Chapter

Review of Related Literature and Studies

This chapter presented a review of related literature and studies about the effectiveness of

English Literature on English Proficiency and Vocabulary Knowledge of selected 20 students of

Nagpayong Highschool. The researchers read a lot of articles, books, and other research to find

the meaning of different variables for a better comprehension of the study. To further explan our

research topic, this part is composed of studies and works focused on: (1) English Literature, (2)

English Proficiency, (3) Enhancing Vocabulary Knowledge.

English Literature

According to Research, Literature has been a subject of study at different levels of

education in many countries, but in recent time it has been given much emphasis in the EFL

classroom (Kaşlıoğlu & Ersin, 2018). The use of literary texts in foreign language teaching has

greatly increased over the last few years. The role of literature in the language classrooms was

questioned during the period of 1960 to 1980. The 1970’s and early 1980’s approaches were

communicative and emphasized on practical functions of English language. During the 1980’s

there was a comeback of interest in literature and language teaching. The interest in literature as a

valuable tool in language teaching was raised two decades ago (Hall, 2005; Duff & Maley,

1990). It is in line with the communicative approaches as it considers authentic communicative

conditions in the way of teaching second language (Sanz & Fernández, 1997). A couple of

writers such as
Brumfit and Carter (1986) and Lazar (1993) stated that language used in literature is an ordinary

language including linguistic qualities such as metaphors, similes, poetic lexis, and so on. We

cannot consider these features as literature specific because they also appear in common

language application.

As Cited by Ashrafuzzaman, Md. Ahmed. Iftakhar Begum. Mariam (2021) Literature

plays a significant role in effective teaching-learning process whether English is regarded as a

second or foreign language. It provides students with an incomparably rich source of authentic

material. In Bangladesh, literature is a monumental part of education which acts as determinant

factor for student’s personal development. In addition, it helps them to understand different

cultures and society, and provides them with insight into history, people’s behavior and attitudes.

Literary texts

help the students to activate their imagination and develop their emotions.

As Cited by Armea, Aires P.; Castro, Marvin P.; Llamado, Mylyn N.; Lotino, Renie B.;

San Esteban, Arvin A.; Ocampo, Darrel M. (2022) the study of literature mainly enhances

extensive reading skills development. Research findings overwhelmingly support the fact that

there is a correlation between extensive reading and language acquisition, especially effective

writing. For instance, You (2011) [26] posited that reading could provide a ready means for

acquiring vocabulary and effective writing in a second language. The source further stated that

reading brings to the reach of the learner large repertoires of lexical items in their natural

linguistic contexts. It means that an individual could only unfold the merit of specific literary text

if they have mastery of the language. Thus, the present study tries to correlate the students'
English proficiency and literary competence to derive pedagogical implications relevant to

language and literature teaching.

The study of language has been increasingly inseparable from the study of literature. This

is also the case with the study of English language and literature. In fact, literature serves a

significant role in the teaching and learning of English, especially for non-native speakers of

English, either ESL (English as a Second Language) or EFL (English as a Foreign Language)

students. Literature is also deemed to be able to enrich the cultural knowledge of students, which

is an integral part of language learning (Carter & Long, 1991). Hence, many studies have been

devoted to the teaching of English through literature to ESL/EFL students. (Nita Novianti, 2016)

According to Perry (2022) English literature in schools is a topic that has been explored

in several papers. One paper discusses the purpose of English literature in English secondary

schools, highlighting how the current curriculum is at odds with contemporary views and ideas

about the subject. Another paper explores the idea of devolution in the literature curriculum,

suggesting that moving away from standard structures can allow for a broader range of voices

and ideas to be explored (Snapper, 2017). Furthermore, English literature plays a crucial role in

schools as it helps improve language skills, deepens cultural understanding, and promotes overall

language development (Sharma, 2022).

As Cited by Erdem Mustafa (2016) Language as a means of communication has been

leamed and taught for centuries. For every human the leaming process starts unconsciously with

leaming their mother tongue and later it goes on systematically and consciously at school.

