MADDA WALABU UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

FACTORS THAT AFFECT STUDENTS’ EXTENSIVE READING

SKILLS: THE CASE OF SECOND YEAR ENGLISH LANGUAGE
AND LITERATURE STUDENTS AT MADDA WALABU
UNIVERSITY

SENIOR ESSAY SUBMITTED TO PARTIAL FULFILLMENT OF

THE REQUIREMENTS FOR THE DEGREE OF BACHELOR OF
ARTS IN ENGLISH LANGUAGE AND LITERATURE

BY

YEMSRACH ADAYE

ADVISOR: MUKTAR A (Assist. Prof.)

JULY, 2021

Robe Bale, Ethiopia

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Table of Contents
ACKNOWLEDGMENTS................................................................................................................
ABSTRACT..................................................................................................................................
CHAPTER ONE.................................................................................................................................
1. INTRODUCTION..........................................................................................................................
1.1. Background of the study......................................................................................................
1.2. Statement of the problem...................................................................................................
1.3. Objective of the study..........................................................................................................
1.3.1. General objective..............................................................................................................
1.3.2. Specific objective..............................................................................................................
1.4. Research questions..............................................................................................................
1.5. Significance of the study......................................................................................................
1.6. Scope of the study...............................................................................................................
CHAPTER TWO................................................................................................................................
2. REVIEW OF RELATED LITERATURE..............................................................................................
2.1. Concepts of reading.............................................................................................................
2.2. Ways of reading...................................................................................................................
2.3 Importance of reading..........................................................................................................
2.4. Extensive Reading................................................................................................................
2.4.1. The concept of extensive reading.....................................................................................
2.4.2. Historical perspective of extensive reading......................................................................
2.4.3. Features of Extensive reading...........................................................................................
2.4.4. Advantage of extensive reading........................................................................................
2.4.5. Factors Affecting Extensive Reading.................................................................................
2.4.6. Roles of students developing their extensive reading skill...............................................
CHAPTER THREE..............................................................................................................................
3. RESEARCH METHODOLOGY........................................................................................................
3.1. Description of the Study Area..............................................................................................
3.2. Research Design...................................................................................................................
3.3. Population of the study.......................................................................................................

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 3.4. Sample size and Sampling Techniques.................................................................................
3.5. Data Collecting Tools...........................................................................................................
3.5.1. Questionnaires................................................................................................................
3.5.2. Interview.........................................................................................................................
3.6. Data Collection Procedures................................................................................................
3.7. Data analysis technique and procedure.............................................................................
CHAPTER FOUR.............................................................................................................................
4. ANALYSIS AND INTERPRETATION OF DATA...............................................................................
4.1. Analysis of students Questionnaire...................................................................................
Analysis of teachers Interview......................................................................................................
CHAPTER FIVE...............................................................................................................................
5. SUMMARY, CONCLUSION AND RECOMMENDATION...............................................................
5.1. Summary............................................................................................................................
5.2. Conclusion.........................................................................................................................
5.3. Recommendation..............................................................................................................
REFERENCES.................................................................................................................................
APPENDIX - A................................................................................................................................
APPENDIX B..................................................................................................................................

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ACKNOWLEDGMENTS
First of all, I would like to extend my special thanks to my Advisor Muktar for his
generous and unreserved assistance to carry out this research. Next, I thank for Madda
Walabu University especially, the Colleges of English language and literature for
designing such program through which students’ upgrade their knowledge. Finally, I
would like to extend my earnest thanks to my family for giving me moral and financial
support which in turn result in successes of my academic achievement and even in my
course of study.

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ABSTRACT
The objective of this study was to find out factors that affect students extensive reading
skills focused on second year English major students at Madda Walabu University. For
this study the researcher was used descriptive research design in order to collect
relevant information from the students, questionnaires and interview were used as a
major tool to collect the data from the students and the researcher used available
sampling technique and purposive sampling technique for interview for this study. All
populations were selected as a sample of the study by using census technique. Because,
the total populations of the study were very small. Those data was analyzed and
interpreted in qualitatively and quantitatively using frequency and percentage. The
background knowledge is very import to extensive reading skills because, if someone has
background knowledge, he/she can simply understand what he/she read. However, in the
Madda Walabu University second year English major students have no so much
background knowledge. Students should not be initiated with only academic texts, while
they must read non – academic materials to develop the skill of extensive reading.

