Chapter 2
PRESENTATION, ANALYSIS & ENTERPRETATION
Seventeen (17) English major students who received the questionnaires through online were
returned. These were presented, analyzed and interpreted. For clarification, this chapter presents the
data for analysis.
1. Profile
Table 1.1Year level of English major respondents
Year Level Frequency(F) Percentage (%) Rank
Second Year 6 34.29 2
Third Year 8 47.06 1
Fourth Year 3 17.65 3
TOTAL 17 100
Table 1.1 shows that among the seventeen (17)English major students, most of them were on third
year with a frequency of 8 at 47.06%, followed by the second year students with frequency of 6 at
34.29% and lastly fourth year students with a frequency of 3 at 17.65%.
Table 1.2Age of English major respondents
Age Frequency(F) Percentage (%) Rank
19 2 11.76 3
20 8 47.06 1
21 0 0 0
22 3 17.65 2
23 1 5.88 5.5
24 0 0 0
25 1 5.88 5.5
26 0 0 0
27 0 0 0
28 1 5.88 5.5
29 1 5.88 5.5
TOTAL 17 100
Table 1.3 manifest that the greatest number of English major students as a respondents in terms of
age belongs to twenty (20) years old with a frequency of eight (8) at 47.06%, followed by twenty
two (22) years old with a frequency of three (3) at 17.65%, then a frequency of two (2) at 11.76%
for age nineteen (19) years old and ages twenty three (23), twenty five(25), twenty eight (28) and
twenty nine (29) years same frequency of 1 at 5.5%. As seen on the table, there were no English
major students as respondents from ages twenty one (21), twenty four(24), twenty six(26) and
twenty seven (27) years old.
Table 1.3Sex of English major respondents
Sex Frequency (F) Percentage (%) Rank
Male 4 23.53 2
Female 13 76.47 1
TOTAL 17 100
Table 1.2 illustrates that there are thirteen (13) female English major students as a respondents with
a percentage of 76.47% and four (4) male English major students with a percentage of 23.53% as
respondents.
2.
Table 2.0Why did the respondents choose to enroll in BSED in English?
Reason(s) Frequency(F) Percentage (%) Rank
My own personal choice 13 76.47 1
My family’s choice 4 23.53 2
Peers’ influence 0 0 0
For current job (online teaching, etc) 0 0 0
TOTAL 17 100
Table 2 shows that when it comes to an influence in taking the course, majority responded to
personal choice which have a frequency of 13 at 76.47 % and family’s choice comes next with a
frequency of 4 at 23.53%. Peer’s influence, for current job (online teaching, etc.) and others got
0frequencies.
3. Degree of Difficulty in Learning Literature
Table 3.1 Literature uses vocabulary and phrases that are foreign and eccentric
Answer in Item 3.1 Frequency(F) Percentage (%) Rank
Not Difficult 2 11.76 3
Moderately Difficult 10 58.82 1
Difficult 5 29.41 2
Very Difficult 0 0 0
TOTAL 17 100
Table 3.1 shows that most of the English major respondents find the use of foreign and eccentric
vocabulary and phrases inliterature moderately difficult in learning literature with a frequency of 10
at 58.82%.
Table 3.2Literature uses complex writing style
Answer in Item 3.2 Frequency(F) Percentage (%) Rank
Not difficult 4 23.53 3
Moderately Difficult 5 29.41 2
Difficult 8 47.06 1
Very Difficult 0 0 0
TOTAL 17 100
Table 3.2 shows that most of the English major respondents find the use of complex writing in
literature difficult with a frequency of 8 at 47.06%. This could meant that the manner of expressing
the idea in terms of spelling, grammar, and punctuation, writing style, sentence structure,
and paragraph structure that is use to convey the meaning effectively have great effect to the English
major students in learning literature.
Table 3.3Literature is related to Political Science, History, Psychology, Sociology, and sound
knowledge and interest in other disciplines
Answer in Item 3.3 Frequency(F) Percentage (%) Rank
Not difficult 3 17.65 3
Moderately Difficult 2 11.76 4
Difficult 4 23.53 2
Very Difficult 8 47.06 1
TOTAL 17 100
Table 3.3 shows that most of the English major respondents find this very difficult with a frequency
of 8 at 47.06%. Embedding literature study in the context of science, history, social studies and
other discipline expand their needs of understanding it more which makes this factor challenging.
