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m basic tomore complex' (creative time plus 2002, tomorrow & brill, p. 572).
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Chapter Three Theoretical Framework......31
3.1 Krashen’s Input Hypothesis...........31
3.2 Swain’s Output Hypothesis.....31
3.3 Transactional Theory...... 32
Chapter Four Research Methodology......... 35
4.1 Research Questions..........35
4.2 Subjects.....35
4.3 Research Instrument.......35
4.3.1 Materials.........35
4.3.2 Tests........ 36
4.3.3 Questionnaires........37
4.4 Research Design.......38
4.4.1 Research Procedures.......38
4.4.2 Teaching Procedures.......38
4.5 Data Collection and Analysis..........40
Chapter Five Findings and Results Discussion...........42
5.1 Children’s Literature Reading Background of the Students......42
5.2 Effect ofApplication of Children’s Literature to English..........45
5.3 Student Attitudes toward the Children’s Literature.... 46

Chapter Five Findings and Results Discussion

This part aims to present study findings and to answer the three questions of the present study. In orderto analyze the data collected for the study, both the quantitative analysis and the qualitative analysis wereemployed. The quantitative analysis included four parts. First of all, the student responses to the five- scalemultiple questions in the pretest questionnaire were investigated and discussed. Then, t-tests wereemployed to compare the students’ scores of the reading comprehension tests in the pretest and post-tests.Third, the five-scale student responses to the Children’s Literature Reading Program in the post-testquestionnaire. Finally, the student responses to children’s literature in English reading teaching were alsoanalyzed. In order to get some specific data to support the statistical findings, the student responses to theopen-ended questions in the pretest questionnaire and the post- test questionnaire were analyzedqualitatively. To illustrate, the student responses to the reading selections and their best gains were sampledand analyzed. Then, their responses to the selected books as well as their comments and suggestions forchildren’s literature in English teaching were discussed.

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Conclusion

This study examined the effects of the application of children's literature in the junior middle schoolEnglish reading class.After the analysis of the collected data, including student scores obtained byquestionnaire survey and the response prediction and test, after six found according to the three researchquestions were found.First, in terms of the reaction of the students literature reading background preparationquestionnaire, most of the students don't have much interest in reading children's books.In addition, most ofthe students showed how much desire and the provider of literature reading English teacher.Before readingthe selected four children's books, most of the students like to read book illustrations.In addition, they willread the title, book review, or the introduction of the author began to read children's books.In readingchildren's books, most of the students reading skills, such as scanning, skimming, cluster and identificationof words.When they have problems in reading, they preferred to consult a dictionary and grammar booksand ask their classmates and friends for h