83

Approaches and Strategies in Teaching Philippine Literature

Employed by Instructors

Grenna Marie Joy P. Simene

Abstract

This study evaluates the approaches and strategies employed by Bukidnon State
University instructors in teaching Philippine Literature. The study is anchored on the
concept that successful literature teaching requires the use of different approaches and
classroom activities or strategies. The results of the study revealed that instructors
preferred personal-response approach and paraphrastic approach in the teaching of
Philippine Literature. The study further showed that the strategies instructors used are

language-based approach is seldom employed by the instructors although some of them

Keywords: Personal-response approach, paraphrastic approach, language-based

approach

Introduction

Teachers aspire to have all of their students mismatch between the approach and strategies
used by Philippine Literature instructors can be
students’ time with them will not be wasted. observed in literature classes. For example, a
Teachers desire to teach prompt them to look teacher wants to emphasize the social or moral
for approaches and strategies which will best issues embedded in the text but uses more
language activities instead. Another observation
is on the students’ dislike or disinterest in
approaches to the variety of teaching strategies. their literature classes including Philippine
On one hand, teachers need to understand the Literature class. Students’ dislike could be
learning styles of their students for them to be a result of the approach the teacher used in
able to match their teaching approach to that of class or perhaps the strategies employed by the
the students’ approach in learning. On the other teachers are not that creative. The link among
hand, the teachers also need to understand that and between these approaches, strategies and
their teaching approaches should also match students’ interest is imperative for students to
their teaching strategies, which we will refer to understand and appreciate literature.
as classroom activities in this study. The observations mentioned above
One of the many issues literature teachers prompted the researcher to conduct the study.
face today is in the use of approach in teaching It would be of great value and interest if one
literary pieces. It has been observed that knows the approaches and strategies used by
instructors of Philippine Literature in Bukidnon Philippine literature instructors. The success
State University (BSU) are using one common of the teaching and learning process depends
traditional approach in teaching, the Read- mostly on what goes on between the people
and-Discuss approach which focuses more inside the classroom. Since the ultimate
on the personal responses of the students. A goal of education is to make students learn,
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84 Typology of Bukidnon State University