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 CHAPTER ONE

1. INTRODUCTION

1.1. Background of the study

English language is an international language which is used as a means of
communication in the world. From time to time, the important of developing the skill
of English language becomes greatly important more than in the history of human
kind. As it is known, English language is medium of instruction on Ethiopia high
school and higher institutions. Thus, the students that educational institution should
develop the four skills of the target language, which are listening, speaking, writing,
and reading. As the researcher defines it, reading is the process of getting knowledge
from written text. According to Barber (1983) reading is believed to be the most
essential part of the four skills for learners any subject requires considerable amount of
reading. In human life, reading is a means of communication that used to achieve
academic and social life.

Extensive reading is the most dominant style to have better understanding about both
academicals and non academicals texts and it is significant for reading. In relation to
this idea Gerllet (1981) state that the object of extensive reading in skill is reading
longer text for personal pleasure and satisfaction. When the readers use extensive
reading, they understand the idea clearly. According to Grobe and Stole (2002)
extensive reading exposes learners to longer quantities of materials with in their
linguistic competence. This idea is especially in vocabulary acquisition to definition
Beniko Mason and Stephen K (1997). From these two researcher can notice extensive
reading has a power to motivate us understanding whatever we read.

1.2. Statement of the problem

Extensive reading skill is very necessary to understand the world read for pleasure.
This time is the time when human beings are getting sufficient information through

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reading because the important information that develops human mind is printed in
written form.

The researcher has an opportunity to discuss about the skill of extensive reading with
some of the second year English major students as they said extensive reading is very
important for the sake of general knowledge as well as to build all rounded
personality.

So, the researcher interested to identify the problem relating to extensive reading in
the study area.

Anteneh(2008) Hawasa university conducted study on the same title and suggested
that hide ring factors such as; large size of reading books, lack of time and shortage of
reading materials are the factors that affects students extensive reading skill. But those
may not be only problems, and the lack of motivation, lack of interest, the students
give first impression for only academic materials and etc, are the problems for
students’ poor skill on extensive reading. If the students have no good skill in reading,
they cannot get enough knowledge that can help them to achieve their goals. Therefore
the current researcher initiated to conducted deeply this research to fill this gap.

1.3. Objective of the study

1.3.1. General objective

The general objective of this study was to find out factors that affect students’
extensive reading skills of second year English language and literature students at
Madda Walabu University.

1.3.2. Specific objective

This study the following specific objective

 To identify the challenges of students’ extensive reading skills of second year

English language and literature students.
 To find out the sources of the problem that contributes for the factors that
affect students’ extensive reading.

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1.4. Research questions
 What are the challenges of students’ extensive reading skills of second year
English language and literature students?
 What are the sources of the problems that contribute for the factors that affect
students’ extensive reading?

1.5. Significance of the study

The anticipated outcome of this study was helped students to improve their extensive
reading skill. In addition, it was help them to develop positive attitude toward
extensive reading skill. It was helped teachers providing suggestion how to help the
students toward extensive reading skill. It also helps that researcher who wants to
conduct research on this topic.

1.6. Scope of the study

This study was delimitated to the assessment of factors that affect second year English
major students’ extensive reading skill at Madda Walabu University, because
currently, they took the course on reading and the researcher assume that they give
depth information.

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 CHAPTER TWO

2. REVIEW OF RELATED LITERATURE

2.1. Concepts of reading

Different authors define reading in different ways according to their understanding.
For example: Brown(1989) explains that extensive reading is carried out to achieve a
general understanding of a text. Another author, Eskye (1998) stated that reading can
be understood as an active purposeful and creative mental process which readers
engaged themselves in the constructions of meaning from the provided by the text
readers read different material to get knowledge. Long and Richards (1971) identify
extensive reading as occurring when students read large amounts of high interest
materials, usually out of class, Concentrating on meaning reading for gist and skipping
unknown word.

