Vol. 8(6), pp. 150-163, October 2020
DOI: 10.14662/IJELC2020.115
Copy© right 2020
Author(s) retain the copyright of this article
ISSN: 2360-7831
http://www.academicresearchjournals.org/IJELC/Index.htm
International Journal of
English Literature and
Culture
Review
Challenges Encounter on Teachers’ Practice of Using
Literary Texts to Teach Reading Skills: Some
Selected High Schools in Enbse Sar Mider Woreda
Dawit Dibekulu Alem
Lecturer at Mekdela Amba University, College of Social Sciences and Humanities, Department of English
Language and Literature, Ethiopia. Email: dawitdibekulu7@gmail.com
Accepted 29 September 2020
This study aimed to assess challenges encounter the teachers’ practice of using literary texts to teach
reading skills: in case of Abreha Woatsebeha, Alusha , Segno Gebya,and Debo Secondary school. For
this, descriptive survey design and both quantitative and qualitative data analyses approaches were
employed. The samples were 38 teachers selected using comprehensive sampling. Questionnaire and
semi structured interview were data collection tools. Descriptive statistics (frequency and percentage)
was used to analyze the quantitative data and thematic narration for qualitative. The findings of the
study revealed teachers’ practices of teaching reading skill through literary texts faced challenged by a
number of factors. Of which teachers’ and students’ attitude toward literary texts, lack of experience
and preparation, text authenticity, difficulty, length, and large class size, students’ motivation, and
perception, shortage of time, lack of literary texts in the school, lack of in-service training and
supervision are found the major ones. Finally, to meet the needs and interest of the teachers’ and
students’, English language curriculum, syllabus designers, should consider their cultural background,
linguistic level, and communicative competences.
Keywords: literature, text, practice, challenges, Reading Skill
Cite This Article As: Dawit, D.A (2020). Challenges Encounter on Teachers’ Practice of Using Literary Texts to
Teach Reading Skills: Some Selected High Schools in Enbse Sar Mider Woreda. Inter. J. Eng. Lit. Cult. 8(6):150163
INTRODUCTION
Literary materials in the classroom can create an
exposure for students to practice extensive and intensive
reading. Furthermore, it is proved that incorporating
literary materials in reading lesson can help students to
master literal understanding of the characters, setting,
and them; in comprehending these, students are
motivated to work collaboratively and promote problemsolving abilities Mohammad(2011) as cited in
Murat(2005). Due to various roles and contribution of
literately materials for language teaching purpose.
Literary texts were initially the main source of input for
teaching in language classes in the era of Grammar
Translation Method but since then it has been dropped
down the pedestal. In fact with the advent of structuralism
and audio-lingual method, literature was downplayed and
ergo discarded to the periphery (Collie & Slater, 1987,
p.2). Also in the era of CLT, literature was neglected and
more attention was given to dialogues and conversations
which were more practical and visible in the real world
situation.
Dawit
Due to various roles and contribution of literately
materials for language teaching purpose, learner
motivation, authenticity of subject matter, cultural/
intercultural awareness and globalization, intensive as
well as extensive reading practice, grammar and
vocabulary knowledge are some of the possible results in
the use of works of literature in language teaching.
Theoretically, using of literature in language teaching is
very advantageous that it offers four benefits: authentic
material, cultural enrichment, language advancement,
and personal growth (Collie & Slater, 1991). This is in line
with Erkaya (2005) who notes four benefits of using short
stories to teach ESL/EFL, i.e. motivational, literary,
cultural and higher-order thinking benefits. Scholars such
as Lazar (1993, p, 15) strongly agree on the use of
literature to teach language. Hence, there were scholars
who believe that literature can be a valuable asset in
language class. She stressed that literature motivates
students, encourage them to learn the language, express
their feelings, help them to develop their language
comprehension, help them to relax etc.
Reading is one of the effective means of extending the
command of language. It has considerable place in
language learning programs. It determines learners’
success in academic studies and personal development.
It also enhances learners’ language proficiency. Nuttall
(1996) states that, reading if implemented effectively, can
lend itself to the development of other language skills.
Most importantly, in educational setting where a foreign
language serves as a medium of instruction at high
school level, as in the case of Ethiopia, the role of
reading skill is significant in the students’ academic
career. Furthermore, Nuttal (1982) and Wallace (1992)
argue that reading can mean the ability to understand or
interpret a text.
Due to various roles and contribution of literately
materials for language teaching purposes, Yenialem
(2014) admitted that literary texts are now part of the
Ethiopian English language curriculum and syllabus. For
these reason, among various authentic materials used for
language teaching purpose, literary texts like short
stories, poems, and biographies have been using as a
fundamental and decisive inputs incorporated in
Ethiopian grade nine, ten, eleven and twelve students’
textbook. Accordingly, a number of scholars and
researchers argue that in reading literary texts, students
can develop the exposure to learn and practice various
communicative
and
linguistic
competencies
(Murat2005).On the other hand, Haileleul (2012)
confirmed that in Ethiopian context, teaching literary
reading texts in English language classroom has found
vital and serves as a means for students’ language
advancement and inter cultural competences, provision
of linguistic and cross cultural explanation and
development of feeling for language learning.
Moreover, Özkan & Nejat (2014) studied on use of
151
literature in reading comprehension classes by elt
teachers. The findings reveal that in general ELT
teachers use literature in their reading classes; however,
they consider restrictions of the curriculum, insufficient
class time, and crowded classes as hindrances. They
also added that, their perception of literary works to be
linguistically difficult, demotivating, and their reliance on
teachers to paraphrase, clarify, interpret, and explain
appears as other significant reasons for using little or no
literature for reading comprehension activities.
