INVESTIGATING ENGLISH TEXTBOOK READABILITY AND STUDENTS’ READING COMPEREHENSION LEVEL: THE CASE OF 9 TH GRADE STUDENTS OF CHENCHA SECONDARY AND PREPARATORY SCHOOL

Abstract

This study was an attempt to investigate the Readability and Students’ Reading Comprehension Level in English Textbooks at Chencha Secondary and Preparatory School Students with the levels expected of them in their content areas to achieve the objective this study, descriptive survey design using mixed research approach. Simple random sampling techniques to use the whole available 200 students’ cloze test and to gather data from interview, the researcher selected 6 students with simple random sampling method. The readability level of grade nine English textbooks, was assessed using the Fry graph readability formula. In order to assess the comprehension level of the target students and the readability of textbook, four cloze tests were administered to grade nine – twelve students and the researcher conducted a semi-structured interview with students. Three texts with different types are selected from each textbook. All of selected texts are analyzed by using fry graph formula. In order to see the possible effect of grade nine- twelve difference on the results, the tests were administered to ninth students. Interviews were also conducted with the students to gather their opinions about the textbook readability level. The finding from the fry graph readability formula indicated the textbook is not appropriate for grade ninth students. The results of the cloze tests also indicated that the comprehension level of the students was at a frustration level. This means that the students couldn’t comprehend even with the help of their teacher. The findings from interviews revealed that textbook readability level was beyond the learners’ level. Considering all the findings, it is recommended that the textbook readability level should be lowered to the appropriate level in the coming edition. This can be done by; presenting passages centered learners’ background experiential and cultural knowledge, rewriting the passage to make the organization more explicit and relevant for the intended learners and replacing difficult words and sentences by those already frequently used and familiar to learners. Finally, it is also recommended that till the textbook readability level is improve, English language teachers should be informed about the readability level of thtextbook, so that they will take their own measures in simplifying the textbook contentse