However, in order to carry on commercial or social relations among different communities

people have to leam two or even more languages. Therefore teaching of foreign languages has

been an object of inerest to societies for ages. Many researchers belive that literature is useful in

English language teaching. Value of literature as a useful source in language teaching is strongly

defended by these researchers. Literature has a number of benefits which include but are not

limited to availability of unique material, stimulation of reader's development and contribution to

reader's vocabulary and cultural enrichment. Along with the abovementioned benefits diversity,

interest, and vagueness, and universality, could be named as other advantages. This study reveals

that literature increases all language skills since it extends linguistic knowledge through giving

evidence of extensive and subtle vocabulary usage. Furthermore, it gives students the opportunity

to strengthen language skills as it often enables oral discussions and exchange of opinions.

English Proficiency

As cited by Pedrina Patron, Dan Jerome Barrera (2016) English proficiency was found to

have a significant impact on the students’ overall academic achievement (Fakeye & Ogunsiji,

2014). But does language proficiency matter towards their academic survival in colleges and

universities? Existing empirical studies on this subject revealed contradictory results. While

several studies showed relationship between language proficiency as measured by the Test of

English as a Foreign Language (TOEFL) scores and academic achievement as measured by

GPA, there are studies implying that TOEFL scores might be poor predictors of international

students’ academic success (Khausz et al., 2005; Xu, 1991 in Martirosyan, Hwang, & Wanjohi,

2015:62).

Abunawas’ (2014) meta-analysis yielded a statistically positive relationship between the two

variables. Further, the International English Language Test System (IELTS) was also found
having a predictive validity as an indicator of future academic success (Feast, 2002; Dooey &

Oliver; 2002; Kerstjens & Nery, 2000). But English proficiency measured solely by TOEFL and

IELTS scores cannot be a reliable predictor of international students’ academic success

(Martirosyan, Hwang, & Wanjohi, 2015). Among first-year black and Indian students in human

resource management at a tertiary institution, English language proficiency was found to be

associated with academic success (Stephen, Welman & Jordaan, 2004)

This study examined contributions of academic ability tracking, disciplinary attitudes

(science anxiety and self-efficacy), and discipline-specific literacy skills (science and academic

vocabulary knowledge) to students’ science achievement in a sample of 104 Grade 8 students

(78% current or former English learners [ELs]) enrolled in high- versus low-track (50/50)

classrooms at a Pacific Northwest urban junior high school. The final regression model explained

46% of the variance in students’ science reading comprehension scores; 11% of the variance in

reading scores was uniquely explained by science vocabulary knowledge, above and beyond

anxiety, selfefficacy, and tracking. Similarly, the final regression model explained 41% of the

variance in students’ end-of-the unit science test scores; 20% of the variance was uniquely

attributed to science vocabulary knowledge above and beyond anxiety, self-efficacy, academic

vocabulary knowledge, science reading comprehension, and tracking. From a practical

perspective, the results suggest that students need more explicit science vocabulary instruction to

perform better on reading and achievement tasks, regardless of their track designation. From a

policy perspective, current ELs’ underrepresentation in higher-track classes calls into question

the equity of instruction provided to students. Recommendations to increase ELs’ access to

academic content are discussed. (Ann Karin Roo,2018)

 This research aimed at finding out the degree of the correlation between students’

learning strategies and their English Proficiency. It was based on the rationale that students still

had problems with their English proficiency and did not know what to do to improve it. On the

other hand, there are some successful language learning strategies that can be applied based on

some experts to help them. To find out whether there was positive correlation between students’

language learning strategies, data were collected. To collect the data about language learning

strategies, a questionnaire was used which had been tried out to know its validity and reliability.

To find out the student’s English proficiency, TOEFL was used. To test the hypothesis, the

results of questionnaire and TOFL were correlated by using Pearson Product Moment. The

hypothesis was tested by comparing r computed with the Pearson table on the level of

significance 0.05. The result of r computed was 0.523, and the critical value was between 0.325

and 0.304 with the degree of freedom 37 (n-2). It was found that the value of r computed was

higher than the Pearson table r value. It can be concluded that there was a positive correlation

between students’ language learning

strategies and their English proficiency. In other words, the research hypothesis was accepted.

The importance of English language in globalization is seen in different institutions as

foreign students who want to pursue a degree may have to take a test and assessment of the

language. The importance of academic excellence is much needed in today’s world because it

will be a passport of one student and soon to be a graduate in order to earn decent employment.