Different local study have been conducted related to
these area for example, Yitagesu (2017) indicates that
the literary texts enhanced the students’ reading
comprehension. Ketema (2012) found that it was difficult
to generalize the teachers and the students’ views
towards literary texts and its uses in the English language
classrooms. In principle, most teachers and students
perceive literary texts as useful in terms of language
development. However, they lacked the knowledge to
integrate the literary texts with the teaching of language
skills effectively. Furthermore, Kefyalewet.al.,(2013)
indicates that literary texts in teaching reading skill
provides opportunities for them to develop literal
understanding, and promote problem-solving ability. For
this reason, Ministry of Education in Ethiopia launched to
incorporate literary texts in EFL students’ textbook.
However, it was not yet implemented effectively.
But the difference and the gap that is needed to fill by
the current research would be the first thing this research
would see as can be suggested by different researcher
there is a gap in the practice of teaching in language
classroom especial the teacher failed to teach English
language skills by using literary texts. And in the current
study area as far as the research reading concerned
there is no study conducted in the same issue with the
current study. So, the issue and context as well as the
population were considered as one gap. In addition to,
the researcher himself was learned one of the selected
school and has an experiences revealed to observe the
schools and discussed with the teacher in these schools
so, from his experience and the discusses the researcher
understand that the teachers were not used literary text in
teaching language as well as reading skills as per the text
book includes different literary text in it. So, these things
motivated the researcher to conduct a study on the
challenges which encounter the practice of teachers in
using literary texts to teach reading skills. To this end,
this study aimed to assess the challenges encounter on
the teachers’ practice of using literary texts to teach
reading skills.
So, to achieve this objective the current study raised
following research questions:
1. What are the challenges that the teachers encounter
when they teaching reading through literary texts?
152
Inter. J. Eng. Lit. Cult.
2. What are the dominant factors which hinders the
teachers that the teachers encounter when they teaching
reading through literary texts (among the identified
factors)?
which encounter the practice of teacher teachers’ in
teaching reading through literary texts descriptive survey
design is felt to be appropriate.
Population, Sample, and Sampling Technique
RESEARCH METHODOLOGY
Population of the study
Research Design
Descriptive survey design and mixed data analysis
approaches were employed in this study. According to
Kothari (2004), descriptive survey research studies are
concerned with describing the characteristics of a
particular individual, or of a group. Similarly, As Creswell
(2014) explained survey design provides a quantitative or
numeric description of trends, attitudes, or opinions of a
population by studying a sample of that population. As
the nature of the study was describing the challenges
The target population consisted of the teachers of English
in Abreha Woatsebha, Alusha and Segno Gebya and
Debo secondary school. The study will be conducted by
th
taking three of these schools taking grade 9 English
language teachers into consideration. Thus the
population of the study was teachers (179), students
(1645) and administrative bodies in these three schools.
The target populations were all English language
teachers (38). Administrative bodies and other grade
levels are neglected intentionally.
Sample and Sampling Technique
Regarding to the research, the schools were selected purposively since these three schools are closer to the researcher
and he was learned in one of the schools. So, it will help the researcher to get pertinent data. As indicated in the table
below the samples was taken from each of the schools by using comprehensive sampling. After comprehensive
sampling was made all 38 (100 %) teachers were selected out of 38 teachers.
Table 1: Summary of population, sample and sampling Techniques
School name
Target population
Sample
M
7
Fe
5
T
12
2 Alusha Secondary
M
5
School
Fe
3
T
8
3 Segno Gebya
M
5
Secondary school
Fe
2
T
7
4 Debo Secondary
M
7
School
Fe
4
T
11
5 Total number
T
38
Key: M; male, Fe- female, T-total, F- Frequency
1
Abreha Woatsebha
secondary school
F
7
5
12
5
3
8
5
2
7
7
4
11
38
%
100
100
100
100
100
100
100
100
100
100
100
100
100
Sampling techniques
comprehensive sampling
comprehensive sampling
comprehensive sampling
comprehensive sampling
comprehensive sampling
Data Collection Instruments
In order to collect data from the samples of the target population, it was collected using classroom observation,
questionnaire, and focus group discussion. All instruments of data collection were designed in a way to measure
teachers teaching practice and perception based on selected criteria. All the items were made to be based on literature
and theoretical assumptions.
Dawit
153
Questionnaire
Questionnaires are a good way to obtain information from a large number of people and/or people who may not have
the time to attend an interview or take part in experiments. They enable people to take their time, think about it and
come back to the questionnaire later (Marshall & Rossman, 1989). A questionnaire was prepared for teachers which
contain relevant points to the study. Different items were developed by the researcher based on theoretical bases of
teaching reading by using literary text and by adapting some items from other researchers. In this study it was aimed to
identify the factors which affect the practice of teacher in using literary text in teaching reading through literary texts. So,
a questionnaire which consists of both closed and one open ended item were design for the sample teachers in this
research. All the items of the teachers and students were basically the same in terms of content although some could be
worded slightly different.
