Investigating the Practice of Teaching Reading skill Grade 9 Koye Secondary School in Focus.
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Date
2023-01
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Addis Ababa University
Abstract
The main purpose of this research was investigating teachers’ practices of teaching reading skill in Koye secondary School, grade 9 in focus. The study was conducted to seek how English language teachers teach reading comprehension, to examine the strategies suggested in teachers’ guide to teach reading, to identify what problems, teachers face in teaching reading skill and to describe what problems students face in learning reading skill. This study confines itself to describe teachers’ practice of teaching reading skill in Koye secondary School, grade 9 in focus. Koye secondary school which is found in Akaki Kality Sub City in Addis Ababa. In order to collect data, the researcher used the three instruments; questionnaires, classroom observation and interview. The questionnaire was distributed to students. Moreover, the participants were selected randomly through random sampling technique specifically lottery method. There were 753 total number of students in the proposed school. Therefore, from 12 section of grade 9 students the researcher used 113 students or 15% of them were selected as a representative sample of the study to fill the questionnaire. For classroom observation and interview five English teachers who taught currently in grade 9 were selected using comprehensive sampling method. The items were accompanied by five Likert-type rating scale ranging from “Always”, to “Never” to check how English language teachers practice teaching reading skill. The observation also arranged for ten sessions of 5 teachers and each teacher observed twice to see what was going in the actual classroom. And a semi-structured interview was organized for 5 teachers. After collecting data, the data were organized and analyzed both qualitatively and quantitatively. The qualitative data were preparing by narratives. Quantitative data were analyzed using frequency and percentages. The overall finding of this study reveals that teachers didn’t implement the three phases (pre, while, and post-reading) to teach reading. Moreover, teachers were dominated by loud reading. And students didn’t encourage to read supplementary materials by their teachers. Therefore, based on the above findings the following recommendations were drawn. for example: Teachers should encourage students by teaching different types of reading strategies explicitly and implicitly, teachers implement the strategies of teaching reading which are suggested in the teachers’ guide. And teachers should implement the three phases in reading classroom.
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Teaching reading skill