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| dc.contributor.author | SOLOMON, TEFERA | |
| dc.date.accessioned | 2017-08-22T09:51:07Z | |
| dc.date.available | 2017-08-22T09:51:07Z | |
| dc.date.issued | 2017-08-22 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7778 | |
| dc.description | Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education in Teaching English as a Foreign Language (TEFL) | en_US |
| dc.description.abstract | The purpose of this study was to investigate the effect of short stories on improving students' reading comprehension. Based on a non-equivalent control group pre- test post- test quasi- experimental design, the study was conducted on 100 grade 12 students in Tenta Woreda, at Adjibar Preparatory and Secondary School. From the total of 360 grade 12 students enrolled in 2011/'12 academic year, and assigned in 7 sections (A-G}, section A (n= 48) and section B (n=52) were used as experimental and conirol.qroup respectively. The groups were intact and the researcher was assigned to teach the two classes only. Due to this, convenient sampling technique was used to select the study groups, and lottery method was employed to determine the experimental and control group. The data collection instruments used in this study were tests and questionnaire. To check the two sections pre-intervention reading comprehension level, two equivalent pre tests were administered, and to measure the two groups' post-intervention reading comprehension improvement, two equivalent post-tests were given. The questionnaire was used to measure the experimental students' appraisal rate about the intervention program. "Foi'<daia=analuses, both quantitative and qualitative approaches were used. Qualitative analysis was used for the data collected from the basic characteristics of the target population and quantitative approach was employed for the data collected through the tests and questionnaire. The tests scores were computed using independent and paired samples t test, and the data from the questionnaire were computed using one sample t test. For these analyses SPSS version 15 soft-ware program was used. The two pre-tests result from independent sample t test revealed uniformity between the two groups with a little-variation_ a fact that is often expected in any group of learners. The findings from ·the post-tests asserted that the EG showed significant reading comprehension improvement over that of the CG in which significant pre-to-post reading achievement test scores improvement was not seen. The result from the one sample t test data analysis showed that the program was acceptable and effective. The findings of this study, in general, imply that integrating short stories in EFL class is effective to promote students' reading comprehension. To this send, it is important to remind that sound and appropriate recommendations were given to EFL teachers to incorporate literary texts in- the language teaching program, -to -material writers to give consideration for the inclusion of'efficieni and sufficient literaru texts into English text books, and to those who are interested to conduct further study in the area. | en_US |
| dc.subject | TEFL | en_US |
| dc.title | NTEGRATING SHORT STORIES IN EFL CLASS AND ITS EFFECT ON IMPROVING STUDENTS' READING COMPREHENSION: A STUDY WITH PARTICULAR REFERENCE TO ADJIBAR HIGHER EDUCATION PREPARATORY AND SECONDARY SCHOOL 12TH 168 GRADE IN FOCUS | en_US |
| dc.type | Thesis | en_US |
