Integrating Life Situations in Teaching English Reading Skills among Secondary Level Students

Abstract

The study aims to find out the effectiveness of Integrating Life Situations in Teaching English Reading Skills among secondary level students. The objectives of the study are to identify the Need-Based Reading Skills in English among Secondary level students. To design and plan the Teaching-Learning Activities in English for the students in Integrating Life Situational Teaching to enhance English Reading Skills among Secondary level students. To find out the level of effect on English teaching by Integrating different Life Situations to enhance English Reading skills among Secondary level students. The researcher adopted the True experimental method of Randomized Pre-test - Post-test Control group design. Assessment of Reading Skill Test is prepared by the researcher. In the Assessment of Reading Skill Test, Reading Sub skills such as Understanding skill, Vocabulary skill, Analyzing Skill, Inference Skill, Interpreting Skill, were analyzed. The researcher used a Convenient Sampling Technique for selecting the samples for the study. The researcher selected 80 homogeneous samples by making use of the selective procedures of Statistical Matching and Random assignment. In the Control group, 40 samples are selected and in the experimental group, 40 samples are selected therefore 80 students are selected by the researcher to implement Integrating Life Situations in enhancing Reading Skills in English. The researcher used Descriptive Analysis by using the measures of Mean and Standard Deviation. The researcher used the ‘t’ test is to identify the significant difference between the variables. Findings of the study revealed that student's performance in Reading Skills of Students in both Traditional methods of Teaching and Integrated Life Situational Teaching method is found the same. The students learn Reading Skills in Integrated Life Situations Teaching Method than the Traditional Method of classroom Teaching. Experimental Group students achieve high Performance of Reading Skills in English because Integrated Life Situational Teaching enhancing their Reading Skills in English Experimental Group Students achieves better performance in Sub skills of Reading Skill in the English Language such as Understanding skill, Vocabulary skill, Analyzing Skill, Inferencing Skill, and Interpreting Skill, than the Control Group Students. Integrating Life Situations enhance their Sub skills of Reading. Students enhanced their Reading Skills in English through Integrating Life Situations. In Integrating Life Situational Teaching, students easily and interestingly involve Teaching-Learning Process.