AN EXPLORATION OF CHALLENGES FACED BY GRADE 8 ENGLISH

TEACHERS WHEN TEACHING READING COMREHENSION AT A SELECTED

RURAL SCHOOL IN OMPUNDJA CIRCUIT, OSHANA EDUCATION
DIRECTORATE

A RESEARCH PROPOSAL SUBMITTED IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE BACHELOR OF EDUCATION HONOURS DEGREE –
SECONDARY

OF THE

INTERNATIONAL UNIVERSITY OF MANAGEMENT

BY

KATHI T MANDEINGE

STUDENT NUMBER: 202055701

SUPERVISOR: DR MIRJAM MBANGO

SEPTEMBER 2023
Table of contents
CHAPTER ONE: INTRODUCTION............................................................................2
1.1 Introduction........................................................................................................... 2
1.2 Background to the study....................................................................................... 3
1.3 Statement of the problem......................................................................................4
1.4 Objectives of the study..........................................................................................4
1.5 Research questions.............................................................................................. 5
1.6 Significance of the study.......................................................................................5
1.7 Delimitation of the study........................................................................................5
1.8 Definition of terms.................................................................................................6
1.9 Summary...............................................................................................................6
CHAPTER TWO ........................................................................................................ 7
REVIEW OF RELATED LITERATURE.......................................................................7
2.1 Introduction........................................................................................................... 7
2. Summary...............................................................................................................12
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction……………………………………………………………………………. 13
3.2 Research approach.............................................................................................13
3.4 Study Population.................................................................................................16
3.5 The sample and sampling procedures................................................................16
3.6.Research instruments ........................................................................................17
3.7 Data collection procedure……..…………………………………………………….. 17
3.8. Data Analysis procedure....................................................................................17
3.9. Ethical considerations........................................................................................17
3.10 Summary...........................................................................................................18
REFERENCES .........................................................................................................19

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 CHAPTER ONE: INTRODUCTION

1.1 Introduction
“The function of education is to teach one to think intensively and to think critically.
Intelligence plus character is the goal of true education.” Martin Luther King Jr.
Reading ability is a foundational skill, a critical requirement for all academic
advancement and survival in everyday living (IRT International, 2015). The
consequences of reading failure may be detrimental to different aspects of a
person’s life and also for a country as a whole (Cronje, 2021). There are four
language skills that students learn in language education namely listening,
speaking, writing, and reading. They must master the four skills in order to have
good proficiency of the language. Among the four language skills (listening,
speaking, writing, and reading), reading is one most preferred language skill that is
used to see whether someone has succeeded in learning a language or not. This
chapter will look at the background of this study, statement of problem, objectives of
the study and. , research questions. The chapter will also present , significance of
the study and , delimitation of study., definitions of terms and summary.

1.2 Background to the study

In today’s ever-changing world, the English language has been placed to be one of
the important languages in communication, as well as the main medium of
instruction in education. Kaisa (2020) clarified that, English became the international
language in the 20th century. The spread of the British Empire in the 19th century
contributed to the global use of English. After World War II, the United States
emerged as a superpower and helped to popularize English as the language of
business and diplomacy. Further, The rise of the internet and globalization in the late
20th century further solidified English as the dominant international language.

Initially, most reading comprehension teaching was that when taken together, it
would allow students learners to be imparted through selected techniques for each
genre by strategic readers. One such strategy for improving teaching reading
comprehension is the technique called SQ3R(a reading comprehension method
named for its five steps: survey, question, read, recite, and review.)

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Between 1969 and 2000, a number of strategies were devised for teaching students
to employ self-guided methods for improving reading comprehension. In 1969
Anthony V. Manzo designed and found empirical support for the Re Quest,
or Reciprocal Questioning Procedure, in traditional teacher-centered approach due
to its sharing of "cognitive secrets". It was the first method to convert a fundamental
theory such as social learning into teaching methods through the use of cognitive
modeling between teachers and students.

Despite the prescripts from the syllabus learners are still observed performing poorly
in reading comprehension tasks. Further teachers are observed to be employing
methods which is characterized by learners answering teacher's questions or writing
responses to questions of their own, or from prompts of the teacher. This detached
whole group version only helped students individually to respond to portions of the
text (content area reading), and improve their writing skills.

1.3 Statement of the problem

English is the most spoken language in the world and it is as well Namibian official
language, which turns out to be the language used in teaching and learning in
Namibian schools. Though it is like this, due to some reasons which the researcher
is yet to find out, some teachers find it difficult to communicate with their learners in
English through reading. Buschfeld, Sarah, Kautzsch and Alexander (2014) said,
with the 1990 constitution of an independent Namibia, English was introduced as the
only official language of the country. Yet we have a large population of learners who
cannot read English, the study will therefore find out the challenges faced by English
teachers in teaching their leaners how to read English.

