HARAMAYA UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

SCHOOL OF FOREIGN LANGUAGES AND JOURNALISM

POSTGRADUATE PROGRAM DIRECTORATE

ASSESSING THE PRACTICE AND CHALLENGES OF USING

LITERARY TEXTS IN TEACHING SPEAKING SKILL TO
GRADE 10 STUDENTS: CHOLE SECONDARY SCHOOL IN
FOCUS

MA THESIS

BEGASHAW TAMRAT

JUNE 2022

HARAMAYA UNIVERSITY

1
ASSESSING THE PRACTICE AND CHALLENGES OF USING
LITERARY TEXTS IN TEACHING SPEAKING SKILL TO
GRADE 10 STUDENTS: CHOLE SECONDARY SCHOOL IN
FOCUS

BY: BEGASHAW TAMRAT

ADVISOR: AHMED DEDO (Asst.Prof),

A THESIS SUBMITTED TO COLLEGE OF SOCIAL SCIENCE

AND HUMANITIES SCHOOL OF FOREIGN LANGUAGES AND
JOURNALISM

HARAMAYA UNIVERSITY

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

THE DEGREE OF MASTER OF ARTS IN TEFL

JUNE 2022

HARAMAYA ETHIOPIA
i
 HARAMAYA UNIVERSITY

SCHOOL OF GRADUATE STUDIES

I hereby certify that I have read this Thesis entitled Assessing the practice and challenges of using
literary texts in teaching speaking skill to grade 10 students prepared under my guidance by

Begashaw Tamrat . I recommend that it be submitted as fulfilling the Thesis requirement.

___________________ __________________ __________________

Major Advisor Signature Date

_________________ ___________________ _________________

Co-Advisor Signature Date

As a member of Board of examiners of the MA Thesis open Defense examination, I certify that I have
read and evaluated the Thesis prepared by Begashaw Tamrat and examined the candidate. I recommend
that the Thesis be accepted as fulfilling the Thesis requirements for the Degree of Master of Arts in
summer program in TEFL. .

__________________ _________________ ________________

Chairperson Signature Date

___________________ _________________ ___________________

Internal Examiner Signature Date

_________________ ___________________ ____________________

External Examiner Signature Date

Final approval and acceptance of the Thesis is contingent upon the submission of its final copy to the
council of graduate studies (CGS) through the candidate’s department or school graduate committee
(DGC or SGC).

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 DEDICATION

This Thesis is dedicated to my loved wife Almaz Woldiye and my daughter Lamrot
Begashaw who hold reduced everything in the success of my life.

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 DECLARATION

I hereby declare that all information in this thesis has been obtained and presented in accordance
with academic rules and ethical conduct. I also declare that, as required by these rules and
conduct, I have fully cited and referenced all material and results that are not original to this
work. All the sources that have used or quoted have been indicated and acknowledge by means
of complete references.

Name: Begashaw Tamirat

Date of Submission: ----------------------

Signature:-------------------

Place; Haramaya University, Ethiopia

School; Foreign Language And Journalism

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 ABSTRACT

The primary purpose of this study was to assess the practice and challenges of using Literary
Texts in Teaching Speaking Skill in Grade 10 Students of Chole Secondary School in Arsi Zone.

The study employed mixed methods research design. The participants of the study were 5
teachers taken comprehensively, 93 students selected from grade 10 students of Chole Secondary
School using random sampling method, the grade level and the school was selected purposely.
Students’ Questionnaires, semi-structured teachers’ interview, classroom observation and
textbook analysis were employed in order to analyze and interpret the data. Data obtained
through questionnaires were analyzed using frequency, percentage, mean and standard
deviation; while, qualitative data were analyzed through narration. In this study, it was found
that EFL teachers and their students failed to utilize variety of practices to teach speaking skill
while using literary texts. Findings of the study reveal that EFL teachers didn’t give enough time
and chance to their students to practice more; teachers didn’t provide students with activities for
free expressions. They used more class time in the speaking session rather than giving ample of
time for the students. Interactive students, practices like pair and group activities were received
less attention by both teachers and students. In addition, poor background experience, lack of
interest, motivation, practice and enough time, lack of authenticity of the literary text and fear of
making mistakes were found to be the factors that challenge teaching speaking skill while using
literary texts. Based on the findings of the study, EFL teachers were recommended to employ
variety and flexible teaching methods and approaches, by giving more practice time for the
students, and motivating students to engage in interactive pair and group activities. Moreover,
teachers need to gage their speaking skill teaching approaches in order to achieve the aims and
objectives of the literature component in English.

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 ACKNOWLEDGEMENTS

I must first thank the Almighty God; without His will and help that I could not accomplish my
study. I would like to extend my heartfelt gratitude to various people for their useful assistance
during my thesis work. Without the help of these people, this work would not have been realized.

I am very grateful to my advisor, Ahmed Dedo (Asst.Prof), for his invaluable comments and
constructive criticism. This thesis has been successfully completed because of the
unwavering encouragement of my advisor. His thought-provoking insights, generous support
and his contribution to the commencement as well as the completion of my study are truly
valuable.
I would like to thank deeply Solomon Ayalew, a senior English teacher, for his useful and
helpful assistance in reviewing and translating the research tools. I am also grateful to my close
friends and colleagues for their moral and material support during this study.

My warmest thanks are due for the hospitality of the Directors, English teachers and Grade 10
students of Chole Secondary School, who kindly supported me and took part during answering
the questionnaire, allowed me to interview them, conduct classroom observation and sharing
their valuable perceptions with me.

Last but not least, I sincerely and humbly thank my wife, for all her constant help and
encouragement. My special thanks also go to my children and my family for the care,
encouragement and support they have given me.

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 Table of Contents
Dedication ………………………………………………………………………………………iii
Declaration ……………………………………………………………………………………..iv
ABSTRACT................................................................................................................................................iii
Acknowledgement ………………………………………………………………………………v

Table of Contents ………………………………………………………………………………vi

List of Tables …………………………………………………………………………………vii

List of Abbreviations …………………………………………………………………………viii

CHAPTER ONE........................................................................................................................................1
1. Introduction........................................................................................................................................1
1.1. Background of the Study................................................................................................................1
1.2. Statement of the Problem...............................................................................................................2
1,3, Research Questions……………………………………………………………………… 5

1.4. Objective of the Study......................................................................................................................5

1.4.1. General Objectives...................................................................................................................5
1.4.2. Specific Objectives...................................................................................................................5
1.5. Scope of the Study...........................................................................................................................6
1.6. Significance of the Study................................................................................................................6
1.7. Limitation of the Study ……………………………………………………………………7

1.8. Operational Definition of Key Terms............................................................................................7

1.9. Organization of the Proposal.........................................................................................................7
CHAPTER TWO.....................................................................................................................................10
2. A REVIEW OF RELATED LITERATURE.......................................................................................9
2.1. Overview of literature....................................................................................................................9
2.2. Definition of Literature..................................................................................................................9
2.3. Definition of Speaking Skill..........................................................................................................10
2.4. Reasons for Using Literary Texts in Foreign Language Classes...............................................11
2.4.1. Valuable Authentic Material.................................................................................................11
2.4.2. Cultural Enrichment.............................................................................................................12
2.4.3. Language Enrichment...........................................................................................................12

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 2.4.4. Personal Involvement............................................................................................................13
2.5. Literary Texts and Language Skills............................................................................................13
2.5.1. Literary texts and reading skill.............................................................................................13
2.5.2. Literary texts and writing skill.............................................................................................14
2.5.3. Literary texts and speaking skill...........................................................................................14
2.5.4. Literary texts and listening skill...........................................................................................15
2.5.5. Literary texts and communicative competence...................................................................15
2.6. Teaching Approaches While Teaching Literary Texts..............................................................16
2.6.1. Information Based Approach...............................................................................................16
2.6.2. Periphrastic Approach..........................................................................................................16
2.6.3. Language based approach.....................................................................................................17
2.6.4. Personal Response Approach................................................................................................17
2.6.5. Moral philosophical approach..............................................................................................18
2.6.6. The stylistics approach..........................................................................................................18
2.7. Assessment of Speaking Skill.......................................................................................................18
CHAPTER THREE.................................................................................................................................20
3. RESEARCH METHODOLOGY.......................................................................................................20
3.1. Research Design............................................................................................................................20
3.2. Participants of the Study..............................................................................................................21
3.3. Sampling Techniques and Sample Size.......................................................................................21
3.4. Data Gathering Instruments........................................................................................................22
3.4.1. Interview.................................................................................................................................23
3.4.2. Questionnaire.........................................................................................................................23
3.4.3. Classroom Observation.........................................................................................................24
3.4.4. Textbook Analysis..................................................................................................................24
3.5. Validity and Reliability of the Instruments................................................................................26
3.6. Data Collection Procedures..........................................................................................................26
3.7. Data Analysis Procedures............................................................................................................27
3.8. Ethical Consideration…………………………………………………………………… 28

CHAPTER FOUR………………………………………………………………………………29

DATA PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA……………….29

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 4.1. Demographic Characteristics of Respondents……………………………………………29

4.1.1. Demographic Characteristics of Teachers………………………………………… 30

4.2. Analysis of Interpretation of Data………………………………………………………. 32

CHAPTER FIVE..................................................................................................................................... 61
SUMMARY, CONCLUSION AND RECOMMENDATIONS............................................................ 61
5.1. Summary…………………………………………………………………………………61

5.2. Conclusions………………………………………………………………………………63

5.3. Recommendations………………………………………………………………………..64

References....................................................................................................................................................
Appendicies………………………………………………………………………………………72

Appendix A _________________________________________________________________72

Appendix B _________________________________________________________________77

Appendix C _________________________________________________________________78

Appendix D _________________________________________________________________79

Appendix E _________________________________________________________________80

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 List of Tables

Table 1: Summary of population simple size and sample techniques ………………… 22

Table 2: The General Framework of the Study ………………………………………...25

Table 3: Sex and Age Distribution of student Respondents …………………………….29

Table 4: Sex, Age and Qualification of Teacher Respondents …………………………30

Table 5: Items related to Teacher’s Practice……….. …………………………………...34

Table 6: Items related to students’ Practice …………………………………………….37

Table 7: Activities used to teach speaking skill while using literary texts………………40

Table 8: Classroom Observation Findings ………………………………………… 43

Table 9: Challenges of Teaching Speaking Skill while using Literary Texts ………… 47

Table 10: Techniques of Teachers to teach Speaking Skill ………………………… 52

Table 11: Strategies used by Teachers to teach Speaking Skill……...............,……. 56

Table 12: Literary Texts Analysis in the Student’s Textbook……………………….. 58

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 ABBREVIATION

 EFL: English as a Foreign Language

 LBA: Language Based Approach
 QUAN: Quantitative
 QUAL: Qualitative

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xii
 CHAPTER ONE

1. Introduction.

1.1. Background of the Study

Literature and language are closely related. Literature is constituted by language and it represents
one of the most recurrent uses of language. Language and linguistic analysis can also be
employed to access literature from the learner’s point of view. Brumfit and Carter (1987) already
emphasized the role of literature as “an ally of language”.

However, in the early 1980’s, Linguists and English language teaching scholars like
(Widdowson, 1975, Brumfit, 1985, Long and Carter, 1991) have realized that literary texts can
be used to reinforce the skills and complement language teaching and it has found its way back
into the teaching of English language. In this regard, Duff and Maley (1990), state “Literature is
back, but wearing different clothing”. After that, literary texts had begun to be accepted as one of
the rich and valuable resources available for language teaching.

Literature has been an integral part of the language curriculum intended for non- native
classrooms to foster the cognitive, affective and communicative skills of EFL learners. It is
widely acknowledging that a literary text with richness and variety can be stimulating for
language learners and can be used to elicit a wide range of responses from the learners which are
facilitating for language teaching and learning. Teaching language using literary text through
appropriate classroom tasks is an effective way to teach the EFL learners.

Widdowson (1994) argued that “speaking is the active production skill and use of oral
production. It is the capability of someone to communicate orally with others”. Khamkhien
(2010) believed that “speaking is considered to be the most important in a second language”.

In the literature class, question-answer, debate, and role play are some of the effective activities
to improve the students’ speaking skill. On the other hand, Harmer (1984) reported: “since there
were stimulations activities in the classroom for motivating the students, they get the self-
confidence of being of part in the classroom including answering the question, sharing the idea,
and also presentation”.

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According to Bygate (1987), “speaking is the vehicle ‘par excellence’ of social solidarity, of
social making of professional achievement and of business. Yet, speaking is in many ways an
undervalued skill... which deserves attention”. Stevick (1996) observed: “ease of speaking is not
just nice; it is also useful”. McKay (2001) said that “because literary texts depend on how the
language is used to create a particular effect, literature demonstrates for learners the importance
of form in achieving specific communicative goals”. As per Collie and Slater (1987) “literary
texts serve as an excellent prompt for oral work, as they provide unexpected compactness of
meaning leading to a variety of interpretations through imagination and discussion”.

The goal of teaching a language in general and speaking in particular is to get students become
communicatively competent. In other words, learners in a language do not only learn to make
grammatically correct sentences but also to develop the ability to use the language they learn for
various communication purposes (Harmer,1991; Nunan, 1988; Bygate, 1987).

Therefore, it is important to assess practice and challenges of using literary texts included in
students’ textbook with related to developing students’ speaking skill and identify associated
problems in attaining this objective.

1.2. Statement of the Problem

Nowadays, the use of literature as a technique for teaching both basic language skills (reading,
writing, listening and speaking) and language areas (vocabulary, grammar and pronunciation) is
very popular within the field of foreign language learning and teaching.

As stated above (in Section 1.1), greater endeavors have been made in the teaching of English
language through literary texts, designing Communicative language teaching approach syllabi,
organizing English textbooks with the orientations of including different genres of literary texts,
and aiming to develop students’ language skills, particularly, speaking skill.

In doing this research the researcher tried to refer back related papers on this issue. As far as the
researcher concerned, it seems that not much research has been done in the area. Particularly, the
researcher couldn’t find local researches which concerned about the contribution of literary texts
in developing EFL students’ speaking skill.

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Nevertheless, there are abundant foreign studies in the area of literature and language. For
instance: The role of literary texts in EFL classrooms by AfiaTasneem (2016), targeting
communicative competence through poetry as a tool by P. Deepa, M. Hankumaran(2019), and
Literature in language teaching: A recipe to maximize learning(2018). In general, the major
objectives of these research works were to explore the ultimate goals and benefits of teaching
literary texts in EFL classrooms in secondary school learners.

The local research has been carried out in the area of the practice and challenges of using literary
text in teaching language skill in EFL class room. For instance, Asrat Bogele, (2012), carried out
research that tried to investigate EFL teachers’ and students’ practice while using literary texts in
teaching language skill.

In addition to this Beyene Atilaw, (2008), carried out a research that attempt to assess perfection
and class room practice EFL teachers’ and students’ using literary texts in teaching English
language skill. these researches where conducted in Oromia and Amhara region grade 11 and
grade 12 respectively.