it is, therefore imperative that the teaching different approach. This approach focuses on
approaches and strategies should serve this the responses of the students to the text. The
purpose. students in this approach are encouraged to
read by making connections with the meaning
Conceptual Framework of the text.Last is the moral-philosophical
approach. This is an approach that includes the
This study is anchored on the concept teaching of moral values. Students discover
that literature teaching should incorporate the moral values while reading the literary text.
teaching of culture and language and should The understanding and appreciation of
improve the critical thinking skills of students literature are both important in the learning
by using varied literature teaching approaches of literature. Aside from this, understanding
and strategies (Capello 2011). Literary texts the language used in the literary texts is also
according to Capello can be used to help readers important. In learning Philippine Literature,
understand other cultures and at the same for example, it is critical that students don’t just
time help develop the language competence regard the literary pieces as ordinary reading
texts, but students should understand the
(1991) who claims that literature is an agent underlying principle of learning these literary
for teaching students to learn and appreciate texts. Also, students need to understand the
the culture of other people. Literature is also language used in the literary texts for them to
a vehicle for students to learn and develop a be able to understand better these texts as well
particular language. Literature helps readers as develop language competence. For instance,
value culture while expanding their horizon. one lesson can be taught by incorporating
If taught effectively, literature helps build language and literature activities as well as
vocabulary, helps improve writing skills and activities to help students understand different
also develops critical thinking skills. cultures.
There are several ways to teach literature to Davis and Florian (2004) asserts that a
students that will help develop their cognitive, combination of approaches is more effective
as well as affective skills and at the same time in facilitating positive social, emotional and
help improve their performance in using a behavioral outcomes of a learner than using
language. Carter and Long (1991) presented a single approach. In addition, the use of
different approaches in teaching literature that integrated approaches according to Corpuz
involve the cognitive and affective aspects of
learning. One approach is the language-based using each approach in different settings. Also,
approach. This approach focuses on language Pieper (2006) postulates that a balance between
learning through literary texts. Students in the canonical and learner-centered approaches
this approach are exposed to literary texts that will allow students to learn and enjoy literature.
use the target language to be learnt. Another Rashid (2009) asserts that the teacher’s
approach is the paraphrastic approach that
deals with the apparent meaning of the text. strategies the teacher will use. Arends (2001)
For students to understand especially the states that a particular strategy can affect
students’ motivation to learn. If the objective of
simple words. Information-based approach teaching literature is to help students appreciate
is another one. This approach involves the literary concepts and pieces as much as to help
teaching of literature concepts. Students in this develop the literary and language competence
approach are expected to make use of literature of the students, the approaches and strategies
knowledge in their reading and writing of
literature. Personal-response approach is a
The Bukidnon State University Research Journal
Grenna Marie Joy P. Simene 85
Review of Literature grammar and structure of the language. In
this approach, the strategies used for language
The aim of education is to develop an teaching is most appropriate.
individual holistically. Aquino (2003) mentions Salandanan (2005) stresses that for
that developing an individual’s cognitive, learning to be effective, an approach should
affective and psychomotor skills should be the incorporate different strategies. “It is a short-
focus of any educational institution. In teaching ranged way applied in education and is resorted
literature subjects, for example, a teacher to on a day when the topic to be studied lends
should not only concentrate on developing best to a planned “tactic”” (Salandanan, 2005).
the affective ability of the students, but also Strategies or teaching strategies in this study
the cognitive and psychomotor skills. The
teacher’s choice of the approach will assure that carried out the framework used or followed by
the student’s holistic development is achieved. the Literature teacher.
Providing opportunities for a literature student Hwang and Embi (2007) say that an
to learn not only the language of other people,
but also the lives of other people is important. Further, the plans or activities according to
And this can be done if teachers will use varied them should motivate students to learn. In BSU,
teaching approaches. the use of approaches and strategies to teaching
A teaching approach according to Philippine Literature is geared towards the
Salandanan (2005) is a “procedure that student’s awareness and understanding of the
employs a variety of strategies to access better artistic elements and the culture of the different
understanding and effective learning.” In the Philippine literary texts. In fact, the core values
context of this study, a teaching approach is of peace and education have been incorporated
in the course to ascertain that students will have
by the teacher to deliver the activities in the the thematic and intercultural knowledge after
Literature class. taking the course. In addition, to determine that
There are three most common approaches students will not be denied in the development of
to teaching literature according to Carter and their cognitive skills, instructors are encouraged
Long as cited by Ghazali (2009). One is the to utilize approaches and strategies that will
cultural approach that aims at developing the help develop students’ critical thinking skills.
linguistic and experiential knowledge of the The use of many approaches and strategies is
students through understanding the socio- paramount since the course design leads to the
cultural aspects of the text. Literary texts in different levels of complexity that call for the
this approach are considered as a cultural use of both cognitive and affective skills of the
artifact that students could use in developing students. However, since most students are not
their literary skills. Another approach is the literary ready, instructors deliver their lessons
personal growth approach which encourages by touching only the affective skills of the
students to give their opinions based on their students. The question, how far the approaches
experiences and based on the text. The literary of the teacher help students develop their
texts are used as a stimulus for personal affective and cognitive skills, is very crucial.
growth activities. The strategies that suit best Research has shown that the use of both
this approach are those activities that involve cognitive and affective strategies in teaching
cooperation among group members. The third is most effective in student’s learning. Aquino
approach is the language-based approach which (2003) cites different researchers who use cog-
enables students to use and study literary text in nitive strategies in the classroom. Among the
a systematic and methodical way. The text in strategies mentioned are using graphic orga-
this approach is used as a means of analyzing nizers, brainstorming, predicting, summariz-
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86 Typology of Bukidnon State University

ing, clarifying, withholding judgment, ordering Research Problem

sequence of events, categorizing, and others.
Aquino further states that scaffolding and mod- This study sought to get a general overview
eling are important roles a teacher should utilize of the approaches and strategies employed by
in the development of student’s cognitive skills. Philippine Literature instructors. The study
Tooman (2000) mentions some affective aimed to answer the following questions:
strategies. Among the affective strategies used
in literature classroom are the following: role- 1. What approaches are employed by instructors
playing, simulations, journaling, reaction paper, in teaching Philippine Literature?
2. What strategies are employed by the
learning activities, drawing, singing, use of instructors in teaching Philippine Literature
symbols, memory and imagination exercise, considering the teaching approaches?
3. What are the students’ perceptions as to
educational biographies. the teaching approaches and strategies
employed by their Philippine Literature
literature, Hwang and Embi (2007) mentioned instructor?
some of the activities. For language-based
approach, the activities include prediction,
cloze, ranking tasks, role play, poetry recital,
forum, debate and discussions. These activities The investigation of the approaches
are all student-centered. Activities that are and strategies used by instructors in teaching
teacher-centered on the other hand are lectures,
explanation, reading of notes and criticism contribution to the attainment of quality teaching
provided in workbooks or by the teacher. and learning.
The teacher-centered activities are under the
information-based approach. Teacher re-telling to have a basis for assessing the strengths and
the story or a poem using simpler language, use weaknesses of the approaches and strategies
of translation using other mother tongues and they are using in teaching Philippine Literature.
reading paraphrased versions or notes provided Second, the instructors will have a foundation
in the workbook or by the teacher are activities for using the approaches and strategies in the
that can be used for paraphrastic approach. most effective way. Also, the result of the study
Regarding varied approaches and strategies will be a basis in designing a resource teaching
to literature teaching, Wang (2009) stated that material in Philippine Literature implementing
many of the 162 non-English major university
students in Taiwan found an integrated approach practical approaches and strategies. The result