1.4 Objectives of the study

The main research objective of this study is to improve the teaching of reading
comprehension in English Second Language at Grade 8.

Subsidiary objectives are:

to identify the challenges experienced by grade 8 English second language teachers
when teaching reading comprehension.

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To find out the effect of the challenges experience by Grade 8 English language
teachers when teaching reading comprehension skills.
To suggest possible solutions to the challenges faced by grade 8 English
language teachers when teaching reading comprehension.

1.5 Research questions

To address research objectives, the following questions will be posed:

i. What challenges do grade 8 English teachers experience when teaching

reading comprehension?
[ii.] To find outWhat are the effects of the challenges experience by Grade 8
English language teachers when teaching reading comprehension skills.?
[iii.] What are the possible solutions to the challenges faced by grade 8 English
language teachers?

1.6 Significance of the study

The findings of this study might be helpful in informing the policy makers and the
Ministry of Education, Arts and Culture (MoEAC) officials in Namibia about the
effectiveness of improving English reading skills among grade 8 learners especially
in rural areas. The findings might also help to inform education policy and decisions-
makers about putting in place strategies and support programs to assist English
teachers in effectively translating the reading skill and put it into practice.

The information from this study could also be used by principals and teachers who
teach English as a second language to incorporate reading skill methods of teaching
in their classrooms which might in turn improve the teaching and learning process. In
addition, for the attainment of quality education English teachers might use this
information to effectively teach and improve their learners’ English reading skill,
which might be an advantage to the teachers who might want to apply for greater
posts. Since no one will want to hire someone who holds a learners poor reading
skill record. These aspects are essential in mastering the strategies for identifying,
analysing, solving problems and developing self-confidence, and delivering the best
quality education possible.

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1.7 Delimitation of the study
Since the difficulties in English speaking skill is experienced in many Namibian rural
schools, the investigation will only take place in a selected school (Ompundja circuit)
where there are grade 8 grades and not all the other schools in the district. It is
further narrowed to the grade 8 learners in the school but not the entire learners’
society of the school. The study is also confined to the reading aspects of English
language only and not the other aspects such as grammar, literature, listening,
speaking and writing. The investigated school has to be therefore in a rural area
since the reading skill difficulties is more recorded therein.

1.8 Definition of terms

English: In this study should be understood as a second language.

Learners: Refer to grade 8 pupils.

Reading comprehension: Is the ability to process written text, understand its

meaning, and to integrate with what the reader already knows.

1.9 Summary
Among the four language skills, reading is one of the important skills that is used to
see whether someone has succeeded in reading a language and has the ability to
pronounce words correctly or not. There are many factors that affect teachers in
teaching reading comprehension and learners knowing how to read in English
fluently. The combination of factors such as: Background knowledge; having relevant
prior knowledge helps in understanding the text, Vocabulary; mastery of vocabulary
skills impacts comprehension. Fluency; reading with accuracy, expression, and
increased speed aids comprehension, Active reading; engaging with the text actively
improves understanding as well as, critical thinking; analyzing and evaluating
information enhances comprehension. The study will therefore find out the
challenges contributing to difficulties in teaching reading comprehension.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction
In order to fully understand the reading skill in language, it must be necessary to
review the work of philosophers, psychologists and theorists who came up with the
philosophical and psychological perspectives, theories and concepts of the language
learning and language acquisition.

2.2 Challenges experienced by grade 8 English language teachers

Some of the challenges experienced by Grade teachers when teaching reading

comprehension include: Varying reading proficiency,…

2.2.1 Varying reading proficiency

Students come with diverse levels of vocabulary, previous knowledge, and reading
fluency, making it challenging to construct lessons that cater to everyone. Students
frequently have varying degrees of reading ability. This implies that while certain
students may have little trouble understanding the subject, others may find it difficult
to comprehend simple ideas. It can be challenging to keep all of the childrenlearners
interested when their reading levels are so different. (Boakye, Naomi)

2.2.2 Limited vocabulary

Reading comprehension heavily relies on vocabulary; making learners who

have larger vocabularies to have stronger comprehension abilities, and those
with limited vocabulary to experience trouble understanding and interacting with
literature. (Apriani, Putri & A'yuni , 2023). This difficulty also h can cause cognitive
overload.

