THE EFFECT OF STRATEGY TRAINING IN IMPROVING STUDENTS’ READING SKILL: THE CASE OF GRADE 9 STUDENTS AT GIMBICHU SECONDARY AND PREPARATORY SCHOOL OF HADIYA ZONE, SOUTHERN ETHIOPIA

Abstract

The aim of this study was to assess the effect of strategy training in improving students’ reading skill of grade 9 in Gimibichu Secondary and Preparatory School. The research design for the study was action research design. The researcher used Patrick’s 2007 Balanced Model. Up on using this model, the researcher provided reading strategies tutor classes to implement different reading comprehension activities. To perform this, the researcher used one section of grade 9 students. The tools used to collect data were interviews, researcher’s diary and tests. The interviews were conducted with four English teachers before training and with ten students after training. During the training, the researcher maintained a diary on the challenges and constraints that he faced and the technique to solve it. After collection of data, the researcher summarized, described and extracted the required information as accurate as possible. The findings of this study showed that the training at the use of reading strategies has a positive impact on improving students’ reading skill. Based on the findings, it was recommended that reading strategy training needs to be understood and accepted as a goal that help learners discover their reading strategies that suit them best and develop their awareness on how they learn reading skill.