Alene Ketema, (2012) studied teachers and students’ views towards using literary texts in
reference to Grade 12. The aim of the study was to explain why teachers and students ignore or
do not give more attention to them. His findings indicated that teachers and students lacked the
knowledge to integrate the literary texts with the teaching of language skills.

Yenealem Tesfaye (2014). Carried out a study on “Assessing teachers’ and students’ views
regarding the role of literary texts enhancing language use.”

The major objectives of the above two local studies Asrat and Beyene conducted in two regions
of our country, Oromia and Amhara, were to explore the actual practice of teachers and students,
the techniques that EFL teachers use, and the attitudes of students while they are using literary
texts in EFL class room in teaching language skill. From Alene’s, (2012) study from the
researcher experiences teachers and students ignore or give less emphasis to literary texts.
Therefore, his study attempted to assess teachers’ and students’ views on the present use of
literary texts to enhance students’ language use. Yenealem, (2014).The major aim of his study
conducted in Bale zone, were to assessing teachers’ and students’ views regarding the role of
literary texts in enhancing language use.

3
The current study differs from the above local researches by, the former studies focus on the
practice of using literary text in teaching on language skills (listening, writing, reading and
speaking) and other skill like vocabulary. On the other hand, this study focused on the practice
and challenges of using literary texts in teaching only speaking skill. Therefore, the researcher
wanted to fill gap that the above researcher did not touch particularly in the area of speaking
skill.

Currently, literary texts are part of the Ethiopian secondary school English language syllabus.
Grade 10 English text book also includes more than 25 literary texts with different genres, taken
from different sources and having different activities. However, informal discussions with
English Language teachers and students and conducting classroom observation in the school
supervision showed that teachers and students do not fully utilize the literary texts found in the
students’ text book and they do not know how to appreciate literature accordingly.

The researcher has been teaching English Language in Secondary schools for long years.
Through these long years of teaching experience, the researcher is witness about the poor usage
of literary texts in the students’ textbook by both the EFL teachers and students. Most of the
teachers and students in the EFL classrooms do not know how to benefit from these literary texts
in terms of developing their speaking skill. They have little focus in terms of utilizing the literary
texts available in the text book. Particularly, little attention has been given for speaking lesson
while they are using literary texts.

This situation aroused the interest of the researcher to look the problem in depth and conduct a
research. It is as a result of this the researcher needs to throw a search light on this subject
matter. This study tried to bridge the gap between the way how to develop students’ Language
skill, specially, speaking skill through teaching literary texts and tried to assess the way how EFL
teachers and students use literary texts in the classroom in the actual scenario.

Regardless of the different efforts that have being undertaken to develop the speaking skill of the
learners using literature in the EFL classrooms, currently complaints seem to prevail about the
poor English language proficiency of the students at all levels of the education system in the
country, particularly secondary school level.

4
Therefore, this paper aimed at developing the potential benefits of using literary text particularly
in developing EFL students’ speaking skill in English language learning. For this purpose, the
present study attempted to unveil the contribution of literary texts and its challenges, included in
Grade 10 English textbook, in developing students’ speaking skill

1.3. Research Questions

This study was guided by and tried to answer the following research questions

 What are the practices of English teachers’ and students’ in EFL classroom in teaching
speaking skills while they are using literary texts?
 What are the challenges of using literary texts available in grade 10 English text book to
teach students’ speaking skill?
 What kind of teaching strategies adopted by EFL teachers while they are teaching
literary texts to teach the learner speaking skill?

1.4. Objective of the Study

The following general and specific objectives were the central aims of this study.

1.4.1. General Objectives

This study aimed at assessing the practice and challenges of using literary texts in teaching grade
10 EFL students’ speaking skill.

1.4.2. Specific Objectives

This study specifically tried to:

 Examine the practices of English teachers and students while using literary texts
contained in grade 10 textbook in terms of teaching EFL students’ speaking skill.
 Explore the challenges of using literary texts available in grade 10 English textbook to
teach students’ speaking skill.
 Identify the teaching strategies adopted by EFL teachers while they are teaching literary
texts to teach speaking skill.

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1.5. Scope of the Study

It is quite impossible to deal with all issues of literary texts in this study; hence literary text is
very broad and concerned with various issues. Therefore, this study was delimited to assessing
the practice and challenges of using literary texts contained in grade 10 English textbooks in
terms of developing students’ speaking skill. The practice and challenges of using literary texts
in developing students’ speaking skill was examined in terms of the different domains. The
domains that were addressed in this study were: the practice of literary texts, challenges of using
literary texts, contents of literary texts in grade 10 students’ textbook, and the strategies used by
EFL teachers while they are teaching literary texts so as to develop students’ speaking skill.
More specifically, it was delimited to only the role of literary texts and its challenges with regard
to the improvement of students’ speaking skill in EFL classrooms in Chole Woreda, East Arsi
Zone in Oromia Regional State. Literary texts out of grade 10 English text book and available in
other sources were not the concern and part of the current study.

1.6. Significance of the Study

The current study tried to assess the practice and challenges of literary texts in developing
speaking skill of grade 10 students in EFL classroom. To this end, results of this study were
hoped to contribute in order to raise teachers’, students’, and other researchers’, in the field,
awareness of the advantages and importance of literary texts in the EFL classroom.
Consequently, the researcher believed that the research report and recommendations of this study
presented the following significant practice:

 It provides English language teachers the opportunity with the real role of using literary
texts in EFL classrooms so as to adopt suitable literary text teaching strategies.
 The study can also give awareness to students how literary texts in their text books
enhance their language proficiency, particularly their speaking skill.
 Finally, the findings of this study helps researchers within the area to expand some of the
efforts that will be made through this study as well as, give highlight and serve as a
preliminary idea for those who may develop interests to make further study on similar
topic.

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1.7. Limitation of the Study
It is expected that the current study provided with useful findings for both EFL teachers and
students. However, there are some limitations in the study that have to be addressed as it is
natural for any research to have certain shortcomings. Therefore, the research has the following
limitations.

 Only few number of classroom observations that were conducted to reach on reliable
conclusion could be one limitation of the study.
 The study was conducted in only one secondary school, so, it was impossible to include
large number of teacher and students participants. This was also the other shortcomings
of the current study.

1.8. Operational Definition of Key Terms

For the purpose of maintaining a harmonious meaning of the key terms all the way through,
operational definitions of the words were given as follows.

 Assessing: - refers to a systematic study in order to discover the facts about the extent at
which literary texts develop students’ communicative competence and how they use and
implement the literary texts in their English language classrooms.
 Practice: the activity or task that literary texts provide or cause to develop students’
‘speaking skill in EFL class room.
 Challenge:- an action that is against to something, or something that is hard to do.
 Literary Texts: refers to any excerpt taken from any types of literature which is a
fictional story that requires interpretation. In this study it refers to poems, short stories,
extracts of films and novels which the student’s text book used as a resource for language
teaching.
 Speaking: the process of building and sharing meaning through the use of verbal and
non-verbal symbols (Chaney, 1998).
1.9. Organization of the Study
This research was organized in to five sections. The first section deals with introduction,
background of the study, statement of the problem, objective of the study, significance of the
study, delimitation of the study, limitation of the study, operational definition of key terms, and

7
organization of t he study. The second section covers the review of related literature of the
study on definitions of literary texts, concept of literary texts, literary texts and communicative
competence, the roles of literary texts in developing learners speaking skill and the practice of
EFL teachers and students in using literary texts in EFL classrooms. Section three deals with
research design, sources of data, sampling and sampling procedure, instruments of data
collection, procedure of data collection, and methods of data analysis. The fourth unit describes
data analysis and interpretation. At last, in unit five conclusions were presented and
recommendations were forwarded.

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 CHAPTER TWO

2. A REVIEW OF RELATED LITERATURE

2.1. Overview of literature

The use of literature as a didactic tool within EFL has undergone many changes throughout the
last century. Starting out as a “key element” (Bobkina & Dominguez 2014:249) within the EFL
setting, it was deemed unimportant as a teaching tool during the period when the didactic focus
shifted from being grammar-oriented to mainly concern communicative competence. Literature
use started to experience a slight revival during the 1960s, but the focus of literature as a didactic
tool in the EFL-classroom, and large-scale research on the subject, fully started blossoming in
the mid-1980s 2. Literature’s process of recapturing its role as “a means for language learning”
occurs parallel to the increased focus on culture within the EFL-setting. The discourse emerging
from this is one of literature being a valid tool within the classroom, since “literature is language
in use” making it an excellent tool to explore “for language learning purposes”. Bobkina and
Dominguez (2014) go as far as stating that literature, in fact, could be “one of the best ways to
understand culture and traditions of the target language, especially in those cases in which a visit
or a stay is virtually impossible”. This statement illustrates how far literature has come in current
EFL discourse to reclaim its position within the classroom.

2.2. Definition of Literature

There are several definitions of Literature from different points of view. This however, would
depend on different factors such as: the function of literature and how it is used in English
language classrooms. The most general definition can be seen in H.L.B. Moody's approach.
According to Moody, literature is like umbrella term giving information on every business
(Moody, 1971: cited in Turker 1991:299). Therefore, literature, having interested in every kinds
of written and spoken business, can be the best media of expressing a specific subject e.g.
literature for language learning, literature for child raising, literature for communication,
literature for construction, literature for medicine, literature for business, and literature for the
author’s style. Sonia Zyngier (1994) holds that, a literary text should be regarded as an instance
of aesthetic communication.

9
If we go on to define "Literature" from the Language Teaching point of view, we come across a
very important definition. According to Alexander Baird, "Literature is the use of language that
can be used effectively in suitable conditions". (Arthur Baird 1968:203, cited in Turker
1991:300). To him literary texts can be used in language teaching, because the language used in
literary text is suitable for the contexts of the events.

Among the functions of literature, as seen in the definitions above, the most important one is the
use of language. Foreign language teachers adopt the method in accordance with the students’
level and their syllabus. This is the reason why, Literature becomes the best media of teaching
and learning Language.

2.3. Definition of Speaking Skill

Speaking is defined in Oxford Advanced Learners Dictionary as the act of talking to somebody
about something; to have a conversation with or communication or be able to communicate. In
the same vein, (Brown, 1994; Burns & Joyce, 1997) defines speaking as an interactive process of
constructing meaning that involves producing and receiving and processing information”. In both
definitions, speaking is described as the means through which learners can communicate with
others to achieve certain goals or to express their opinions. While according to another expert
(Chaney,1998:13), speaking is "the process of building and sharing meaning through the use of
verbal and non-verbal symbols, in a variety of contexts".

Researchers explain the speaking skill from different perspectives .one of these perspectives
defines the speaking skill as a combination of two approaches the bottom-up and the top down
approach. The bottom-up approach was introduced by Bygate (1987:5-6) through his explanation
that the speaking act is focusing much more on motor perceptive skills. He explains that: "motor
perceptive skills involve perceiving, recalling, and articulating in the correct order sounds and
structures of language."

On the other hand, the top down view is based on the interactional skills. Interaction skills
involve making decisions about communication, such as: what to say, how to say it, and whether
to develop it, in accordance with one’s intentions, while maintaining the desired relations with
others” (Bygate 1987:6).

10
These main reasons of speaking surrounded on communication and interaction are not the only
reasons of speaking skill. We can also found other goals as expressing ideas and opinions as
McDonough and Shaw state that:

There is some reason for speaking involved expressing ideas and opinions: expressing a
wish or a desire to do something, negotiating and/or solving particular problem or
establishing and maintaining social relationships and friendships. Besides, fluency,
accuracy, and confidence are important goal in speaking.

(McDonough and Shaw quoted in Gilang, 2017:7-8)

In the above definition, speaking skill is an important tool for verbal communication that
facilitates interaction between learners and provides them with the opportunity to express
themselves and share their knowledge and ideas. Thus, speaking is used for specific purposes to
achieve the goal of communication.

2.4. Reasons for Using Literary Texts in Foreign Language Classes

According to Collie and Slater (1990:3) there are four main reasons which lead a language
teacher to use literature in the classroom. These are valuable authentic material cultural
enrichment, language enrichment and personal involvement. In addition to these four main
reasons, universality, non-triviality, personal relevance, variety, interest, economy and
suggestive power and ambiguity are some other factors requiring the use of literature as a
powerful resource in the classroom context.

2.4.1. Valuable Authentic Material

Literature is authentic material. Most works of literature are not created for the primary purpose
of teaching a language. Many authentic samples of language in real-life contexts (travel
timetables, city plans, forms, pamphlets, cartoons, advertisements, and newspaper or magazine
articles) are included within recently developed course materials. Thus, in a classroom context,
learners are exposed to actual language samples of real life, real life like settings. Literature can
act as a beneficial complement to such materials, particularly when the first “survival” level has
been passed.

11
In reading literary texts, because students have also to cope with language intended for native
speakers, they become familiar with many different linguistic forms, communicative functions
and meanings.

2.4.2. Cultural Enrichment

For many language learners, the ideal way to increase their understanding of verbal
nonverbal aspects of communication in the country within which that language is
spoken- a visit or an extended stay- is just not probable. For such learners, literary works, such
as novels, plays, short stories, etc. Facilitate understanding how communication takes
place in that country. Though the world of a novel, play, or short story is an imaginary one, it
presents a full and colorful setting in which characters from many social regional
backgrounds can be described. A reader can discover the way the characters in such literary
works see the world outside (i.e. their thoughts, feelings, customs, traditions, possessions;
what they buy, believe in, fear, enjoy; how they speak and behave in different settings. This
colorful created world can quickly help the foreign learner to feel for the codes
and preoccupations that shape a real society through visual literacy of semiotics.
Literature is perhaps best regarded as a complement to other materials used to
develop the foreign learner’s understanding into the country whose language is
being learned. Also, literature adds a lotto the cultural grammar of the learners.

2.4.3. Language Enrichment

Literature provides learners with a wide range of individual lexical or syntactic items. Students
become familiar with many features of the written language, reading a substantial and
contextualized body of text. They learn about the syntax and discourse functions of sentences,
the variety of possible structures, and the different ways of connecting ideas, which develop and
enrich their own writing skills. Students also become more productive and adventurous when
they begin to perceive the richness and diversity of the language they are trying to learn and
begin to make use of some of that potential themselves. Thus, they improve their
communicative and cultural competence in the authentic richness, natural ness of the authentic
texts.

12
2.4.4. Personal Involvement

Literature can be useful in the language learning process owing to the personal involvement it
fosters in the reader. Once the student reads a literary text, he begins to inhabit the text. He is
drawn into the text. Understanding the meanings of lexical items or phrases becomes less
significant than pursuing the development of the story.

The student becomes enthusiastic to find out what happens as events unfold via the climax; he
feels close to certain characters and shares their emotional responses. This can have beneficial
effects upon the whole language learning process. At this juncture, the prominence of the
selection of a literary text in relation to the needs, expectations, and interests, language level of
the students is evident. In this process, he can remove the identity crisis and develop into an
extrovert.