Al-Marooqui (2012) produced a similar result. able to understand the teaching approaches and
Kellem’s (2009) study on the use of reader- strategies used by their Philippine Literature
response approach combined with a stylistics instructors. The curriculum designers will also
approach suggested that the integrated approach
to teaching literature should be observed. The be a basis for them to redesign the Philippine
study showed that it was effective for literature Literature syllabus. Finally, the result of the
studies at advanced English for Foreign Language
levels. It is within the context mentioned above have a basis for planning in-service trainings
that this research found its place. for Philippine Literature teachers in relation to
the appropriate use of teaching approaches and
strategies.
The Bukidnon State University Research Journal
Grenna Marie Joy P. Simene 87
Research design of the same academic year. The student
participants were randomly selected from the
The study is a descriptive study where many Philippine Literature classes of the six
both quantitative and qualitative data are teachers. All the participants were informed
collected and analyzed. The study used of the purpose of the study through written
triangulation whereby interview, questionnaire, and verbal communication before they were
and classroom observation were used to answer formally taken in as respondents.
the research questions.
This study was limited to the approaches Research Instruments
and strategies in teaching Philippine Literature
employed by six instructors of Bukidnon State The two sets of questionnaires were
University who were handling more than one
Philippine Literature class during the second
semester of the academic year 2011-2012. Fifty to the teachers who taught Philippine Literature.
percent of the total population of Philippine This questionnaire consists of Yes-No items
Literature students was also used as participants followed by ‘why’ question items and one open-
of the study.The consent of the instructors and ended question item which allowed participants
the students who served as participants were to express their opinion and suggestions on
sought through a formal written letter noted and matters related to the research topic. Another
signed by the Language and Letters department set of questionnaire was distributed to the
chairperson. students of the teacher respondents to get their
feedback on the approaches and strategies
by Carter and Long (1991) based on their three employed by the teacher. This survey material
models in teaching literature were used. The contains open-ended questions that are based
approaches are the language-based, paraphrastic, on the teacher-participants’ questionnaire. Part
information-based, personal response, and I open-ended question is “What other teaching
moral-philosophical approaches. approaches do you use in your Philippine
Data collection and information were based Literature class?” Part II open-ended question
is “What other teaching strategies do you use in
The questionnaire served as the primary your Philippine Literature class?”
instrument and classroom observation and semi- A checklist adapted from Rashid,
structured interview as secondary instruments. Vethamani and Rahman (2010) was used during
Further, only one class session per instructor the class observations. The checklist has seven
was observed, and the interview sessions for columns that documented the literature teaching
each instructor did not last for 30 minutes due to approaches and strategies used and how often
time constraints. the approaches and strategies were used. The
checklist was then summarized, compared and
Participants of the Study interpreted to identify the primary approach
and strategies utilized by each teacher.
All the instructors who taught Philippine To verify the responses classroom
Literature in the second semester of the observations were conducted and semi-
academic year 2011-2012 were purposively structured interviews were also done.The
taken as participants of the study since there classroom observations helped in the analysis
are only few instructors handling Philippine of the data coming from the results of the two
Literature classes. Another group of participants questionnaires. The information from the
classes observed as well as from the interview
Philippine Literature in the second semester conducted allowed the researcher to describe
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88 Typology of Bukidnon State University

is not a Language class.” Another teacher said,

the approaches and strategies used by the “If I use language-based approach, the more
instructors.
want to bore my class because it will add to
Data Analysis and Procedures their dislike of literature.” For most teachers
interviewed, their primary concern is to make
Both quantitative and qualitative data students be interested in their literature class by
analyzes were used. For the quantitative simplifying the language or the words of the
data, descriptive statistical analysis was text through paraphrasing or re-telling the text.
Simplifying the text can help students quickly
compiled, and each of the observation was make personal connections with the material.
summarized and compared to draw appropriate While some teachers choose “No” as to
conclusions and interpretations. The interview whether they use LBA, it was observed during
transcripts were also summarized and quoted to their class that they let the students identify new
strengthen the basis of discussion.

