Abstract
This study aimed to assess practices of teachers in teaching reading comprehension in secondary schools of Debre Markos administrative town. For this, descriptive survey design and both quantitative and qualitative data analyses approaches were employed. The samples were 254 students and 33 teachers selected using systematic random sampling. Questionnaire, interview, classroom observation and documents were data collection tools. Both descriptive (mean, SD, frequency and percentage) and inferential statistics (one sample–test) were used to analyze the quantitative data and thematic narration for qualitative. The one sample t-test value for pre-reading phase obtained from teachers (M=3.01), which is almost equal to expected mean t-value (t=0.36, df=32, p>0.05) and from students (M=2.21) is significantly lower than expected mean value (t=103.27, df=253, p<0.05). This indicates that the implementation of pre-reading activities was not as expected. The while reading phase mean scores obtained from teachers (M=2.73), (t= -7.93, df=32, p<0.05) and students (M= 2.27) are lower than the expected mean value (t=103.27, df=253, p<0.05) indicates that the implementation of while-reading activities was not as expected. Similarly, for post reading phase, the mean score obtained from teachers (M=2.82), (t= -3.76, df=32, p<0.05)and from students (M= 2.16) both found lower than the expected value (t=78.34, df=253, p<0.05) implies that the implementation of post-reading activities was not as expected. The one-sample test score for the application of teaching strategies obtained from teachers (M=3.67) is significantly greater than the expected mean t-value (t=13.83, df=32, p<0.05). But the mean value (M=2.50) obtained from students is significantly lower than expected mean t-value (t=91.54, df=253, p<0.05). This indicates that teachers and students react differently. Moreover, student, teachers, subject content and context related factors were found affecting teachers teaching practice significantly with some differences in between teachers and students. The qualitative data also showed that the three phases of reading comprehension were not practiced to the expected level. In addition teachers, students, the context were causal factors that hamper the practice dominantly. Thus, it is possible to recommend that trainings should be organized starting from school level to the MoE in order to improve teachers teaching capacity and to overcome the problems identified. DOI : 10.7176/JEP/10-22-04 Publication date : August 31 st 2019
Highlights
Reading is important among the four language skills
It is organized as discussion on phases of reading comprehension, strategies of reading comprehension followed by factors affecting teaching reading comprehension. 4.7.1Teachers’ Practices of Applying Reading Phases One of the specific objectives of the study was assessing the implementations of the three phases teaching reading comprehension
The result obtained from classroom observation and filed notes from observations indicated that teachers were not practiced properly pre-reading phase
Summary
Reading is important among the four language skills. It is explained by different scholars based on their own views. Many years ago reading in English as a foreign language was perceived as a passive process (Carrell, 1998). As to Brown (2000), English language teaching tradition has been subject to tremendous change, especially throughout the twentieth century. Perhaps more than any other discipline, this tradition has been practiced, in various adaptations, in language classrooms all around the world for centuries. Teachers are one of the key elements in any school and effective teaching is one of the key propellers for school improvement. Gibbs (2002) explained that an effective teacher needs the capacity to be persistent, flexible, and innovative on new teaching approaches and be prepared in the case of failure. With great emphasis Ayalew (2009), reported that whatever curriculum change is introduced and whatever reforms are made, all will be of little or no avail without qualified and committed teachers
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