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2.2.3 Insufficient assets

It's possible that the schools are lacking in necessary supplies, such as modern
textbooks, electronic devices, and other educational materials that could improve
reading comprehension instruction.

2.2.4 Organizing the classroom

For a language teacher, it can be quite demanding to oversee a classroom and still
strive to provide each student who needs more assistance individualized attention.

2.2.5 Assessment and feedback

Providing timely and constructive feedback to help students improve their reading
skill is a significant challenge too.

2.3 Effects of the challenges experienced by Grade 8 English second language

teachers when teaching reading comprehension

2.43 Different teaching techniques that grade 8 English second language can
use to teach reading comprehension.

There is a myriad of research articles that explore effective reading comprehension

strategies. A school could have competent programs or curriculum, but larger and
measurable success is directly connected to teachers who effectively use reading
strategies that are known to work. According to this article, “Essential Elements of
Fostering and Teaching Reading Comprehension,” (Duke and Pearson, 2011),
students made “adequate progress in reading comprehension if they had strong
teachers of reading comprehension for two consecutive years.”

Here are ten essential teaching techniques that an English teacher can use for
effective reading comprehension instruction:

1.Increase your disciplinary and global knowledge.

2. Give students exposure to a variety and volume of texts.
3. Offer reading circumstances and books that inspire.
Teach comprehension techniques.

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5. Give text structure lessons.
6. Start a discussion with the kids.
7. Expand your vocabulary
8. Combine writing and reading.
9. Take note and evaluate.
10. Provide distinct instruction.

. This is

2.4.1 Teach vocabulary

Since it is difficult to establish communication, we must develop our skills,

particularly in English. This is due to the fact that English has been designated as the
worldwide language for intergovernmental communication. To better master the
English language, we need to improve on the fundamentals of the language, which
include speaking, writing, listening, and reading. These skills are taught in
kindergarten. This is due to the fact that living in this day and age means having a
solid command of the English language. Furthermore, because fluency in English
can facilitate our lives in a variety of ways (Fahari, 2021). Improving their overall
language skills increases the likelihood that they will understand the words they
encounter in written text. Since it is impossible to know every word one might
encounter, students should be taught about the different types of context clues and
how to use them to determine the meaning of unknown words.

2.4.2 Teach thinking strategies

Once students have the vocabulary to be able to make it through a text, they often
struggle with the complex thinking or sustained attention required to keep up with all
of the important details and to access information that is implied but not directly
stated. Teachers can instruct students on cognitive strategies they can use. Many
common text reading strategies such as annotation and SQ3R (a reading
comprehension method named for its five steps: survey, question, read, recite, and
review.)

2.4.3 Directly teach comprehension skills

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Students should be directly taught comprehension skills such as sequencing, story
structure using the plot mountain, how to make an inference and draw a conclusion,
and the different types of figurative language. Students should have the opportunity
to first use the skills with text that they hear the teacher read aloud, and then
later with text that they read independently at their own level.

The comprehension skills and strategies listed above can be used with the whole
class, as they closely align with reading and language arts standards for elementary
and middle school students. Teachers can help students select reading material with
vocabulary that matches their current ability levels so that within a classroom,
students are reading text and working on vocabulary at levels that are accessible for
each of them.

2.4.4 Give students some experience teaching others reciprocally.

Through the use of reciprocal teaching, which empowers students to take charge of
their education and start considering their thought process when reading or listening,
cognitive methods can be constantly practiced and put into practice. Teachers can
use reciprocal teaching during class discussions, with text that is read aloud, and
later with text that is read in groups. The students should rotate between the
following roles:

 Questioner, who poses questions about parts of the lesson, discussion, or text
that are unclear or confusing, or to help make connections with previously
learned material.

 Summarizer: one who condenses all significant information or details from the
course, conversation, or reading.

 Clarifier: strives to clarify any areas that the Questioner found unclear and
address any concerns raised by them.
 Predictor: someone who forecasts future events based on information offered,
discussed, or read.

Discussing or activating prior knowledge, developing questions while reading,

connecting what leaners are reading to another text, learners saying something they

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have seen, or something they have experienced, visualizing or picturing what they
are reading this are also some of the most important solutions that an English
teacher can use in her classroom when teaching reading comprehension.

