COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

POST GRADUATE DIPLOMA TRAINING (PGDT) COORDINATION

ACTION RESEARCH PROJECT

CREATING AWARENESS FOR FEMALE STUDENT TO GET

MORE KNOWLEDGE BY READING IN ENGLISH REFERENCE BOOKS
THE CASE OF GRADE “8” SECTION”B” STUDENTS BEDESSA PRIMARY
SCHOOL

BY

TEKLE GETAHUN GANAMO

ID NO ENG/SUM/878/08

August 2022

Wolaita Sodo, Ethiopia

 POST GRADUATE DIPLOMA TRAINING (PGDT) COORDINATION

ACTION RESEARCH PROJECT

CREATING AWARENESS FOR FEMALE STUDENT TO GET MORE

KNOWLEDGE BY READING IN ENGLISH REFERENCE BOOKS THE
CASE OF GRADE “8” SECTION”B” STUDENTS BEDESSA PRIMARY
SCHOOL

BY

TEKLE GETAHUN GANAMO

ID NO ENG/SUM/878/08

AUGUST 2022

Wolaita Sodo, Ethiopia

I
 ACKNOWLEDGEMENT

First of all I would like to thank my creator God for giving the courage and
perseverance to complete the study.

I would like to express my appreciation to my PGDT coordinator for his technician

and professional from the beginning of the study style, the action research and in the
correction of the manuscript.

I would like to express my deep appreciation student, teachers and director to students,
teachers and directors these who budgeted their time in providing the necessary
support for the information data and evidences that I want.

II
Contents
ACKNOWLEDGEMENT.........................................................................................................II

Abstract......................................................................................................................................V

CHAPTER ONE.....................................................................................................................1

1 INTRODUCTION...............................................................................................................1

1.1 Background of the problem..........................................................................................1

1.2 Statement of the Problem.............................................................................................1

1.3 Objective of the study..................................................................................................2

1.4 General Objectives.......................................................................................................2

1.5 Specific Objectives.......................................................................................................3

CHAPTER TWO........................................................................................................................4

2. REVIEW OF RELATED LITERATURE..............................................................................4

2.1 Importance of Reading......................................................................................................4

2.2 Factors Involved In Effective Reading.............................................................................4

2.3 The Use of Library............................................................................................................4

2.4 The Study Habits of Students............................................................................................5

CHAPTER THREE....................................................................................................................6

3. ACTION RESEARCH METHODS.......................................................................................6

3.1 Description of The Study Area And The School..............................................................6

3.2 Subject of the Study (Target Population)..........................................................................6

3.3 Sampling Method and Sample Sizes.................................................................................6

3.4 Data Sources......................................................................................................................6

3.5 Data Collection Instrument...............................................................................................6

3.6 Data Analysis Methods.....................................................................................................7

1.7 Analysis and interpretation of data...............................................................................7

III
 3.7.1 Analysis of students responses...................................................................................7

3.8 Analysis of teacher’s responses.........................................................................................9

CHAPTER FOUR.....................................................................................................................11

4. PLAN OF ACTION, IMPLEMENTATION AND EVALUATION OF THE

INTERVENTION.....................................................................................................................11

4.1 Plan of Action.............................................................................................................11

4.2 Implementation...........................................................................................................11

4.3 Evaluation of Intervention..........................................................................................12

4.4 Conclusion and recommendation...............................................................................12

4.4.1 Conclusion /inference of evaluation...................................................................12

4.5 Recommendations /Suggestions/................................................................................12

APPENDIXES..........................................................................................................................14

Appendix I:Questionnaire.........................................................................................................14

Appendix II interview questions...............................................................................................14

Reference..................................................................................................................................15

IV
 Abstract

The action should be based on a reason in Bedessa primary school in Grade 8 section B
students. In this section I saw some of students with problems having with lack of awareness
to read references in the first semester It is the laziness to read and understand points in the
reference books. It shows they have a poor reading ability of English reference, so this
problem is a prominent factor that affect the academic performance of students among other
things in that the majority of students do not study well. At the end of this action research the
following expected contributions and benefits to students of Bedessa Primary School
particularly in Grade “8”section “B” students. To seek and problem of poor ability in
reading English references. By implementing some strategies and techniques minimizing the
extent of the problem, the researchers studying on the some station of the problems. The
beneficiaries of the action research result involve students teachers and the School at large.

