AMBO UNIVERSITY

COLLEGES OF SOCIAL SCIENCES AND HUMANITIES

DEPARTNENTS OF ENGLISH LANGUAGES AND LITERATURE

A STUDY OF IMPLEMENTATION OF READING STRATEGIES IN THE

READING PASSAGES. THE CASE OF GRADE 9 STUDENT'S AT BEKE
SIRBA SECONDARY SCHOOL, DANO DISTRICT, WEST SHEWA ZONE.

SENIOR ESSAY SUBMITTED TO THE DEPARTMENT OF ENGLISH

LANGUAGE AND LITERATURE IN THE FULFILLMENT FOR THE
REQUIREMENTOF BACHELOR OF ARTDEGREE IN ENGLISH
LANGUAGE

BY: DEMISSO TEFERRA DIMA

ADVISORY:BAYISA BEKELE (MA)

AUGUST, 2022
AMBO, ETHIOPIA
 ADVISOR APPROVAL SHEET

This is to certify that the research entitled “The implementation of reading strategy on reading
passage: The Case of Grade 9th students, At Bake Sirba Secondary School'' Submitted in partial
fulfillment of the requirements for the degree of BA in English Language and Literature. The
undergraduate program of the Department of English Language and Literature has been carried
out by Demisso Teferra Dima under my supervision. Therefore, I recommend that the student
has fulfilled the requirements and hence hereby can submit the research to the department.

__________________________________________________
Name of Advisor

__________________________________________________
Signature

__________________________________________________
Date

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 Table of Content
Contents Pages
LIST OF TABLESPAGES ......................................................................................................... v
AKNOWLEDGMENT ................................................................................................................. vi
ABSTRACTS ................................................................................................................................. I
CHAPTER ONE
NTRODUCTION.......................................................................................................................... 1

1.1. Background of the Study ........................................................................................................ 1

1.2. Statement of the Problem ........................................................................................................ 2
1.3.1. Specific Objectives .............................................................................................................. 3
1.4. Research Question .................................................................................................................. 4
1.5. Scope of the study ................................................................................................................... 4
1.6. Significance of the Study ........................................................................................................ 4
CHAPTER TWO
2. REVIEW OF RELATED LITERATURE ................................................................................. 5
2.1. Intensive Reading strategies ................................................................................................... 5
2.1.1. Reading Strategies/skills ...................................................................................................... 5
2.2. Phases of Reading strategies ................................................................................................... 6
2.2.1. Pre-reading Stage strategies ................................................................................................. 6
2.2.2. During read in g stage .......................................................................................................... 6
2.2.3. After Reading Stage strategies ............................................................................................. 6
2.2.4. Reading Techniques ............................................................................................................. 7
2.2.5. Teachers' Role ...................................................................................................................... 8
CHAPTER THREE
3. REASERCH METHODS AND METHODOLOGY ................................................................ 8
3.1. Research Design...................................................................................................................... 8
3.1.1. Data Sources ........................................................................................................................ 8
3.1.2. Study population and Sampling ........................................................................................... 8
3.2. Data Gathering Instruments .................................................................................................... 8
3.3. Interview and Class room Observation ................................................................................... 8
3.4. Methods of Data Analysis ....................................................................................................... 8

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 CHAPTER FOUR ........................................................................................................................ 9
4.1.RESULT AND DISCUSSION ................................................................................................ 9
4.2 Discussion............................................................................................................................9

CHAPTER FIVE

CONCLUSION AND RECOMMENDATION

5.1. Conclusion ......................................................................................................................... 14

5.3. RECOMMENDATION.................................................................................................. 14
REFERENCE...............................................................................................................................17

APPENDIX A................................................................................................................................19

APPENDIX B .............................................................................................................................. 20
APPENDIX C……………………………………………………………………………..……..21

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LIST OF TABLE

Table 4.1.student reading strategies.............................................................................................10

Table 4.2 Imlementation of the teachers reading strategy toward student................................... 13

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 AKNOWLEDGMENT
First and foremost, I would like to thank God for overall for his help and enabled me carried out
my study healthily. The accomplishment of this study could not have been possible without
assistance of many people. I am greatly thankful to address my grateful appreciation to my
Advisor: Mr Bayisa Bekele for his crucial advice, guidance and technical support and assistance
from the early stage from the proposal preparation to report write-up. Thank you for your
tolerant personality.

