Abstract:
The purpose of this study is to assess the practice of using literary text in teaching reading
skill in Merti, Abadir and Chore Secondary Schools. The study attempted to find out to
what extent teacher and students practice literary text in teaching and learning reading. To
achieve the objective of this research, descriptive survey design was used employing both
quantitative and qualitative research methods. From the total 18 section of grade ten,
students 90 students were selected by stratified random sampling technique. Three English
language teachers were selected using purposive sampling technique. The students were
sampled by using stratified random sampling because the population seemed similar in
many characteristics except in their gender. Data required for the study were collected
through questionnaire, interview, classroom observation and textbook analysis. First
students were given questions. Then teachers were interviewed. In order to provide
supportive data, classroom observation was set and grade ten English textbook was
analyzed. The data from the above sources were synthesized and analyzed both
quantitatively and qualitatively, using table, percentage and interpretations which in turn
were supported by the responses of the selected participants. The results of the students
revealed that the extent of using literary text in teaching and learning reading skill is very
small. It was also found that most teachers were not using literary text in teaching reading
skills. The major conclusions are teachers and students rarely practicing literary texts
during reading sessions. It was also concluded that literary texts are skipped in ELT
classroom in general and teaching reading in particular. Based on the major findings and
major conclusions, recommendations have been forwarded
