Abstract:
This study is about students’ perception and practice on reading comprehension. It attempted to find out three government preparatory schools (Bulbula,Batu and Oda-Bokota) students’ perception and practices. It also set out to investigate the possible impediments that may hinder the implementation of the reading comprehension in the EFL classrooms. A questionnaire that consisted 15 items was distributed to 220 students in three government preparatory schools that are found in East Shoa Zone, Oromia Regional state. The questionnaire was primarily designed for collecting data students’ perceptions and practices the reading comprehension. For in- depth scrutiny of the problems students face in implementing reading comprehension (from Bulbula75, Batu 75, and Oda- Bokota 70) students, Seven all English teachers were interviewed and subsequently observed while teaching in the classrooms. The collected data was analyzed through percentage and interview through qualitative/paragraphs/. The findings indicated that students generally have negative perception and practice on the reading comprehensions. However, articulated a number of constraints that hamper the effective accomplishment of students’ perceptions and practices on the reading comprehension as planned. Though the results indicated that students have negative perceptions and practices in EFL class, implementation of reading comprehension can be more effective if students have strong perception and practice on it. It is, therefore, suggested that policy makers, syllabus designers, teacher educators and other concerned bodies should take into account students’ perceptions and practices on the reading comprehension. Besides, in adopting an innovation, it is important to consider the circumstances. It is operating so that the reading comprehension approach can fit well in to the Ethiopia English language teaching and learning.