2.5. Literary Texts and Language Skills

Literary texts play an important role in teaching four basic language skills like reading, writing,
listening and speaking. However, when using literature in the language classroom, skills should
never be taught in isolation but in an integrated way. Teachers should try to teach basic language
skills as an integral part of oral and written language use, as part of the means for creating both
referential and interactional meaning, not merely as an aspect of the oral and written production
of words, phrases and sentences. Literature is rich with innumerable authentic material of
language for the development of reading, writing, speaking and listening skills.

As McKay (1982) describes literature increases the performance of students’ all language skills
because literature will extend linguistic knowledge by giving evidence of extensive and subtle
vocabulary usage, and complex and exact syntax.

2.5.1. Literary texts and reading skill

Literary texts support the development of reading skills because reading texts require
interpretation and thus an interaction between the reader and the text. Reading in literature is a
combination of reading for enjoyment and reading for information. Literary texts facilitate the
interaction and accelerate language learning in content based instruction (Shang, 2006).

13
According to Collie and Slater (1987), by reading a specific literary text, students are exposed to
the formation and function of sentences, the diversity of possible structures and the different
ways of linking ideas. It offers pleasure so that students are motivated to read and ultimately
developing their reading proficiency. For reading purposes, novel and poetry can provide good
opportunities for extensive and intensive reading. It is also good for practicing sub skills of
reading that include skimming, scanning, and finding the main ideas.

2.5.2. Literary texts and writing skill

Literary texts can be a powerful and motivating source for writing in ESL, both as a model and
as subject matter. Literature acts as a model when students are asked to write similar to original
work or clearly imitate its content, theme, organization and style. Based on literature as subject
matter it can be “on or about” the literary text and out of literary text. The latter one uses
literature as a springboard for original composition, which, in turn, enhances language learning.
The learners can be asked to report the contents of the text or reproduce what one character
thinks of another or write about their own reaction to the similar situation. The function of
sentences, the diversity of possible structures, and the different ways of linking ideas will expand
and deepen students’ writing skills based on literature as a model in controlled, guided and
reproducing writing models (Stern 1991).

2.5.3. Literary texts and speaking skill

Speaking is a major language skill that EFL learning programs have sought to develop to enable
students to express their ideas appropriately and to communicate successfully. Speaking
proficiency has become evidence that learning a language is achieved (Glover, 2011). However,
speaking is considered the most challenging skill in mastering a language because of its
spontaneous nature and the implementation of conventional teaching approaches that emphasize
memorization and students’ passive role (Shabani, 2013). On the contrary, it is revealed that
improving speaking proficiency requires students' vigorous involvement in the learning process
and a supportive environment that triggers students' motivation.

The teaching of speaking and listening can be made interesting with an equally meaningful role
of literary texts. For speaking purposes, the events in a poem, novel, film extracts or short story
can be associated with the learners’ own experience in real life. Such a practice paves the way
14
for hot topics for discussion in language classes. Having the students freely reflect on the events
and having them critically comment is also facilitative for advancing speaking proficiency. Oral
work based on literary texts may help improve students’ speaking skills (Saraceni, 2003). Oral
reading and role-playing enhance confidence and improve pronunciation; dramatization and re-
enactment lead to better understanding of the text and the resultant enjoyment out of it.

2.5.4. Literary texts and listening skill

Listening to literary re-enactments makes one substantially alert not only to pronunciation,
sentence formation and tone of the speakers but also to the possible errors in their speech and
dialogues. As Lazar’s (1993) argument, students can develop their listening skills by listening to
the recorded literary materials. For listening purposes, the learners can be exposed to the audio
versions of the poems, short stories, or novels. The musical elements in poetry stimulate the
learners’ desire for approximating their speaking patterns to the native speaker norms by
adhering to the principles of rhythm, rhyme, and intonation (Shang, 2006).

2.5.5. Literary texts and communicative competence

Literary texts can provide excellent examples of authentic language use and can stimulate
discussions in which learners can practice communication. It is important to have creativity in a
language classroom to provide a successful communicative setting (Candlin, 1996). It can be
used to develop learners ‘creative abilities to communicate with each other through the
engagement of literary texts. In other words, literature can be considered as a resource which
gives priority to creative uses of language. The discussions and group activities based on literary
texts helps improving communication skills. This means that Literature supports the
development of Communicative Competence.

Generally, emphasizing the use of literary texts in English language classroom is very important
to promote basic language skills (reading, writing, speaking, listening), critical thinking,
communication competences and language areas (vocabulary, grammar and pronunciation) in the
English language classroom.

15
2.6. Teaching Approaches While Teaching Literary Texts

Approaches of using literary texts refer to how literary texts are presented and viewed by
teachers. Based on the historical development of the approaches recognized to teach literature, it
can be said that the approaches have evolved from central focus on literature as a subject matter
to making literature as a resource for the teaching of English language. There are various
approaches that teachers can choose when they use literary texts in EFL classrooms. Rosli (1995)
indicated six approaches of using literary texts that EFL teachers can adopt. These are:
information based approach, periphrastic approach, language base approach, personal response
approach, moral philosophical approach and stylistic approach.

2.6.1. Information Based Approach

Information based approach is a way of teaching knowledge about literary texts where literary
texts are seen as a medium to offer a source of information to students (Carter, 1988). Teachers
who adopt this approach perform activities like lecturing, explanation about literary texts and
terms, reading notes and criticism provided in workbooks or by the teacher. It demands a large
input from the teacher and it is closely related “aesthetically patterned artifact endowed with the
knowledge potentials philosophy, culture, morality, and humanities” (Ganakumaran 2003). This
approach is quite ineffective in enhancing students’ language proficiency (Carter and McRae,
1996) because this approach bases itself on traditional views to literature and teaching.

2.6.2. Periphrastic Approach

This approach deals with the surface meaning of the literary text (Hwang and Embi, 2007).
Similarly, Rosli (1995) asserts that periphrastic approach allows teachers to use simpler words
and sentence structures compared to the more complicated ones in the texts and sometimes the
teacher can translate it into other languages. According to Rosli, this approach is suitable for
beginners of the target language as it acts as a stepping stone in formulating original assumptions
of the author’s work. The main goal of teachers who adopt this approach is enabling students
understand the literal meaning of a text but emphasis is not given to their personal engagement in
understanding the text in their own ways. Classroom activities frequently used in line with this

16
approach is teacher centered, retelling the literary text using simpler language, the use of
translation and reading paraphrased versions provided in books.

2.6.3. Language based approach

Language based approach (LBA) seeks greater association between language and literary texts.
LBA is done by providing them exposure to the target language and connecting them to specific
vocabulary and other aspects of the language. Maley and Duff (1990) insist that the primary aim
of this approach is “quite simply to use literary texts as a resource for stimulating language
activities”. With the use of LBA, the focus shifted to the learner, the reading process and creating
language awareness in the learners (Too, 2007). Activities like prediction, close, role play,
recitation, debate and discussions can be used to create opportunities for language use in the
classroom. In line with this approach, a language-based framework for reading literary texts
moves from lexis (vocabulary), syntax (sentences) to coherence (discourse).

As Lazar (1993) pointed out, detailed analysis of the language of the literary texts will help
students to make meaningful interpretations and at the same time students will increase their
general awareness and understanding of English. The aim of Language based approach is not on
studying literature, but literary texts are utilized as one of the resources in providing inspiring
language tasks for students. Undertaking a detailed language analysis can facilitate the
construction of meanings and encourage students to exercise their existing knowledge of
grammar and vocabulary (Duff and Maley (1990).

2.6.4. Personal Response Approach

This approach helps to motivate and encourage students to read a literary text by making a
connection between the themes of the text and their personal life and experiences. As indicated
by Vethamani (2003) although learners are encouraged to explore various textual meanings, their
interpretation must be behind the text. It focuses on learner’s response to the

This approach employs activity like question-discussion which are interpretive in nature
generating views and opinions on the text. The premise behind personal response approach is on
task engagement will be enhanced if students relate the themes of literary texts with their
personal experience.

17
2.6.5. Moral philosophical approach

This is an approach which incorporates moral values across curriculum. The focus of this
approach is to discover moral values while reading a particular literary text (Hwang and Embi
2007). It seeks to find the worthiness of moral and philosophical considerations behind one’s
reading (Rosli 1995). The focus of teachers who adopt the moral philosophical approach to
literary texts is to make students search for moral values from particular literary text. In this
approach teachers employ activities like reflective session, getting students to search for values
while encountering a literary text and eliciting students ‘evaluation on what they should do or not
do based on their reading (Hall, 2005).

2.6.6. The stylistics approach

Short (1996) stated that stylistic analysis is useful for relatively inexperienced or unsophisticated
students to arrive at possible meanings or texts. Teachers who adopt this approach to using
literary texts guide students towards a closer understanding and appreciation of the literary text
itself using the combination of linguistic analysis and literary critics (Lazar, 1993). The main
goals of teachers who adopt this approach is to enable students make meaningful interpretations
of the text which in turn allows students look beyond the surface meaning of the given
literary text and to expand students’ knowledge and awareness of the language (Mengistu 2011).

Recently scholars have started trying out an integrated approach where any of the approaches or
their principle is combined with the other. According to Savvidou (2004) the use of an integrated
approach of using literary texts that mix either of the above approaches ensure the maximal
utilization of literary texts. So, it is better to use an integrated approach in teaching literature in
EFL classrooms to promote basic language skills and language areas of students.

2.7. Assessment of Speaking Skill

Evaluating the speaking ability is not an easy task as it needs much time to administer to a large
class .Language teachers are intended to judge their learners oral performance through observing
students' interaction and participation in class activities .Assessment tools are a procedures used
to measure the students’ abilities, knowledge or performance with the use of different
procedures, according to Halya and Austin (2004:117) assessment involves development of

18
materials, processes, activities, and criteria to be used as a tool for deterring how place .One of
this tools is the speaking test which is used to measure students ‘speaking proficiency, According
to Fulcher (2003), testing second language speaking is considered to be more difficult than
testing other language skills.

Assessing speaking focus much more on the oral production in which students faced talking
tasks and have to speak while the teacher role is to evaluate the students ‘level of speech and
correct them. According to Brown (2007:352) when we give a speaking test to the students,
normally, we are going to measure the following criteria: pronunciation, fluency, vocabulary,
grammar, discourse features (cohesion, sociolinguistic appropriateness, etc.) task (accomplishing
the objective of the task is also closely dependent on comprehension).

19
 CHAPTER THREE

3. RESEARCH METHODOLOGY

Introduction
The intent of this study was to assess the practice and challenges of using literary texts in
developing Grade 10 students’ speaking skill in EFL classrooms. While examining the practice
and challenges of literary texts in developing students’ speaking skill, the ways it was assessed,
the practice of EFL teachers and students, and the challenges that faced during teaching literary
texts were addressed. In this chapter, the methods and procedures that were employed to carry
out this study was described. First, the type of research design employed was indicated, and then
the research site and participants of the study was stated followed by the instruments used to
collect data. After that, the validity and reliability of data gathering tools and data collecting
procedures were mentioned consecutively. Finally, the data analyses techniques were discussed.

3.1. Research Design

This research intended to apply both quantitative and qualitative (mixed) design to identify an
accurate description on assessing the practice and challenges of literary texts available in
students’ textbook so as to develop students’ speaking skill. Mixed methods research approach,
where both quantitative and qualitative data used concomitantly, was employed to explore the
contribution of literary texts in developing grade 10 EFL students’ speaking skill.

The two components (quantitative and qualitative) were used independently and correspondently
to complement one another (Cresswell, 2010). Substantiating this, Dornyei (2007: 157) notes
that:

An alternative to sequential designs is the variety of ‘concurrent designs’, in which

we use two methods in a separate and parallel manner (i.e. they do not influence
the operationalization of each other) and the results are integrated in the
interpretation stage. The main purpose of this design is to broaden the research
perspective and thus provide a general picture or to test how the different findings
complement or corroborate each other.

20
In concurrent triangulation model, as stated above, the two methods support each other to bring
about better findings in the research. This is because as Cresswell (2010) asserts, the strength of
one method also strengthens the other method, especially when the findings are integrated
at the discussion phase.

The study gave almost equal weight for the quantitative method and the qualitative one
according to the contributions of the two components. The quantitative method employed
classroom observation and teacher and student survey questionnaires. The qualitative method on
its part used textbook analysis. Thus, the study followed the combination of QUAN(quantitative)
+ QUAL (qualitative). This indicates that the quantitative and the qualitative data were equally
important in that they corroborate each other (Cresswell, 2010).

3.2. Participants of the Study

Since the study intended to explore the contribution of using literary texts in developing grade 10
EFL students’ speaking skill in Chole Secondary school, the subjects of the study were grade 10
English Language teachers and their respective students. This was done due to the assumption
that both EFL teachers and students are the most crucial elements in the teaching and learning
process of literary texts. Therefore, teachers and students were considered to be rich source of
data. With this

1+in mind, the research used grade 10 English language teachers and their respective
students.

3.3. Sampling Techniques and Sample Size

According to C.R. Kotari (2004) purposive sampling procedure can be employed in cases where
the researcher select items based on his/her interest to include items favorable to the study. In
line with the recommendations by C.R. Kotari (2004) with purposive sampling, Chole Woreda
and Chole secondary schools in the Woreda were selected. The reason behind the selection of
Chole Woreda and Chole Secondary schools in the woreda is due to the presence of the problem
not to practice literary text in grade 10 EFL class room to develop speaking skill. The researcher
has been working in this woreda for years. This familiarity enabled the researcher to get the
consent of the samples easily so as to gather a reliable data.

21
Sample selection for teachers and students was done by the use of random sampling technique
because the study was intended to select a representative without bias from the accessible
population (Osoand Onen, 2005). This ensured that each member of the target population will
have an equal and independent chance of being included in the sample.

As their number is few and easy to manage all 5 English language teachers from Chole
Secondary School were included as respondents using comprehensive sampling technique for the
survey questionnaire.

Besides, from the total number of 623 (307 males and 316 female) grade 10 students in 20
sections in Chole Secondary School 93 students were selected as respondents using simple
random sampling technique, which is 15% of the total population. In this regard, Gay and
Arirasian (2003:111) state that the sample of 10% to 20% of these populations is often used in
descriptive research for large population. The number of sample students from each section was
determined in proportional size.

Table 1: Summary of Population, Sampling size and sampling Technique

Teachers Students
School Population Sample % Population Sample %
Chole Secondary 5 5 100% 623 93 15%
School
Sampling
Techniqu Purposive Comprehensive Simple Random Sampling
e

3.4. Data Gathering Instruments

As the study followed a mixed-methods research approach, both quantitative and qualitative data
were collected using different instruments. Quantitative data was collected mainly through
survey questionnaires. For the qualitative data, interview, classroom observation and textbook
analyses were used.

22
3.4.1. Interview

The researcher preferred interview as a major tool for data gathering instrument because it is
limited to cases where the subjects of the study are humans. It is the type of survey where
questions are delivered in a face to face encounter by the researcher. The purpose of this tool was
examined for answering the three research questions and to obtaining a great depth of
information free and flexible responses and to get information concerning feeling, attitude or
emotion to certain question which is not possible through questionnaire ( koul, 1984 and Selinger
and Shohamy, 1988). The questions of the interview were compiled for the five sample teachers
based on EFL principles.