Table 3.4Literature is integrated with different theories such as but not limited to Marxism,
Feminism, Structuralism, Post Structuralism, Queer Theory, etc.
Answer in Item 3.4 Frequency(F) Percentage (%) Rank
Not difficult 0 0 3
Moderately Difficult 8 47.06 1.5
Difficult 8 47.06 1.5
Very Difficult 1 5.88 2
TOTAL 17 100
Table 3.4 shows that most of the English major respondents find this factor moderate difficult and
difficultwith a frequency of 8 at 47.06 % while no one responds on not difficult which implies that
this factor is a difficult factor in term of learning literature.
Table 3.5Literature deals with World Literature which include but is not limited to – Indian
Literature, Classical Greek and Latin Literature, Classical Indian texts, French Literature, Russian
Literature, African Literature, American Literature, etc.
Answer in Item 3.5 Frequency(F) Percentage (%) Rank
Not difficult 3 17.64 4
Moderately Difficult 8 47.06 1
Difficult 5 29.41 2
Very Difficult 4 23.53 3
TOTAL 17 100
Table 3.5 shows that most of the English major respondents find this factor moderately difficult with
a frequency of 8 at 47%, next of whichis difficult with a frequency of 5 at 29.41% and very difficult
with a frequency of 4 at 23.53%. This means that the wide range of the study of literature is a
challenge for the English major students in learning literature.
Table 3.6Uses my creative thinking to comprehend and appreciate literature
Answer in Item 3.6 Frequency(F) Percentage (%) Rank
Not difficult 7 41.18 1
Moderately Difficult 5 29.41 5
Difficult 4 23.53 3
Very Difficult 1 5.88 4
TOTAL 17 100
Table 3.6 shows that most of the English major respondents find this factor not difficult with a
frequency of 7 at 41.18%. The ability of the students to use their creative thinking in understanding
and appreciating literature makes it easy to learn.
Table 3.7Literature makes me enjoy reading
Answer in Item 3.7 Frequency(F) Percentage (%) Rank
Not difficult 10 58.82 1
Moderately Difficult 2 11.76 3.5
Difficult 3 17.65 2
Very Difficult 2 11.76 3.5
TOTAL 17 100
Table 3.7 shows that most of the English major respondentsperceive this factor in learning literature
not difficultwith a frequency of 10 at 58.82 % .Through the enjoyment of reading literary piece
makes it not difficult for them to learn.
Table 3.8My language competence (knowledge in grammar, vocabulary, rhetoric, linguistics, etc)
puts satisfaction in my learning of literature
Answer in Item 3.8 Frequency(F) Percentage (%) Rank
Not difficult 7 41.18 1
Moderately Difficult 4 23.53 2.5
Difficult 4 23.53 2.5
Very Difficult 2 11.76 3
TOTAL 17 100
Table 3.8 shows that most of the English major respondentsfind this factor in learning literature not
difficult with a frequency of 7 at 41.18%. This means that most of the respondentsbelieve that
having the language competence makes it easy for them to learn literature. English language has
been a part of the curriculum since early education and that makes this factor not a challenge for
most of the respondents.
Table 3.9I don’t get distracted by social platforms (Facebook, Instagram, Twitter, TikTok, Snapchat,
etc.) while learning literature
Answer in Item 3.9 Frequency(F) Percentage (%) Rank
Not difficult\ 1 5.88 4
Moderately Difficult 4 23.53 3
Difficult 7 41.18 1
Very Difficult 5 29.41 2
TOTAL 17 100
Table 3.9 shows that most of the English major respondents find this difficult with a frequency of 7
at 41.18%. It is followed by scale very difficult with a frequency of 5 at 29.41%. The table also
shows that only 1 responded to not difficult. This may imply thatmost of the respondents are active
in social mediaand it distracts them which lead to the difficulty in learning literature.
Table 3.10I perceive literature helpful in learning other components of language such as lexemes,
syntax, morphemes, phonemes, etc.