Special thanks should also go to my lovely my wife who I shall always remain greatly indebted
to for their financial and material support, untiring moral guidance, love and firm advice which
laid a concrete foundation for my education. Since it is not possible to mention them all, I wish
to express my sincere thanks to Ambo University English Languages and Literature

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 ABSTRACTS
Reading is an important skill in learning English. However, reading class is not emphasized in
both primary and secondary schools in Ethiopia in general and study area in particular. The
study was conducted to assess the implementation of reading strategies in the reading passages
at high School. Out of 40 students and 2 English teachers, were selected using availability and
purposeful sampling technique respectively. The data were collected through questionnaire,
interview and classroom observations. The data obtained from questionnaire of students and
teachers were analyzed using percentages and mean values with the integration of observation
results which was analyzed using percentages. The, findings gained from interview and
classroom observations indicated that the implementation of students reading strategies in the
reading passages in English class room of students Were very poor and teacher method of
utilized reading strategies in the reading passages and students extent of the students used in
reading strategies to understand a given text were under minimum level. Therefore, both school
in School supervisors, charges and teacher should be given on job training about teaching
reading skill for boosting up implementation students’ of reading strategies in the reading
passages as well as the observed the practice of reading in the classroom and assist teachers so
that there will be a better teaching learning process.
Keywords: reading passages, implementation, English class room

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 CHAPTER ONE
1. INTRODUCTION
The study of language learning and how one is successful at the task of obtaining excellent in
English writing is the question many have posed. This research, which researcher proposing to
accomplish, is to look into the problem occurs in English reading strategies and try to solve(s) if
any in grade nine secondary school students.
1.1. Background of the Study
Reading is the practice of creating meaning from written texts and requiring the coordination of a
number of interrelated sources of information through the dynamic interaction among: “the
reader's existing knowledge, the information suggested by the text being read and the context of
the reading situation” (Anderson, 2009). As Kondo-Brown (2005) defines reading as a means of
language acquisition, of communication, and of sharing information and ideas. These definitions
underline that reading is a complex interaction between the text and the reader which is shaped
by the reader‟s prior knowledge, experiences, attitude, and language community, which is
culturally and socially situated (Alarnri, 2008).

Among the four major skills in educational realm, students are most frequently involved in
reading different forms of written materials ranging from academic subjects to non-academic
ones (Afflerbach , pearson. & paris 2008). It is impossible to separate each skill from another. In
reading instruction, there should be speaking, writing, and listening. The question is which skill
students of Ethiopia exploit more. In the context of English as a foreign language, different
theoretical books and research findings assert that the ability to read shares the great
responsibility for students' academic success and failure (Getachew, 1996). Reading is again a
crucial form of communication through which we get most of the information required in
teaching and learning situation in everyday life. As the study report of Delbridge (2009) supports
that, this idea and notes that literacy is about learning to read the world, so we must assist our
students in exploring how to read the world and how to participate in the different situations in
their lives. Reading does not only have such indispensable function but also facilitates second
language acquisition (Krashen, 2004). Moreover, Wallace (2005) affirms that reading offers
more language input than can usually be provided orally, especially in second language learning
contexts
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Grabe (2004) in his discussion of "Implications for Reading Instruction from Reading Research"
raises a number of issues that promote effective reading comprehension. Planning a coherent
curriculum for students' learning is the one he identifies. The design and the implementation of
intensive reading instruction matter a lot for the success of teaching reading skills. In this sense,
design incorporates applicable texts and exercises/activities.

