FACTORS AFFECTING GRADE 9 STUDENTS ENGLISH READING COMPREHENSION: THE CASE OF DEBESSO AND CHERCHER SECONDARY SCHOOLS

Abstract

The main purpose of this study was to explore the factors that affect reading comprehension: the case of Debesso and Chercher Secondary School grade nine students. For this study, the descriptive research design was used with survey method. The study was conducted in two secondary school with a sample of 100 randomly selected participants of students and ten English teachers. The students were selected using systematic random sampling method whereas the English teachers were selected by using Availability sampling technique. Both students and teachers were from Debesso and Chercher secondary schools. To collect the required data for this study, a questionnaire, comprehension test, interview and observation checklist were employed. The response obtained from interview was narrated in words. Data obtained from questionnaires and observation checklists were analyzed by using frequency and percentages. The gathered data indicated that there are several factors that affect students reading comprehension. Among these: improper reading practices, insufficient practice, failure to read extensively and poor reading habits, lack of reading culture, lack of time, poor guidance, practice, motivation, poor background, etc were found to be the major factors. Moreover, teachers teaching methods are also found to be problematic in that teacher-centered teaching methods are some factors influencing students reading comprehension. In addition to this, the findings of questionnaire, interview and observation show that the students’ reading comprehension is insufficient. Concerning reading strategies the analysis of comprehension test indicated that students ability are found low in applying the strategies such as scanning, skimming detailed reading, inferring and guessing unfamiliar words from the context. Likewise, main ideas were not identified by respondents. It was seen that texts with much long sentences, expression and hard words made students not to comprehend the academic passage. In addition to the above influencing factors revealed by the findings of the study, It was recommended that teachers should implement and practice pre-reading, while reading and post reading stages in the classroom. Furthermore, students’ should develop their beliefs, values, expectations, interest, attitude and a good way of learning for English subject as well.