V
 CHAPTER ONE

1 INTRODUCTION

1.1 Background of the problem

Reading is one of the most important skills that plays Significant role in learning by which all
most all subjects the process of learning. All Professions like teaching learning process
requires that ability to read (Mc-Cormilk 1994:14)

To enable student’s develop an understanding the teacher’s way of approach or

methodology plays a significant role. In this aspect, Brown (1987:18) assumed the best
teacher is that who a devices classroom methods and techniques that derive from a
comprehensive Knowledge of the total subject matter and language learning of what is
happing with the in the learner with, in the teacher and the interaction between the two
students should be made to read rather get something from the writing. Those how learn to
read efficiently became independent of teacher to a never-greater extent, gaining some chance
of remaining in contact with reading skill when their formal education stop.

The teacher should help the students in selection of books in the library. Students should
motivated by themselves this awareness creates a reading habit for students to use library.

1.2 Statement of the Problem

One of the prominent factor which affects that academic performance of the students among
other things in Bedessa PrimarySchool in particularly in Grade 8 th Section B Students.
Literatures shows that they do not study well this cumulates makes them to be list awared to
rad

Know a day’s many Bedessa Primary School Grade 8 th Section “B” Students have been
suffering from the problem of constructing meaning from English references and arrive at an

1
Understands due to poor ability in reading skill and compression to create reading awareness.
This ineffective reading hindered Students from their broader studies and limited their
academic performance.

The problem of poor ability in reading could be accumulative effect on various factors.

So that is important to address possible factor that affect the reading process and help students
to create importance reading awareness.

Among the factors mentioned above, possible factors that may contributed for students poor
ability in reading English references to create awareness of reading habit at Bedessa Primary
School regarding to this I tried to rise the following necessary and basic question in order to
improve:-

 Do the references available in the school which fit, the interest and reading capacity of
students?
 Does Student’s reading habit influences the capacity of students and makes them to
have reading awareness?
 Does Student’s studding habit influence the capacity of extracting information from
English texts?
 Does the Teacher’s methodology or approaches of teaching affect students reading
Skills?

1.3 Objective of the study

The basic reason why the action research were conducted is to meet the following defined
general and specific objectives.

1.4 General Objectives

The main purpose of conducting this action research were to help students by creating
reading awareness and make them continuously read references

2
1.5 Specific Objectives
 To examine the availability of reference in the Bedessa Primar school Which Comply
with interest and reading level of students.
 To identify interest and motives of students to be participated in reading activities.
 To examine the willingness of the teacher in helping students by providing them with
appropriate approaches of reading activities that fit their interest.

3
 CHAPTER TWO

2. REVIEW OF RELATED LITERATURE

This chapter deals with review of related literature. The major topics deals with factors in
affecting reading ability of student and importance of reading were included

2.1 Importance of Reading

Reading is one of the most important skill that plays significant role in learning by which all
most all subjects the process of learning .all professions like teaching process requires that
ability to read (Mc- cormilk 1994:14

Reading plays an important role not only education but also almost in every aspects in our
life. Hence taking this in to consideration the Ethiopian high school teacher’s needto pay great
attention to the reading problem of students. They must help students to develop a numberof
different skill and strategies in order for them to become goof readers atkinseral 1996:77

2.2 Factors Involved In Effective Reading

Effective of Efficient .reading basically requires a reader to be flexible in .performing all

reading related tasks in their environment.

2.3 The Use of Library

Library in school has two distinct functions to perform. These are first teacher it provides
resources materials by that it in riches teachers with extra information. The teacher
must .read .some standard books from the library English teachers should see .that their
subject is properly represented in the school library he/she should attend not only to quantity
but also quality of reference. The teacher should help the students in .selection of books in
the library

4
He/she should motivate them to use library books acquaints them with new extra information
and prepares them for examination .one way of develop reading ability in reading different
materials .for this purpose library is used to increase their academic performance and reading
skill (Mc Athun 1992:14)

Motivation is a major determine factor in promoting learners reading skill. Teachers must be
motivated to device appropriate student centered methodology which makes students obtain
opportunities and ability a teacher need to rehabilitated him self/her self , because ade
motivated teacher may became an obstacle to learning (atakin 1996:18

2.4 The Study Habits of Students

The total amount of times spent on study correlates with the amount and degree of learning
most of students do not know how to budget their time often allocate too littles study times for
important topics, while others can to queers how much time they should allocates to
particular tasks (harmer 1991:6163) said that a student attains appreciable result if he/she
manage his/ her working in program.