3.4.2. Questionnaire

The researcher preferred questionnaire as the main data gathering instrument because it is easier
to handle and simpler for respondents to answer within a short period of time. Besides, it allowed
respondents to respond to questions confidentially and independently without any interference so
as to minimize biases because of the presence of other persons, though it limited farther
explanation on the questions.

A self-structured, self-administered questionnaire was used to collect the data from teachers and
students. Cohen et al. (2007: 158) argue that questionnaires encourage the respondents to be
honest since they are answered anonymously, and they are more economical than interviews.
Moreover, they also added questionnaire has the ability to solicit information from several
respondents within short period of time (Cohen et al. 2007). Scaled items were carefully
designed to generate information about the practice of literary texts in developing students’
language skills, particularly their speaking skill. The scaled items, according to McMillan and
Schumacher (2001), allow fairly accurate assessment of opinions. The study used the types of
self-administered questionnaires designed for English language teachers and EFL students. Self-
developed and structured questionnaires, including both closed and open ended questions, based
on the theory discussed in the related review literature and adapted from former research papers
with related area were prepared and distributed to the samples.

The prepared set of questionnaire were administered to the sample grade 10 students in order to
gather relevant data about what they practice while they are using literary texts, and to examine

23
the extent at which literary texts play an important role in developing their speaking skill.
Students’ questionnaires were translated into students’ mother tongue, Afan Oromo, so as to
make the questionnaire easily understandable for them.

3.4.3. Classroom Observation

Classroom observation was one of the instruments intended to assess the contribution of literary
texts in developing students’ speaking skill in EFL classroom and what the classroom teaching
and learning practices while teachers and students are using literary texts looked like. The
inclusion of classroom observation emerged from the fact that it might lead to new issues
(Edwards and Talbot, 1999), when teacher and students dealt with literary texts.

Non-participant classroom observation was conducted to validate teachers and students response,
to investigate how the teachers deal with literary texts, the aspects of literary texts teaching
and learning in EFL classrooms, which skills give much emphasis through literary texts, how
do students react to the given literary texts, what strategies teachers use to teach speaking skill
during literary texts lessons, the interaction between teachers and students with the activities of
literary texts was observed. Through the classroom observation, together with the practice of
teachers, the students’ reactions and tendencies to learn the different contents of literary
texts and their inclinations to the different learning modalities in terms of developing their
speaking skill by integrating with other language skills was determined.

By dealing with English language teachers the researcher conducted ten literature teaching
session classes; all the five teachers were observed twice each by using checklists. The check
lists and notes from the observations were compiled for analysis.

3.4.4. Textbook Analysis

In order to supplement the data that was collected through classroom observations and survey
questionnaires relevant documents were analyzed in the study as Alderson and Wall (1993) have
recommended. In addition Krippendorff (1980) states that document analysis is a technique
which can generate both valid and replicable data from documents. In this case, two types of
documents were analyzed. They were Grades 10 English student textbook, and Grade 10
English teacher guide.

24
Consequently, Grades 10 student’s textbook and teacher’s guide were examined for different
purposes:

 to get some insights about the use of literary texts in their textbook,
 to investigate the genre of each literary text, the title of the literary texts, length of each
literary text, page number in which the literary texts are found in the textbook, total
number of literary texts in grade 10 textbook, strategies designed for teaching of each
literary text, and
 to assess the objective and practice of teaching each literary text in line with the
improving students speaking ski
Table 2: The General Frame work of the Study

Table 2 presents the summary of instruments of data collection with related to research questions
and objectives.

Corresponding Research Types of data

No Research Questions objectives gathering tools
.
What are the practices of English Examine the challenges of while -Classroom
1 teachers’ and students’ in EFL using literary texts contained in observation
classroom in teaching speaking skills grade 10 textbook in terms of -Questionnaire
while they are using literary texts? developing EFL students’ -Interview
speaking skill. -Textbook
Analysis
What are the challenges of using Explore the use of literary texts
2 literary texts available in grade 10 in EFL class room developing -Interview
English text book to teach students’ speaking skill -Questionnaire
speaking skill?

What kind of teaching strategies Identify the leaning strategies -Classroom

3 adopted by EFL teachers while they adopted by the teachers while observation
are teaching literary texts to teach the they are teaching literary texts. -Questionnaire
learner speaking skill? -Interview

25
3.5. Validity and Reliability of the Instruments

According to De Vos, 2002:166, Validity concerns the degree to which an instrument measures
what is intended to measure. The concept of validity in most cases addresses two issues, the
concept measured and accurate measurement.

Instrument validity refers to accuracy, meaningfulness and technical Instrument validity refers to
accuracy, meaningfulness and technical soundness of the research instrument (Kothari, 2007).
It’s a degree to which a test measures what it intends to measure. To this effect the questionnaire
is said to be valid when it measures the intended parameters (Borg & Gall 2007).

The validity and reliability of the research tools were checked before collecting data for the
study. The validity of the students’ questionnaires was checked at two ways, i.e. through
reviewers and through pilot study: whereas, the validity of the classroom observation was
checked through pilot study. The reliability of questionnaires of students was determined
through the pilot study.

3.6. Data Collection Procedures

Before collecting data from different sources, first, permission was obtained from the principal
of the selected Chole Secondary School. After that, the data collection process was carried out.
The data sources were classroom instructions, teachers, students, textbook and teacher’s guide.

Once the teachers and students who participate in the study were identified, the teachers and
students were briefed about the objective of the study. The data collecting processes was carried
out procedurally. First, to avoid data contamination, interview was conducted. Next,
questionnaires was dispatched and collected. Finally, documents, grade ten English student’s
textbook and teacher’s guide, were analyzed.

Interview was conducted to investigate the interaction between teachers and students with the
activities of literary texts in the language classroom, and the way students react and
communicate with literary texts. Questionnaires were distributed for teachers and students to
know the general the role of using literary texts in EFL classrooms and how literary texts inspire

26
students to develop students’ speaking skill. Moreover, to help the researcher to investigate the
nature of literary texts, activities and strategies adopted, and the expected learning competencies
with regard to developing students’ language skills, the content, activities and tasks, procedures
teaching literary texts and the role of teachers and students was identified.

3.7. Data Analysis Procedures

After collecting the different data from different sources using data gathering instruments, the
data was organized and analyzed both quantitatively and qualitatively. The data obtained from
classroom observation (using classroom observation check list), and questionnaires were
analyzed quantitatively, whereas the data obtained from student textbook and teacher guide
analysis was analyzed qualitatively.

Data collected through questionnaires was checked, coded and categorized. Following this the
researcher entered the coded data into the Statistical Package for the Social Science (SPSS
version 24.0) software for analysis. Statistical data that was collected through questionnaires was
scored and categorized. Frequency, percentage, mean and standard deviation were applied for
organizing and summarizing sets of numerical data collected through five-point scale in the
questionnaire. The qualitative data gathered from the textbook was investigated, coded,
synthesized and categorized in a few significant categories based on thematic analysis
(Boyatzis,1998:4), the process for encoding qualitative information. The data that was collected
from the textbook analysis was analyzed in the form of table by classifying into different
categories. Each of the compiled notes and checklists from the observation was summarized and
compared in order to draw appropriate interpretations and conclusions.

The quantitative and qualitative data were analyzed independently as the study employed
concurrent model (QUAN + QUAL) of mixed methods approach. This was done to elucidate
each component, minimize the influence of one component on the role of the other and to obtain
substantiated findings (Cresswell, 2010).

In this regard, Dornyei (2007: 245) recommends following this approach as:

... The analysis of the data should proceed independently for the QUAN and QUAL
phases and mixing should occur only at the final interpretation stage. .... in many cases,

27
 it may be better to keep the analyses separate and only mix the QUAN and QUAL results
at a late[r] stage to illuminate and corroborate each other.

Verifying this, Creswell (2010) notes that the mixing of the quantitative and qualitative data
analyses and findings is in the concurrent triangulation research design, is usually done at the
interpretation or discussion section. Hence, the analyses of the quantitative and qualitative data
were made in a separate and parallel manner as recommended by these scholars.

Finally, the entire findings were discussed in order to investigate and report as accurately as
possible. At last, conclusions were drawn inductively and recommendations were forwarded.

3.8. Ethical Consideration

Ethical approaches are required in conducting research that involves human participants. To
ensure that this study was done in accordance with research ethics and probity, the
following were some of the steps taken prior to and after data collection:

 The researcher discussed the appropriateness of the research methodology with research
supervisors. The discussions provided some insights into the selected methodology and
eliminating unintentional flaws affecting research participants;
 The participants were provided with necessary information about the nature and
purpose of the research and the value of their contribution to the research. They
were made aware of their rights to participate in and withdraw at any stage of the data
collection process.
 The respondents’ information was not used for any other purposes other than educational
purpose.

28
 CHAPTER FOUR

Data Presentation, Analysis and Interpretation of Data

As noted earlier, the main purposes of this study are:-

 Examine the practices of English teachers and students while using literary texts
contained in grade 10 textbook in terms of developing EFL students’ speaking skill.
 Explore the challenges of using literary texts available in grade 10 English textbook to
develop students’ speaking skill.
 Identify the teaching strategies adopted by EFL teachers while they are teaching literary
texts to develop speaking skill.
The data, therefore, are discussed in the light of the objectives mentioned.

In this section, the collected data are presented, analyzed and discussed. Data analysis was
aimed at addressing the purpose of the study which was to assess the practice and challenges of
using literary texts in developing grade 10 EFL students’ speaking skill.

This chapter generally consists of presentation of the statistical results obtained, illustrated
tables, discussions of the results obtained from questionnaires of students, classroom
observations and interviews of teachers and textbook analysis.

In the first section of this chapter the biographical data of the sampled teachers and students was
provided. The next section presents the results from the quantitative and qualitative data.

4.1. Demographic Characteristics of Respondents

The characteristics and background information of the samples students were presented as
follows.

29
4.1.1. Demographic characteristics of Students

Table 3: Sex and Age Distribution of Student respondents

To gather necessary information on the practice and challenges of using literary texts in
developing Grade 10 students’ speaking skill in EFL classrooms a total of 93 items (39 items for
male students and 54 items for female students) were distributed to the respondents. From the
total, 91 questionnaires, which were 97.8% of the questionnaires, were properly filled and
returned. Therefore, the following analysis was on the basis of information obtained from the
returned questionnaires.

Sex
Cumulative
Frequency Percent Valid Percent Percent
Valid Male 39 41.9 41.9 41.9
Female 54 58.1 58.1 100.0
Total 93 100.0 100.0

Age
Cumulative
Frequency Percent Valid Percent Percent
Valid 16-20 years 77 82.8 82.8 82.8
21-25 years 13 14.0 14.0 96.8
above 25 years 3 3.2 3.2 100.0
Total 93 100.0 100.0

Table 3 indicates that majority of the respondents were female which constitutes 54(58.1%). On
the other hand, the female respondents make up only 39(41.9%). This claims that the
contribution to the finding of this research would mostly be attributed to female students.

Table 3 above also presents the age distribution of student respondents. Accordingly, majority of
the respondents, which is, 77(82.8%) of the respondents were in the range of 16-20 years of age;

30
13(14%) were in the range of 21-25 years of age. The remaining 3(3.2%) student respondents
were in the range of above 25 years.

This reveals that majority of the students who involved in providing reply to the questionnaires
were in the age range of 16-20 years.

4.1.1. Demographic characteristics of Teachers

Table 4: Sex, Age and Qualification Distribution of Teacher respondents

Sex
Cumulative
Frequency Percent Valid Percent Percent
Valid Male 4 80.0 80.0 80.0
Female 1 20.0 20.0 100.0
Total 5 100.0 100.0

Age
Cumulative
Frequency Percent Valid Percent Percent
Valid 26-30 years 1 20.0 20.0 20.0
31-35 years 3 60.0 60.0 80.0
above 40 years 1 20.0 20.0 100.0
Total 5 100.0 100.0

Qualifications
Cumulative
Frequency Percent Valid Percent Percent
Valid BA/BEd Degree 2 40.0 40.0 40.0
MA 3 60.0 60.0 100.0
Total 5 100.0 100.0

Work Experience
Cumulative
Frequency Percent Valid Percent Percent
Valid 6-10 years 1 20.0 20.0 20.0
11-15 years 2 40.0 40.0 60.0
16-20 years 1 20.0 20.0 80.0
above 20 years 1 20.0 20.0 100.0

31
 Total 5 100.0 100.0

Table 4 depicts male respondents constituted 4(80.0%); whereas, there was only 1(20.0%)
female respondents. This implies that majority of the respondents were male English Teachers.
Regarding the age distribution of the teacher respondents, more than half of the respondents were
in the age of 31-35 years. They constituted 3(60.0%) of the total respondents. The remaining
1(20.0%) and 1(20.0%) were in the age range of 26-30 and above 40 years respectively.

In addition, the result in table 4 also illustrates that 3(60.0%) of teacher respondents were MA
holders in TEFL. On the other hand, the remaining 2(40.0%) were holders of BA degree. This
shows that the respondent teachers were qualified and thus able to teach grade 10 students.
As the teachers work experience analysis reveals, in table 4 above, differences among the
participants were noticed in their teaching experience. That is 2(40.0%) of the participants were
ranges from 11-15 years. 6-10 years, 16-20 years and above 20 years of teaching experience
constituted 1(20.0%) each. From this data it can be said that almost all respondents have gained
enough teaching experience.

4.2. Analysis and Interpretation of Data

The analysis and interpretation of data was made in relation to the research questions posed in
section 1.2 of this research. That is to say, the organization of the analysis and interpretation of
data was made in a way to address the objectives of the research questions.

4.2.1. Research Question 1:- What are the practices of English teachers’ and students’ in
EFL classroom in developing speaking skills while they are using literary texts?
4.2.1.1. Findings from Students’ questionnaire, teachers’ interview, classroom observation
and Textbook analysis

speaking is the active production skill and use of oral production. It is the capability of
someone to communicate orally with others. In the literature class, question-answer, debate, and
role play are some of the effective activities to improve the students’ speaking skill.

McKay (2001) said that because literary texts depend on how the language is used to create a
particular effect, literature demonstrates for learners the importance of form in achieving specific

32
communicative goals. As per Collie and Slater (1987), “Literary texts serve as an excellent
prompt for oral work, as they provide unexpected compactness of meaning leading to a variety of
interpretations through imagination and discussion.”

In this part all the items were related to the classroom practices of English teachers’ and
students’ in developing speaking skills using literary texts.

Table 5. Items Related to Teacher’s Practice in the classroom

The following table presented the frequency, percentage, mean and standard deviation of the 8
items with regard to classroom practices of English teachers’ in developing speaking skills using
literary texts.

For each of the items in the form of five points rating scales/Lickert scale the values given were,
1, 2, 3, 4, and 5 respectively. The result obtained from the score was interpreted as following. If
1.0 ≤ mean score ≤ 1.49, it was interpreted as very low, 1.5 < mean score ≤ 2.49, it was
interpreted as low, if 2.5 < mean score ≤ 3.49, it was interpreted as moderate, if 3.5 < mean value
≤ 4.49, it was interpreted as high. If the mean value was equal to or above 4.50, it was interpreted
as very high (Bluma, 2012).