Interview
Interview was one of the instruments for this study. It was conducted with selected teachers. For an interpretive research
paradigm, in-depth interview is a primary method of data collection tool (Creswell, 2003). Hence, semi structured
interview was employed with five teachers with the purpose to uncover the factors they encounters in teaching reading
skill using literary texts in the classroom scenario because it enabled him to investigate relevant data from the
respondents by raising different questions accordingly. The interview contained open ended questions which were
related to the challenges of using literary text in teaching reading and it was conducted with mother tongue language in
th
order to investigate the data deeply from grade 9 English language teachers. Some factors are mainly covert behaviors
that teachers may not certainly respond to that part of the questionnaire. It is believed that, therefore, better evidence
could be obtained if teachers’ will be invited to tell in a face to face communication. When interview carried out, audio
recorder was used to keep all the row data accessible for data interpretation and analyses.
Validity and Reliability of the Instruments
The reliability and validity for the instruments was checked before the instrument distributed and hold on to the
respondents.
Validity of the Instruments
Before the actual data collection process was made validity was checked (face, content and construct validity) by
consulting English language teachers in Debre Markos university (their specialization is TEFL) and tools were revised
accordingly (from student questionnaire English version) 6 items were revised and for teachers questionnaires 3
instructions and 7 items were made some modification based on the comments), and 3 items related to strategies were
deleted. And the Amharic version also checked by Debre Markos University Amharic language teachers and there are
minor modification on some contents (5 items).
Reliability of the Instruments
After all the instruments was made ready, their reliabilities were check by using pilot test in one of secondary schools in
Enbse Sar Midr Woreda ( Dembza General Secondary and Preparatory school) and calculating the reliability coefficients
using Crombach alpha for factors found that 0.89 respectively which was acceptable. Regarding this, Crombach(1951)
forwarded that commonly accepted rule for describing internal consistency using Cranach’s alpha is 0.90≤ α is excellent,
0.80 ≤ α < 0.90 is good , 0.70 ≤ α is acceptable< 0.80, 0.60 ≤ α < 0.70 is questionable , 0.50 ≤ α < 0.60 is poor , and α
< 0.5 is unacceptable . So, in regarding to the reading phase the items have good, reading strategies and factors were
also acceptable.
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Inter. J. Eng. Lit. Cult.
Data Collection Procedures
In the first place to get authentic data respondents were volunteer, willing and positive. For this cooperation letter was
written from the college, and the researcher explained the purpose of the study by communicating with school directors
and teachers. After this happens all the instruments was made ready, proper time for data collection was arranged and
problems was handled accordingly. The other thing that the researcher has been done that orientation was given for
teachers before they fill and respond for the questions. In addition to this, questionnaire was holding on first, and
interview comes second.
Data Analysis Technique
As indicated both qualitative and quantitative techniques were employed to analyze the data collected. The quantitative
data was analyzed using descriptive statistics (frequency count, and percentage) was employed. The qualitative data
was analyzed using narration.
Analyses and Discussions of Results
Introduction
This chapter is all about the data collected results and discussion made based on the obtained results. It is organized
starting from the demographic data of respondents and continues to the main data analysis collected through
questionnaires, focus group discussion, and observation. For the analysis of the questionnaires 38 teachers were
included. In addition, interview were conducted on 5 teachers taken from those of the respondents for the
questionnaires, are included in this part. So, in this section first the quantitative data which are collected from
questionnaire were analyzed by using descriptive statistics and then data collected from observation was analyzed by
frequency count and percentage. Then lastly interview was analyzed through nation. Finally, the findings taken from the
data were discussed by supporting different empirical and theoretical evidences.
Demographic Data Analysis of Respondents
Teachers were samples of the study. Teacher’s sex, educational qualification and experiences are reported as follows.
Table 2: Respondents demographics data
Demographic characteristics
Description
Sex
Educational Qualification
Experiences in years
Respondents
N
%
Male
25
65.8
Female
Total
First Degree
nd
2 Degree
6 – 10 years
11-15 years
16 -20 years
Above 20 years
13
38
33
5
18
15
3
2
34.2
100.00
86.8
13.2
47.4
39.5
7.9
5.2
As indicated in table two 38 teachers male 25(67.8%) and female 13 (34.2%) were assigned to teach in high school
besides this, 33(86.8%) and 5(13.2%) were first degree and second degree holders in that order. In relation to their
experiences,18 (47.4%), 15(39.5%),3(7.9%) and 2(5.2%) were reported as they have 6-10 years, 11-15 , 16-20 and
above 20 years of experiences respectively.
From this, it is possible to infer that the samples included were appropriate to collect pertinent data for the intended
purpose.
Dawit
155
Quantitative Data Analysis
The quantitative data included teachers’ questionnaires that aimed to indicate teachers’ perceptions and their actual
practices of using literary text in teaching reading. In addition, identify the challenges that defect the implementation of
using literary text in teaching reading. The quantitative data was presented with tables that contained the items,
frequencies and percent’s of responses, numbers of respondents. Furthermore, the grand mean score of each table was
calculated so as to attempt the analysis clearly.
Teachers’ Questionnaire
The questionnaire which was administered to teachers and it aimed to answer the expected factors related to students,
teachers, subject matter contexts, and contexts are analyzed.
For the aforementioned purposes, a total of 38 teachers participated from those three secondary and preparatory
schools of Addis Ababa. To this effect, for EFL teachers 38 copies of questionnaire were distributed among these 38
(100%) of the questionnaire were filled and collected. After the data was obtained from questionnaires of all teachers,
the data were analyzed as follows.
Student related factors
Regarding student related factors students were asked to respond for 6 items related to students as influencing factors
in the process of teaching reading through literary text. Thus based on their responses the following results are obtained
and reported as that of teachers.