Indeed, English language proficiency is key to high academic performance. This study

emphasizes the importance of English courses to all students taking-up programs outside the

language courses. English courses are taken by students during the freshman and sophomore
years, to be accepted in Junior years or 3rd year in College, the student should pass all the

English courses. The objective of this study is to investigate the impact of the academic

performance in English courses, and student’s English language proficiency, on the academic

performance of the students in minor, foundation and core courses. A data analysis, which

includes all the grades of the students was collected to determine the General Weighted Average

(GWA) of students in English courses, foundation courses, minor courses, and core courses. A

validated examination was tested to determine the language proficiency of the student which

tested the vocabulary, grammar, and reading comprehension. Based on the findings, the English

proficiency of the business administration students is low proficient. Lastly, there is no

significant relationship between English proficiency and academic performance in core courses.

It is recommended that policymakers and school admission and testing, may develop an action

plan to improve the language proficiency of college students. (Orlanda-Ventayen, C.,2019)

Furthermore, According to Lopez, Mary Kathleen Rose R.; Ortega-Dela Cruz, Ruth A.

(2022) Gallery Walk contributed more to the enhancement of the students' reading

comprehension and oral English language proficiency compared to the Conventional approach in

teaching. Gallery

Walk also helped in refining the students’ understanding of the texts to meet reading expectations

and their engagement in group conversations. Report out or share out activity boosted them to

meet speaking expectations. Mulyani (2014) stated that Gallery Walk can bring significant

improvement as far as the performance of the students is concerned because it provides the

students a chance to move around the classroom, direct their focus on the activity and avoid

lethargy.
 In cited from Muttaqin, Syariful; Chuang, Hsueh-Hua; Lin, Ching-Hui; Cheng, Ming-Min

(2022) English proficiency is mostly measured using standardized tests such as the TOEFL, the

International English Language Testing System (IELTS), the Test of English for International

Communication, the Cambridge Proficiency English Test, and other general English tests

developed and used in various countries. Meanwhile, academic achievement can be measured

using semester achievement scores, such as midterm and final exam scores, or the cumulative

GPA (Rose et al., 2020). Previous studies have shown how English proficiency is related to

academic achievement of university students. Light et al. (1987) found that the TOEFL score of

international students at a university in the United States significantly correlated with their

academic achievement, especially among humanities, fine arts, and social science students.

Johnson (1988) and Graham (1987) found that students’ TOEFL scores significantly predicted

their academic performance.

According to Fryer, LK, Oga-Baldwin, WLQ, (2018) The powerful role of self-efficacy

within human development broadly, and in education specifically, is widely acknowledged. Less

is understood about how self-efficacy might transfer between domains of varying conceptual

distance. The current study examines academic self-efficacy in three domains (mathematics,

Japanese and foreign language) across students’ first year at junior high school. Two studies were

conducted each including three school (study-A: n=480; study-B: n=398) to support a test and

retest of the differences and inter-relationships across this critical period of adjustment.

Difference testing presented a general pattern of significant small declines in students’ self-

efficacy for all three subjects. Longitudinal latent analyses indicated a consistent moderate effect

from foreign language self-efficacy to native language self-efficacy. The pattern of declines,
while consistent with research in Western contexts is a source of concern. The transfer of self-

efficacy from foreign to native language learning has educational and broad theoretical

implications.

Enhancing Vocabulary- Knowledge

According to MS Marpaung (2020) Vocabulary is one of the essential aspects of

learning English. Every day we say thousands of words. To be able to communicate in English,

vocabulary is needed and it is important to improve and have a variety of vocabulary. Without

sufficient vocabulary, someone is difficult to communicate with others, express their ideas or

opinion, comprehend simple text, and listen to instruction. Without vocabulary, there will be no

language as Rosyidah and Giyoto (2018, p. 1) stated that "Actually, vocabulary is the foundation

to learn English and vocabulary is one of the components of language, there is no language

without vocabulary.” To develop he students' English skills in speaking, listening, reading, and

writing, students need to have the vocabulary. As Viera (2018, p. 90) said that, “Vocabulary

knowledge is viewed as an essential ltool for mastering any language skills; it also contributes to

the understanding of written and spoken texts.” Mastering vocabulary is not easy for the students,

especially for Indonesian students where English is considered as a foreign language. According

to Mth-ethwa (2018), the use of a combination of text, sound, graphics, video, or animation to

teach vocabulary is becoming a common aspect of instructional practice in language learning. It

will make it easier for students to learn vocabulary in a fun way.