33
 Item Response Alternatives

No To what extent does N R 5 4 3 2 1 M SD

The teacher arranges and organizes F 4 8 44 30 5

1 91 2.74 .867
group discussion.
% 4.4 8.8 48.4 33.0 5.5

The teacher presents the new language

2 from the literary text we need to 9 13 28 37 4

91 F 2.85 1.053
practice in speaking systematically and
% 9.9 14.3 30.8 40.7 4.4
meaningfully
The teacher gives us chances to F 11 8 31 25 16

3 participate in speaking activities after 91 % 2.70 1.216

12.1 8.8 34.1 27.5 17.6
we learn literary texts.
The teacher gives us appropriate F 5 13 20 27 26

4 91 % 5.5 14.3 22.0 29.7 28.6 2.38 1.200

amount of practice.
The teacher monitors our performance F 12 17 15 29 18

5 91 2.74 1.332
to see that it is satisfactory. % 5.5 16.5 20.9 34.1 23.1

The teacher guides and supervises us

6 91 F 12 20 23 30 6
during our group/pair discussion during
% 3.02 1.164
learning literary texts.
13.2 22.0 25.3 33.0 6.6

The teacher provides us with activities

7 91 F 11 13 16 26 25
for free expressions.
2.55 1.352

% 12.1 14.3 17.6 28.6 27.5

8 The teacher advises us to use our

91 F 16 15 16 25 19
strategies to learn speaking.
% 2.82 1.403

17.6 16.5 17.6 27.5 20.9

Average Mean 2.72

34
NB: F= frequency, %= percent, M=mean, SD=standard deviation, N= number of
respondents, 1= very low, 2=low, 3=average, 4=high, 5=very high

As shown in item 1 of the table 5 above, more than one third of the respondents rated low and
very low, which is in combination 30+5=35(36.5%) of the total respondents. Almost half of the
respondents, which are 44(48.4%), responded that the teacher arranges and organizes group
discussion averagely. The item mean score was 2.74 with standard deviation of .867. From this,
one can infer that there was medium trend of arranging and organizing group discussion by
English Teacher while using literary texts in speaking session.

In table 5 the second item was forwarded for student respondents to rate the frequency at which
English teachers presents the new language from the literary text they need to practice in
speaking session systematically and meaningfully. The collected data implied that 4(4.4%),
37(40.7%), 28(30.8%), 13(14.3%), and the remaining 9(9.9%) rated very low, low, average, high
and very high respectively. The calculated mean score and standard deviation for this item were
2.85 and 1.053 respectively. From this we can deduce that the degree at which the teacher
presents new language items from the given literary text students need to practice in speaking
systematically and meaningfully was not enough.

With regard to item 3 of the above table student respondents were asked to rate whether the
teacher gives them enough chances to participate in speaking activities while they are learning
literary texts. As the collected data implies, 37(40.7%) was low and 4(4.4%) was very low, on
the other hand 13(14.3%) and 9(9.9%) were high and very high. The remaining 28(30.8%) rated
average. Almost half of the respondents confirmed that there was low trend of giving ample of
chances to participate in speaking activities. The mean score of this item was 2.85 and its
standard deviation was 1.053. From this we can infer that the teacher gives less chance and time
for practice.

Regarding item 4 of table 5, students rated that 5(5.5%), 13(14.3%), 20(22.0%), 27(29.7%), and
26(28.6%) very high, high, average, low and very low respectively. 2.38 and 1.200 were the
calculated mean and standard deviation respectively. More than half of the respondents,

35
53(58.3%), rated low. From this we can understand that the teacher hasn’t given them ample
chance to practice during speaking session while using literary texts.

The summary of the findings of question 1 in the teachers’ interview pointed out that while
teaching literary texts, English teachers do not give enough time and opportunity for their
students so as to practice more by exchanging their own views. Almost all of the interviewees
confirmed that due to class size and shortage of time, they do not give sufficient time to
exchange their own views during literature lessons.

The responses of the first question of the interview were summarized as, “while we are using
literary texts to teach speaking skill, we spent much of our time by explaining the content of the
lesson rather than giving our students enough opportunities for practice to exchange their
opinions based on the given literary text.” They added also, “Due to large number of students in
the classroom, it is difficult to give more chances to students so we rush to complete the content
of the speaking lesson by making explanation.” This implies that the findings of teachers’
interview in question 1 supported the findings gained from students’ questionnaire

To rate whether or not the teacher monitors students’ performance while they are using literary
texts in terms of developing students’ speaking skill item 5 was forwarded. The calculated mean
and standard deviation were 2.74 and 1.332. From this we can infer that while using literary texts
so as to teach speaking skill the teacher makes little follow up for students participation and
performance.

Item 6 was forwarded to check the extent at which the teacher guides and supervises the students
during group or pair discussion while using literary texts. 3.02 and 1.164 were the calculated
mean and standard deviation of this item respectively. This depicted that the guidance and
supervision of students by the teacher during group or pair discussion was not that much
expected.

As far as item7 of table 5 is concerned, more than half of the respondents, which was
26+25=51(56.1%), rated low and very low. They were asked to decide whether or not the teacher
gives them with activities for free expressions. The calculated mean and standard deviation for
this item were 2.55 and 1.352. On the basis of the result obtained from the respondents’

36
response, there was lack of activities for free expressions during learning literary texts so as to
develop students speaking skill.

According to the result obtained from the last item 8 of table 5, almost half of them rated low. As
can be seen from item 8 of the above table, the calculated mean was found to be 2.82; whereas,
the calculated standard deviation was found to be 1.403. This revealed that the degree at which
the teacher advises the students to use their own strategies to learn speaking as they are using
literary texts was not enough.

In general, the above 8 items have 2.72 average mean score. This implies that teachers’ practice
like: organizing group discussion, presenting the new language item and form systematically,
giving ample of chances to students to participate in speaking activities, monitoring students’
speaking performance, monitoring and following up pair and group discussion, and providing
free expression activities based on the given literary text, while using literary texts in EFL
classrooms in order to develop students speaking skills was not that much satisfactory.

Table 6. Items Related to students’ Practice in the classroom

The following 7 items are students’ practice to develop speaking skills during using literary texts
in EFL classrooms.

Item Response Alternatives

While we are using Literary Texts during

No speaking session N R 5 4 3 2 1 M SD
I speak in English to express my opinion in the F 4 11 48 19 9

1 classroom. 91 % 4.4 12.1 52.7 20.9 9.9 2.80 .934

I ask my teacher for clarification when I don’t F 2 17 33 19 20

2 understand what he/she says. 2.58 1.096

% 2.2 18.7 36.3 20.9 22.0
91
I actively participate in pair and group work. F 7 12 38 22 12

3 91 % 7.7 13.2 41.8 24.2 13.2 2.78 1.083

I involve in the discussion and report back to F 7 5 29 16 34

4 the class. 91 % 7.7 5.5 31.9 17.6 37.4 2.29 1.241

I plan my way of developing speaking skills F 5 9 20 41 16

5 while we are using literary texts. 91 2.41 1.061

% 5.5 9.9 22.0 45.1 17.6

37
 I evaluate my weaknesses and strengths in F 6 5 16 34 30

6 speaking English 91 % 6.6 5.5 17.6 37.4 33.0 2.15 1.144

I express and share ideas about the theme and F 5 10 30 22 24

7 message of the given literary text 91 5.5 11.0 33.0 26.4 26.4 2.45 1.157
%

Average Mean 2.49

NB: F= frequency, %= percent, M=mean, SD=standard deviation, N= number of

respondents, 1= never, 2=rarely, 3=sometimes, 4=usually, 5=always

Item 1 of table 6 was designed to determine the frequency in which the student speaks in English
to express his/her opinion during speaking session while using literary text. The respondents
rated 9(9.9%), 19(20.9%), and 48(52.7%) never, rarely and sometimes respectively. The
calculated mean score and standard deviation for this item was 2.80 and .934. From the obtained
result it can be concluded that while using literary texts in EFL classroom students have a little
trend of speaking in English to express their opinion.

Item 2 was forwarded in order to identify how often the student asks for clarification when
something is not clear for him/her. The result shows that about 39(42.9%) of the respondents
rated rarely or never; on the other hand, 33(36.3%) rated sometimes. Only 19(20.9%) of the
respondents responded as they often do. Based on the calculated mean 2.58 and standard
deviation 1.096 one can deduce that students have low tendency of asking for clarification their
English teacher when a lesson is not clear for them or when they don’t understand.

When asked how often do students actively participate in pair and group work while they are
learning literary texts in item 3 of the above table of students’ questionnaires. 38(41.8%) rated
sometimes, 34(37.4%) rated as they don’t participate actively. Only 19(20.9%) of the
respondents confirmed that they participated actively in pair and group work. The mean score
2.78 and standard deviation 1.083 signify that students have poor or little participation during
pair and group work while they are learning literary texts.

38
Concerning item 4 of the above table participants were requested to determine the frequency they
listen to the discussion and report back to the class while using literary texts. As the result of
respondents implied students are very poor in terms of listening to their group partners during
discussion and reporting what they discuss to the whole class. This is described in the obtained
mean score 2.29 and standard deviation 1.241.

Item 5 in the above table in the students’ questionnaire was asked to determine how often
students plan their way of developing speaking skills while they are using literary texts.
According to the response of the student respondents, the calculated mean score and standard
deviation were found to be 2.41 and 1.061. From this result one can infer that while using literary
texts in English classrooms students have less trend of planning the way how they developing
their speaking skill.

With respect to the sixth item in table 6, the participants were asked to rate the frequency at
which they evaluate their weaknesses and strengths in speaking in English while they are using
literary texts. The collected result implies that 64(70.4%) of the respondents rated their tendency
to evaluate their weakness and strengths in speaking in English while they are using literary texts
was very weak. Only 11(12.1%) of the respondents rated that they evaluate their progress and
limitations in speaking in English. From this we can deduce that students give little consideration
for evaluating their practices in speaking session during using literary texts.

As far as the last item, item7, in the above table participants were requested to show the
frequency at which they express and share their ideas about the theme and message of the given
literary text. The collected data implies that almost half of the respondents, 44(52.8%), rated as
they have had little practice of expressing and sharing their ideas about the central idea and
lesson of the given literary text. The calculated mean score and standard deviation were found to
be 2.45 and 1.157. This result signifies that students were very poor in terms of expressing and
sharing what they learn from the given literary texts.

Generally speaking, the average calculated mean of the above seven items, 2.49, which describe
students’ practice while they were using literary texts in developing students speaking skill in
EFL classrooms was not as expected or less.

Table 7:- Activities Used to Teach Speaking Skills while using Literary Texts

39
Instruction: The following questions are about the kind of activities students perform (do) in
the classroom or outside the classroom when they learn literary texts so as to develop literary
texts.

For each of the items in the form of five points rating scales/Lickert scale the values given were,
1, 2, 3, 4, and 5 respectively. The result obtained from the score was interpreted as following. If
1.0 ≤ mean score ≤ 1.49, it was interpreted as never, 1.5 < mean score ≤ 2.49, it was interpreted
as rarely, if 2.5 < mean score ≤ 3.49, it was interpreted as sometimes, if 3.5 < mean value ≤
4.49, it was interpreted as usually and if the mean value was equal to or above 4.50, it was
interpreted as always

Item Response Alternatives

N R 5 4 3 2 1 M SD
No How often do you do

Information gap activities such as F 3 2 31 30 25

1 sharing ideas with each other? 91 2.21 .983

% 3.3 2.2 34.1 33.0 27.5

Role play activities (taking the role of F 8 12 34 28 9

2 the others and acting)? 91 % 8.8 13.2 37.4 30.8 9.9 2.80 1.077

Group discussions? F 9 9 40 28 5

3 91 % 9.9 9.9 44.0 30.8 5.5 2.88 1.009

Project based activities (performing F 2 6 41 21 21

4 certain tasks to learn speaking)? 91 % 2.2 6.6 45.1 23.1 23.1 2.42 .990

Drills (dialogues) in which one person F 1 4 41 37 8

5 asks a question and another gives an 91 2.47 .750

% 1.1 3.3 46.2 40.7 8.8
answer?
Opinion gap activities, which involve 4 12 18 41 16

6 91 F 2.42 1.065
identifying and articulating personal
% 4.4 13.2 19.8 45.1 17.6
feeling or attitude?
Reasoning gap activities in which you F 7 10 28 29 17

7 give reasons? 91 2.57 1.146

% 7.7 11.0 30.8 31.9 18.7

8 Activities of picture stories? F 3 7 38 34 9

40
 91 % 3.3 7.7 41.8 37.4 9.9 2.57 .896

Average Mean 2.54

NB: F= frequency, %= percent, M=mean, SD=standard deviation, N= number of

respondents, 1= never, 2=rarely, 3=sometimes, 4=usually, 5=always

As far as item 1 of table 7 is concerned respondents were requested to rate the frequency, how
often do the students do information gap activities such as sharing ideas with each other while
they are using literary texts. According to the collected data 55(60.5%), which is more than half
of the respondents, rated that they rarely do information gap activities like sharing ideas with
each other. Only 5(5.5%) of them replied that they often do this kind of activities. The rest rated
sometimes. The calculated mean for this item was 2.21 and the standard deviation was .983. This
implies that students do little on information gap activities by sharing their ideas.

Regarding to the next item, item 2 in table 7 revealed that the frequency in which the role play
activities such as taking the role of the others and acting was not practiced properly. The
calculated mean score and standard deviation for this item was 2.80 and 1.077 signify that the
value is medium, which means students sometimes do role play activities such as taking the role
of the others and acting out during using literary texts.

Item 3 of the above table was designed to gather data concerning how often do students practice
and involve in group discussion. The result shows that about 33(36.3%) of the respondents rated
rarely or never, 40(44.0%) rated sometimes; whereas, the remaining 18(19.8%) rated that they do
most of the time. The mean score of this item is 2.88, and standard deviation is 1.009. This
implies that students have no enough practice and involvement in group discussion while they
are using literary texts. In other words, they practice sometimes.

As it can be seen from the table above in item 4, student respondents were asked to determine the
frequency in which students do project based activities that are used to perform certain tasks to
learn speaking when they learn literary texts. The calculated mean and standard deviation of this
item is 2.42 and .990 respectively. This indicates that students haven’t given ample of
opportunities to do project based activities when they learn literary texts in speaking sessions.

41
As far as the frequency that students do drills (dialogues) in which one student asks a question
and another gives an answer is concerned, almost half of the respondents 45(49.5%) responded
that they do this activity rarely; while, 41(46.2%) replied that as they do sometimes. The mean
score 2.47 implies that this kind of activities have less time in speaking session while they are
using literary texts.

How often do students do opinion gap activities, which involve identifying and articulating
personal feeling or attitude when they use literary texts? This question was forwarded in item 6
to respondents to rate the frequency. Majority of the respondents, 57(62.7%), responded that as
they do this activity rarely. The calculated mean score, 2.42, also signifies that opinion gap
activities while using literary texts were given less consideration.

