An Assessment Of Teachers Use Of Authentic Materials In Teaching Reading Skill The Case Of Lankerta Farah Nour And Umer Dawud Secondary And Preparatory Schools In Ethio-Somali Region

Abstract

The purpose of this study was to identify whether teachers use authentic materials while they teach reading lesson. For this reason, this assessment is on teachers’ use of authentic materials for reading lesson. The study was conducted in a sample of 40 purposefully selected grade ten students of Farah Nour Secondary and Preparatory School and Umer Dawud Secondary and Preparatory School. To collect the required data for the study, interview and questionnaire were used as an instrument. Moreover, four kinds of questionnaires, which focused on teachers’ opinion on teaching reading with authentic materials, frequency of teachers’ use of authentic materials in their English class, factors that hinders the teacher to teach using authentic materials and students’ opinion on how often their teachers’ use different reading strategies to engage them with the reading materials were administered. The gathered data indicated that, majority of the teachers have perceived the relevance of using additional authentic materials to the textbook as important to them. However, teachers’ use them very rarely. In addition to this, most of the students perceive that the materials can expose them to real language and communication, increase their knowledge of vocabulary items which they need in real situation and doing reading activities with the materials as activities which are important to them.