Table 3. Student related factors that may affect your actual practices in teaching reading skills by using literary text
No
Student Related factors
5
4
3
2
1
N
Mean
1.1
1.2
Language problem
F
30
%
78.9
F
8
%
21.1
F
0
%
0
F
0
%
0
F
0
%
0
38
Being unfamiliar with
28
73.7
10
26.3
0
0
0
0
0
0
38
literary texts
1.3
Being unable to
20
52.6
10
26.3
8
21
0
0
0
0
understand every word in
38
the text
1.4
Lack of confidence to do
5
13.2
5
13.2 10 26.3 10 26.3 8
21
38
tasks
1.5
Lack of interest and
20
52.6
10
26.3
8
21
0
0
0
0
motivation reading literary
38
text
1.6
Lack of sufficient
10
26.3
8
21
0
0
0
0
3 4.3
38
background knowledge
8
2
Grand mean
Scales <1.49 very slightly, 1.5-2.49 slightly , 2.5 – 3.49= moderately 3.5 – 4.49= highly >4.5=extremely
4.79
4.74
4.32
2.71
4.32
3.61
4.02
As stated in table 3 revealed that the response of teacher ranked stated student related factor. There were six
expected challenges in relation to teachers that assumed to be the means of barrier for using literary text in teaching
reading. The grand mean score of the above table 3 is 4.02 which is found between 3.5-4.49 so it inclined to highly.
Therefore, language problem, unfamiliar with literary texts, unable to understand every word in the text, lack of
confidence to do tasks, lack of interest and motivation reading literary text, lack of sufficient background knowledge
highly challenged teachers to not to use literary texts in teaching reading skills.
According to this, student related factors especial their language problem and unfamiliarity with the text and lack of
motivation affect the practice of teachers in using literary text in teaching reading.
156
Inter. J. Eng. Lit. Cult.
Teacher related factors
Regarding teacher related factors students were asked to respond for 6 items related to teachers as influencing factors
in the process of teaching reading through literary text. Thus based on their responses the following results are obtained
and reported as that of teachers.
Table 4. Teacher related factors that may affect your actual practices in teaching reading skills by using literary text
No
Teacher Related factors
5
4
3
2
1
N
Mean
1.1
Lack of confidence
1.2
Lack of motivation in teaching
reading through literary text
Lack of teaching experiences in
teaching reading through literary
text
Lack of using proper teaching
strategies for each literary text
Lack of positive attitude towards
literary text
Lack of exposure in reading
literary texts
1.3
1.4
1.5
1.6
F
30
%
78.9
F
8
%
21.1
F
0
%
0
F
0
%
0
F
0
%
0
28
73.7
10
26.3
0
0
0
0
0
0
20
52.6
10
26.3
8
21
0
0
0
0
5
13.2
5
13.2
10
26.3
10
26.3
8
21
10
26.3
12
31.6
6
15.8
10
26.3
0
0
20
52.6
5
13.2
5
13.2
4
10.5
4
10.5
38
2.78
38
4.36
38
4.67
38
3.53
38
4.25
38
3.93
Grand mean
3.92
Scales <1.49 very slightly, 1.5-2.49 slightly , 2.5 – 3.49= moderately 3.5 – 4.49= highly >4.5=extremely
Based on the data obtained from Table 4, the grand mean score of the table is 3.92. This shows that the expected
challenges in relation to teachers that assumed to be determinant factors that the practice of teachers in using literary
text is high since the result indicates usually affect it. Thus absence of self-confidence, motivation in teaching reading by
using literary texts, experience teaching in reading through literary text, using proper literary text in teaching reading
through literary texts., and exposure in reading literary texts affect the teachers practice of teaching through literary
texts.
Subject matter related factors
Regarding subject content related factors students were asked to respond for 7 items related to contents of the subject
as influencing factors in the process of teaching reading through literary text. Thus based on their responses the
following results are obtained and reported as that of teachers.
Table 5. Subject matter related factors that may affect your
text
Subject
matter
No
5
4
related factors
F
%
F
%
1.1
Difficulty
of
0
0
0
0
vocabulary in the
literary text
1.2
Unfamiliar literary text
0
0
0
0
actual practices in teaching reading skills by using literary
3
F
0
0
2
%
0
0
F
30
28
1
%
78.9
73.7
F
8
10
N
Mean
38
1.79
38
1.74
%
21.1
26.3
Dawit
Table 5 continuation
1.3
Uninteresting literary
text
1.4
Lengthy and detailed
literary text
1.5
Complicated
grammatical structure
1.6
Lack of sufficient
reading
tasks
extracted from the
literary text
1.7
Lack of varied literary
texts
0
0
0
0
8
21
20
52.6
10
26.4
5
13.2
5
13.2
10
26.3
10
26.3
8
21
10
26.3
12
31.6
6
15.8
10
26.3
0
0
20
52.6
5
13.2
5
13.2
4
10.5
4
10.5
10
26.4
4
10.5
20
52.6
4
10.5
0
0
157
38
1.98
38
2.71
38
3.61
38
3.97
38
2.89
Grand mean
Scales <1.49 very slightly, 1.5-2.49 slightly , 2.5 – 3.49= moderately 3.5 – 4.49= highly >4.5=extremely
2.67
As stated in table 5 explained that the response of teacher regarding to subject matter related factor. As Table 5
indicated, there were three expected challenges in relation to subject matter that assumed to be hindering factors for the
practice of teachers in using literary texts in teaching reading. Thus the grand mean of the above table 5 is 2.67 which
is found above 2.5-3.49 and this shows that vocabularies difficulty , the text familiarity level and interestingness ,
lengthy and detailed literary , complicated grammatical structure, lack of sufficient reading tasks extracted from the
literary text , and lack of varied literary texts is placed on moderate level. Form this it is possible to conclude that even
though there are some gaps in designing the syllabus the text book tried to advocate the usage of literary text in reading
class and it is designed by considering this issue.