Here, the word 'applicable' is to mean the potential value of the reading texts and their activities
and the selection and development of them go in line with principles of teaching reading.
Actually, Nuttall (1989), for example, informs us that a text should be selected in terms of
readability, --exploitability and suitability of the content. Then, the development of
activities/exercises, which are specifically aimed at improving students' reading skills, becomes
unquestionable aspect of reading instruction. Nuttall herself argues that the exercises or the
activities have indispensable job for training students in the required skill. For another thing,
implementing these exercises in a way to promote reading skill is another cornerstone of
intensive reading instruction.

1.2. Statement of the Problem

The main concern of the study was the worsening quality of teaching English as a foreign
language in all level of education system (Teshome, 2001). The problem of the quality of
education in general has been supposed to makes a vicious circle in education system of the
country (Ambachew, 2003). For instance, the findings of the previous studies indicate that first-
year and senior students of Ethiopian Higher Institutions were unable to understand the explicitly
and implicitly stated information in a given text (Ambachew, 2003 and Motuma, 2014).

Moreover, primary school students in the country were being blamed by the respective
stakeholders (for example, students and colleagues) for their text reading. Moreover, The
problems is not only students but also, teachers‟ teaching approach to reading at all level of
education system could not support their students to learn and develop their fundamental reading
ability (Motuma, 2014). As a result, according to an Ethiopian Early Grade Reading Assessment
(EGRA, 2010), more than 50% of the students were unable to answer a single simple reading
comprehension questions, due to having very low reading strategies and skill and 30% of the
students were illiterate in the country, after attending school for three or four years (Piper, 2010).

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Local researches have been conducted on problems associated with reading ability, factors
affecting reading ability, reading strategies, reading achievement, instructional factors of reading,
academic reading, extensive reading, and readability of textbooks. Even researches that have
been conducted on reading materials show clear gap. Alamriew (2004), for instance, conducted a
study on student-teacher attitudes to grade nine reading texts and exercises. To put it differently,
the study evaluated the attitudes of students and teachers towards the reading texts and exercises.
Instead, it did not examine reading strategies and implemented in the classroom. Conversely,
sample researches both conducted on reading instructions and materials display a clear gap on
the design and implementation of reading method, which are highly crucial for training students
to be effective readers.

At grade-nine, English language starts to be used as a medium of instruction beyond its '
subjective context. At this point, the subject itself must playa paramount role in assisting learners
to learn other academic subjects) the contrary, both subject and content teachers have reported
that students have problem on how to read and what to read a given text. This is because of both
poor language background and instruction of reading or the in improper designed reading
exercises and their implementation.

The first hypothesis poor as researcher experienced, this problem is also manifested at grade 9
level. In this instance, the problem is resulted from it intrusion or traces back in the immediate
grade level is. This then supported by literature: the avers of the improvement in the quality of
education depends to great extent on whether or not relevant and high quality textbooks and
other learning materials can be made available to teachers and students. When there are
difficulties in learning process, in most cases, the implementing of reading textbook is first factor
to be held responsible. Language background and instruction of reading- haven been addressed..
1.3. Objective of the Study
General objective of the study was the implementation of reading strategies in the reading
passages grade-nine.

1.3.1. Specific Objectives

To identify the phases of reading strategies that will be structured to learner use at study area
To investigate how teachers implement the reading activities

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To explore extent to the students use reading strategies to understand a given text

1.4. Research Question

To what extent of learner uses reading strategies to implement during reading exercise?
How teachers implement the reading activities?
To what extent of the students use reading strategies to understand a given text?

1.5. Scope of the study

The study will be more useful had it incorporated passages and more cases. But, because of time
constraint, energy and financial lack, the researcher could not take passages and more cases
across the country in the study. Searching more recent works and materials on the
implementation of reading strategies of reading passages of second reading will be another
challenge. However, it will be managed to get the works and the materials from publishers via
electronic mail.

1.6. Significance of the Study

Weir and Roberts ( 1994: 11 ) justify the two main reasons for evaluating teaching materials.
First, it provides evidence that can inform theoretical disputes about directions to be followed in
language teaching or in teacher education. Second, it is a tool to indicate the suitability of
particular approach or technique under given condition. The study thus is hoped to have the
following significances.
• It will be handy for syllabus designers in taking considerable assessment of the suitability of
reading exercises and their classroom implementation in teaching reading required from the
level.
• It will help students to get the right materials to practice their reading skills.