2.2. Ways of reading

Readers read materials in deferent ways based on the purpose of writers such as
Gerllet (1981), Dount (1990) and other identified about four ways of reading :
skimming, scanning, intensive reading and extensive reading. These major ways are
discussed as follows: skimming is a ways of reading different materials. Gerllet (1981)
defined skimming as reading quickly to group to general theme or general idea and he
defined skimming involves knowing which part of text contain most important
information and reading only those ,more than must kinds of reading, therefore, it
requires knowledge of text structure. The readers should know of the text thus way
help recorder to hold the central points of the material quickly.

On the other hand, scanning is the second way of reading: according to Gerllet (1981)
scanning is quickly going through a text to find particular pieces of information when
people read material they look first at the table of contents, the publication and index
very quickly to get particular information. In addition to this, D.B.Rao (2008) explains
it as skill in which is used to identify the piece information n the text. He further state
that teacher should take the responsibility of asking relevant question so as to assist

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their students practices. The third ways of reading is intensive reading. As
Gerlletexplains the ways readers read materials, like document, poetry, novel and
others then, do dig out both open to view /knowledge and messages of them. This kind
of reading is used to develop the readers read written materials, poetry, novels and etc,
they should understand the way to develop their accuracy and fluency. The last ways
of reading does extensive reading, the way of reading for word wide understand.

2.3 Importance of reading

Here some points are discussed about the importance of reading in relation to
extensive reading. Reading plays an essential role in daily lives. Most people read
design; mars label and so on medicine bottles direction for operating new appliance.
The readers read to fill out forms to fill their income, to apply for jobs and to request
circuitry. The ability to perform such use full activities is called as reading or
functional literary has always important to students. All elementary school subjects
such as : mathematics, sciences, social studies and spelling requires students to reach.

As it is indicated reading articled to ones day to day life people who have awareness
on the importance reading get message from different materials when they read
purposefully .

2.4. Extensive Reading

2.4.1. The concept of extensive reading

According to Grant(1987) state extensive reading is the act of reading materials such
as, novels, longer text letter, magazines and newspapers for pleasure at intermediate
speed. This way of reading helps readers to develop the readers’ fence and over all
understanding relevant information. In this methods reading, the reader reads variety
of materials the reader can get extensive reading to get world information.

As Getachew, (1996). indicates in approaches the wanted or amount information

desired on the basis of purpose of not all the ways reading mentioned above are
merely exclusives but, they are also interdependent. He also explains the concept of
extensive reading as the follow. In fact the objectives of extensive reading larger tasks
basically, materials such as in novels, short stories, and magazines for worldwide

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understanding. So extensive reading in which a second language learners are exposed
to a large quantity of information wide range of habits and various subjects and
outlooks well as writing style for enjoyment. To achieve to all these advantages
understanding all the values of extensive reading and reading and reading those
variety of reading materials is very important.

2.4.2. Historical perspective of extensive reading

Harold palmer(1917) in Britain Micheal w(1926) in idea were the first to pioneer the
theory of extensive reading as approach to foreign language to achieve and reading in
a particular palmer choose the term extensive reading.

Caldron and report (1929) on modern foreign language study introduced the reading
method recommended the inclusion of extensive reading in its method. Also Dupes
research (1997) in French supported the theory that extensive reading is more
pleasurable and beneficial for language activation than grammar instruction and
practice. Natal (1998) argued the case for extensive reading program citing research
studies that should expressive gains in reading ability mention and attitude over all
linguistic competence.

2.4.3. Features of Extensive reading

The following are the feature of extensive reading

The teachers need to be well informed about the books and reading materials that
would appeal to their students.

