The Use of English Translated Meranao Literature in Enhancing the English Language Proficiency among Grade 10 Learners

Abstract

This study aimed to determine the English language proficiency of learners among Grade 10 learners in one of the schools in Lanao del Sur. A one-group pre-experimental research design was used to examine the effectiveness of an English-translated Meranao literature intervention on the English language proficiency of the learners relative to vocabulary, grammar, and reading comprehension. One group was considered using the said intervention, and the group consisted of 50 learners. The study neither considers the literary analysis of the texts nor examines the students' level of analysis of the selected literary pieces. The study's respondents were selected purposively from those under the researcher; hence, a purposive sampling design was used. Statistical tools used to analyze the data were frequency and percentages, mean, standard deviation, independent samples t-test, paired samples t-test, and one-way analysis of variance (ANOVA). The results indicated that the use of English-translated Meranao literature significantly improved the participants' English proficiency in terms of reading comprehension, vocabulary, and grammar. Moreover, the participants found the literature engaging and culturally enriching. The study disclosed that the use of English-translated Meranao literature can be an effective tool in enhancing the English proficiency of learners and promoting cultural exchange. Additionally, the assessment of the teachers’ performance in teaching English translated Meranao literature was outstanding. However, there was no significant relationship between the students' scores in the post-test and the teachers’ performance in teaching English-translated Meranao literature. The study posited the conclusion that the intervention significantly improved the English language proficiency of the students particularly vocabulary, grammar, and reading comprehension. It is therefore recommended to use the intervention in creating an engaging and effective learning environment.