 As Cited by Dong-Hua Zhang (2016) Vocabulary knowledge is generally divided into the

depth and breadth, namely vocabulary, or it is divided into receptive vocabulary and productive

vocabulary. The breadth of vocabulary refers to understand the meaning of vocabulary, and the

depth of vocabulary refers to the cognitive level and the construction of the brain [9-11].

Vocabulary knowledge is divided into two types of acceptance and production, the receptive

vocabulary refers to listening or reading vocabulary, and productive vocabulary refers to oral

expression and writing vocabulary. Receptive vocabulary focuses on the pronunciation and

meaning of audition feeling, and productive vocabulary pay attention to the expression of

vocabulary depth processing and extraction. Oral English expression is the depth of the

extraction and processing of vocabulary, grammar and so on Because of the lack of the effects of

the productive vocabulary and spoken English research, the influence mechanism and effect

degree are not clear. However, the effect of vocabulary on oral English learning has been

recognized, and the output of spoken language should be processed by the depth knowledge of

word meaning, grammar, morpheme, and so on [12-14]. The mechanism of the interaction

between the productive vocabulary and the vocabulary on spoken language is worthy of further

analysis.

The study conducted by Salma Hasan Almabrouk (2017), the study found that vocabulary

learning strategies had a significant positive effect on vocabulary test scores and improved

vocabulary knowledge among the learners. Memory strategies were particularly effective in

enhancing vocabulary learning.

 According to Simanjuntak, Olivia Virocky, Simanjuntak, Debora Chaterin (2018) English

learners cannot separate learning a new language from vocabulary because in learning a new

language people have to know meaning of words used in the language. Richards and Renandya

(cited in Rohmatillah 2014) emphasized that vocabulary is a core component of language

proficiency because it provides basic knowledge of how speakers learn to speak, listen, read and

write. Vocabulary is mostly known as a body of words used in a particular language, or in

particular sphere, or at particular point of time (Lin, 2008). Nation (cited in Alfaki, 2015) stated

that meaning encompasses the way that form and meaning work together, in other words, the

concept and what items it refers to, and the associations that come to mind when people think

about a specific word or expression. However, Weiser (2013) stated that limited vocabulary

knowledge can negatively impact the development of student’s reading comprehension skills

because there is a strong relationship between vocabulary knowledge and reading comprehension

since students need to comprehend meanings of critical words they will be reading. Therefore,

English teachers should possess special skills in enhancing their learners’ vocabulary knowledge.

As Cited by Lampai, Chowarat, Sukying, Apisak (2023) These days, the incorporation of

multimedia in language classrooms has grown in popularity worldwide. Over the past years, such

media has been extensively used in English language classrooms (Duffy, 2007; Wei & Fan,

2022).

As such, it can be argued that this form of media is suitable for enhancing students’ exposure to

the language (Watkins & Wilkins, 2011). It can also stimulate students’ visual and auditory

systems, which will, in turn, contribute to maximizing learning outcomes (Low & Sweller, 2014;

Milosevic, 2017; Shah & Khan, 2015). Scholars have attempted to define the term audio-visual
input or audio-visual materials. Kathirvel and Hashim (2020) proposed that audio-visual

materials are any tool that can provide a more realistic and dynamic learning experience. Francis

(2011) also describes them as instructional materials that convey meanings independent of

symbols or language. In the same way, audio-visual inputs are supplementary materials allowing

teachers to explain, establish and link concepts and interpretations (Muliana, 2018). It can be

briefly concluded that audio-visual materials are interactive materials that, through the sense of

hearing and sight, can create a more dynamic learning experience, stimulate students’ learning,

and can explain meanings and concepts.

According to Tahmasbi, Maryam; Farvardin, Mohammad Taghi (2017) confirm the

predictions of ILH that tasks with a higher involvement load better help EFL learners recall and

retain the target words. The findings have also important implications for EFL practitioners.