Guided extensive reading needs to be conducted in relied in formal class room

atmosphere where the teacher focused on keeping students read for pleasure. The
reading materials should be within the students' level of competence. Students are
giving to the opposite to choose the books that they would like to read. The program
needs to be conducted on a regular basis. The features of guided extensive reading
(GER) program seem to correspond with most of the day and Bam ford (2002) top
nine principles for teaching extensive reading.These include the felt that the reading
materials should be with the learners level of competency that they be allowed to
choose what they want to read that the teacher and the guide students. That rending is
individual and silent that purpose of reading is for pleasure as day and Bam ford have
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mentioned. These are among the conditions and methodology necessary for its
success. The researcher share day and Bam ford view that reading is its own reward
and he shares their view that the teacher should be arose model of the reader.
Extensive reading has some distractive features. one of those features is opportunity of
more information from reading material out of the class room according to the reader
purpose and goal. There are various types of reading materials such as: news papers,
magazines, novels and e.t.c. Another important feature of extensive reading is the
availability of learning in their own program and interest. The third feature of
extensive reading that can be considered is linguistics competence of the reader is
major feature in understanding of whole reading. The whole success of reading
strengths, the efficiency of extensive reading of the readers’ satisfaction in while
reading encourages the reader for extensive reading.

Day and Bam (1980) state forwards eight characteristics identified successful
extensive programs: student read as much as possible. Avariety of materials on
arranged of topics is suitable. Students select what they want to read. Reading is its
own reward. Reading is individual and silent. Reading speed is usually faster than
slower. Teachers oriented students to you of the program and teacher is arolemedias of
reader.

2.4.4. Advantage of extensive reading

Extensive reading has the following advantages: The students may develop areading
skill. Gain more confidence in reading students to improve their attitude toward
reading and become more motivate read. Improve over all language competence.
Increase reading comprehension. Build background knowledge.Acquire incidental
grammatical competence. Expand fight vocabulary. Be more prepared for further
academic course because they have read large quantities. In addition to that extensive
reading has other importance interms of providing general knowledge according to
some writers like wallace (1998) states as follows. Students require the reading speed
and skill he or she was need for particular purpose when he or she in leaves school so
pure professional competence depended on effective reading. In addition to this our

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general knowledge depends on reading the more students read the more background
knowledge he or she acquires more books she or he find and they understand.

2.4.5. Factors Affecting Extensive Reading

An extensive reading skill may be costly and time consuming to set up if materials are
not available. It may be difficult to get support from administration.

2.4.6. Roles of students developing their extensive reading skill

The students assume total responsibility for developing reading ability of the students
without dictionary. The students usually choose their own materials and move along at
third own pace. but most push themselves in order to show greater progress. Generally
it discussed in the proceeding sections, the term reading is defined as an active
purposeful and creative material process in which the readers remove themselves in
the construction of meaning from provided by the text and relevant prior knowledge.
When the researcher see extensive reading as a general term.It as a way of reading in
gathering wide information, knowledge and for entertainments in the next chapter
main analysis would be presented detail.

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 CHAPTER THREE

3. RESEARCH METHODOLOGY

3.1. Description of the Study Area

MaddaWalabu University, which is one of the public universities in Ethiopia, was
established in 2006. The university is located in Bale Zone, in the town of Robe and it
is about 430 km away from the capital city, Addis Ababa. The university has 42
undergraduate and 17 postgraduate programs (MaddaWalabu University,2021).

3.2. Research Design

For this study, the researcher was used descriptive research design. Descriptive
research is a method of collecting information by asking questions(Kothari, 2006).
The researcher will use the quantitative and qualitative methods to analyze the data
which will be gathered from the students. The researcher will use the table and
percentage to analyze close-ended questions, Open-ended questions and interview
questions; the researcher was used the quantitative data analysis method by using
numbers and qualitative data method by using words.

3.3. Population of the study

The total number of 2nd year English language and literature students was 14. From
these total students,9 students were males and 5of them were females. In addition,
there were 23 teachers in the department. From these total 21 teachers were males and
2 teachers were females.

3.4. Sample size and Sampling Techniques

All 2nd year English language and literature students were selected as a sample of the

study by using census technique. Because, the total populations of the study were very

small.

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3.5. Data Collecting Tools

To conduct this study, the researcher was employed two major data collecting method
i.e. questionnaires and interview.

3.5.1. Questionnaires
Questionnaire was research instrument consisting of a series of question and other
prompts for the purpose of gathering information from the 2 nd year English language
and literature student’s. The questionnaire contains open -ended and close-ended
questions to gather relevant information from the sample of respondents on factors
that affect students’ extensive reading skill. The researcher was used 4 open-ended and
10 close -ended questions. Questionnaire was prepared by using English language and
distributed for the students.

