A Comparative Study of the Methods of Teaching Reading Employed by the Televised Teacher and the Classroom Teacher With Especial Reference To Grade Nine Students of Jimma Town Senior Secondary Schools
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Date
2008-02
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Addis Ababa University
Abstract
The main objective of this study is to compare the methods of teaching reading
employed by the televised teacher and classroom teachers.
The study was conducted at Jiren and Setto Senior Secondary Schools of Jimma
Town. The former is Plasma and the latter is non-Plasma school. The subjects of the
study were grade nine students and English language teachers of the aforementioned
schools. 410 students (210 from Plasma and 200 from non-Plasma school),
and 6 teachers (three from each school) were randomly selected as source of data. To
collect the necessary information from the subjects, three data collection instruments
(classroom observation, questionnaire and interview) were used.
The findings showed that the method of the teaching reading employed by the
televised teacher was found to be relatively different from the classroom teacher. The
televised teacher employed the teaching methods that assured students' active
involvement in the reading activities, and that provided enough opportunity for
students to interact with each other in pairs and groups. On the other hand, the
classroom teacher used method of teaching reading, where students' involvement in
learning through interaction among themselves, was more or less negligible. Only oral
question-and-answer work, where the role of majority students was not that of active
participants, was the predominant classroom practice of the teachers, i.e. students
were given no more chances to communicate or interact among themselves. Compared
to the televised teacher, the classroom teacher did not employ the classroom
procedures which help students comprehend the text better and practice the important
sub skills (such as skimming and scanning) of reading. Besides this, unlike the
televised teacher, the classroom teachers predominantly practiced reading aloud
instead of silent reading. Most of the class time of reading lessons was employed for
reading aloud by students.
Based on the findings it was concluded that relative to the classroom teachers, the
televised teacher seems to employ the techniques and procedures that experts and
researchers of reading propose. However, there are areas that are found difficult for
the televised teacher but easy for the classroom teacher and the vice versa. It was,
therefore, recommended that reading should be better taught by the televised teacher
with active involvement of the classroom teacher.
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Keywords
Methods of Teaching