Developing English Proficiency Through Literature: A Language-Based Approach

Abstract

The main purpose of the study was to find out whether the utilization of a language-based approach through the use of adopted text entitled “The Necklace” by Guy de Maupassant, teacher-initiated supplementary materials/modules, and innovative activities in reading, listening, speaking, and writing can facilitate and develop student’s English proficiency. Utilizing a quasi- experimental method, the study revealed that there was a significant difference in the developing English proficiency of students through literature in the pretest and posttest in the experimental group, as well as a significant difference in the posttest English proficiency of students in both groups. The results implied that utilizing literary texts, teacher-initiated module, and innovative activities can have improved the English proficiency of students. Therefore, the act of utilizing literary texts, teacher-initiated module, and facilitating innovative activities for students aside from the school modules in the experiment fared better compared to solely utilizing traditional methods and discussion concerning the students’ English proficiency development and performance. In the light of the findings, the utilization of literary texts, teacher-initiated module, and innovative activities in reading, listening, speaking, and writing was effective in discussing English lessons in regular classes and exhibited favorable results academically. Thus, it was recommended to pursue the method for other English topics aside from the subjects in the research study. Future researchers are encouraged to use the methodology of the language-based approach through literature in developing students’ English proficiency not only for academic purposes, but also for its effects on students' social, psychological, and physical well-being.