Answer in Item 3.10 Frequency(F) Percentage (%) Rank
Not difficult 6 35.29 1.5
Moderately Difficult 6 35.29 1.5
Difficult 4 23.53 2
Very Difficult 1 5.88 3
TOTAL 17 100
Table 3.10 shows that most of the English major respondents find learning literature both not
difficult and moderately difficult with a frequency of 6 at 35.29% if literature is perceived as helpful
tool in learning other components of language such as lexemes, syntax, morphemes, phonemes, etc.
Table 3.11I perceive literature a never boring subject
Answer in Item 3.11 Frequency(F) Percentage (%) Rank
Not difficult 6 35.29 2
Moderately Difficult 7 41.18 1
Difficult 3 17.65 3
Very Difficult 1 5.88 4
TOTAL 17 100
Table 3.11 shows that most of the English major respondentsfind it moderately difficult in learning
literature if perceived as a not boring subject with frequency of 7 at 41.18%.A frequency of 6 at
35.29% responded to not difficult. This means that how they view the subject may affect the
learning process.
Table 3.12Teacher is equipped with strategies and techniques in teaching literature
Answer in Item 3.12 Frequency(F) Percentage (%) Rank
Not difficult 9 52.94 1
Moderately Difficult 5 29.41 2
Difficult 2 11..76 3
Very Difficult 1 5.88 4
TOTAL 17 100
Table 3.12 shows that most of the English major students find learning literature not difficult if
teacher is equipped with strategies and techniques in teaching the subject. This is very evident on the
table having a frequency of 9 at 52.94% on not difficult and a frequency of only 1 at 5.88% on very
difficult.
Table 3.13Teacher uses effective teaching material (multimedia context with audio and video,
computer, projector, updated books, journals, etc.) in teaching literature
Answer in Item 3.13 Frequency(F) Percentage (%) Rank
Not difficult 6 35.29 1
Moderately Difficult 5 29.41 2.5
Difficult 5 29.41 2.5
Very Difficult 1 5.88 3
TOTAL 17 100
Table 3.13 shows that most English major respondent responded to not difficult with a frequency of
6 at 35.29%. This means that having effective teaching materials in teaching literature would be
helpful to make learning literature easy for the students.
Table 3.14Teacher integrates real-life connections in the classroom
Answer in Item 3.14 Frequency(F) Percentage (%) Rank
Not difficult 8 47.06 1
Moderately Difficult 4 23.52 2.5
Difficult 4 23.52 2.5
Very Difficult 1 5.88 3
TOTAL 17 100
Table 3.14 shows that most of the English major respondent find it not difficult in learning literature
with a frequency of 8 at 47.06% if the teacher integrates real-life connections in the classroom.
Table 3.15 Teacher has mastery of the subject
Answer in Item 3.15 Frequency(F) Percentage (%) Rank
Not difficult 10 58.82 1
Moderately Difficult 4 23.53 2
Difficult 3 17.65 3
Very Difficult 0 0 4
TOTAL 17 100
Table 3.15 shows that most of the English major respondents find it not difficult in learning
literature if the teacher has a mastery of the subject based on the respond in which most of the
English major with a frequency of 10 at 58.82%.
Table 3.16Teachers provide learning objectives prior to teaching literature
Answer in Item 3.16 Frequency(F) Percentage (%) Rank
Not difficult 7 41.17 1
Moderately Difficult 6 35.30 2
Difficult 3 17.65 3
Very Difficult 1 5.88 4
TOTAL 17 100
Table 3.16 shows that providing learning objective prior in teaching literature makes literature not
difficult to learn having the most response from English major respondents with a frequency of 7 at
41.17. However some major students responded moderately difficult with a frequency of 6 at 35.30.
Noticing this 1 point difference, this may means that this factor can be help to make the subject easy
to learn for the students.