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 CHAPTER TWO
2. REVIEW OF RELATED LITERATURE

2.1. Intensive Reading strategies

Before directly go in g to the topic, it is better to highlight what intensive reading is. Intensive
reading in the language classroom is a means of increasing learners' knowledge about the
features of the target language and their control of reading strategies. Even though intensive
reading is means of both teaching the language features and the read in g skills of the target
language, the overriding go al is to build student s' skill s and strategies for read in g authentic
texts beyond the reading classroom (Ambachew, 2003).

2.1.1. Reading Strategies/skills

Suppose a reader faces comprehension problem when he/she reads some sort of article. To
overcome the problem, his/her reading can be characterized by a deliberate act of self-
questioning. The reader continues to use it throughout the school year. With months or years of
practice, the questioning requires less deliberate attention and the reader uses it more quickly and
more efficiently (Delbridge, 2009). The reader asks himself questions no automatically and
automatically. From this example, strategy is an intentional and non-automatic activity of the
reader, whereas skill is an automatic and subconscious activity of the reader. An action of
reading could be either a skill or strategy depending on the reader's awareness, control, intention
and the specific reading situation.

2.2. Phases of Reading strategies

Intensive reading instruction is usually divided into three stages. These are before reading during
reading and after reading.

2.2.1. Pre-reading Stage strategies

Pre-reading strategies help students enjoy and better cope with the tasks at h and and provide an
excellent opportunity for the teacher to introduce reading strategies that can be extremely helpful
for various types of reading students may do in the future. Getting ready to read, survey in g the
text, making prediction and as kin g questions, and introducing key vocabulary are in getting

5
ready to read, the activities/exercises should involve schema activation, schema development,
and establishing purpose for reading.

The pre-reading plan begins with the teacher introducing a key word, concept or picture to
stimulate a discussion. As the Ruddlell, M.R.(200) say that anything that initially comes to mind
and having that information recorded on the whiteboard, participants are able to see the
associations. By asking the students questions such as, “What made you think of…?” they
become aware of their network of associations. These are examples of activating the schema.
states that struggling and at-risk readers lack schema to help them comprehend the reading text.
also adds that teachers need to increase schema in the classroom as much as possible. This is
because teaching background information about a topic can improve students‟ comprehension of
text

While surveying a text involves looking over the text's main ideas and macrostructure. It
incorporates activities or exercises like examining titles, reading the introduction and conclusion,
skimming the entire text, scanning the text that could assist the overall comprehension, and
outlining the macrostructure of the text - the introduction, body, conclusion, and major divisions
within the body- (Hedgcock and Dana, 2009: 167). In exercise of making prediction and asking
questions, students take information gathered from schema development and previewing
activities and formulate predictions or questions about what they are preparing to read. Their
predictions are later confirmed. Such activities can build confidence both in their own
comprehension abilities and in the previewing strategies they have been taught.

2.2.2. During read in g stage

The student s are drawn into the text and it allows the readers to integrate the knowledge and in
formation they bring to the text with the new information in the text (Hedgcock and Dan a, 2
009). Students have opportunity to confirm the prediction made earlier from reading the passage,
to gather and organize information and to begin making generaliza ti on about the new
understanding gain from the text. As Rivas (1999: 16) points out, "the main goal of thi s strategy
and skill practice, linguistic development , and helping students to understand the writer's
purpose and the text structure and content." Likewise, for Willi ams (1 984 :3 8), it is aimed at
helping students understand writer's purpose, text structure, and clarify the text content .

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2.2.3. After Reading Stage strategies
After-reading comprises questions that follow the actual reading process. According to Dana
(2009), the stage makes student s reflect their views, share responses an d make connection what
they have already known and what they have learnt. At this method, students evaluate,
summarize and review what they read in their language, and discuss the text's relevance.
Activities that lead to other language development can be at this time.