3.5.2. Interview
Interview is another research instrument conversation between two or more people
where questions are asked by the interviewer to obtain information from the
interviewers. Interview is used to collect data to get relevant information from the
expected respondents. The researcher interviews the second year English language and
literature students. Interview was conducted with the participants and it was held
individually to let the participant feel to speak their experience and believe about
factors that affect students extensive reading skills. Interview was employed with four
teachers.

3.6. Data Collection Procedures

To collect relevant data from the respondents, the researcher follows certain steps.
Accordingly, first questionnaires were distributed for students in their formal class,
and the researcher gave clear information for respondents regarding on the purpose of
the questionnaire and requested to read the questions carefully and to set the
appropriate answer which expressed their idea. Second, three students were
interviewed and the interviews were transcribed in to interpretations and analysis and
collect the data.

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3.7. Data analysis technique and procedure.
After the data collected, the researcher was analyzed and interpreted the data by using
both qualitative and quantitative analysis method, the data which was gathered from
the respondents by using close-ended items were analyzed quantitatively using table
and percentage and interview was analyzed qualitatively through distribution.

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 CHAPTER FOUR

4. ANALYSIS AND INTERPRETATION OF DATA

The analysis and interpretation of this part also mainly focused whether the students
had extensive reading skills or not. Out of 14 questionnaires that were distributed 14
questionnaires were fully returned.

4.1. Analysis of data obtained through questionnaire

Table 1 Factors that affect students in extensive reading

No ITEM Alternatives

Always Usually Sometimes Rarely

1 How often do you read non-academic F 5 4 1 3
materials?
% 35.71 28.57 7.1 21.42
2 How often do you go to library to read F 5 4 2 2
nonacademic texts?
% 35.71 28.57 14.28 14.28
3 To what extent do your English teachers F 5 4 1 3
encourage you to read different
% 35.71 28.57 7.1 21.42
materials?
4 To what extent do your families F 5 4 2 2
encourage you on providing you to read
% 35.71 28.57 14.28 14.28
different reading texts?
5 How often do new vocabulary words F 6 3 1 3
affect you when you engage in
extensive reading? % 42.85 21.42 7.1 21.42
6 How often do you face with lack of time F 5 4 2 2
to read extensive reading materials?
% 35.71 28.57 14.28 14.28
7 How often do you interest to read F 1 3 6 3
extensive reading materials?
% 7.1 21.42 42.85 21.42
8 How often do you have interest to read F 6 3 1 3
nonacademic books extensively?
% 42.85 21.42 7.1 21.42
9 How often do you go to library to read F 5 4 2 2
nonacademic texts?
% 35.71 28.57 14.28 14.28

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As shown in table 1, respondents were asked in item 1, 5(35.71%) of the respondents
always, read nonacademic materials and 4 (28.57%) of the respondents usually read
nonacademic materials and 1 (7.1%) of the respondents sometimes and 3(21.42%) of
the respondents rarely read nonacademic materials. These indicated that almost of the
respondents has a good skill of extensive reading to read materials. These indicated
that a few number of students do not have a good skills on extensive reading.
Generally, this analysis and interpretation implied that almost of the respondents had
good reading skill but, few of them had not good skill of reading nonacademic
materials.

Item 2 in table 1 was designed to showed 5(35.71%) of the respondents said that
always they read in the library and 4 (28.57%) of the respondents said that usually
they wanted to read in the library. and 2 (14.28%) of the respondents said that
sometimes and 2 (14.28%) of the respondents said that rarely they read in the library
and 4(13.3%) of the respondents responded that never they read nonacademic texts in
library. Generally, most of the respondents were read nonacademic texts in library in
a few time. And some of them were read nonacademic texts in library mostly, and
some of them were not read nonacademic texts in library. This shows that the greater
number of the respondents were not read nonacademic texts so much.

Item 3 in table 1 was designed to showed 5(35.71%) of the respondents always they
have been encouraged by their teacher to read different materials for the sake of
pleasure and entertain mental, and 4(28.57%) of respondents usually and 1(7.14%) of
the respondents sometimes encouraged by their teacher and 3(21.42%) of the
respondents rarely and 1(7.14%) of the respondents never they have been encourage
by their teachers to read different materials.

