Abstract:
The aim of this study was to assess factors affecting the practice of teaching
reading skills in English classes. In this research descriptive case study research
design was used with the mixed research method, quantitative and qualitative
research approaches. Thus, all three English teachers of the target school were
comprehensively taken as source of data along with 48 students who were
selected in sampling technique out of 303 grade ten students. Questionnaire,
semi--structure interview and classroom observation were used to collect
relevant data and employed from the respondents. The questionnaire was the
principal tool and interview and classroom observation were the supporting
tools that helped in the triangulation of data collected. This in turn enhanced the
validity of the research. The data obtained were analyzed qualitatively and
quantitatively. As to the findings, the study illustrated that English teachers have
good understanding of the importance of practice of teaching reading skills, but
they encountered difficulties in implementing those strategies. Hence, the result
from the investigation showed students' very poor background knowledge, lack
of interest and motivation, lack adequate vocabularies, teachers' application of
reading techniques and teachers' willingness to support learners reading
competency in practicing daily class and large class size were found as the main
challenges. Moreover, shortage of time or the period that allocated is not
enough to apply different strategies, students' lack of experience and training
how to read quickly and effectively. Finally, recommendations and conclusions
were given on the findings of the study. For instance, Teachers should
encourage and motivate their students to read and developed the habit of
reading, then, make reading become cultured. By the side of students, they
should be made to love reading because, may it will be their life.