2.2.4. Reading Techniques

Scanning; Scanning is a rapid reading technique to locate a specific bit of information that
reader needs, such as data, name or figure. The purpose of scanning is to extract certain
information without reading the whole text Scanning is not a thorough activity mainly because
the reader uses it to locate isolated, specific or scattered information

Skimming; Skimming refers to the process of quickly running one‟s eyes over a text to gain an
overall understanding of the content of the written material (text).skimming is mainly concerned
with finding main ideas or overall theme (Scrivener, 1994). Thus, we skim a paragraph to see its
overall ideas and whether or not it is worth reading at all.

2.2.5. Teachers' Role

Evaluating materials in terms of their theoretical orientation without class room reaction of the
students and a teacher does not give full range of the suit ability of the materials. In other word
s, the selected texts and reading activities or strategies appropriateness is investigate d not only
through the study of their theoretical orientation but also through the carefully examination of the
class room practice . In d on going so, the class room aspect is explored in light of students and
teachers' reaction to the material. In the process, in all stages of intensive reading, a teacher plays
major role for delivering instruction

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 CHAPTER THREE
3. REASERCH METHODS AND METHODOLOGY

3.1. Research Design

The study followed the cross-sectional study design and a descriptive study design in the form of
case study.
3.1.1. Data Sources
The major sources of data for the study was grade 9 students at Bake Sirba secondary school and
their English language teachers in academic year 2014, E.C.

3.1.2. Study population and Sampling

To make the study manageable the researcher decided to take samples from Bake Sirba
secondary school Dano District which is found in west Shewa zone. The study area was selected
purposively because it is the nearest to the researcher's work place. The researcher selected grade
9 of two sections and it assumed to be suitable to make frequent classroom observations and to
get the required collaboration for the study. For this study, total population of 85 researcher
select 40 students randomly as a sample of the study.

3.2. Data Gathering Instruments

In evaluative research, evaluators can use different ways of data gathering tools. The selection of
each way of data collection is depending on the focus at which the researcher aims of the study.
3.3. Interview and Class room Observation
The interview will be made to see or explore both students and teachers' understanding of the
functions the reading strategies serve and the ways reading method are implemented for reading
passage on the text at hand.

3.4. Methods of Data Analysis

The descriptive statistics such as percentages mean and table was employed to quantitatively
describe and explain the students‟ approaches to reading and reading strategies as well as their
ability. Moreover, the data obtained through interview and open-ended questions of the
questionnaire was qualitatively analyzed, and the findings were used for triangulating the
quantitative data.

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 CHAPTER FOUR

4.1. RESULT AND DISCUSSION

This chapter is based on the analysis of data from the in-depth interviews and observation. It also
highlights demographic background of respondents. Face to face interviews were made with
respondents of secondery school principals and English teacher whose age is above 26 years.
The analysis deals with pieces of information about the respondent‟s perceptions toward students
on the implementation of reading passege in English language. Besides, in the questionnaire part,
totally 85 students as respondents were intended to be participated 40 of respondents were
participated. Concerning the age all the respondent‟s students were below 20 yeas old.

4.2Discussion
4.2.1Discussion from Students’ View
Following are the questions raised during the interview session with students:

1) What are the reasons behind the weakness of your reading strategy?

2) Do you aware of your weakness? Explain.

3) Do you satisfied with the learning process conducted by your English teacher?

Most of the students didn‟t get higher banned in the reading strategies because of

several reasons. Students declared that their weakness of reading because of lack of

knowledge and understanding, less practice of reading in English, and lack of self-motivations.

It is mentioned by all the interviewees in this study that they are unable to read a short

paragraph, article, or passage without a lot of grammatical mistakes. Some students said

that they cannot express their ideas in the context, while others said they do not know how to

read even single sentences. These problems make the students feel anxiety to read Some

student said that sometimes they can read a passage without grammatical mistakes, and run on

but the problem is how to understand a paragraph form. Other student declared that making

9
 mistakes in grammar is a big issue.

Most of the time they claimed they are not using the suitable tense in the correct situations,

maybe because they do not understand the tenses in the context. Some of them confessed that

he/she cannot read even a single sentence. Another student talked about why he cannot even a

single sentence. He referred his problem of self-confidence to the mistakes that he always

make. He said, “Sometimes I did a lot of mistake and repeat the same mistakes. In that case, I

feel upset and frustrated to continue reading and just leave it”.