Table 3.17Sufficient time for class
Answer in Item 3.17 Frequency(F) Percentage (%) Rank
Not difficult 11 64.71 1
Moderately Difficult 3 17.65 2
Difficult 2 11.76 3
Very Difficult 1 5.88 4
TOTAL 17 100
Table 3.17 shows that having sufficient time in classroom makes literature easy to learn with a
frequency of 11 at 64. 71%. Among all the factors, this got the highest frequency. This means that
English major respondents prefer to have sufficient time for discussion and interaction with their
teacher/instructor/professor.
Table 3.18Interaction and cooperation within classroom peers during classes
Answer in Item 3.18 Frequency(F) Percentage (%) Rank
Not difficult 5 29.41 2
Moderately Difficult 6 35.29 1
Difficult 4 23.53 3
Very Difficult 2 11.76 4
TOTAL 17 100
Table 3.18 shows that most of the English major students find it moderately difficult with a
frequency of 6 at 35.29% if interaction and cooperation are available within classroom peers during
classes in learning literature.
Table 3.19Classroom with sufficient light, appropriate temperature, free from noises, clean and
suitable space, well-placed boards, and proper layout
Answer in Item 3.7 Frequency(F) Percentage (%) Rank
Not difficult 8 47.06 1
Moderately Difficult 3 17.65 3
Difficult 4 23.52 2
Very Difficult 2 11.76 4
TOTAL 17 100
Table 3.19 shows classroom with sufficient light, appropriate temperature, free from noises, clean
and suitable space, well-placed boards, and proper layout makes learning literature not difficult.
Having a frequency of 8 at 47.06% as responded by most of the English major respondents, this
means that this factor could make the learning of literature unchallenging.
Table 3.20Learning resources that are accessible to students in learning literature
Answer in Item 3.7 Frequency(F) Percentage (%) Rank
Not difficult 6 35.29 1.5
Moderately Difficult 6 35.29 1.5
Difficult 3 17.64 2
Very Difficult 2 11.76 3
TOTAL 17 100
Table 3.20 shows that most of the English major respondents find learning literature both not
difficult and moderately difficult with a frequency of 6 at 35.29% with this factor. Having accessible
learning resources could somehow help learning trouble-free for the students.
4. Weighted Mean
Table 4.1 Subject-related factor
Factors Rating Scale Overall
1 2 3 4 WM DE
Literature uses vocabulary and phrases that are 2 10 5 0
foreign and eccentric. (2 (20) (15) (0) 2.18 Moderately
) Difficult
Literature uses complex writing style 4 5 8 0
(4 (10) (24) (0) 2.24 Moderately
) Difficult
Literature is related to Political Science, History, 3 2 4 8
Psychology, Sociology, and sound knowledge and (3 (4) (12) (32) 3.00 Difficult
interest in other disciplines. )
Literature is integrated with literary theories such as 0 8 8 1
but not limited to Marxism, Feminism, Structuralism, (0 (16) (24) (4) 2.59 Difficult
Post Structuralism, Queer Theory, etc. )
Literature deals with World Literature which include 3 8 5 4
but is not limited to - Indian Literature, Classical (3 (16) (15) (16) 2.94 Difficult
Greek and Latin Literature, Classical Indian texts, )
French Literature, Russian Literature, African
Literature, American Literature, etc.
Overall Weighted Mean 3.24 Difficult
Legend: WM = Weighted Mean , DE = Descriptive Equivalent
Table 4.1 shows that the English major respondents find the subject related factor difficult with an
overall weighted mean of 3.24. This is somehow alike to the study conducted by Hussein and Al-
Emami (2016), on the data analysis; it is found that students’ unfamiliarity with the cultural and
social background of the text is to be the most serious student-related challenge. It is evident on the
table 4.1 that the last three factors have an overall descriptive equivalent which is difficult.
Literature as associated to different discipline, fused with diverse literary theories and the broad
coverage makes it difficult to learn.
Table 4.2 Student-related factor
Factors Rating Scale Overall
1 2 3 4 WM DE
Uses my creative thinking to comprehend and 7 5 4 1
appreciate literature. (7) (10) (12) (4) 1.94 Moderately
Difficult
Literature makes me enjoy reading. 10 2 3 2
(10) (4) (9) (8) 1.82 Moderately
Difficult
My language competence (knowledge in 7 4 4 2
grammar, vocabulary, rhetoric, linguistics, etc) (7) (8) (12) (8) 2.06 Moderately
puts satisfaction in my learning of literature. Difficult
I dont get distracted by social platforms 1 4 7 5
(Facebook, Instagram, Twitter, TikTok, Snapchat, (1) (8) (21) (20) 2.94 Difficult
etc.) while learning literature.