Generally, these indicated that almost of the respondents were sometimes encouraged
by their teacher to read different materials as a means of getting pleasure and

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Entertainment. But, some of them were not encourage by their teachers to read
different materials as a means of getting pleasure and Entertainment. This shows that
same number of respondents were encourage and some of them were not.

As shown in table 1, respondents were indicate 5(35.71%) of the respondents always

encourage by their families encourage you on providing you to read different reading
texts to develop your extensive reading skills and 4 (28.57%) of respondents usually
they encouraged by their families.

In contrary 2 (14.28%) of the respondents sometimes and 7(23.3%) of the respondents

rarely encouraged by their families and 2 (14.28%) of the respondents never
encourage by their families. Generally, these indicated that almost all of the
respondents were not encouraged by their families on providing you to read different
reading texts to develop their extensive reading skills.

Item 5 in table 1 was show that about 6 (42.85%) of the respondents responded that
always, new vocabulary words affect you when you engage in read extensive reading
skills and 3 (21.42%) of the respondents said that usually they wanted to new vocabulary
words affect you when you engage in extensive reading and 1 (7.14%) of the respondents
said that sometimes and 3 (21.42%) of the respondents said that rarely they affect by
vocabulary words when you read extensive reading skills.

Generally, indicated that most respondents were often do new vocabulary words affect
you when you engage in extensive reading skills. And some of them were affect by
vocabulary words when you read extensive reading skills. Mostly and some of them
were not often do new vocabulary words affect you when you engage in extensive
reading skill. This indicated that the great numbers of the respondents were not affect
vocabulary words so much.

The above table 1, item 6 indicated that the 5 (35.71%) of the respondents answered that
always, they face with lack of time to read an extensive reading materials and 4 (28.57%)
of the respondents answered that usually and 2 (14.28%) of the respondents answered
that sometimes and 2(14.28%) of the respondents answered that rarely and 1(7.14%) of

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the respondents answered that never they face with lack of time to read an extensive
reading materials.

Generally, most of respondents were they, face with lack of time to read an extensive
reading materials and some of them were not. This implied that the great number of
the respondents have lack of time to read an extensive reading materials and less of
them were not.

The above table 1, item 7 indicated 1 (7.14%) of the respondents replied that always, they
have interest to read extensive reading materials and 3 (21.42%) of the respondents
replied that usually and 6 (42.85%) of the respondents replied that sometimes and 3
(21.42%) of the respondents replied that rarely and 1 (7.14%) of the respondents replied
that never they academic education encourage you to read nonacademic materials.

Generally, most of the respondents were have interest to read extensive reading
materials in a few time. And some of them were encourage academic education you to
read nonacademic materials. Mostly, and some of them were not encourage academic
education you to read nonacademic materials. This implied that the great number of
the respondents were not have interest to read extensive reading materials so much.

The above table 1, item 8 indicated 6 (42.85%) of the respondents responded that always,
they get interest in nonacademic books to read it and 3 (21.42%) of the respondents
responded that usually and 12 (40%) of the respondents responded that sometimes and 1
(7.14%) of the respondents responded that rarely and 3 (21.42%) of the respondents
responded that never they get interest in nonacademic books to read it. Generally, most of
the respondents were to get interest in nonacademic books to read it. And some of them
were not interest nonacademic books to read it. This shows that great number of the
students were interest in nonacademic books to read it and less of them not

As the above table 1, item 9 indicated 5 (35.71%) of the respondents said that always
they have the habit of reading books and 3 (28.57%) of the respondents said that
usually and 2 (14.28%) of the respondents said that sometimes 2 (14.28%) of the
respondents said that rarely and 1 (7.14%) of the respondents said that never they have
been encourage to the entertainment of reading extensive books. Generally, most of the

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respondents sometimes encourage to the rate of the habit of reading books. And some
of them were not encourage to the habit of reading books. This indicated that greatest
number of students were sometimes and less of them not.

Table 2 challenges that affect students’ extensive reading?