Context related Factors
Regarding context related factors students were asked to respond for 3 items related to context as influencing factors in
the process of teaching reading through literary. Thus based on their responses the following results are obtained and
reported as that of teachers.
Table 6: Context related factors that may affect your actual practices in teaching reading skills by using literary text.
No
Context related factors
5
4
3
2
1
N
Mean
1.1
1.1
1.2
Class room arrangement
Large class size
Time constraints to cover the lesson
extracted from each literary text
F
30
28
20
%
78.9
73.7
52.6
F
8
10
18
%
21.1
26.3
47.4
F
0
0
0
%
0
0
0
F
0
0
0
%
0
0
0
F
0
0
0
Grand Mean
Scales <1.49= never , 1.5-2.49= rarely , 2.5 – 3.49=Sometimes 3.5 – 4.49=usually >4.5=always
%
0
0
0
38
38
4.65
4.74
38
4.02
4.44
As Table 6 indicated, there were three expected challenges in relation to context that assumed to be hindering factors
for the practice of teachers in using literary texts in teaching reading. Thus the grand mean of the above table 6 is 4.44
which is found above 4.5 and this shows that classroom arrangement, large class size and time constraints to cover the
lesson extracted from each literary text are determined factor for the practice of teachers in using literary text in reading
class.
School related Factors
Regarding School related factors students were asked to respond for 3 items related to context as influencing factors in
the process of teaching reading through literary. Thus based on their responses the following results are obtained and
reported as that of teachers.
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Inter. J. Eng. Lit. Cult.
Table 7: School related factors that may affect your actual practices in teaching reading skills by using literary text.
No School Related Factors
5
4
3
2
1
N
Mean
1.1
1.2
1.3
1.4
1.5
Shortage of literary materials that
enable to teach reading
Time constraints for preparation
The assessment methods of national
exams
Lack of classroom supervision
Lack of update training on the current
syllabus
F
30
%
78.9
F
8
%
21.1
F
0
% F % F
0 0 0 0
%
0
28
20
73.7
52.6
10
18
26.3
47.4
0
0
0 0 0 0
0 0 0 0
0
0
10
20
26.3
52.6
28
18
73.7
47.4
0
0
0 0 0 0
0 0 0 0
0
0
38
4.79
38
4.74
38
4.53
38
4.74
38
4.53
Grand Mean
Scales <1.49= very slightly, 1.5-2.49= slightly, 2.5 – 3.49= moderately 3.5 – 4.49= highly >4.5= extremely
As Table 7 indicated, there were three expected
challenges in relation to school that assumed to be
hindering factors for the practice of teacher in using
literary text to teach reading skills. Thus the grand mean
of the above table 7 is 4.69 which is found above 4.5 and
this shows that 5hortage of literary materials that enable
to teach reading, time constraints for preparation, the
assessment methods of national exams, lack of
classroom supervision, and lack of update training on the
current syllabus
Qualitative data analysis
Open Ended questionnaire data analyses
Regarding factors that affect the practice of teachers in
teaching reading by using literary texts teachers were
asked to add additional information which was not
mentioned in close ended questionnaire part. So,
teachers were responded that the lack background
knowledge, poor language proficiency, lack of awareness
towards learning the subject, poor design subject content
to teach reading comprehension and related strategies,
and there is some sort of repetition that makes the
students bored to engage them in them in activities.
They also stated that the time given to complete the tasks
specially the time allowed to teach reading passages by
applying reading phases and strategies was not enough
and the class sizes were not manageable to engage all
the students in each tasks. They also added that the
school administrations were not prepares training on the
current syllabus and methods to update the pedagogical
skills of the teachers.
Thus, this indicates that the factors which are related to
students, teachers, content, context, school are affect the
teachers’ practice of teaching reading comprehension.
Interview data Analyses
Interviewees were also asked what factors influence to
teach reading skills by using literary texts. In this regard
4.69
similar responses were obtained and one of the
interviewee responses is reported as follows (coded as
T1).
“Using literary texts in teaching reading skills is
influenced by a number of factors. The big
problem is related to students. Students are not
well prepared, motivated, and willing to attend
their class actively and they are not interested to
engage themselves in such literary text. Another
problem is related to text book. The text book is
also big and huge page to cover all the contents
on time as a result I obliged to be fast rather than
teaching each of the contents. In addition, there
are a lot of interruption times because of different
reasons which hamper the teaching and learning
process. These push me not to teach all the
literary text in reading class. Personally, I feel
some teachers are not capable enough to teach
as needed.”
Form this we can understand that even though the
teacher perceived literary texts are essential in teaching
reading they were not use frequently due to the language
problems, experience of using literary text and syllabus
problems.
Teacher 2 (coded as T2) claimed that:
“Well, I face many problems while I am teaching
reading through literary texts. To begin with,
students do not actively participate in reading
passage especial literary passages and do not
have interest to do reading literary texts. After
they read the text, it is expected that they work in
pairs, or in groups to share their knowledge and
experience, but they lack willingness to practice
the task. They simply follow their teacher as if he
read the text word by word and give them
feedback for all the activities at hand.