Majority of students were used reading strategies that was while reading,12 (30%) while
reading, after reading 9(22.5%), Ask Friends/classmates 8(20%), after reading 7(17.5%), and sk
Teachers 4(10%). The mandatory aspect served in this case as a kind of motivation. One lesson
that could be drawn from the study was that teachers need to believe in their teaching method, in
this case reading aloud and structuring the text work. The professional teacher decides what is
best for the students
.
Table 1: Students Reading strategies
Reading skills Frequency Percentages
Before reading 5 12.5
While reading 12 30
After reading 9 22.5
Ask Friends/classmates 8 20
Ask Teachers 4 10

This study indicates that the mandatory nature of implementing reading strategies in classroom
was as the joint and place-bound situation can lead to motivation and learning activities.
Reichenberg (2015) and Duchein and Mealy (1993) argue that there are great advantages of
participating in a students‟ around reading and that reading understand a given test is motivating
for the students‟ inclination to read. Their studies have also shown that students in high school
were favoured by having the teacher read aloud to them. This proved to help students to develop

10
more positive attitudes to reading. Bruner‟s theories of identification entail that teachers can
function as a model or an identification figure for their students by signaling their approach to
knowledge, to the subject and to learning. Social interaction, involving those students are spoken
to, receive information and explanations, contributes to student learning. It also creates the
conditions for students‟ reasoning skills. Social interaction is thus, parallel to education,
necessary for their development.

4.2.2 Discussion from Teachers’ View

Following are the questions raised during the interview session with teachers:
1) Do you have any particular methods to create a specific atmosphere for reading sessions
in helping to improve the students reading skill?
2) Do you recognize each of your students‟ weakness in reading strategies? Do you help them?
3) Many students have problems in reading. How do you work on that issue?

Researcher has interviewed two English teachers from the school. Teacher A is female, has

worked as a teacher for several years and teaches English as her major subject. Teacher B is

male, has worked as a teacher for more than 10 years and teaches English as her major subject

too. They were both colleagues and they teaches English at level 3 (year 4, 5 and 6). Teachers

interview question (TIQ) will be discuss and elaborate below:

Teacher Interview Question 1:

Do you have any particular methods to create a specific atmosphere for writing sessions in

helping to improve the students reading strategy?

Teacher A says that she does not have any particular methods for reading sessions but

that she does have methods to attract students by previewing examples of readings that similar

to the topic she will assign to her students, she said “I believed this method are the best way to

11
 trained my students to improve their writing, they will learn to construct sentences by

imitating”.

Teacher B mentions that her students were quiet during the reading sessions and

sometimes she tries to create a specific atmosphere. She said, “As an example, if they are

supposed to read a story of experiences I will reads a short story before the session begins.

Through this method indirectly students will get the idea on how to build their ability of

reading passages”. Just like Teacher A, they were both giving their best to instill reading

skills.

Teacher Interview Question 2:

Do you recognize each of your students‟ weakness in reading passege on their textbook? Do you
help them?

Teacher A explains that she tries to remember the students‟ previous results referring , but that it
could be difficult since there are so many of them. She claims that everybody, more or less, has
problems with run on and luck of understanding the meaning and to improve the weaknesses she
will do the training emphasizes during other English Skills session, such as teaching more on
strategies of reading session so that could be a good way to see if they have developed. To
overcome the students‟ weakness in reading, Teacher B evaluates his reading lesson differently
from Teacher A. he discusses with her students whether they feel that the current exercise is
rewarding for them or not. He also tries to see if they have been able to stick to the topic or if it is
too narrow. Teacher B will go through the difficult part that claimed by his students.