Teachers can arrange activities to help students develop their vocabulary learning through tasks

with high involvement load and strong evaluation. Moreover, the teachers should apply useful

opportunities to involve learners to learn more vocabulary knowledge and obtain meaningful

usage of unknown words through tasks such as paragraph writing and sentence writing.

Furthermore, teachers can actively increase the effectiveness of vocabulary learning through

noticing and considering the learners’ needs. EFL teachers may sometimes integrate various

tasks, for instance, translation and sentence writing tasks, to use the merits of each task for

vocabulary learning.

In addition, According to Attiyat, Nazzem Mohammad Abdullah (2019) The principal

benefits of pleasure reading are quantity, purposeful reading, and fluency; as YoungScholten &
Limon (2015) argue, books are the only reliable source that provides comfortably read quantity

of texts, while fiction is the only reliable source that provides texts that can improve a learner’s

eloquence and cognitive linguists. This is pointed out by Grosman (2011) " In this connection it

is worth mentioning that cognitive linguists are also interested in the results of the reader’s

interaction with texts that in psychology are conceived of as ‘the mental representation of the text

p.162". This reflects the experience of native speakers, who are capable of progressing from

fiction to non-fiction text with ease (Claridge, 2011). According to Wilhelm & Smith (2016),

Smith,

Wilhelm & Fransen (2016), and Chowdry Chowdry, Crawford, Dearden, Joyce, Sibieta, Sylva &

Washbrook (2010), it is suggested that pleasure reading is essential for children, as it strengthens

their educational achievement and social mobility, and increases their cognitive development.

When the childern is at the age of five to ten, it would be easier to stimuli reading activities and

attain a high level. This suggests that pleasure reading is not based entirely on children’s ability

to read more, but rather on the fact that the act of reading is actually linked to the increase of

cognitive progress over time (Alvermann, 2017; Cummins, 2015). From a strategic perspective,

this strongly supports the necessity to guide and inspire children to read during their spare time

Synthesis

The previous literature and studies were helpful for the variables used in the study. They

presented important ideas that researchers utilized to understand the effectiveness of English

literature on the proficiency and vocabulary of selected students. This analysis examined how
English literature can impact the self-efficacy of learners. Additionally, researchers analyzed the

similarities and differences in the findings of various authors to highlight the significance of the

current study and identify its uniqueness. Similar findings from authors such as Carter, Long,

Perry, Snapper, Sharma, Armea, and Marvin indicated that English literature impacts various

areas: home, school, and community. Bandura, Bong & Skaalvik, Murris, Kolb & Kathy, and

Pajares suggested that vocabulary knowledge significantly influences one's approach to goals,

tasks, and challenges. English proficiency is affected by behavior and environment, with Wolke,

Ahmad & Smith, Arsenault, Patchin & Hinduja, and Kowalski & Limber noting its impact on

social, emotional, and behavioral aspects. Hefford, Carrey, Olweus, and Parada emphasized that

English literature fosters determination and goal orientation. Hefford, Carrey, Olweus, and

Parada have said that people can benefit from English literature, it helps us be determined, it

reminds us that we have a goal. Furthermore, Carter and Long highlighted that the study of

language is increasingly intertwined with the study of literature, especially in English. For non-

native speakers, either ESL (English as a Second Language) or EFL (English as a Foreign

Language) students, literature enriches cultural knowledge, an integral part of language learning.

Authors like Cabigon, Davis, and Anwar pointed out the necessity of elevating ESL instructors

to maintain student engagement and enthusiasm in learning English. This aligns with Salma

Hasan Almabrouk's conclusion that vocabulary learning strategies, particularly memory

strategies, significantly improve learners' vocabulary knowledge.

The integration of multimedia in language classrooms, as discussed by Lampai, Chowarat,

Sukying, and Apisak, has gained global popularity. Multimedia tools enrich students' exposure to
the language by engaging visual and auditory faculties, enhancing learning outcomes. Audio-

visual materials provide dynamic learning experiences, aiding in the explanation of meanings

and concepts. Vocabulary acquisition, essential for language proficiency, encompasses

understanding words in context, as emphasized by Richards and Renandya. This study, therefore,

focused on the effectiveness of English literature on the proficiency and vocabulary of selected

students, analyzing its impact on their learning and knowledge.

CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the methodology of the study that involves the research design,

research participants, role of the researchers, data source, data analysis, trustworthiness of the

study, and ethical considerations.

Research design

This examination utilized the phenomenological approach under qualitative research to

gather and analyze in-depth insights into a problem and generate ideas for further study.

Qualitative research is an umbrella term for a diverse, extensive, and continually evolving array
of paradigms, techniques, methods, evaluation practices, and interpretive analyses. According to

Adi (2020), qualitative research often includes photographs, videos, texts, and phrases articulated

by individuals either in writing or verbally. Researchers can opt for digital data collection

methods or more traditional approaches, such as individual interviews and group discussions,

whether structured or semi-structured. The goal of the phenomenological approach is to explore

and understand participants' experiences in specific situations. In this study, the researchers used

a phenomenological research design to explore the Effectivity of English Literature in

Proficiency and Vocabulary of Selected Students, An Analysis. This was achieved through an in-

depth survey aimed at understanding how English literature influences students' academic

performance. The phenomenological design was suitable because it focuses on analyzing

phenomena as they appear in our experience, the ways they are interpreted and understood, and

the significance they hold in our subjective experiences.

Research Participants
Selected Grade 7 students of Nagpayong High School enrolled during S.Y. 2023-2024

were utilized as respondents in this study. According to Latham (2013), 12-15 is the minimum

number of participants for qualitative interviews when the participants are homogenous or have

identical or similar characteristics. The participants were referred to this study using code names.

The sample population was selected based on the participants’ academic performance or

commonalities. The participants are grade 7 students enrolled in Nagpayong High School S. Y.
2023-2024 and has an active Facebook messenger account. The researchers utilized a survey.

According to Smart Survey (2024), Survey (also known as a questionnaire) is a method of

gathering information using relevant questions from a sample of people with the aim of

understanding populations as a whole. The researchers utilized a survey because the study needs

students who already have experience with the topic thus, they can give reliable data that the

researcher needs to complete the study. The researchers conducted the study with the use of

technology and questionnaires to conduct the survey.

Role of the researchers

In this study, the researchers play a crucial role in evaluating, defining, and exploring

"Effectivity of English Literature in Proficiency and Vocabulary of Selected Students, An

Analysis" among Grade 7 students at Nagpayong High School. Their responsibilities include

designing and conducting the study, collecting and analyzing data, and drawing conclusions to

contribute insights. into the impact of literature on language skills. Therefore, in this research,

the researchers consider the rationale of the study by giving a survey to the student participants

in order to know and identify the participants' actions and ability to be able to recognize the

different problems they experience in making themselves better at English literature and

improving their vocabulary knowledge and how the participants conquer the challenges.

Data Source

In the realm of qualitative research, data collection is a critical process that adopts various

methodologies. Among these, surveys, observations, and document reviews are the most
prevalent. Surveys, in particular, stand as a cornerstone method for gathering qualitative data.

They can be unstructured, semi-structured, or structured, depending on the research

requirements.

An unstructured survey does not follow a predefined set of questions or expected answers, thus

allowing a fluid and dynamic exploration of topics. Conversely, semi-structured surveys utilize a

guide that provides an initial framework of questions but also permits the researcher to introduce

additional inquiries. This flexibility is crucial when deeper insights or clarifications are necessary

during the discussion ("Adams", 2015). Typically, qualitative surveys thrive on open-ended

questions that encourage descriptive responses, often eschewing numerical data in favor of rich,

textual insights. Such data collection is invaluable for delving into the perceptions, experiences,

and attitudes of participants (Nemanjic, 2019). In this particular study, a semi-structured survey

method was chosen to gain a deeper understanding of the social dynamics and phenomena being

investigated. The survey questions were crafted around three theoretical frameworks: Richard E.

