INVESTIGATING THE PRACTICE OF USING LITERARY TEXTS IN TEACHING SPEAKING SKILLS: THE CASE OF GRADE 11 SABIAN SECONDARY AND PREPARTORY SCHOOL DIRE DAWA

Abstract

This study attempted to investigate the practice of using literary texts in teaching speaking skills. The study was conducted in Sabian secondary and Prepartory School. The researcher used qualtitive research design and availability sampling technique to select the sample teachers .The data collection instrument were document analysis, interview and observation. For document analysis, adopted 5 standard criteria questions and fort textbook evaluation checklist 20 criteria set by Gillian Lazar was used; for interview 16 semi structured interview question were employed whereas for the classroom observations 16 checklist items which are adapted from lazar, Nunan and Peacoke were applied. The data were analyzed by using content analysis. The findings of this research revealed that most of the teachers had positive views about the use of literary texts for the practice of speaking. However, it was difficult for practicing in the class room. This research also revealed that the practice of using literary texts were low. Even if all of the three English teachers had common view that the literary genres help students to great extents, in the actual classroom setting, the teachers are expected active participation in the speaking session, but students’ practiced showed opposite result. It can be said that there was a large gap between the view and the practice. Thus, the literary texts did not help the students to practice the target language. Most of the literary texts are not the sources of enjoyment, which possibly related to background factors, Related to its relevance, appropriateness, and suitability for the students and their participation the literary genres had a gap. Finally, the literary texts included in the textbook have a clear gap. The relevance of the literary texts in terms of students’ age and level of maturity has disparity, The variation of literary genres are not proportional, the literary genres are beyond the level of the students. All of the interviewed teachers have positive view in using literary texts for teaching speaking but they face difficulty in practicing. Thus, In order to practice speaking skills using literary texts they should be selected according to the level of the students’, the literary texts included in textbook should fit the interest of both teachers and students when revisions are take place curriculum developers and textbook writers should pay attention on keeping on the balanced distribution of literary genres