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Table 2: Implementation of the teachers reading strategies toward students

Method of teachers implement the reading activities frequency percentages

Shows the students to guess the meaning of new words using 1 25%
contextual clues, word-building
Makes students compare and contrasts their reading skill 1 25%
Moves from group to group and support students while reading 1 25%
Initiated students for reading give text in details 1 25%

Extent to the students reading strategies to understand a given text

22%
45%

High

Medium
33%
Low

Figure 1. Extent of student‟s strategies

As shown on above figure, the extents of students on reading strategies to
understand a given text were indicated by low 18(45%), medium 13(33%) and High
9(22%). These indicated students have been found at low level of being
implementing reading strategies in study area.

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 CHAPTER FIVE

CONCLUSION AND RECOMMENDATION

5.1. Conclusion
Reading is a source of knowledge, and comprehending a reading text requires skills, strategies,
and background knowledge. Reading for inferences that compared to other skills was stated in
almost all units and it holds nearly ninety percent tasks from the whole textbook. This shows
that, the distribution of this skill on student reading passages was lower than average and well-
oriented type maximum enough compared to other skills in currently in use English textbook of
grade 9. Thus, this skill should be encouraging in terms of the intended goals of English
language, developing reading skill. Reading for word-attack skill designed in the text only in
three units with two question types. Since word-attack skill is very significant for the
development of reading skills, the least amount of design is not advisable in the future both for
teachers‟ and textbook makers. On the other side, information transfer skill stated in the text
below half of the whole units in the text. Even though, information transfer skill was designed in
less amount in the text, it has vital roles for the readers. In the same way reading for
distinguishing facts from opinion provided in the reading text was again few but it has
undeniable result in reading skill. Subsequently, it is better giving more emphases for this skill to
design as relevant enough as possible.

5.2. RECOMMENDATION
Based on the findings obtained from the present study, the following
recommendations were made:

 Teachers who teach academic level should practices implementing reading strategies to
considering students' reading and understanding upon given text
 Teachers should be implementing for all students in order increases reading
skills in integrated forms.
 Students should be motivated for a head of different tasks/activities in a way
that relevant to the expected aims of developing reading skills in English
classroom.

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 There should be more emphases on whether the comprehension questions
stated in the text book in relation to the intended objectives and the success of
reading skills.
 Teachers should use varieties and flexibility of tasks in implementation of
reading strategies approach.
 The text book designers and curriculum developers should give due attention
for an optimum design of reading activities/tasks in the textbook for the
learners.
 Recommendations are also given to should be assessing on the implementation of reading
strategies in the reading passages on the achievement of the learning outcomes reading
course.
 Teachers should encourage students‟ reading habits because reading is necessary to
develop vocabulary knowledge, to develop grammar knowledge and to develop
background knowledge of reading strategies.
 Students should feel confident while they write because prevention by itself leads them to
commit many errors.
 The English department should set up a special program for the reading period when they
teach five times in order to practice. For example, select one or two day per a week and
on those days students make a hot discussion about everything about reading and students
should read some tasks in groups and compete within each other.
 Teachers should be open to face smooth interaction with students because lack of interest
in reading may become the cause of lack of smooth interaction between reading teachers
and students. Teachers should clearly introduce the strategies of reading while they give
reading tasks for students unless students cannot read their reading task accurately and
may not become effective.
 Teachers should use different methods and techniques to encourage the student‟s
motivation to practice reading performance in English and they should also give
immediate feedback and comments for students' reading on their text.

15
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Ambachew M. D. (2003).A Review of the Ethiopian Related Literature on Reading Ability.

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 APPENDIX A
AMBO UNIVERSITY
COLLEGE HUMANITES AND SOCIAL SCIENCE
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE
Interview for Students
Dear Students, My name is Demisso Teferra and I am carrying out research entitled
“Implementation of Reading Passage in English Classroom” for the requirement of Bachelor of
Art in English as Language. Hence, the aim of the following questions is to get information
about reading strategies you have been implementing in the classroom. Your genuine answers
are highly valuable.
Thank you in advance for your cooperation.
Background information
1. Sex A. Male . B. Female
2. Age ≤14 15-20 31-30 30
II Interview guide
Now, I will ask you some questions, please try to answer them honestly.
3. Have every been read English passage in a classroom? A. Yes B. No
4. If Your answer is yes on above Q No 3, What types of reading strategies you have every been
implemented?
A. Re-reading B. Paraphrasing C. Skimming D Scanning
Do you have an endorsement in reading? it yes. Please specify __________________

