A Study On Assessment Of Literary Materials In English For Ethiopia Grade Twelve Text Book: The Case Of Butagira Preparatory School, Butagira

Abstract

This study attempted to investigate the appropriateness of literary materials in grade12 students‟ textbook in Butajira preparatory school. It is a descriptive type of study. The data for the study was collected using quantitative and qualitative research methodologies. Triangulation involved in different research instruments: Textbook analysis, questionnaires, and classroom observations. The study was conducted by assessing the literary materials, analyzing questionnaire collected from a total population of four teachers and 104 sampled students from the total population of 520 students and 8 classes were observed to cross-check the results found in document analysis and questionnaire regarding the suitability of the language, compatibility of the theme to the students‟ cultural background and interest and the level of vocabulary. With open ended questionnaire, teachers and students explained their opinion and solution on the suitability of the literary materials. The finding of this research revealed that most of the literary materials are linguistically difficult: this is due to the fact that there are uncommon structure of sentences, implied meanings of expression, a lot of complex vocabularies(words which are uncommon and only used for particular or literary purpose) are included in the literary texts. The literary texts are also incompatible to the students‟ cultural background. Culture in a sense that the students national culture. In addition, the study revealed that the students‟ literary background knowledge and the literary elements in the materials mismatch. Generally, most of the literary texts included in the students textbook are inappropriate to Ethiopian students. This shows that selection of literary texts requires a lot of efforts, commitment and a strong desire from, curriculum designers, textbook writers, evaluators and teachers to assist students‟ language development. Based on the findings, it is recommended for curriculum designers and textbook writers to consider students‟ language proficiency level, literary background knowledge, cultural background, need and interest. It is also recommended that there are indigenous literary materials written in English by Ethiopians. These literary materials can provide opportunities for the learners in order to get balanced intercultural themes and this can solve the problems existed because of unfamiliar literary texts. There are sample literary texts written in English by Ethiopian writers (see the list in appendix A)