ENGLISH LANGUAGE TEACHERS’ IMPLEMENTATION OF READING LESSONS IN THE NEW COURSE BOOK: THE CASE OF GRADE NINE

Abstract

The objective of this research was to examine Grade Nine English teachers’ implementation of reading lessons in relation to the introduction of the new course book at Segen zone, Derashe woreda. To attain this objective, descriptive research method was employed. Seven grade nine English teachers in Derashe woreda were selected using available sampling from four secondary schools. Moreover, sixty students were selected randomly from the selected schools to crosscheck the teachers’ responses. Necessary data were gathered using interview questions, observation check lists, and questionnaire. In addition, these data /observation, closed-ended interview and questionnaire/ were analyzed using descriptive statistics such as frequency and percentage. Furthermore, the open-ended interview questions were analyzed thematically. The result of this study revealed that most of the teachers rarely or never teach reading lesson in line with the prescribed procedures in the new Teacher’s guide. As a result, the three phases of implementing reading lesson procedures suggested in the new course book for teaching of reading were rarely or not at all practiced in grade nine in DerasheWoreda. Moreover, this study showed that English language Teachers implement methodologies practice was dominated by traditional approach of teaching reading. Thus, there is a mismatch between the prescribed procedures in the new Teacher’s book and the teachers’ actual implementation of classroom reading lesson practice.