One of the greatest inevitable challenges teacher needs to face is to determine the most effective teaching strategy for their student. English teachers face a lot of difficulties in teaching literature especially in a class where students have different intellectual capacity. The biggest challenge is to teach weak students in literature, that they just wouldn't read the literary text no matter how much time you gave them. So teaching literature in a class where there is a diversity of students need not just a simple approach but creative strategies of teaching. This study aimed to improve the performance in literature through collaborative learning approach among grade 8 students in Caybiga High School. There were 160 selected student respondents coming from Grade 8. The study was done at Caybiga High School within the Third Quarter from November to January, S.Y. 2016-2017. The researcher used one way Quasi-Experimental Design in this study with the survey questionnaire, a pretest and a post test as data gathering instruments. The statistical tools used to treat the data were frequency, mean, standard deviation, t-test and thematic analysis. The salient findings of the study are the following: The possible topics in literature that can be made subject for collaborative learning as assessed by the teacher respondents. Understanding poetry, identifying symbolism and imagery and using characterization. The lowest in rank is understanding and writing prose. The students' performance in literature with the use of collaborative learning approach revealed the highest rank in the pretest is proficient with frequency of 62 and the least is beginning. In the post-test, the highest in rank is also proficient with a frequency of 70 and the lowest in rank is also beginning. It is surprising to learn that they have the same ranks in the pretest and post-test. with collaborative learning approaches showed a computed value of section A (-8.245), section B (-5.313), section C (-5.042), section D (-5.267) are beyond the tabulated value. Aside from that, the p-value of the four classes are less than the set level of significance (0.05). These results mean that the null hypothesis were rejected and conclude that there were significant difference in the students' performance before and after the use of collaborative learning in teaching literature. There were emerging themes on the teachers' perception on how collaborative learning is used in the classroom. These are: improved comprehension and critical thinking, increased participation, involvement and teamwork, enhanced self-expression and communication skills, created and discovered new idea among themselves and manifested social skills, confidence, respect and mutual trust Based on the findings obtained from the data gathered, the researcher arrived at the following conclusions: The following are the conclusions of the study: The top three topics for collaborative learning are understanding poetry, identifying symbolism and imagery and using characterization. The lowest in rank is understanding and writing prose. The students' performance in literature with the use of collaborative learning approach increased. There is a significant difference on the performance of the students in the post-test after the use of collaborative learning. There were emerging themes on the teachers' perception on how collaborative learning is used in the classroom are improved comprehension and critical thinking, increased participation, involvement and teamwork, enhanced self-expression and communication skills, created and discovered new idea among themselves and manifested social skills, confidence, respect and mutual trust.