Mayer’s (1997) Cognitive Theory of Multimedia Learning and Stephen Krashen's theories on

Second Language Acquisition (1989) and Vocabulary Acquisition (1987). Conducted face-to-

face, the surveys targeted students from Nagpayong High School enrolled in the 2023–2024

school year. This approach not only adhered to a structured questionnaire outline but also

allowed for spontaneous follow-up questions, enabling researchers to probe deeper into the

students' practices and the impacts of English literature on their language proficiency and

vocabulary acquisition. Additionally, the study incorporated a thorough review of existing

documents to supplement and corroborate the findings, thus enriching the research with a well-

rounded perspective on the subject matter.

Data Analysis

The researchers took considerable care to carefully review and comprehend the data that

was acquired from each participant. On a survey form that the researchers had created,

participants could review their answers. This survey aims to determine how well students'

vocabulary and competency are affected by English literature. Gaining insight into participant

viewpoints is essential to coming up with novel ideas and notions that will aid in broadening the

study's focus. The data was not shaped by its logic; rather, it was generated from participant

experience, perception, and sentiments. To examine the information obtained from survey

respondents' experiences, researchers employed theme analysis. One way to analyze qualitative

data is through thematic analysis. The recurring patterns seen in the data collected allow

researchers to discover themes.

Trustworthiness of the Study

The concept of trustworthiness or rigor in a study refers to the level of confidence in the

data, interpretation, and methods employed to ensure the quality of the study. According to Pilot

and Beck (2014), trustworthiness encompasses the degree of confidence in the study's data,

interpretation, and methods. Researchers have the responsibility to establish protocols and

procedures that make their study worthy of consideration by readers (Amankwaa, 2016). While

most experts agree that trustworthiness is necessary, there are ongoing debates in the literature

about the specific criteria that determine trustworthiness (Leung, 2015). Credibility refers to
confidence in the truth and validity of the study's findings. It is important to conduct the study

using standard procedures for the qualitative approach or provide a justified reason for any

variations. Techniques to establish credibility include prolonged engagement with participants,

persistent observation, peer debriefing, member-checking, and reflective journaling (Polit &

Beck, 2014). Dependability is defined as the stability of the data over time and under the under

the conditions of the study. Researchers maintain an audit trail of process logs and engage in peer

debriefings to ensure dependability. Process logs document all activities and decisions made

during the study (Polit & Beck, 2014). Transparency in analysis and trustworthiness are also

important. Researchers aim to provide a vivid picture that informs and resonates with readers

(Polit & Beck, 2014; Amankwaa, 2016). Confirmability refers to the degree to which the findings

are consistent and can be repeated. Researchers maintain an audit trail of analysis and

methodological memos to demonstrate confirmability. Detailed notes and analysis decisions are

reviewed by colleagues to prevent biases. Member-checking with study participants or similar

individuals also contributes to confirmability (Polit & Beck, 2014; Nickasch et al., 2016).

Transferability is defined as the extent to which the findings are useful to individuals in other

settings. Researchers support transferability by providing a rich and detailed description of the

context, location, and people studied. Transparency in analysis and trustworthiness are also

important. Researchers aim to provide a vivid picture that informs and resonates with readers

(Polit & Beck, 2014; Amankwaa, 2016).

Ethical consideration

In conducting research, To avoid unwanted research dilemmas, it is therefore important to ensure

that careful planning and ethical standards are adhered to (Bouma,& Ling 2004). The following

ethical factors need to be taken into account: confidentiality, risk and harm prevention, informed

consent, and voluntary participation. The informed consent principle, which requires participants

to be aware of all risks and procedures associated with the study up front, was taken into

consideration by the researchers in this investigation. Secondly, the participants were not

exposed to situations that might jeopardize their safety. Third, individuals were not coerced into

taking part in the study. The consent form will be sent to participants' emails or private messages

on the messenger app by the researchers to request their permission to interview them for this

study. The participants have the right to decline involvement in the study, so the researchers took

into account their concerns if they were unwilling to answer any questions or take part.

Nevertheless, the researchers will continue to look for and approach potential participants until

they are found. likewise, the researchers and the participants avoided any psychological risk as

well as any potential physical harm by acting with formality, respect, and effectiveness.

Confidentiality was also practiced in protecting the personal information of the participants for

their privacy. To put it briefly, the researchers promised to conduct an ethical interview to ensure

that the information collected and documented for this study is accurate and free of extraneous

details about the participants.

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