Consequently, they prefer to read loudly instead
Dawit
of silent reading. Only a few students have
willingness to accomplish the task that their
teacher assigned them to do. Secondly, most of
the students claimed there are excessive
numbers of unfamiliar words in the text, and
most of the reading texts are far from students’
background knowledge. Thus, they cannot guess
the meanings of these new words. They always
ask me to translate to their mother-tongue. This
implies that students have poor background.
These adversely affect students’ reading
competence and lead them unable use their
background knowledge to comprehend the text/
the message that the author what intended to
convey as effectively as possible”
From this it is possible to conclude that problems related
to teachers like their background knowledge, willingness
to read literary text and language competence problems
are the major determinant for the practice of teacher in
teaching reading by using literary text.
Teacher 3 coded as T3 expressed that
“While I am teaching reading by using literary
text, I faced different problems. Number one
problem was most of my students are less
participant in the reading comprehension
activities. So whenever I teach reading
comprehension, my students are less interested
and fewer participants because of lack of
experiences and these matters affect students’
reading comprehension, and even affect myself
i.e., my teaching reading comprehension.
Another problem is students’ lack of vocabulary
knowledge. Still another challenge may be
students lack reading habit. The major problem,
as I consider it, is the shortage of reading
materials. And also we teacher are not capable
enough to teach literary texts.”
This indicates that students capacity material problem
and teacher also the factor for teaching reading through
literary text.
Teacher 4 coded as T4 explained that:
“What I face during teaching of reading through
literary texts, they were not ready to learn and
again their competency to this level is very low.
Still the other problem is the way how the
teachers teach reading by using literary text is
also another problem: Teacher-wise, or teachercentred. There is also class-wise problem for
example if a teacher jumps a text which students
are supposed to read, they may lose interest. In
159
other words, the focus of the teacher can
adversely affect the interest of the students to be
low. Besides, the contents of the text itself are
another factor as they are too immense to cover
within the allotted time and do not advocate
variety of literary text in it. This creates tension
for the teacher so that the teacher sometimes
forced to skip over some reading texts due to
shortage of time. In addition to this, the
background knowledge of the students, I think, is
under a problem or poor. They are not built on
reading comprehension through their learning.
This is to mean, reading comprehension is not
focused by students. So, here and there, there
are problems in relation to students’ interest and
their background knowledge. These are the main
problem which I face when I teach reading
comprehension.”
Teacher 5 coded as T5 explained that:
“Yeah! As an English teacher I tried my best to
use to teach reading skills by using literary text
problem. For example, I tried to initiate my
students for learning reading through literary
texts. This is because literary texts are valuable
to reading skills. Our students must not only be
grammatical learners, but also they have to be
effective readers who can read and dig out
information from different materials at ease and
achieve their overall academic endeavor. For
this purpose, I tried to guide them how they can
read and understand different kinds of literary
texts. Counseling is also important here. So, I
tried to counsel them towards the importance of
reading so that students have to practice and
deal with reading comprehension tasks.”
This shows that lack of emphasis give to literary text to
teach reading skills is one of the determinant factors the
practice of teacher in teaching reading through literary
texts.
This factor includes the supply of different classroom
supervision and parents’ relation. School supervisors
should observe how the teaching and learning activities
were carried out because they might give solutions about
the problems like that of classroom management, the
large class size and to check weather an appropriate
teaching methods were applied in the classroom or not.
In addition to this schools should communicate with
students’ parents because parents should support the
students with texts and other reading materials. In
addition to this parents should encourage the students as
they read texts and other materials at home. All of these
activities are important to improve students reading
ability. For instance, teacher 5 said, “reading passages in
160
Inter. J. Eng. Lit. Cult.
the classroom is not enough to improve the students
reading ability, in addition to this parents should
encourage the students at home in order to improve their
reading ability and also they should provide them the
necessary reading materials.”
In general, all the above factors that the teachers
stated affected the teachers not to teach reading through
literary text and paved the way to develop anxiety and
hatred against the reading lesson which is the base for
the students reading ability.
DISCUSSIONS OF RESULTS
As it has already been indicated in chapter one, the main
objective of this study was to assessing the challenges
encounter on the teachers’ practice of using literary texts
to teach reading skills. In order to attain the intended
objectives, the discussions and interpretations of the
analyzed data obtained through the two data gathering
instruments based on the research questions stated
below.
Challenges that Affect the Practices of using literary
text in teaching reading
The objective of this is to identify the factors which
hinder the teachers not to use literary texts in reading
class (if any). In order to achieve this objective the
research designed a search question: What are the
factors which hinder the teachers not to use literary texts
in reading class (if any)?. So, five factors related to
students, teachers, subject content , context, and school
related were used to assess the extent these factors
affected teachers not to use literary texts in reading class
. The results obtained from the instruments are discussed
as follows.
One of the factors considered was students’ related
factors. The results obtained from teachers showed that
factors related to students are highly influence to teacher
not to use literary text in reading class this students’ poor
background knowledge, low motivation or interest to learn
reading literary texts. This is also sported by open ended
questions.
Similarly, the result from focused group discussion also
indicated that students have a big problem: they were not
well prepared, motivated, and willing to attend their class
actively. All the participants reported that students faced
difficulties because of lack of the knowledge of
vocabulary and grammar, low background knowledge of
the subject and their negative attitude towards reading
skills through literary text are the factor which are related
to students.
Regarding this factor, text comprehension requires both
language knowledge (vocabulary and grammar
knowledge) and recognition of key ideas (Grabe, 2004).