I perceive literature helpful in learning other 6 6 4 1
components of language such as lexemes, syntax, (6) (12) (12) (4) 2 Moderately
morphemes, phonemes, etc. Difficult
I perceive literature is never boring 6 7 3 1
(6) (14) (9) (4) 1.94 Moderately
Difficult
Moderately
Overall Weighted Mean 2.11 Difficult
Legend: WM = Weighted Mean , DE = Descriptive Equivalent
Table 4.2 shows that student related factor creates learning of literature moderately difficult with an
overall weighted mean of 2.11. However, there is a manifestation of one factor that makes learning
difficult and that is getting distracted by social platforms. This is contrary to a study conducted by
Chawinga (2017) on the usefulness of Twitter in teaching-learning process. Twitter as an example of
a social platform can be a catalysts for much hyped learner-centered approach to teaching as
suggested in the result of the study.
Table 4.3 Teacher related factor
Factors Rating Scale Overall
1 2 3 4 W DE
M
Teacher is equipped with strategies and techniques 9 5 2 1
in teaching literature. (9) (10) (6) (4) 1.71 Not Difficult
Teacher uses effective teaching material 6 5 5 1
(multimedia context with audio and video, (6) (10) (15) (4) 2.06 Moderately
computer, projector, updated books, journals, etc.) Difficult
in teaching literature
Teacher integrates real-life connections in the 8 4 4 1
classroom (8) (8) (12) (1) 1.71 Not Difficult
Teacher has mastery of the subject. 10 4 3 1
(10) (8) (9) (4) 1.82 Moderately
Difficult
Teachers provide learning objectives prior to 7 6 3 1
teaching literature. (7) (12) (9) (4) 1.88 Moderately
Difficult
Moderately
Overall Weighted Mean 2.30 Difficult
Legend: WM = Weighted Mean , DE = Descriptive Equivalent
Table 4.3 shows that teacher related factor makes learning of literature moderately difficult with an
overall weighted mean of 2.30. However, despite the overall rating, it is noticeable that two of its
factors are having descriptive equivalent of not difficult rating- teacher who is equip with strategies
and techniques in teaching literature and teacher who integrates real-life connection in the
classroom. This two makes learning of literature unchallenging for most of the English major
respondents. This means that the style of teaching and how teacher apply the lesson to real life
context can be a help to make learning easy for them.
Table 4.4Environment-related factor
Factors Rating Scale Overall
1 2 3 4 WM DE
Sufficient time for class 11 3 2 1
(11) (6) (6) (4 1.5 Not Difficult
)
Interaction and cooperation within classroom peers 5 6 4 2
during classes. (5) (12) (12) (8 2.17 Moderately
) Difficult
Classroom with sufficient light, appropriate 8 3 4 2
temperature, free from noises, clean and suitable (8) (6) (12) (8 2 Moderately
space, well-placed boards, and proper layout. ) Difficult
Learning resources that are accessible to students in 6 6 3 2
learning literature (6) (12) (9) (8 2.06 Moderately
) Difficult
Moderately
Overall Weighted Mean 1.93 Difficult
Legend: WM = Weighted Mean , DE = Descriptive Equivalent
Table 4.4 shows that environment-related factor makes learning of literature moderately difficult
with an overall weighted mean of 1.93. Consisting four factors, notice that sufficient time for class
makes learning of literature not difficult while the rest have descriptive equivalent of moderately
difficult.
Descriptive Equivalent
Scale Range Descriptive Equivalent
1 1.00 – 1.75 Not Difficult
2 1.76 – 2.51 Moderately Difficult
3 2.52 – 3.27 Difficult
4 3.27 – 4.00 Very Difficult
The overall results shows that the English major students find it moderately difficult in learning
literature in terms of the four factors- subject related factor, student related factor, teacher related
factor and environment-related factor.