ASSESSING THE PRACTICE OF USING LITERARY TEXTS IN TEACHING READING SKILL: THE CASE OF THREE GRADE 10 SECONDARY SCHOOLS IN EAST SHOA ZONE, OROMIA

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