Supporting this result, John (2005) explained that
students who lack adequate vocabulary have difficulty of
getting meaning from what they read, so they read less
because they find reading difficult. Similar to this the
current study also founds the students poor background
and linguistic knowledge, low attitude towards reading
comprehension and inadequate knowledge of the
language affect the practice of teachers in teaching
reading comprehension. In the support of this study
result, Bedasa (2013) indicates that cultural and content/
topic unfamiliarity, limited vocabulary knowledge the
problems impede the teachers to implement teach
reading comprehension.
Thus, the students were negatively affecting the
practice of the teachers’ not use literary text in pof
teaching reading.
Another factor which hinders the practice of teachers is
factors which are sourced from teachers. The results
obtained from questionnaire in relation to teachers
indicated teachers This shows that teachers related
factors have low influences in teaching reading through
literary effectively. Probably it is possible to say teachers
considered themselves as they were not factors to
influence in teaching reading comprehension whereas
students responded the reverse. Moreover, even though
the teachers’ were not considered themselves a factor for
teaching reading comprehension the students’ responded
that the teachers’ were not engage in all reading phases
and they did not teach different reading strategies in their
reading class.
Similar to this the result focus group discussion also
indicates that teachers were not considered themselves
they are not a factor for their proper teaching of reading
comprehension. In addition to this, although most of the
teachers did not express clear awareness of reading
strategies, they thought that reading instruction should
involve strategy training. In the filed note the result there
is teachers were lecture oriented rather than using newly
developed strategies and apply multiple strategies while
students were passive listeners except very few
participants. So, this; indicates that the teachers’ method
which employee in the classroom was not proper.
Similar to this result obtained from the current study,
Tasneem(2016) explained that ‘Teachers perceived
English learning is challenging for the language learners
in the present context. In this case the socio-economic
factors, educational factors and learners psychological
factors may likely contribute to learners’ low performance
in the language classrooms”(p.187). There is often
reluctance by teachers, course designers and examiners
to introduce unabridged and authentic texts to the EFL
syllabus. This can be due that there is a general
perception that literature is particularly complex and
inaccessible for the foreign language learner and can
even be detrimental to the process of language learning
(Ur, 1996).
Dawit
Although some teachers claim that they do such
activities. In connection to this Dennis (2008), stated that
the type of instruction that a student receives will also
affect reading comprehension and strategies for
improving reading comprehension must be taught directly
by teachers. Due to this fact, EFL teachers need to be
selective and analytical to choose suitable methodology
which helps them to implement in their actual classroom.
Supporting this finding, McDonough and Shaw (1993),
and Stern (1983) list teachers’ factors that affect
students’ language learning. These include: attitude
toward teaching the skills, beliefs about language
teaching, and language teaching experiences, knowledge
of subject matters, and language teaching methods. As
the result obtained from teachers’ questionnaire of this
finding indicates that the teachers were not consider the
factor for their practice but the students result was
supported the scholars view.
Subject contents are also considered one of the
factors. The result obtained from questionnaire
responded as factors related to subject content
moderately influence teaching reading comprehension.
Moreover, in result obtained from open ended questions
revealed that the content of the text book was not
designed effectively by considering students cultural, and
linguistic background, there is a repetition of the content
that makes the students bored, and since the content
was too long it push the teachers to select the content
and ignore some of the strategies.
Focus group discussion result indicated that the text
book has many pages to cover all the contents on time as
a result they obliged to be fast rather than teaching each
of the contents. And it also indicates that the contents of
the text book were not designed by including different
literary text in reading lesson. The teachers reported that
the reading material should be interesting or at least
related to the background knowledge of the students.
In relation to the text book content related factors, the
result of the current study that is consistent with the
finding of Salatac and Akyel (2002) found out that the
texts should be based on learners’ interest and
background knowledge. Concerning the extent of
influence of textual factors in reading comprehension
Asfaw (2008) found that lack knowhow of comprehension
as the ability to comprehend academic texts impede at
high extent, and textual difficulty hinders reading
comprehension of students at high extent. How of poor
foreign language competency and didn’t differentiate its
impact on textual difficulty and their relationship.
Dennis (2008) also explained that a text book that is
well organized and clear is called "considerate text” and
text that is poorly organized and difficult to understand
can be called "inconsiderate text." The more
inconsiderate the text, the more work will be required of a
reader to comprehend the text. And the complexity of the
texts is one of the factor is influenced by the readers’
161
strength and fluency in language and their
comprehending of its applications and different
meanings. But, the result obtained from focus group
discussion and questionnaire indicates that the text book
was not designed by literary texts.
Another factor considered as a factor affecting teacher
not to use literary text in reading class was context
related factors. Teachers questionnaire indicates that as
factors related to contexts are highly influence teaching
reading comprehension. In the support of this result the
result obtained from the open ended questions illustrates
shortage of time to handle multiple reading strategies and
engage the all the students in their reading class.
Focus group discussion result that the classroom
context highly affects students learning as well as
teachers teaching practice. Numbers of students in a
classroom, time allocated for a lesson, cultural
backgrounds where students grew up were some of the
context related factors affecting the teaching and learning
in English class reading comprehension in particular. In
the classroom observation-field notes result ensured that
the sitting arrangement, the class size was daunting
factors exist in every classrooms and the time which was
given for the reading lesson is not enough and impedes
the teachers don not teach all reading phases and related
strategies properly.