Regarding reasoning gap activities in which students justify their reasons, half of the
respondents, 46(50.6%), responded that they have had rare opportunity. Only 17(18.7%)
confirmed that as they do this kind of activity most of the time. The remaining 28(30.8%)
answered as they practice this activity sometimes. The mean score for this item, 2.57, shows that
students have sometimes practiced reasoning gap activities in EFL classrooms when they use
literary texts.

Concerning activities of picture stories student respondents were asked, in the last item, item 8,
to rate how often they do this kind of activities. As the calculated mean score and standard
deviation 2.57 and .896, of this item signify that students sometimes do activities which are
based on picture stories.

Generally, the average mean score of the above 8 items, 2.54, revealed that while using literary
texts activities used for developing speaking skill like: information gap activities, role play
activities, group discussion, project based activities, dialogue drills, opinion gap activities,
reasoning gap activities and picture stories activities have been practiced sometimes. From this
we can understand these kinds of activities were given less attention in EFL classrooms. This
situation directly or indirectly influences the development of students speaking skill.

Similarly, data collected from classroom observations with the help of checklists were analyzed
quantitatively and presented in combination with data collected from students’ questionnaires,

42
teachers’ interview and textbook analysis. The data collected from classroom observations more
or less resembles with data collected from other instruments.

To see the practice of English teachers and their students in teaching and learning speaking skill
while they are using literary texts, a checklist was prepared and used during the classroom
observations. The analysis of this classroom observation was made with relevant to teachers’
practice, students’ practice, teacher-students interaction, and student-student interaction.

Table 8:- Classroom Observation Checklist to assess the practice of English Teachers and
students while using literary texts to teach/learn speaking skill

Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5

Day Day Day Day Day

1 2 1 2 1 2 1 2 1 2
Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N
N Items
The teacher initiates the students x x x x x x x x x x

1 with warm-up activities

The teacher provides or lets

students to speak with the x x x x x x x x x X
background information about the
2
literary text
Teacher adopts student centered

3 speaking activities x x x x x x x x x x
4 Teacher encourages the students
to speak in English x x x x x x x x x X
Teacher asks questions to provoke

5 ideas, facts, opinions from the x x x x x x x x x X

given literary text
Teacher uses different

6 approaches/methods x x x x x x x x x X
The teacher makes students

7 engage in group/pair discussions x x x x x x x x x x

when they learn literary texts
The teacher makes students

8 engage in some follow up x x x x x x x x x X

activities and help them to relate
with other language skills

43
 Interactive activities between

9 teacher and students x x x x x x x x x X

Students participate in pairs and

10 groups x x x x x x x x x x
11 Students justify their responses x x x x x x x x x X

Students express their feelings

12 towards the issue of the literary x x x x x x x x x X

texts
13 Students ask for clarification x x x x x x x x x X

As can be seen from the checklist, for the two observation days almost all teachers were
presenting their speaking lessons traditionally, mainly through explanation. From the total 10
classroom observation sessions, the observer was able to witness only in two sessions teachers
initiates the students with warm-up activities in teaching speaking skill when they use literary
texts. This practice contradicts the theory discussed by Brown (2001) that teachers should have
equal participation and they should motivate their students while presenting different activities.

The data obtained from all the observed classrooms reveled that English teachers didn’t provide
or let students to speak with the background information about the given literary text. In other
words the teachers were not seen giving each of the students a chance to talk about the
background information of the given literary text.

It was noticeable that in the observed classrooms the teachers took too much time in the speaking
lessons. They speak more and the class listens. It was observed that most of the time teachers do
not give ample opportunity to student centered speaking activities. From this we can deduce that
teachers were dominant figures in the EFL classrooms in teaching speaking skills during
literature lessons.

In the observation session the observer could observe that in EFL classrooms while using literary
texts students were not motivated to speak in English. However; in some of the observation
sessions the teachers were seen asking their students questions to provoke ideas, facts, opinions
from the given literary text and talk to the class, it was not enough though.

44
The result of the students’ questionnaires confirmed the result obtained from classroom
observation. The observation findings indicate that English language teachers in the intended
grade level did not usually use different approaches/methods while they are teaching speaking
skill during literature classes. However, the observer could witness only in few observation
sessions teachers were able to try to implement different kinds of teaching techniques.

Concerning on teachers’ practice so as to make students engage in group/pair discussions when

they learn literary texts, the findings of the classroom observation, conducted twice with each
teacher, correspond with the findings obtained through student questionnaires. In many of the
observation sessions the researcher could observe that the teachers tried their best to form groups
and assign each group speaking tasks.

Even though teachers have significant roles in terms of creating suitable classroom environment
so as to make their students engage in some follow up activities and help them to relate with
other language skills, the observer could observe that there was almost no or little practice of
integrating speaking skill with other language skills. The findings of the classroom observation
complements with the findings of students’ questionnaire, nevertheless; they are different from
the theory discussed by McKay (1982). As he describes literature increases the performance of
students’ all language skills integration.

It was noticeable that in the observed speaking sessions the interaction between teacher and
students was dominated by teachers. The teachers took too much of learning time. The teachers
act as a dominant figure in teaching speaking skill using literary texts.

Despite having opportunity to work in pairs and groups, students were not interested or actively
participate in pairs and group works during speaking lessons. The observer could notice when
that happened during in many of the observation sessions. The findings of students’
questionnaire, students sometimes participate in pair and group activities, coincide with
classroom observation findings. Besides, it was noticed that in all the observation session
students had little or no chance to justify their responses.

Furthermore, in the observation session English teachers were not seen giving their students
sufficient opportunities to express their feelings towards the issue of the literary texts. Little or

45
no chance was given to the students in order to interpret, and express their own feelings about the
given literary text.

In the observation session the observer also witnessed students did little or no in terms of asking
for clarification when something was not clear for them. The main activity done in the class
during the observation session was teachers were asking questions and students were trying to
answer.

In general, the data from classroom observation showed that English teachers hardly implement
their roles and practices during speaking lessons when they use literary texts. The teachers
mainly used the traditional approach (teacher-based activities) for most of the observation
sessions. The main practices and strategies used by EFL teachers were questions and answers,
and explanations. Hence, the five teachers were not using effective activities, which are suitable
for the implementation of speaking activities during literature lessons.

4.2.2. Research Question 2:- What are the challenges of using literary texts available in
grade 10 English text book to develop students’ speaking skill?
4.2.2.1. Findings from Students’ questionnaire and teachers’ interview

The challenges teachers faced during the implementation of speaking activities when they use
literary texts were gathered through students’ questionnaires, teachers’ interviews and textbook
analysis.

46
Table 9: Challenges of Teaching Speaking Skill while using Literary Texts

Item Response Alternatives

To what extent do the following factors
N challenge teaching speaking skill while using N R 5 4 3 2 1 M SD
literary texts?

Poor background experience F 14 33 19 14 11

1 91 % 15.4 36.3 20.9 15.4 12.1 3.27 1.248

Shortage of vocabularies F 30 27 22 9 3

2 91 % 33.0 29.7 24.2 9.9 3.3 3.79 1.111

Lack of interest to take part in speaking F 43 18 23 6 1

3 activities 91 % 47.3 19.8 25.3 6.6 1.1 4.05 1.047

Lack of motivation and initiation F 26 29 16 12 8

4 91 % 28.6 31.9 17.6 13.2 8.8 3.58 1.274

Lack of practice and enough time F 21 29 28 6 7

5 91 % 23.1 31.9 30.8 6.6 7.7 3.56 1.147

Fear of making mistakes F 19 15 34 10 13

6 91 % 20.9 16.5 37.4 11.0 14.3 3.19 1.290

7 Complexity and difficulty level of the 91 F 26 22 22 13 8

3.49 1.286
given speaking lesson % 28.6 24.2 24.2 14.3 8.8

47
8 Lack of authenticity of the literary text F 18 35 27 4 7

91 % 19.8 38.5 29.7 4.4 7.7 3.58 1.096

9 Teachers teaching techniques F 29 20 31 8 3

3.70 1.111
% 31.9 22.0 34.1 8.8 3.3

Average Mean 3.57

NB: F= frequency, %= percent, M=mean, SD=standard deviation, N= number of

respondents, 1= very low, 2=low, 3=moderate, 4=high, 5=very high

When asked to rate the extent at which poor background experience challenges the practice of
teaching speaking skill while using literary texts, in item 1 of the above table, more than half of
the respondents rated high; whereas, 25(27.5%) of them rated low. The remaining 22(24.2%)
rated moderate. This item has mean score of 3.27 and 1.248 of standard deviation. This is
interpreted as poor background knowledge is found to be one of the challenges that affect the
practice of teaching speaking skill while using literary texts.

Regarding item 2, whether or not shortage of vocabularies has impact on the practice of teaching
speaking skill during literature lessons, 57(62.7%), 22(24.2%), and 12(13.2%) answered high,
moderate and low. The calculated mean score and standard deviation of this item are 3.79 and
1.111. This finding implies that shortage of word power or vocabularies has great impact on the
practice of teaching speaking skill.

In response to item 3 of the above table, majority of the respondents, 61(67.1%), rated high,
23(25.3%) rated moderate, and only 7(7.7%) responded low. The calculated mean score, 4.05,
shows that lack of interest to take part in speaking activities has high challenge on the practice of
teaching speaking skill while literary texts.

As far as item 4 of the above table is concerned, students responded 55(60.5%), 16(17.6%), and
20(22%), high, moderate and low respectively. The mean score, 3.58, and standard deviation,
1.047, implies that lack of motivation and initiation during speaking session while using literary
text is also the other challenge which adversely influence the practice to teach speaking skill
during literature classes.

48
The other question raised in the students’ questionnaire, in item 5, was “To what extent does lack
of practice and enough time challenge teaching speaking skill while using literary texts?”
Accordingly 50(55%) rated high, 28(30.8%) rated moderate, and the remaining 13(14.3%) rated
low. This item has mean score of 3.56, which implies that absence or lack of practice or enough
time to practice is one of the factors that challenges teaching speaking skill during literature
classes.

Concerning item 6, which is about fear of making mistakes, 34(37.4%) of the respondents rated
high, 34(37.4%) rated moderate, and the remaining 23(25.3%) rated low. The calculated mean
score of this item, 3.19, implies that fear of making mistake has medium impact on teaching
speaking skill.

According to the findings obtained from the response of the students questionnaire in item 7,
almost half of them, 48(52.8%), 22(24.2%), and 21(23.1%) rated high, medium and low
respectively. This finding was analyzed by the mean score, 3.49. This result yields that
complexity and difficulty level of the given speaking lesson is one of the factors that challenge
teaching speaking skill while using literary texts.

According to the findings obtained from item 8 of the above table, 53(58.3%), 27(29.7%), and
only 11(12.1%) answered high, medium and low respectively. The calculated mean score for this
item is 3.58. From this, we can deduce that lack of genuine literary works, which are not real and
fetched from students’ real life, to teach speaking skill has high challenge on teaching speaking
skill.

The last item, question number 9, was asked to investigate the extent at which teachers’ teaching
techniques have challenge on teaching speaking skill while using literary texts. 49(53.9%) rated
high, 31(34.1%) rated medium, and the remaining 11(12.1%) respondents rated low. The mean
score of this item is 3.70. Based on their response, we can understand that ways of using
different kinds of teaching techniques are one of the challenges that highly impact teaching
speaking skill. There for English teachers should employ different kinds of teaching techniques
according to the nature and type of speaking lesson and ability of students.

Over all, the findings of the above 9 items, which are considered as the factors that challenge
teaching speaking skill while using literary texts, imply that poor background experience,

49
shortage of vocabularies, lack of interest to participate, lack of motivation, lack of practice and
enough time, fear of making mistakes, complexity and difficulty level of the speaking lesson,
lack of authenticity of the lesson and teachers teaching techniques have high impact on teaching
speaking skill while using literary texts. This is described in the average mean score, 3.57.

In addition to the above items, in the teachers’ interview in item 5, teacher respondents were
asked whether or not their students are interested to practice and take part in pair and group work
while they are learning speaking skill using literary texts. The summary of the findings from
their response show that their students have had little interest in taking part in group and pair
works during speaking lessons. They also added that the students may take part in group and pair
works in other activities and language skills, but when it is group and pair works during speaking
lessons.

From this finding we can deduce that lack or absence of interest to practice and take part in pair
and group work during speaking lessons is one of the challenges that adversely affect the
practice of teaching speaking skill using literary texts.

The findings of teachers’ interview supported the findings obtained from students’
questionnaires. In the interview question number 6 was forwarded to teacher interviewees to
identify the main challenges or problems that affect the practice of teachers and students during
speaking lesson while they are using literary texts. Similarly, all EFL teachers pointed out that
they faced different challenges in presenting the speaking activities while they teach literary
texts.

All interviewees have similar opinion about the challenges they encounter when they teach
speaking skill during literature classes. According to their response, the main factors that
challenge teaching speaking skill are summarized as follows: shortage of time to practice (unable
to give enough time to the students), large number of students in the classroom, this makes too
difficult to give equal chance for all student to speak and as a teacher, lack of authentic speaking
materials.

Other problems forwarded by teachers during the interview session were: lack of interest and
motivation, fear of making of making mistakes, complexity and difficulty level of the given
speaking lessons, teachers’ teaching methods and techniques, and the speaking lessons taken

50
from literary texts incorporated in the students textbook are not authentic, which are not fetched
from students’ real life. Moreover, the number of students who are assigned to one section highly
affects the implementation of the speaking activities.

In relation to this, the teachers preferred to present the speaking activities by themselves because
of the shortage of time and lack of interest of the students. Almost all of them stated that the time
was not enough to arrange the students to deal with that part because when they were trying to
deal with that part, they had to adjust the students in their group, and it takes time to do so.

They also added, most of the students are not interested in saying anything or expressing their
feelings during speaking activities because they fear speaking in front of their friends or because
of the lack of experience. Thus, teachers are forced to follow those who lead the class only. Even
teachers do not prefer to teach speaking skills because of the silence of the students in the class.

Finally, all of the respondents in their interview mentioned that the challenges they faced in their
sections were their students’ unwillingness to participate during the various kinds of speaking
lessons. were hardly seen participating in activities such as interviews, role play/drama, oral
reports, panel discussions, or debating. ,e reason is that they are afraid of speaking in front of
their classmates. ,e other problem is that when the teachers order the students to discuss in class,
some students do their personal activities. Besides, most students do not bring their English
textbooks to their classroom. As a result, most of the students do not actively participate in the
speaking activity.

Data obtained from students’ questionnaire also revealed and confirmed the aforementioned
challenges.

4.2.3. Research Question 3:- What kind of teaching techniques and strategies adopted by
EFL teachers while they are teaching literary texts to develop the learner speaking
skill?
4.2.3.1. Findings from Students’ questionnaire, teachers’ interview, classroom
observation and textbook analysis.

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To examine the frequency at which teachers use different kinds of techniques and strategies
when they teach speaking skills while they are using different genres of literary texts, seven
questions were asked. The responses that students gave are presented in the table below.

