Abstract            Volume:6  Issue-10  Year-2018         Original Research Articles

Online ISSN : 2347 - 3215 Issues : 12 per year Publisher : Excellent Publishers Email : editorijcret@gmail.com

The paper entitled “Literary Materials in Teaching Reading Skill: Teachers Perspective in Shanto Secondary and Preparatory School”. It is believed that learners need to know how to succeed in improving their reading skill and using literary texts in teaching reading skill provides opportunities for them to develop literal understanding, and promote problem-solving ability. For this reason, Ministry of Education in Ethiopia launched to incorporate literary texts in EFL students’ textbook. However, it was not yet implemented effectively and teachers were observed unresponsive in teaching reading skills through literary materials found in the textbook. In response of this, the study mainly focuses on investigating teachers’ practices and perceptions and hindrances they encountered in teaching literary texts. To conduct the study qualitative research design was employed. In-depth interview and classroom observation were used as data gathering tools. In-depth interview was administered for four English language teachers. On the other hand, among the total of ten sections, seven sections were selected randomly and observed four times each. While observing, semi-structured observation checklist was used. The data depicted that English language teachers in the study school are found de-motivated and have negative perception towards teaching reading skill through literary texts found in the students’ textbook, and many of them are not found in creating opportunities for the students to read different literary texts and practice pre, while and post-reading activities in the form of group work, role-play, storytelling, discussion, pair work, and debates. Furthermore, teachers’ practices of teaching reading skill through literary texts have challenged by a number of factors. Of which teachers’ perception, lack of experience and preparation, text authenticity, difficulty, length, and large class size, students’ motivation, and perception, shortage of time, and lack of in-service training are found the major ones. Finally, to meet the needs and interest of the teachers’ and students’, English language curriculum, syllabus designers, should consider their cultural background, linguistic level, and communicative competences.

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