In collaboration to the findings of the current study the
work of Akinbade (2007), who found that a conducive
environment is the bedrock without which learning would
be impaired and not effective. Similarly, the result of the
current study also indicates that the school arrangement,
class size and the time give to accomplish the reading
tasks.
The last but not the least factor considered as a factor
affecting teacher not to use literary text in reading class
was school related factors. Teachers questionnaire
indicates that as factors related to schools are highly
influence teaching reading through literary texts. In the
support of this result the result obtained from the open
ended questions illustrates shortage of adequate training
to handle multiple reading strategies and engage the all
the students in their reading class.
Similar to this
Solomon (2013 ) found that problems related to school
administration like school supervision, supply of text
book, large class size affect the practice of teachers in
teaching reading and students reading ability.
SUMMARY,
CONCLUSIONS
RECOMMENDATIONS
AND
In this part of this paper three important parts: summary,
conclusions and recommendations are presented which
helps to complete it. In the summary part major findings
are included whereas the lessons learned throughout the
study are concluded and presented under the
162
Inter. J. Eng. Lit. Cult.
conclusions. Finally, based on the summary and
conclusions possible recommendations are reported.
CONCLUSIONS
Based on the results obtained and the summary stated
above, the following conclusions are drawn.
SUMMARY
The main objective of this study was to Assessing the
Challenges Encounter on the Teachers’ Practice of Using
Literary Texts to Teach Reading Skills: Some Selected
High Schools in Enbse Sar Mider Woreda. To this end,
the following leading questions were designed.
1.
What are the challenges that the teachers
encounter when they teaching reading through literary
texts?
2.
What are the dominant factors which hinders the
teachers that the teachers encounter when they teaching
reading through literary texts (among the identified
factors)?
To answer these research questions data were
collected from teachers using questionnaires, and
interview. The questionnaires were administered to all 38
English language teachers in the three schools. All
teachers returned the questionnaires; and interview was
conducted with six teachers who were teaching in grade
th
9
students. The quantitative were analyzed in
descriptive statistics (percentages and frequency) and
the qualitative one is through nation. Based on the
analysis of the data, the following findings were obtained.
The analyses of the data which obtained from
questionnaire and interview indicates that Grade 9
English language teachers in the study school have faced
various challenges in delivering their reading lesson
effectively. Of which, unstructured and unorganized
literary reading texts, content authenticity, difficulty, and
length of reading texts that did not suit and motivate
teachers and students interest are the major ones..
Besides, as presented all of the teachers also confirmed
that literary texts like poem, short stories, extracted
novels, diaries; biographies of a famous person are not
authentic in addressing their cultural, political and social
elements. Therefore, so as to meet the needs and
interest of the teachers’ and students’, English language
curriculum, syllabus designers should also be careful in
considering the students cultural background, and
linguistic level, so that teachers and students keep
interested in teaching and learning reading in a more
rewarding and real life situations. The result obtained
from interview also indicates that the teacher were not
teach reading skills by using literary text due to lack of
motivation, lack of experience, poor language ability,
shortage of time, students interest , difficulty of the text
and low pedagogical skills of using literary texts are the
dominant factors.
1. Above all, we infer that EFL teachers’ implementation
and effectiveness of teaching reading skill through
literary texts have been challenged by various
factors. Among those that minimize their
effectiveness are: teachers’ negative perception, lack
of experience in teaching literary texts and lack of
preparation, content authenticity, difficulty, length,
and students’ motivation, and perception, large class
size, shortage of time, lack of in-service training, lack
of school supervision , unstructured and unorganized
literary reading texts, content authenticity, difficulty,
and length of reading texts that did not suit and
motivate teachers and students interest are the major
ones. Besides, as presented all of the teachers also
confirmed that literary texts are not authentic in
addressing their cultural, political and social
elements, the syllabus of the text book, poor
language ability, shortage of time, students’ interest,
difficulty of the text and low pedagogical skills of
using literary texts are the identified factors.
2. Among the identified factors the result of this study
indicates that student related problem ( language
problem, lack of motivation , unfamiliar with literary
texts, unable to understand every word in the text,
lack of sufficient background knowledge, related to
teachers (lack of motivation in teaching reading
through literary text, lack of teaching experiences in
teaching reading through literary text, and lack of
exposure in reading literary texts, and their poor
practice),
related to subject matter (content
authenticity, difficulty, length, and variety), related to
context
(class
size,
time
and
classroom
arrangement), and final school related problem (lack
of tearing and supervision) are the dominant factor.
RECOMMENDATIONS
Based on the results obtained, summary and conclusions
made the researcher would like to recommend the
following.
1. EFL teachers should give special attention for using
literary texts in language classroom in the actual
implantations so as to cater of their students’ interest
and make it more enjoyable, and also to develop the
literacy capacity of students in general.
2. Teachers and parents should work together to
arouse interests of students in reading especially on
the importance of reading literary text in school and
out of school.
Dawit
3. To minimize the problem the ministry of Education
and other concerned bodies should organize practice
based trainings related with how to present reading
lesson based on the application of the new course
book with regarded to literary text.
4. Teachers of this grade levels should show the way
how to read, understand, and use literary texts to
teach reading and schools should work towards this
goal.
5. The school administration should minimize the
constraints that teachers face while they implement
using literary text in language classroom, especially,
by providing an equipment or materials (literary text,
films, etc) which are expensive for teachers to get
them easily and also the administration should offer a
short time
training about methods of English
language instruction.
6.
Moreover, further research should be conducted
to find out the solution for the identified factors.
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