2.5 Summary
Teaching and learning materials are very important in the whole process of teaching
and learning of any subject including English. They make learning more pleasant to
the learners because they offer a reality of experience, which stimulates self-activity
and imagination on the part of the learners. Many Namibian rural schools still suffer
lack of teaching and learning materials. A huge supply of materials can be delivered
to urban schools and rural scholar be neglected. On the other hand, when it comes
to reading skill, learners in urban schools have a lot of exposures when it comes to
improving their English reading skills unlike learners in rural schools. The teaching
and learning materials make the classroom lovely in the process of teaching and
learning since the learners are all kept busy in several creative activities making
them have interest in the whole subject. They also supply concrete basis for
conceptual thinking and hence, reduce meaningless word responses from learners.
For instance, authentic materials enable the students to explore the language used
in day-to-day life and which is tailored to their needs and interests. Hence, to
improve the performance in English language, there must be the need for the
provision and effective use of teaching and learning materials.

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 CHAPTER 3: RESEARCH METHODOLOGY

3.1 Introduction
This chapter presents the methodology of the study. It include the research
approach,, the research design, population and sample used. The research
instruments, sampling and data collection procedures, pilot study as well as the data
analysis methods are also presented. The ethical considerations are detailed at the
end of this chapter.

3.2 Research approach

A research methodology is the method used by a researcher to acquire, analyze,
and interpret data. There are three approaches to research: quantitative, qualitative,
and mixed method. Johnson (2017).

3.2.1QuantitativeApproach
Quantitative research is the collection and analysis of numerical data in order to
describe, explain, forecast, or control specific phenomena of interest. The analysis of
numerical data is complicated and requires a systematic approach. Quantitative
research utilizes deductive reasoning, Johnson (2017).

3.2.2 Qualitative approach

Qualitative research is the collecting, analysis, and interpretation of detailed narrative
and visual data in order to obtain insight into a specific topic of interest. Qualitative
research is defined as the study of multiple elements of a phenomenon at the same
time, with the goal of studying things as they occur naturally. This strategy employs
inductive reasoning. Johnson (2017).

3.2.3 Mixed approach

According to Johnson (2017), mixed methods research is an approach for
conducting research that includes collecting, analyzing, and combining quantitative
(e.g., experiments, surveys) and qualitative (e.g., focus groups, interviews) data. It
combines quantitative and qualitative approaches by including both kinds of data in a
single study. Mixed methods research allows the researcher to build on the

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relationship and strength that exists between quantitative and qualitative research
approaches. This allows for the phenomenon that is being researched to be better
understood This research approach is employed when the integration provides a
greater grasp of the study problem than any of the components alone.
This study will use a mixed approach research strategy.
3.3 Research Design
A research design is the framework of research methods and procedures selected
by a researcher to undertake a study. The design allows researchers to sharpen the
research methods suitable for the subject matter and set up their studies for success
(Bryman, 2016).

Mixed methods research designs combine qualitative and quantitative research

methods to gain a more comprehensive understanding of a research problem

Here are some common mixed-method research designs:

3.3.1 Sequential Explanatory Design.
The design begins with qualitative data collecting and analysis, followed by
quantitative data collection and analysis. It is frequently employed to investigate a
phenomenon qualitatively before generalizing the results quantitatively. This design
begins with quantitative data collection and analysis, then progresses to qualitative
data collection and analysis. It is useful for academics looking to validate or explain
quantitative results using qualitative insights (Creswell, 2021).

3.3.2 Convergent Design.

In this design, both qualitative and quantitative data are collected concurrently but
analyzed independently. The findings are then compared and evaluated to reach
meaningful conclusions (Creswell, 2021).

3.3.3Exploratory Sequential Design

The process begins with qualitative data collection and analysis to investigate a
phenomenon, followed by quantitative data collection and analysis to validate and
generalize the findings. In this design, quantitative data collection and analysis are
conducted first, and then qualitative data collection and analysis are used to explain
or provide context for the quantitative results (Creswell, 2021).
By mixing both quantitative and qualitative research and data, the researcher gains
in breadth and depth of understanding and corroboration, while off-setting the

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weaknesses inherent to using each approach by itself. One of the most
advantageous characteristics of conducting mixed methods research is the
possibility of triangulation, i.e., the use of several means (methods, data sources and
researchers) to examine the same phenomenon. Triangulation allows one to identify
aspects of a phenomenon more accurately by approaching it from different vantage
points using different methods and techniques. Successful triangulation requires
careful analysis of the type of information provided by each method, including its
strengths and weaknesses (Bryman, 2016).

3.4 Study Population

According to the English dictionary, population refers to all the inhabitants of a
particular place. The targeted population of this study will be learners and all English
teachers atin one or two schools, in Ompundja circuit.

3.5 The sample and sampling procedures

3.5.1 Sample size

The sample size is defined as the number of observations used for determining the
estimations of a given population. The size of the sample has been drawn from the
population. Sampling is the process of selection of a subset of individuals from the
population to estimate the characteristics of the whole population (Simplilearn,
2023).