Results and Discussions give the meaning of these words. In fact, the
teachers allocated almost 10 to 15 minutes for
this kind of activity.
teaching approaches indicated in the question- It was also observed that all teachers used
naire, and the language-based approach is sel- the information-based approach (IBA). Some
dom used by the instructors while personal re- used it before reading the text while others used
sponse and paraphrastic approaches are nearly it after reading the text. The giving and, or asking
always employed by the instructors. Table 1 of information about the text are given a little
below shows the rank of approaches according attention by most teachers. As mentioned by
to the frequency of their use. these teachers during the interview, IBA is given
a little emphasis because students are assumed
to have already learned this before they enter the
class. But based on the classroom observation,
one teacher emphasized the literary conventions
needed for the students to understand the text.
This teacher gave considerable input on the
elements focused on the text before the students
were asked about their understanding of the text.
According to the teacher, many of her students
have no idea about the basic elements of
Creating language awareness among literature that when asked what they understand
literature students is not the primary concern about a particular part, her students could not
of the literature teachers as mentioned by the answer. That is her main reason IBA is given
instructors in the interview. According to them, importance in her class.
although they nearly always use paraphrase or In comparison to the approaches always
let students paraphrase lines from the text, they employed by the teachers, moral-philosophical
do not really intend to teach them the language approach (MPA) is only 4th in rank. The
structure. The teachers only want to simplify the result means that teachers prefer to use the
texts so that students will quickly understand other approaches, although they also employ
the texts. One teacher said, “I do not use strategies/classroom activities under this
language-based approach (LBA) because this approach. When asked why they don’t always
The Bukidnon State University Research Journal
Grenna Marie Joy P. Simene 89
use this approach, teachers’ answers point 1. The result is interesting to note since this
to the appropriateness of the text. For them, implies that although instructors often use PA,
there are texts that do not emphasize the moral they do not necessarily paraphrase the text
values, but when texts contain moral values, for the students to read, nor solely rely on the
they employ the MPA. paraphrased version of the text. Instructors’
Table 2 presents the strategies/classroom way of using the PA is through re-telling the
activities employed by Philippine Literature text to the students and explaining to them the
instructors. From the table, it is seen that the text using simple words as items 12 and 13
strategy/classroom activity, “I guide students have shown.
to relate the themes to personal experiences.” Items 5 and 6 in the same table demonstrate
got the highest mean. This result supports that strategies/classroom activities geared
the ranking of the approaches found in Table towards language teaching are seldom used
1. The result means that the teachers’ use of by the instructors as these received the second
the strategy/classroom activity is appropriate lowest mean and the second to the last rank.
to the personal-response approach they use in
class. However, one data from Table 2 does shown in Table 1 which tells us that the LBA
is ranked lowest by the instructors when it
in Table 1. The strategy/classroom activity, comes to its frequency of use. Teachers noted
“I provide a written paraphrased version as that Philippine Literature students already have
complementary reading text” has the lowest subjects that teach them the language part of
mean in contrast to the paraphrastic approach their literature lessons that is why they don’t
often used by the instructors as shown in Table need to emphasize the word part of their lesson.

Table 2. Strategies/Classroom Activities Employed by Philippine Literature

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90 Typology of Bukidnon State University

As earlier discussed, instructors have observed A) Students’ perceptions on the approaches

