be conducted among senior high school students of Iloilo Science and Technology University during the first semester of the school year 2019-

2020. All female and male students from TVL and Academic track that is in Grade 11 and 12 will be the respondents of this study. Simple random sampling will be used in choosing the respondents. The distribution of the respondents is shown in the table 1.

Table 1: Respondents Number of Respondents A. Sex Female Male B. Grade Level 11 12 C. Track Academic TVL Instrument A questionnaire about reasons why students read fiction books will be used to gather data for this study. This is consisted of two parts: Part One was the profile of the respondents and Part Two, a fifteen item Yes, Sometimes and or No questions. Items covered are the reasons of the Senior High School Learners. The scale that has 3 points will be used in this study. Below are the scales that will be used in this study: Scale Interpretation 1.0-1.66 No 1.67-2.32 Sometimes 2.33-3.0 Yes It will be giving an equivalent interpretation:"Yes" means giving importance in the reason of reading fiction books written in English or Filipino."Sometimes" means the respondents does not like to read fiction books written in either English or Filipino language. "No" means not giving importance in the reason of reading fiction books written in English or Filipino. Data collection procedure The list of the students with sex and track classification will be taken from Senior High School office of Iloilo Science and Technology University. Prior to obtain

these data, the researchers will write a letter to the principal of the Senior High School asking permission to administer the instrument of the study. Upon approval, the schedule of testing will be set and the respondents will be given a time to answer the questionnaires. Results of the gathered data will be tallied, tabulated, computer-- processed, analysed and interpreted. Data Analysis Procedure The data gathered for the study will be subjected to computer-processed statistics which include the following statistical tools: Mean. To obtain mean scores to describe the respondent’s reasons, the mean will be employed. Frequency. Frequency count was used to determine the number of participants belonging to a category t-test. To obtain significant difference in the reasons of the Senior High school student when classified according to sex, track and Grade level.

Questionnaire I. Profile of the Respondents Name (optional): Sex: ( ) Female ( )Male Grade Level: Track: ( ) TVL ( )ACADEMIC I read fiction books: ( ) yes ( ) No II. Questionnaire Answer the questions to the best of your ability. Mark a YES, SOMETIMES, or NO response. Yes Sometime s No

1. Reading Fiction improves my vocabulary.
2. I want to read fiction books written in English because I found it more interesting.
3. I want to read fiction books written in Filipino because I found it more interesting.
4. I found it more interesting to read fiction books written in English because it helps me escape from reality and give me more entertainment.
5. I found it more interesting to read fiction books written in Filipino because it helps me escape from reality and give me more entertainment.
6. I could easily understand stories written in English because the words used are easy to comprehend.
7. I could easily understand stories written in Filipino because the words used are easy to comprehend.
8. I feel bored reading fiction books written in English because it’s too long.
9. I feel bored reading fiction books written in Filipino because it’s too long.
10. Reading fiction is a waste of time because it does not exist in reality.
11. I have known a lot of authors writing fiction books written in English.
12. I have known a lot of authors writing fiction books written in Fiction.
13. I have a lot of favourite fiction books written in English because the story inspires and captures my heart.
14. I have a lot of favourite fiction books written in Filipino because the story inspires and captures my heart.
15. I love reading fiction books because it widens my imagination.

REFERENCES

Chavez, C., (2017), Book Reading Among Filipino Children Wanes. Retrieved February 17,2019 From https://news.mb.com.ph/2017/07/23/book-reading- among-filipino-childrens-wanes/ Clark, Monica., (2017), 5 Reasons Why Do We Read Fiction. Retrieved February 15,2019 from https://thewritterpractice.com/why-do-we- read/ Cook, K. L., & Dinkins, E. G. (2015). Building disciplinary literacy through popular fiction. Electronic Journal of Science Education, 19(3), 1–24. Damber, U. (2011). Literature and Empowerment: A Study of Multicultural Grade Three Classes Overachieving in Reading. Online Submission , 88–102. Des Marias, C.(2018). Why Reading Books Should Be Priority According To Science. Retrieved February 15,2019 from https://www.inc.com/christina-desmarias/why-reading-books-be-your- priority-according-to-science.html Fottrell, Q., (2017), The Huge Difference Between What Men And Women Read Retrieved February 15,2019 from https://www.google.com/amp/s/www.marketwatch.com/amp/story/guide/ Gareis, E., Allard, M., & Saindon, J. (2009). The Novel as Textbook_. TESL Canada Journal_ , 26(2) Goldstein., February (2014), Reasons To Read Fiction. Retrieved February 18,2019 from https://ruggedfellowguide.com/5-reasons- read-fiction/ Hopper, R., (2005), What Are Teenagers Reading? Adolescent Fiction Reading Habits And Reading Choices. Retrieved February 20,2019 from https://https:onlinelibrary.wiley.com/doi/abs/ 10/ Hughes,J.,( 2007), Teaching Language and Literacy. Retrieved February 27,2019 from http://faculty.volt.ca/hughes/reading/reading process.html/ Jennings, K. A., Rule, A. C., & Zanden, S. M. V. (2014). Fifth Graders’ Enjoyment, Interest, and Comprehension of Graphic Novels Compared to Heavily- Illustrated and Traditional Novels_. International Electronic Journal of Elementary Education_ , 6(2), 257–274.

Marsh, E., Butler, A., & Umanath, S. (2012). Using fictional sources in the classroom: applications from cognitive psychology. Educational Psychology Review , 24(3), 449–469. Miranda, F.J., (2014), Decline Filipino Readers Interest in Reading Fictional Literature. National Writers in English. Retrieved February 19,2019 from http://www.academia.edu/decline_of_filipino_redears_interest_in_reading_ficti onal_Literature. Olson, V., (2012), Filipino Guru: Malalim At Masusing Pag-Aaral Ng Iba’t Ibang Genre Ng Panitikan. Retrieved February 15,2019 from https://Ranieili2028.blogspot.com Puente, M.,(2017), Reading Fiction Is Down, Poetry is Up, Says New Study. Retrieved February 18,2019 From https://www.usatoday.com/story life/books/ 2018/09/02/. Regal, T.V.K., (2017), Kahalagahan ng Pagbasa, Retrieved February 15, 2019 from https://www. Academia.edu/2552965/kahalagahan_ng_pagbasa/ Topping, K. J. (2015). Fiction and non-fiction reading and comprehension in preferred books. Reading Psychology , 36(4), 350–387. Wolf, M., (2013), Kahalagahan, Kabutihan at Kagandahan ng Pagbasa. Retrieved February 15, 2019 from https://alaminmokasi.files.wordpress.com/2013/12/10/kahalagahan- kabutihan-at-kagandahan-ng-pagbasa/