3.5.2 Sampling procedure

The sampling of this study gives everyone in the population group an equal chance
to be selected, it will use simple random sampling. The population will be divided into
two groups which are: grade 8 English teachers; learners in grade 8. Learners will be
chosen at random by writing their class names on pieces of paper and drawing them
from a container.

3.6 Research Instruments

Simplilearn (2023) defines research instruments as tools used to gather, measure,

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and analyze data relevant to your study objectives. This study will employ a
questionnaire and classroom observation to collect data.

A questionnaire is a research tool that consists of a series of questions designed to

elicit information from respondents. Questionnaires They can be thought of as a kind
of written interview. They Questionnaires can be carried out face to face, by
telephone, computer or post. Rich qualitative data is will be obtained as through
open-ended questions to allow the respondent to elaborate on their answers. This
means the researcher can will be able to find out why a personthe participants holds
a certain attitudes (Johnson, 2017).

Observation refers to a variety of non-experimental investigations in which conduct is

systematically observed and documented. The purpose oresearcher will use f
observational research is to characterize a the variable or a group of variables. More
broadly, the purpose is will be to capture a picture of specific features of a
personteachers, group, oand the teaching/learningr environment. (Rosenhan, 2018).
This study will rely on questionnaires and observation.
3.7 Data Collection Procedure
Data collection is the systematic approach to gathering and measuring information
from a variety of sources to obtain a complete and accurate picture of an area of
interest, or the process of gathering and analyzing accurate data from various
sources to find answers to research problems, trends, probabilities, and so on, in
order to evaluate possible outcomes (Simplilearn, 2023).

3.8. Data aAnalysis procedure

According to Johnson (2017) Wrote that the analysis of data begins from the specific
and builds towards general patterns, and the researcher’s responsibility is to look for
relations among the different dimensions in the collected data. The data collected will
be organized for the researcher to compare and contrast the results. The research
study carefully examines the data to draw conclusions.

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3.9 Trustworthiness

3.109. Ethical considerations

Ethical considerations are referred to the accountability towards general public by
protecting the human or animal subjects used in the study Bryman,A. (2016).
Permission to conduct the study will be obtained from the school management at a
certain school where research will be conducted. No one will be forced to participate
in the study. Anonymity will be highly respected; all participants will not be required
to give personal details such as names to ensure anonymity and strict confidentiality.
Information to be collected will only be used for research purposes only. Participants
will also be informed that they will be free to withdraw at any time during the
research process, without recrimination. The participant will be informed that they
can skip any question which they may not be comfortable answering.

3.110 Summary
The study will use mixed approach research design method. Random sampling
method will be used to carry out the study; learners will be randomly selected by
writing class names on pieces of papers and randomly picking them from a
container. Questionnaire, interviews and observation will be used as instruments
during this study.

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 REFERENCES

Apriani, Putri A'yuni (2023) Teachers' challenges in teaching reading comprehension

for eighth-grade students at MTs Wahid Hasyim 01 Dau. Undergraduate thesis,
Universitas Islam Negeri Maulana Malik Ibrahim.

Brevic, L.M. 2019. Explicit reading strategy instruction or daily use of strategies?
Studying the teaching of reading comprehension through naturalistic classroom
observation in English L2. Reading and Writing, 32, 2281-2310.

Bobkina, J. & Stefanova, S. 2016. Literature and critical literacy pedagogy in the EFL
classroom: Towards a model of teaching critical thinking skills. Studies in
Second Language Learning and Teaching, 6 (4): 677-696

Bryman, A. (2016). Integrating quantitative and qualitative research: How is it done?

Qualitative Research, 6, 97113.

Buschfeld, Sarah and Kautzsch, Alexander 2014. “English in Namibia: A first

approach,” English World-Wide 35.2: 121–160.CrossRefGoogle Scholar

Creswell, J. (2021). Designing and conducting mixed methods research. (2nd ed.).
Thousand Oaks, CA: Sage.

Cronje 2021; Rule & Land 2017; du Plessis & Letshwene 2020)

Fahari, I. N. (2021). HOW TO IMPROVE YOUR ENGLISH SKILLS.

Graham, H. F. (2020). Education.

Johnson, B. (2017). Toward a definition of mixed methods research. Journal of

Mixed Methods Research, 1(2), 112-133.

Naomi Boakye University of Pretoria //orcid.org/0000-0002-7578-8424

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Nina Parish (2020) George Lucas Educational Foundation.

NIED. (2003). Language policy. Okahandja.

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