Table 10:- Techniques of Teachers to teach Speaking skill While using Literary Texts

Item Response Alternatives

N R 5 4 3 2 1 M SD
No How often does your teacher

F 1 18 45 16 11

1 use technique of group discussion 91 % 1.1 19.8 49.5 17.6 12.1 2.80 .934

use technique of dialogues or F 10 10 24 30 17

2 91 % 11.0 11.0 26.4 33.0 18.7 2.63 1.226

conversation
use technique of questions and answers F 15 18 36 18 4

3 91 % 16.5 19.8 39.6 19.8 4.4 3.24 1.089

use technique of panel discussion and F 3 12 29 24 23

4 91 % 3.3 13.2 31.9 26.4 25.3 2.43 1.107

debating
F 6 14 32 27 12

5 use technique of oral report 91 % 6.6 15.4 35.2 29.7 13.2 2.73 1.086

F 2 5 22 35 27

6 use technique of story telling 91 % 2.2 5.5 24.2 38.5 29.7 2.12 .976

F 3 1 38 33 16

7 use technique of interview 91

% 3.3 1.1 41.8 36.3 17.6
2.36 .901

8 F 4 15 22 28 22

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 uses technique of role play and drama 91 % 4.4 16.5 24.2 30.8 24.2 2.46 1.158

Average Mean 2.59

NB: F= frequency, %= percent, M=mean, SD=standard deviation, N= number of

respondents, 1= never, 2=rarely, 3=sometimes, 4=usually, 5=always

As it is shown in table 8 above, students were asked the question, “How often does their teacher
use technique of group discussion while they are using literary texts?” According to the
collected data almost half of the respondents 45(49.5%) answered sometimes and 27(29.7%)
answered rarely. The mean score for this item is 2.8. This reveals that EFL teachers sometimes
use group discussion techniques while they are teaching literary texts.

In response to item 2 of the above table, half of the respondents, 47(51.85), replied that as their
teacher rarely uses dialogues or conversation techniques in order to teach speaking skill during
literature lessons. Only 20(22.0%) of the respondents answered that as their teacher uses this
kind of techniques. The remaining respondents confirmed that as the teacher uses this kind of
technique sometimes. The calculated mean score of this item, 2.63, signifies that while using
literary texts, English teachers sometimes use dialogues or conversation techniques.

In item 3 of table 8 students were asked to decide the frequency of English teachers to use
questioning and answering technique. According to their response, 33(36.3%) of them rated as
the teacher uses this technique most of the time; whereas, 22(24.2%) responded rarely. The mean
score of this item, 3.24 implied that better than the other kinds of techniques, EFL teachers use
questioning and answering technique to teach speaking during literature lessons.

With regard to item 4 of the above table, students were asked to mark their response about the
frequency of teachers to use panel discussion and debating during literature lessons. As it can be
seen in the result 47(51.7%) of the respondents answered never or rarely. 29(31.9%) rated
sometimes. The calculated mean score of this item, 2.43 and standard deviation 1.107 implied
that this kind of technique is practiced sometimes in teaching literary texts.

As clearly presented in item 5 of table 8, more than a third of respondent stated that their English
teachers rarely use oral report technique to teach speaking skill when they use literary texts.
32(35.2%) of them answered that their teacher frequently uses oral reporting technique to teach

53
speaking skill. The mean value 2.73 and 1.086 of this item indicated that EFL teachers
sometimes use oral reporting during speaking session in literature classes.

Concerning item 6, the technique of storytelling used by EFL teachers while using literary texts,
majority of the students which is 62(68.2%) of the respondents answered rarely or never. Only
7(7.7%) of the respondents replied as the teacher frequently uses this kind of speaking teaching
technique. The rest 22(24.2%) replied teachers use sometimes. Calculated mean score and
standard deviation for this item are 2.12 and .976. This indicates that one of the teaching
techniques used to teach speaking skill is practiced rarely by EFL teachers and students when
they use literary texts.

As far as item 7 is concerned respondents were asked to determine the frequency, how often
English teachers use interview technique to teach speaking skill when they use literary texts.
According to the result, more than half of the respondents replied that there is less or no way of
using this technique. The mean score of this item, 2.36, implied that this technique is practiced
rarely.

In response to the last item, item 8, in the above table many of the respondents 50(55%) with
calculated mean score 2.46 and standard deviation 1.158 indicated that while teaching literary
texts, English teachers rarely use role play and drama technique to teach speaking skill.

Generally, the average mean score, 2.59, of the above 8 items in table 8 in the students’
questionnaire indicated that in EFL classrooms English teachers sometimes use group discussion,
dialogue, panel discussion and debating, oral report, storytelling, interview, role play and drama
teaching techniques of speaking skill in literature classrooms are practiced sometimes.

In the teachers’ interview, question 2 was forwarded to identify the kinds of teaching methods or
approaches English teachers employ while they are teaching speaking skill during literature
lessons. Their response was summarized as follows. “Even though grade 10 English students’
textbook and teacher’s guide recommended using plenty of teaching methods to teach speaking
skill, we rarely implement all of them. We sometimes use discussion, questioning and answering,
but most of the time we apply explanation.”

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Therefore, the results concerning the kind of techniques or methods used by English teachers to
teach speaking skill while presenting literary texts in the students’ textbook implied that English
teachers do little in implementing variety of techniques. The findings of students’ questionnaire,
described in 8 items of table 8 with the average mean of 2.59, coincides with teachers’ interview
response.

When asked during teachers’ interview session in question item 4, “Do you follow every
procedural activities suggested by the teacher’s guide and student text while teaching speaking
skill using literary texts in your classroom? If not why?” Three of the teachers had almost similar
response. They said no. When they were asked to state their reason they said, “If we follow all
the procedures and steps recommended in the teachers’ guide and students’ textbook, we have
no enough time to cover all the contents. Thus, we tried to design and implement in our own
ways.”

On the other hand, the other two teachers replied that as they follow the suggested procedural
activities only sometimes. They added that the students pace, interest for speaking lesson, and
large class size hinder the implementation of all the recommended steps. From these findings we
can deduce that the practices of teachers and students during speaking lesson were no
implemented properly.

Table 11:- Strategies used by English teachers to teach Speaking Skills while teaching
literary texts.

To assess the strategies used by English teachers when they teach speaking skill during using
literary texts, 5 items were forwarded to student respondents.

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 Item Response Alternatives

No N R 5 4 3 2 1 M SD
English teacher helps me
discover different ways of learning
1 work best for me in developing F 3 17 19 33 19 2.47 1.119

91 % 3.3 18.7 20.9 36.3 20.9

speaking skill through literary texts
keep on talking through teaching me
2 F 7 8 16 38 22 2.34 1.166
speaking strategies while using literary
91 % 7.7 8.8 17.6 41.8 24.2
texts
find quick ways of recalling what I
3 have learned by using rhymes, 1 4 21 38 27

F 2.05 .899
particular contexts and personal
91 % 1.1 4.4 23.1 41.8 29.7
experiences while using literary texts.
encourages me to speak English in and
4 F 15 13 29 16 18 2.90 1.334
outside the classroom after I learn
91 % 16.5 14.3 31.9 17.6 19.8
literary text.
not to be so much concerned with F 2 19 33 18 19

5 accuracy 91 % 2.2 20.9 36.3 19.8 20.9 2.64 1.101

6 Average Mean 2.48

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NB: F= frequency, %= percent, M=mean, SD=standard deviation, N= number of
respondents, 1= strongly disagree, 2=disagree, 3=undecided, 4=agree, 5=strongly agree

As can be seen from item 1 of the above table majority of the respondents, 52(57.2%), responded
that they disagree their English teacher helps them discover different ways of learning work best
for them in developing speaking skill through literary texts. The mean score and standard
deviation of this item are 2.47 and 1.119 respectively. This result signifies that during literature
lessons English teachers do not assist their students so as to discover their own style of learning,
which works best for each student in developing speaking skill.

With regard to English teachers’ reaction in helping students to keep on talking through teaching
students speaking strategies while using literary texts, students’ were asked to rate in item 2 of
the above table. 15(16.5%), 16(17.6%), and majority of them 60(66%) rated agree, unable to
decide and disagree respectively. The mean score, 2.34, shows that English teachers do not
properly help their students to continue talking using different strategies when they use literary
texts.

When asked if the teacher helps his students to find quick ways of recalling what they have
learned by using rhymes, particular contexts and personal experiences while using literary texts
or not, in item 3 of the questionnaire. Many of the respondents, 65(71.5%), rated disagree. The
mean score of this item is 2.05. Thus, it can be said that English teachers rarely provide this kind
of strategy to their students in speaking session when they use literary texts.

In item 4 of the above table student respondents were asked to decide whether or not their
English teachers encourage their students to speak English in and outside the classroom after
they learn literary text. According to the result 34(37.4%), 29(31.9%) and 28(30.8%) replied
disagree, undecided and agree respectively. 2.90 is the mean score of this item. This result shows
that there is more or less balance way of encouraging students by teachers.

According to the result obtained from the response of the students in the last item, item 5, in the
above table, 37(40.7%) of the students answered disagree, 33(36.3%) rated undecided; whereas,
the remaining 21(23.1%) said that they disagree. The calculated mean score and standard
deviation of this item are 2.64 and 1.101. Based on this evidence, we can deduce that English
teachers do not give appropriate assistance for their students to focus on fluency than accuracy.

57
From the result of all the above 8 items, with regard to teachers strategies used to teach speaking
skill during literature lessons, one can infer that English teachers do not give ample of assistance
to their students when they teach speaking skill during literature lessons.

The result obtained from Grade 10 English textbook analysis, described the overall nature of the
literary texts found in the textbook with related to speaking activities. In the analysis title of the
literary texts, kinds of genres, the corresponding units and pages in which the literary texts
found, Authors and types of practices and activities to be performed were given consideration.

Table 12: Analysis of Literary Texts Included in Grade 10 English Textbook

Length of
\ the Literary
N Title of the Literary Text Types of Practices or Activities
Texts Genre Unit Pag Author to be performed
e
Short 2 Listening, Speaking and
1 Ben and the Devil Story 3 35 Paragraphs - Writing
Halima goes to the 5 Mashack
2 market Novel 3 40 Paragraphs Asare Reading, Writing and Speaking
3 The Fulani creation
Story Poem 3 43 25 lines - Reading and Speaking
Short Donna
4 The Friendship Cake Story 3 44 21 lines Bailey Reading and Speaking
5 The Snake man and Drama 2 and ½ Neville
the Girl dialogue 4 47 pages Grant Reading, Writing and Speaking
Short 8 Camara
6 The African Child Story 4 62 Paragraphs Laye Reading and Speaking
Short Reading, Language use and
7 Mekeda’s Story Story 4 69 1 page - Speaking
Silas
8 The Man I killed Poem 4 72 26 lines Obadiah Reading and Speaking

58
9 Nigerian Market Rosina
Place Poem 5 92 26 lines Umelo Reading and Speaking
Short 102- Anise Reading and Speaking
10 Who Killed Danny? Story 6 103 41 lines Wale
137- Pius Reading, Vocabulary and
11 A sudden Storm Poem 7 138 20 lines Oleghe Speaking
Short Reading, Vocabulary and
12 Ship Wrecked! Story 9 164 1 page - Speaking
Kofi
13 Keta Poem 9 168 34 lines Awoonor Reading and Speaking

As can be seen from the above table, totally there are 13 literary texts included in grade 10
English textbook. Different kinds or genres of literary texts have been included throughout the
course material. From the total twelve units, in grade 10 English textbook, six units contain
different kinds of literary texts. When we see in terms of genres: 6 short stories, 5 poems, 1 novel
extract and 1 drama dialogue are incorporated.

As clearly stated in the grade 10 English teacher’s guide, the main objective of teaching literary
texts is to widen the students’ enjoyment and understanding of English. In the guide it was
recommended that all language skills and language areas should be taught in an integrated
manner while using literary texts.

With regard to the length of the literary texts in grade 10 English textbook, the length of the
literary texts ranging from the shortest 20 lines entitled; “Bene and the Devil”, to the longest 2
and ½ pages entitled; “The Snake man and the Girl”. Here we can deduce that the contents are
not that much too lengthy to the understanding level of grade 10 students.

However, all the literary texts in the grade 10 students’ English textbook are written by foreign
authors. None of them are written by Ethiopian writers. Most of them are the works of African
writers. The researcher believes that the inclusion of authentic literary materials written by
Ethiopian writers for teaching purpose have many advantages. In addition, because of lack of
authenticity of the literary texts, some of them are not appropriate to the cultural level of the
students. This finding supplements the findings from students’ questionnaire.

59
The texts enable the students to understand and appreciate different cultures and ideologies
which differ from their own in time and space. Even though the students have low level of
English vocabularies (as it was found from their questionnaire) that help them to make valid
understanding of a given text, the literary texts included in the English textbook of grade 10
students are appropriate to their linguistic and comprehension level. This situation directly or
indirectly affects the practice of teaching speaking skill.

As clearly seen from the above table the suggested activities (practices), in the textbook under
each literary text, to be performed in the classroom, the texts give great opportunity for creating
an intensive engagement and close classroom interactions between teacher and students and
among students. All of the literary texts, 13 literary texts, have speaking activities.

The activities cater for the interest of students on a variety of themes that can be exploited for
pair and group activities to teach speaking skill. Besides, the speaking lessons designed to create
ample of opportunities for the students to practice and develop their speaking skill; nevertheless,
EFL teachers haven’t given enough time to their students to practice (as it was found from
students’ questionnaire and teachers’ interview.

The literary texts in the text book can function as communicative situations for teachers and
students to introduce and express their opinions and experiences. As it can be seen from the
textbook each speaking activity suggested teachers and students to follow the procedures how to
teach and practice the speaking lesson based on the given literary text in the textbook.

Furthermore, the literary texts in the textbook offer the students a chance to drill in the language
and express their own opinion; students have had little interest and practice in the speaking
activities though.

Generally, the findings from the analysis of speaking activities based on the literary texts
included in grade 10 English textbook matched with the findings from students’ questionnaire
and teachers’ interview.

Some of the findings of the current study matched with the theory advocated by Ur (2004) and
Littlewood (2007). They described that four main problems can challenge teachers in getting
students to speak in the classroom. They are inhibition (lack of real exposure and learner’s fear

60
of making a mistake), nothing to say (students even do not know what to say in English), low or
uneven participation (lack of participation or involvement in the activity), and mother tongue use
(students in EFL context always do not use English rather they use mother tongue or L1. They do
not participate in the class in English which is a target language).

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

In this chapter, the summary, the conclusions, and the recommendations of the study are
presented. In the first section, the participants of the study, the instruments used, the major
findings of the data analysis and the discussions made on the findings are summarized. In the
next part, the conclusions drawn from the findings follow. In the final section, the
recommendations suggested are forwarded.

