Abstract:
The study was conducted to determine if reading English homework had effects on
students’ reading comprehension. The research design was an experimental. The subjects
were grade 9 students at Gedo High School. But the researcher was teaching grade 9Aand
9B students only. So, grade 9th
‘A’ and 9th ‘B’ students were participants of the study. The
experimental design also needs small number of participants. Grade 9th A students were
assigned as experimental group while grade 9th ‘B’ students were assigned as control
group purposively. Pre-test, post-test and post interview were used as tools for data
collection. First, both groups were administered pre-test. Then, both the experimental
group students and control groups were taught reading lessons. But the researcher
assigned reading English homework assignments to only experimental group students.
After the experimental group students were treated with reading English homework
assignments, the ten sampled experimental group students were interviewed their views
about the reading English homework assignments they were assigned. Finally, both
groups were administered post-test. Data were analyzed by comparing their scores.
Hence, the findings shows that there were no difference between the scores of
experimental and control groups in pre-test while there was a significant differences in
scores of the experimental and control group students in post-test. The experimental
group achieved better scores in post-test than the control group. This may be due to the
reading English homework assignments were assigned them and follow up discussion was
continuously made. Thus, the researcher recommended the teachers to assign reading
English homework assignments and do follow up discussions continuously to improve the
students’ reading comprehension achievements.