1. Please describe your own philosophy of reading comprehension, its definition, and how it
occurs.
2. How can you level your reading passage skill? Please specify................
3. Do you take note while you read passage? A Yes B. No
4. If your answer is yes on above Q No 3 in what period do you implement
5. A Before reading B. while reading C. After reading
6. Do you think that skimming reading strategies was useful?
7. Do you seek out new word in text intend to improve the reading strategies

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 APPENDIX B

Summarized of reading strategies implemented by students

No reading strategies Suggestion

1 Pre reading
2 After reading
3 Reading for over all idea /gist/
4 Identifying main idea
5 Reading for details
6 Reading for specific information (scanning)
7 Ask Friends/classmates
8 Reading for references
9 While reading
10 Before reading
11 Relating to their own ideal /experience)

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 APPENDIX C

Dear Teacher,

This questionnaire is designed for purpose of the research study. Its main aim is to implement
reading strategies in reading passage students‟ English in grade 9. The success of the study
depends on your genuine responses to these questions. Please read carefully and respond to the
questions honestly and frankly. Your identity will remain anonymous and your cooperation will
be highly appreciated. You do not need to write your name.

Thank you for your cooperation!

PART ONE Instruction: provide necessary information about the following.

1. Name of your school ___________________________________

2. Zone _________________________________________________

3. Sex: Male Female

4. At what grade level are you teaching? Please tick ( × ) Grade 7 Grade 8

5. Total number of students in a class __________________

6. Academic qualification: Diploma Degree MA

7. Your field of study: Major______________. Minor_______________

8. Teaching experience in years: 1-5 6-10 11-15 16 and above

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Part two Instruction: Assessing Factors That Affect Students‟ Speaking Skills English In Classrom.
The Case Of grade 9 Bake Sirba secondery School. Some suggestions are written as shown below. Thus,
for questions 9.1.1-9.4.2, indicate your answer by putting a „tick‟ (×) under the alternatives given as:
strongly agree, agree, uncertain, disagree and strongly disagree.

Key: 5. strongly agree 4. Agree 3.Uncertain 2. Disagree 1. Strongly disagree

. Please read the following some of the problems affecting students‟ English reading strategies, and give
your genuine responses by putting a tick (×) mark under anyone of the scales given above

No Assumed problems 5 4 3 2 1

Student related problems

9.1 Learners have not the confidence to read freely in the class as they afraid of making mistake
and criticism to friends.

9.2 Learners prefer to learn grammar and vocabulary than reading

9.3 Learners prefer teachers explanations than doing the activities by themselves

9.4 Students‟ do not think that they learn English when they work in pair or group

9.5 Students do not like to participate in reading activities using English.

9.6 Students have poor reading background

9.7 Students needed to read only their mother tongue language when they practice to do
activities in pair or groups in English class

9.8 Students do not have adequate vocabulary (words) to express their ideas or opinions English.

9.9 Learners do not like practicing reading in English in and outside of the class.

Teacher related problems

9.10 I have not adequately trained toteaching the reading strategies to help students as needed

9.11 I often give emphasis to teach language forms and structure than reading.

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9.12 I often prefer to explain and demonstrate than creating condition for the students to practice

9.13 I do not provide students with the opportunity to practice reading in pairs and group in class
as there is shortage of time.

9.14 I have not a good language proficiency to help student as needed in readingskill

9.15 I do not use teaching aids like tape recorders, cassettes, radio-program, and other authentic
material in reading class to promote students readin the passege.

9.16 I usually correct my students‟ errors during fluency activity

9.17 I usually evaluate my students‟ reading performance through objective questions like
multiple choices than giving text,and ask the meaning of some words in that text.

Class size related problems

9.18 There are a large number of students in a class

9.19 Seats are not suitable

9.20 Instructional material related problems

9.21 There is no access to use teaching aids.

9.21 There is shortage of English text book in school.

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