5
 CHAPTER THREE

3. ACTION RESEARCH METHODS

3.1 Description of The Study Area And The School

The action research were conducted in Bedessa Primary school which is found in west of arsi
zone (shashamanne ) around the action research were conducted specifically in grade 8
section B focusing on student poor ability in reading English references.

3.2 Subject of the Study (Target Population)

Target population from which data was collected from grade 8 section B students of Bedessa
Primaryschool.

3.3 Sampling Method and Sample Sizes

Simple random sampling method was employed select 30% of the students of Bedessa
Primary particularly grade 8 section other hand Bedessa Primary school English teachers were
incorporated un the action to impart their contribution and reflect the participation.

3.4 Data Sources

Primary data sources were intended and used in the process of the study the data was obtained
through structured questioners and observation.

3.5 Data Collection Instrument

Questionnaires and observation were selected data gathering techniques and employed in
electing the required information.

6
 3.6 Data Analysis Methods

The data gather through various means were analyzed by used frequency percentages and data
was presented using tables and other appropriate depending on the nature of the data
collected

1.7 Analysis and interpretation of data

3.7.1 Analysis of students responses

Table 1 student responses on the advantage of reading English references

Alternatives Frequency of respond Percentage (%)

- For the sake of our teachers 7 46.7
orders
- Since interested in the or 3 20
content
- To do my home work or 5 33.3
assignment - -
- To get additional knowledge
Total 15 100
Source; survey made for this paper Jule 2022

The above table l shows that 46.7% of student respondents reader because the teachers
ordered 20% of the student respondents read since they are interested in the content while
33.3%of them read to do homework of assignment a part from this none of the students
read English references to get additional knowledge and master the subject matter .

Table 2 student’s response on how they have affixed time for reading English

Alternatives Frequency of respond Percent (%)

Yes 6 40
No 9 60
Total 15 100
Source : survey made for this Jul 2022

7
 As can be seen from table 2.40% students replied that there are only affixed time for them
to red English and the rest 60% have no fixed time to read English . from this it might be
possible to say that the students who have no fixed time to read English have poor ability in
reading

Table 3. Students’ response on the type of studding habit style do you use most of the time

Alternatives Frequency respond Percent (%)

Studying in peer group 4 26.7
Studying in group 3 20
Studying alone at home 8 53.3
Other - -
Total 15 100
Source: survey made for this a paper .

May As can be seen from table 3(26.7%) of student respondent studying with their peer group
20% of them read indicates in group and the rest 53.3% read alone at home are large in
number so this is for some students not advantage to improve reading habits

Table 4 student’s response in the body who contributed more in creating awareness giving
information anf providing materials

Options Frequency of respond Percent (%)

Teachers 7 46.7
Parents 5 33.3
Peer trend 3 20
Other -- -
Total 15 100
Source: survey made for this paper July 2022

Table 4 shows that 46.7% of the student responded that their teachers made greater
contribution in creating awareness giving information about the use of reading while 33.3% of
the responded that their parents families contribute more in helping them to get a warred
about the use of reading and 20% of students answered that their peers friends assisted them
in increasing an awareness about the use of reading in all academic performance. As can

8
 easily be understood from the table that teachers can play significant role in helping students
develop awareness and provide necessary information about advantage of reading.

3.8 Analysis of teacher’s responses

Table 1 teachers response on show often they device studying program for their students

Response Frequency of respondents Percent

Always - -
Sometimes 3 60
No 2 40
Total 5 100
Source; - survey made for paper, July 2022

In accordance with table 1 60%of teacher’s confirmed that they device study program for
their students even though it is only sometimes and 40% of them replied that they don’t
design studying program for their students while no body responded that they always device
reading program for their students . Generally I understood from table teachers have didn’t a
lot in devising reading program for their students.

Table 2: teacher’s response on whether the references available in the library are readable for
students or not (considering the difficulty level of the books)

Alternatives Frequency of respond Percent

Very difficult 3 60
Mildly difficult 1 20
Easy to understand 1 20
Total 5 100
Source: - survey made for this paper, Jul 2022

The above table 2 shows that 60 of teachers affirmed that the references found the library are
very difficult for students to understand where as 20%ofthem responded that English books
available in the school library one mildly difficulty for students to read and understand . this
implies that references available in the library are beyond the students reading capacity so
that the difficult level of the references can be taken as a factor for students poor reading
ability.