5.1. Summary

The objective of this study was to assess the Practice and Challenges of using Literary Texts in
Teaching Speaking Skill to Grade 10 students in Chole Woreda at Chole Secondary School. In
order to collect the relevant data for the study, the study employed quantitative and qualitative
designs and methods. The data collection tools were students’ questionnaires, English Teachers’
interview, classroom observation and textbook analysis. The sampling techniques used in this
study were purposive to select the school, comprehensive for the teachers and simple random

sampling to select 93 students from the total of 623 grade 10 students.

61
Before collecting data for the main study, questionnaires were pilot tested by using randomly
selected 10 students in Sinkile Secondary School. In the collection of data for the main study, 36
closed questions were forwarded in students’ questionnaires. 10 criterions included in classroom
observation checklist, 6 semi- structured questions in teachers’ interview and 10 criteria for
textbook analysis. 93 questionnaires were dispatched to the students and 91 questionnaires were
filled and returned properly. Hence the remaining 2 questionnaires were not filled properly, they
were cancelled.

In analyzing the data, both quantitative and qualitative analysis were made in which the data
collected through questionnaires were analyzed quantitatively by using SPSS software version
24 and results were presented in percentage, mean and standard deviation; whereas, the data that
were gathered through teachers’ interview, classroom observation and textbook analysis were
analyzed qualitatively.

Following this, the findings of the analysis were discussed in terms of the research questions in
which the study was intended to answer. Based on the analysis of data from the questionnaires,
interview, classroom observation and textbook analysis, the findings of the study which portray
the prevailing practices and challenges of using Literary Texts in teaching speaking skill to grade
10 were summarized and presented as follows.

 With regard to teacher’s Practice in teaching speaking skill while using literary texts in
EFL classroom, it was found that the average mean score 2.72. The finding imply that
teacher’s practices like: organizing group discussion, presenting the new language item
and form systematically, giving ample of chances to students to participate in speaking
activities, monitoring students’ speaking performance, monitoring and following up pair
and group discussion, and providing free expression activities based on the given literary
text, while using literary texts in EFL classrooms in order to develop students speaking
skills was not that much satisfactory.
 Speaking about students’ practice while using literary texts in speaking session, the items
in this concern have average calculated mean, 2.49, of the above seven items, which
describe students’ practices like: speaking as much as possible in English in and outside
the class, asking for clarification, participating in pair and group activities, involve in
discussion and reporting, evaluate their weaknesses and strengths, and sharing ideas

62
 about the message of the given literary text, while they were using literary texts in
developing their speaking skill in EFL classrooms were not as expected, were not
practiced properly.
 Regarding the Challenges of Teaching Speaking Skill while using Literary Texts, poor
background experience, shortage of vocabularies, lack of interest to participate, lack of
motivation, lack of practice and enough time, fear of making mistakes, complexity and
difficulty level of the speaking lesson, lack of authenticity of the lesson and teachers
teaching techniques were found to be the challenges in teaching speaking skill while
using literary texts. This is described in the average mean score, 3.57.
 Concerning the techniques and strategies of Teachers to teach Speaking skill while using
Literary Texts, an average mean score, 2.59, was obtained. The findings indicate that in
EFL classrooms English teachers sometimes use group discussion, dialogue, panel
discussion and debating, oral report, storytelling, interview, role play and drama teaching.
These techniques and strategies used to teach speaking skill in literature classrooms are
not practiced properly as they were recommended by the textbook and teacher’s guide.
 Moreover, In relation to English teachers’ strategies, they adopt in teaching speaking skill
while using literary texts, it was found that they do not give ample of assistance to their
students when they teach speaking skill during literature lessons.

5.2. Conclusions

In light of the discussions of the findings of the study, the researcher forwarded the following
conclusions.

 The recommended approaches and strategies of teaching speaking skill while using
literary texts and the carried out classroom practices of teachers and students don’t much.
This signifies that there is a wide gap between the approaches/strategies used in teaching
speaking skill while using literary texts advocated by scholars in the field and the actual
teacher’s and students’ practice.
 There was little or no integration of different language skills while using literary texts.
Hence, only priority was given to teachers speaking, and less time for group and pair
activities.

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  Most of the time EFL teachers employed inappropriate teaching approaches, which
demotivate and discourage students’ interest during speaking sessions while using literary
texts.
 The researcher believes that teaching speaking skill using literary texts in interactive
classroom can foster students’ understanding and develop students’ interest towards
speaking activities. To adopt teaching speaking skill using literary texts through
interactive classroom teaching in our context, it is suggested that teaching literary texts
should be adjusted in order to encourage and motivate students to work in interest in pairs
and groups.
 EFL teachers and students also lacked experience and sufficient exposure to and suitable
classroom practices in speaking sessions while using literary texts.
 The inappropriate teachers’ and students’ practices in speaking sessions is believed to be
the major challenge for the poor speaking ability of the students.
 The researcher believes that the factors that challenge the practices of students and EFL
teachers in speaking session while using literary texts can be minimized by applying the
suggested procedures and approaches by the textbook, giving more practice time to the
students and encouraging the students.

Generally, the researcher believe that the aim of this thesis was fulfilled as we managed to
connect theoretical background with practice and the current research findings suggest some
tendencies that may occur in English classes and would be worth conducting further research.
Also, the researcher believes that this thesis can serve as the groundwork for further studies.

5.3. Recommendations

With the light of the conclusions of this study, the researcher suggested the following list of
recommendations.

 Teachers should employ different and flexible teaching techniques and approaches when
they teach speaking skill while using literary texts based on the nature and situation of
classroom.
 Teachers need to devote significant practice time to the students through interactive
classroom activities.

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 In order to achieve the objective of teaching speaking skill through literary texts in EFL
classrooms, teachers should encourage and motivate their students so as to perform and
engage in various speaking activities based on the recommended or suggested procedural
practices.
 Individual, pair and group activities during speaking classes should be encouraged by the
EFL teacher.
 EFL teachers are supposed to follow appropriate speaking teaching approaches and
techniques in their speaking classes in order to help their students recognize the positive
contributions of speaking lessons using literary texts in their overall language
improvement.
 Teachers ought to gage their teaching approaches so that the aims and objectives of
teaching speaking skill through literature component in English will be achieved to and
hence, successfully accomplished.
 The use of literary texts in speaking classes should be utilized beyond classrooms by
integrating the themes of the text used in the classroom to the real life of the learners with
the intention of creating an interactive and meaningful discussion atmosphere.
 Curriculum developers also should consider the difficulty level, familiarity and content of
the lesson whether it goes with the learners level or not.
 Furthermore, curriculum developers need to include different literary components to
teach speaking skill, which are authentic and the works of Ethiopian writers, from the
well-known to the less known.

65
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 Appendix A

Haramaya University

College Of Social Science and Humanities

School Of Foreign Languages and Journalism

Postgraduate Program

Students’ Questionnaires Items

Dear Student,

This study aims at assessing the Practice of using Literary Texts in Teaching Speaking Skill to
Grade 10 Students at Chole Secondary School. It also identifies some problems, if any, which are
related to teaching speaking skills while using literary texts.

The researcher hopes that the result of this study will create better awareness about classroom
practices in teaching speaking skills while using literary texts. The information you provide
through this questionnaire will remain confidential throughout and will only be used for this
research purpose. Therefore, please be honest and feel free to provide genuine information.

Your contribution to the success of this study is highly appreciated.

Thank You so much!

Part I: Background information

Gender: Male Female

72
Part I: Teacher’s Role Implementation

Instruction: The following statements are about the classroom practices of English teachers’ and
students’ in developing speaking skills using literary texts. Use a tick mark (x) to indicate the
degree to which you agree to classroom practice implementation under the appropriate column:

very high (5), high (4), average (3), low (2), very low (1)

No Items 5 4 3 2 1
1 The teacher arranges and organizes group discussion.
2 The teacher presents the new language from the literary text we
need to practice in speaking systematically and meaningfully
3 The teacher gives us chances to participate in speaking
activities after we learn literary texts.
4 The teacher gives us appropriate amount of practice.
5 The teacher monitors our performance to see that it is
satisfactory.
6 The teacher guides and supervises us during our group/pair
discussion during learning literary texts.
7 The teacher provides us with activities for free expressions.
8 The teacher advises us to use our strategies to learn speaking.

Part II: Techniques and Strategies Used by the Teacher

2.1 Techniques Used

The following statements are about techniques used by English teachers to teach speaking skills
using literary texts. Read each statement carefully and respond accordingly by putting a tick
mark (x) under the alternative given in front of each statement to indicate how frequently your
teacher uses them to teach you speaking skills.

Use always (5), usually (4), sometimes (3), rarely (2), never (1)

73
No Items 5 4 3 2 1
1 Teacher uses technique of group discussion
2 Teacher uses technique of Dialogues/conversation
3 Teacher uses technique of questions and answers
4 Teacher uses technique of panel discussion and debating
5 Teacher uses technique of oral report
6 Teacher uses technique of story telling
7 Teacher uses technique of interview
8 Teacher uses technique of role play and drama
2.2 Strategies used

The following are strategies used by English teachers to teach speaking skills while teaching
literary texts. Read them carefully and put a tick mark (x) under the corresponding column:

strongly disagree (1), disagree (2), undecided (3), agree (4), strongly agree (5).

No Items 5 4 3 2 1
1 Teacher helps me discover different ways of learning work best
for me in developing speaking skill through literary texts
2 Teacher helps me keep on talking through teaching me
speaking strategies while using literary texts
3 Teacher helps me find quick ways of recalling what I have
learned by using rhymes, particular contexts and personal
experiences while using literary texts.
4 Teacher encourages me to speak English outside the classroom

74
 after I learn literary text.
5 Teacher helps me not to be so much concerned with accuracy

Part III: Activities Used to teach Speaking Skill while using Literary Texts

Instruction: The following questions are about the kind of practices you perform (do) in the
classroom or outside the classroom after you learn literary texts. They ask you how often you do
them for practicing or developing speaking skills. Read each questions carefully and put a tick
mark (x) under each column of the measurements by using the scale below:

(1) always, (2) usually, (3) sometime, (4) rarely, (5) never.

No Items 5 4 3 2 1
How often do you do
1 Information gap activities such as sharing ideas with each
other?
2 Role play activities (taking the role of the others and acting)?
3 Group discussions?
4 Project based activities (performing certain tasks to learn
speaking)?
5 Drills (dialogues) in which one person asks a question and
another gives an answer?
6 Opinion gap activities, which involve identifying and
articulating personal feeling or attitude?
7 Reasoning gap activities in which you give reasons?
8 Activities of picture stories?
Part IV: Student’s Practice during speaking session while using literary texts

75
Instruction: The following students’ practice to develop speaking skills during using literary
texts. Please put a tick mark (x) in the space provided corresponding to your answer. Read them
carefully and decide whether you use them:

(5) always, (4) usually, (3) sometimes, (2) rarely, (1) never.

No Items 5 4 3 2 1
1 I speak in English to express my opinion in the classroom.
2 I ask my teacher for clarification when I don’t understand what
he/she says.
3 I participate in pair and group work.
4 I involve in the discussion and report back to the class.
5 I plan my way of developing speaking skills while we are using
literary texts.
6 I evaluate my weaknesses and strengths in speaking English
7 I express and share ideas about the theme and message of the
given literary text.
V. Challenges of Teaching Speaking Skill while using Literary Texts

Instruction: The following are challenges to teach speaking skills during using literary texts.
Please put a tick mark (x) in the space provided corresponding to your answer after you read
each item carefully.

(1) very low, (2) low, (3) moderate (4) high, (5) very high.

No Items 5 4 3 2 1
To what extent do the following factors challenge teaching
speaking skill while using literary texts?
1 Poor background experience
2 Shortage of vocabularies

76
3 Lack of interest to take part in speaking activities
4 Lack of motivation and initiation
5 Lack of practice and enough time
6 Fear of making mistakes
7 Complexity and difficulty level of the given speaking lesson
8 Lack of authenticity of the literary text
9 Teachers teaching techniques

Appendix B

Haramaya University

College Of Social Science and Humanities

School Of Foreign Languages and Journalism

Postgraduate Program

Classroom Observation Checklist

This Classroom Observation Checklist is intended to assess the Practice of using Literary Texts
in Teaching Speaking Skill to Grade 10 Students at Chole Secondary School.

Section _______ Period __________ Time ____________ Observation Date _____________

No. Items Yes No

1 The teacher initiates the students with warm-up activities
2 The teacher provides or lets students to speak with the background
information about the literary text
3 Teacher adopts student centered activities
4 Teacher encourages the students to speak in English
5 Teacher asks questions to provoke ideas, facts, opinions from the given
literary text
6 Teacher uses different approaches/methods
7 The teacher makes students engage in group/pair discussions on practice

77
 of literary texts
8 The teacher makes students engage in some follow up activities and help
them to relate with other language skills
9 Interactive activities between teacher and students
10 Students participate in pairs and groups
11 Students justify their responses
12 Students express their feelings towards the issue of the literary texts
13 Students ask for clarification

Appendix C

Haramaya University

College Of Social Science and Humanities

School Of Foreign Languages and Journalism

Postgraduate Program

Teacher Interview Items

Date of interview _____________ Time of interview _____________ Venue _______________

Sex of Teacher ______ Age ________ Qualification __________ Work Experience _________

Welcome to this interview. Thank you very much for your willingness to participate in this
interview. This interview is intended to gather data about the Practice of using Literary Texts in
Teaching Speaking Skill to Grade 10 Students at Chole Secondary School.

I kindly request you to forward your ideas genuinely to the questions I am going to raise. If you
do not understand any of the questions, please feel free to ask or interrupt me during the
interview.

1. While you are teaching literary texts, do you spend more time by giving opportunities to
the students to practice more by exchanging their views?
2. What type of approaches/methods do you employ while you are teaching speaking skill
using literary texts?

78
3. Does grade 10 students’ textbook provide ample of speaking skill activities after every
literary text?
4. Do you follow every procedural activities suggested by the teacher’s guide and student
text while teaching speaking skill using literary texts in your classroom? If not why?
5. Are the students interested to practice and take part in pair and group work while they are
learning speaking skill using literary texts?
6. What challenges or problems do you encounter when you teach speaking skill using
literary texts in the classroom?

Appendix D

Haramaya University

College Of Social Science and Humanities

School Of Foreign Languages and Journalism

Postgraduate Program

Textbook Analysis Criteria

1. What types of literary texts (genres) incorporated in grade 10 English textbook?

2. Are the literary texts in the textbook appropriate to the linguistic or cultural level of the
students’ comprehension?
3. Do the literary texts in the textbook cater for the interest of students on a variety of
themes that can be exploited for group activities in teaching speaking skill?
4. Do the literary texts create ample of opportunities for the students to develop their
speaking skill in English?
5. Do the literary texts in the textbook give more practice time for the students so as to
express their own opinions?
6. Do the literary texts create an interesting and entertaining speaking learning
environment?
7. Does each speaking activity provide any procedural support on how the classroom
practices should be done so as to teach speaking skill based on the given literary text in
the textbook?

79
 8. Do the literary texts in the student’s textbook create an intensive engagement and
interaction between or among the students while they are learning speaking lessons?
9. Do the literary texts in the textbook offer the students a chance to drill in the language
and express their output ability?

VH

80