that using language activities in their literature employed by Philippine Literature instructors
class often led to students’ dislike of the class.
One of the teachers even said, “When language Based on the students’ perceptions, the
part is incorporated in our class, students are MPA is predominantly used by the instructors.
so quiet. So, I better not include language For instance, the perceptions in Frame 1
activities.” Arends (2001) and Hwang and
Embi (2007) mention that the strategies approach. The approach according to Rosli
teachers use in their class have a big impact
on the students interest of the class. This idea the worthiness of moral and philosophical
leads us to an interesting question whether it is considerations behind one’s reading” (p90).
more important to cater to students’ interest or The classroom observations also revealed
to see to it that language should be incorporated
in their literature class. But, as Pieper (2006) activities done included a discussion on the
postulates, if one would like to get the interest
of the students in the class, there should be a question, “what values can you get from the
balance between the canonical and learner- short story” is often asked from the students.
centered approach.
Other strategies/classroom activities is predominantly used but is not nearly always
are sometimes used if not often or seldom used, the students were still able to remember
employed by the participants as shown in how their instructor focused on the moral side
the table. The strategies/classroom activities of the story. As also observed, many students
that teachers employ depend on the literary participated in the discussion whenever the
text used or focused in the class as observed questions point to the moral or lesson one can
by the researcher during the actual teaching get from the stories. Perhaps this is because
of the teacher respondents. Carter and Long one can easily relate to the literary text read.
as cited by Ghazali (2009) show that the
different approaches in teaching literature Frame 1
are appropriate for some types of text only.
Although instructors would like to incorporate “He prioritize the values that can be found in the text”
“Our teacher always tells us the moral values about our
various strategies/classroom activities, they topic”
would still have to depend on the text focused “Morals are given in the end”
on the lesson. Also, text selection is an
important aspect in the planning of the lesson.
Students’ perceptions on the approaches We can also see from the perceptions that
and strategies employed by their teachers PA is also used by the instructors. Students’
are grouped according to the following: A) perceptions pointed toward the instructor’s use
Perceptions on the approaches employed of the approach. For instance, “we use our
by Philippine Literature instructors, and own language” and “The teacher translates
B) Perceptions on the strategies employed the story” are feedbacks relating to the use of
by Philippine Literature instructors. The paraphrastic approach. Theperceptions support
perceptions are quoted verbatim from the the result shown in Table 1 that paraphrasitc
participants, but not all perceptions are approach is nearly always used by the
included since some are repeated and others do instructors. During the classroom observation,
one teacher occasionally used the vernacular
by their instructors (Appendix C). whenever students asked the meaning of some
parts of the literary text. Somehow, this was
The Bukidnon State University Research Journal
Grenna Marie Joy P. Simene 91
mostly evident when a poem is used as the
literary text. This observation implies that Frame 3

“She let us write an essay about what have we learned

compared to the other literary genres.
in that topic”
“We are asked to express our feelings after reading
Frame 2 the story”
“We give our positive and negative opinions”.
“He did his best to improve us and encourage us to
know other's languages”
“we use the LBA when we tackled about short stories” Most of the observed classes had writing
“They teach us on how to specify meanings.” activities requiring the students to write their

Another common approach seen by the exhibited the importance of pursuing the
students is LBA as echoed by the students’ affective part of the students’ development.
perceptions as shown in Frame 2. One observed
class showed how the instructor incorporated or reaction paper is a good affective strategy in
the language-based approach in the classroom. teaching literature.
In the teacher’s presentation, before students Although the perceptions on teaching
were asked to read the short story, the teacher strategies showed a different outcome as
indicated in the perceptions on teaching
if they know the word. After understanding the approaches, still the difference in Part A and
part B perceptions still supports the result of the
were then asked to use the words in their own
sentences. Somehow, only very few students the strategies suited for PRA. The comments
participated in that part of the lesson. The in Part A showed that MPA is predominantly
perceptions on the use of LBA backed-up the used while the perceptions in Part B for the
result of the class observation and also support strategies showed otherwise. Perhaps, this
means that some instructors are not aware of
Table 1. LBA is used but not as always as the
other approaches. This could be attributed to that they would like to use. With regards to the
the reason as mentioned in the interview with perceptions on the use of strategies under MPA,
these could mean that aside from PRA and PA,
whenever lessons related to language learning MPA was also used by the instructors but not
is combined with literary text readings. Since nearly always.
students are passive in this part of the teacher’s
presentation, teachers tend to do away with this Frame 4
approach.
One can denote from the perceptions “Identify those difficult words and give meaning to it.”
that the instructors do use varied approaches
in teaching their Philippine Literature class. Another important information is on the
However, it can be implied that they do not use use of LBA. Although the language is also given
it sparingly. importance by the instructors, their strategies
do not vary – they use LBA mostly to get the
B) Students’ perceptions on the strategies meaning of the ambiguous words (Frame 4).
employed by Philippine Literature instructors As earlier presented, LBA is seldom utilized
The overall perceptions showed that by the instructors since language is not the
focus in literature class. Since raising language
the PRA (Appendix C). Some of the perceptions awareness is seldom done in literature classes,
are shown in Frame 3.
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92 Typology of Bukidnon State University

not interesting. This is not surprising as evident Further Research

in Table 2, item number 6 “I generate language
practice using the text “is ranked second to the It is recommended that further research
last by the respondents.
teaching and learning materials for Philippine
Frame 5 Literature subject demonstrating the use of the
approaches and strategies to literature teaching.
“Our teacher taught us how to pronounce difficult words”.

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poetry recital. Although the perception shown Arends, R. (2001). Learning to teach.
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that teachers are using different approaches but Kellem, H. (2009). The formeaning response
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