9
 Table 3. response given by English teachers on the major problems in grade 8 section B
concerning the reading ability

Response No of respondents Percent

The study habits of the students which 2 40
read only when the exam approaches
The students are not provided with - -
sufficient textbook
Lack of continuous reading tasks home 1 20
works and reading assignments due to
(large class size)
Due to in appropriate difficult reference 2 40
available in the library
Total 5 100
Source:- survey made or this paper July 2022

From the general question for teachers given for teachers above 40% of them confirmed
them that the wrong studying habit of students is one problem for their reading since they
only when the exam approaches while 20% lack of continuous reading task home works
and reading assignment due to large class size the rest 20% teacher replied that in
appropriate and difficult references available in the library made them not expose
themselves to different varieties of reference.

10
 CHAPTER FOUR

4. PLAN OF ACTION, IMPLEMENTATION AND EVALUATION

OF THE INTERVENTION
4.1 Plan of Action
Action planning is very important thing to activities that human performs, so the identified
problems needed solution to be performed. The researcher had suggested some to be taken on
the student’s poor ability in reading English references. These are:-

A. Encouragement and guidance on library usage

- Creating awareness about reading by providing counseling
- Devising studying program in group
- Preparing visiting program of students in the school’s library
- Helping students choose appropriate references with suit to their problem of reading
by diagnosis
- Correcting and giving immediate feed only for their reading activities providing
- Valuing their reading tasks for the sake of their reading activities
- Giving the reading tasks for the of encouragement

4.2 Implementation

The proposed actions were implemented two weeks on 15 selected students out of 50
students once selected for the study that is from grade 8 section B kofele
secondary school by the researcher.

-While putting this action plan in to practice , student in the activities and accomplished
any tasks provided for them

- The teachers play a key role in motivating to use library

- Number of grade 8 section b students are observed in the library when they are
reading more than 12 students enter in to the library per a day

-all concerned bodies like teachers and librarian made their best for full realization of the
plan . hence all of the plans intend were implemented successful except that different

11
 problems which are beyond the level of action researcher influenced the Process of
implementation for instance when posing continuous reading task for students the limited
number of references available in the library created some difficulty

4.3 Evaluation of Intervention

Having implemented the proposed intervention in the target evaluation to check whether
the desired improvement was obtained

- The students whether they understand that read better or not the students they read
and understand better is no significant change on their reading ability from this one
conifer that the intervention plan is mostly successful.
- The students change on the extent of awareness of reading English references in
relation to awareness they have before by English teacher continuous reading tasks
and homework given then the awareness on the reading before they have is improved
to great extent after taking intervention treatment . therefore the action implemented
by researcher is effective
- The students whether they attend the school’s library or note. as the observation
shows that the student enter in to the school’s library as compared to they before only
3 student don’t attend the school library better from this I conclude that at least
attitude for wards the library is improved

4.4 Conclusion and recommendation

4.4.1 Conclusion /inference of evaluation

From the evaluation of interpretation made then following conclusion are drawn

- Students extent of awareness on reading is improved and they could understand what
they read better
- The habit of attending library is greatly increased
- The intervention program carried out is mostly effective and efficient

4.5 Recommendations /Suggestions/

- motivating students for reading is major determining factors so that teachers should give
emphasis

12
-teachers should set and pose continuous reading tasks for student and giving immediate
feedback for the reading tasks provided .

- the school administration should strive to equip school library with references which have
appropriate difficulty level and suit to students interest including the supply of student text
books

Building additional class rooms is also recommendable and the cases size manageable.

13
 APPENDIXES

Appendix I:Questionnaire
The purpose of this questionnaire is to collect information about grade “9” section “B”
students aim of this question student grade “9” section “B” focus on skills on Bedessa
Primaryschool purely for academic purpose only .please mark in the box using ”X’’ oe “Y”

3 Personal information
Sex: male female
Age; less than 20 21-39age 40-59 age >60age
4 Educational status
Personal read and write grade 1-4 grade 5-8 Grade9-12
collages
5 Marital status
Single married Divorced Widowed

4.what is your occupation : employed Un employed

5. family member size : single 1-3 4-6 >7

6.is there the program English study A. yes B. No

7. when do you study English reference?

A. always B. During examination C. as our teacher tell them only D. never at all

Appendix II interview questions

6 Is your English teacher help you when you read English?
7 What important of reading English?
8 Do you understand English when you read?

14
Reference
Corm ilk mc. (1994) states , professions like teaching – learning process requires that ability
to read.

Brown, (1987:18) assumed the best teacher is that who a devices classroom methods and
techniques

Atkinseral ,(1996:77)they must help student to develop a number of different skill and
strategies in order for them to become good readers.

Harmer, (1991:163) a student attains appreciable result if he /she manage his/her working in
program

15