No ITEM Rating Frequency Percentage

1 Do you have sufficient Yes 5 35.71

Time to extensive reading? No 9 64.29

Total 14 100

As we seen from the above table 10, about 9(64.29%) replied that they do have no time to
read extensively, while only about 5(35.71%) said yes we have sufficient time to
extensive reading. Therefore, what the researcher concluded here is that, the majority of
the students have no sufficient time for extensive reading.

4.2. Analysis of open ended questionnaires

1. Do you think reading nonacademic books such as novel, short stories, poetry,
newspaper, and magazine help you to develop your extensive reading skill? If
you say state why? If you rely No, state your ideas how useful they are in
developing your extensive reading.
 Yes, reading nonacademic books develop our extensive reading skill.
 Because, they develop more ideas, more vocabulary plus extensive reading
can expand their language skill in general.
2. Are you interest to engage in extensive reading?
 Most of the respondents were have interest to read extensive reading
materials in a few time. And some of them were encourage academic
education you to read nonacademic materials. Mostly, and some of them
were not encourage academic education you to read nonacademic materials.
This implied that the great number of the respondents were not have interest
to read extensive reading materials so much.

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 3. Are there any challenges you come across in your extensive reading? If say yes,
please tell me some kinds of challenges you face in extensive reading
 Lack of sufficient Time to extensive reading, lack of materials, lack of inters
and lack of conducive environment.

4.3. Analysis of teachers Interview

4. Do you think reading nonacademic books such as novel, short stories, poetry,
news paper, and magazine to develop students’ extensive reading skill? If you
say No, state why? If you rely Yes, state your ideas how useful they are in
developing students’ extensive reading.
 Most of the respondents said yes for the question above. But they replied as
that they not use much time for read nonacademic texts. They read rarely the
nonacademic texts in library. Because while the students’ read non-
academic books or any written materials they develop their language skills.
They develop more ideas, more vocabulary plus extensive reading can
expand their language skill in general.
5. What are the factors that affect teaching reading skills?
 They expressed its important as its develops reading skills, refresh the
reader after reading academic texts, develops vocabulary words, entertains
the reader, and it encourages the capacities of understanding horizons. There
are many factors that can affect teaching reading skills:-First the
environment can affect it, for instance if the teaching environment is noisy
we cannot teach reading. Second if we don’t have much time it can affect to
teach reading. Third the students’ interest by itself can affect teaching
reading skill. If they are not willing to read, we ca not teach them properly.
6. What type of text do you frequently give to your students’?
 The respondents replied the same answered for their frequently reading
texts. They said, that they read their academic text books frequently; and
some reference, academic texts like assignment or short story to get
additional information from the text to encourage their academic learning.
7. What is your attitude towards extensive reading skills of your students?

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  To this interview question, most respondents replied that they have negative
attitude towards extensive reading skill. So depend on their reply, their
researcher concluded that there is a weakness from students. They do not
have extensive reading so they are weak in their academic performance as
well as their general knowledge

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 CHAPTER FIVE

5. SUMMARY, CONCLUSION AND RECOMMENDATION

5.1. Summary
The main purpose of this study was factors that affect students’ extensive reading
skills of second year English language and literature students at Madda Walabu
University. To achieve the above stated, the following research questions were
answered.

The researcher used 14 students' and 2 teachers sample of the study to conduct the
research on factors that affecting students' extensive reading skill on second year
English major students at Madda Walabu University.. This study contains both
questionnaires and interview to collect data both qualitative and quantitative data
analysis techniques were employed. The students responses analyzed by using
percentage and the interviews were analyzed by sentence form. The finding show
factors that affect students’ extensive reading skills and the researcher prepared thirty
questionnaires and three interviews and they gave responses.

5.2. Conclusion
Based on the finding of the study he following conclusion was made. As the data that
the researcher was gathered indicated that some of the respondents in Madda Walabu
University. Did not have the skill to read non-academic reading materials. Those
problems are that Madda Walabu University. Second year English major students have
no time to read the nonacademic texts. They mostly depend on the academic text. And
they have a lack of vocabulary words to know its full meaning of the nonacademic
texts. These are the factors that affect the students’ extensive reading skill.

The background knowledge is very import to extensive reading skills because, if

someone has background knowledge, he/she can simply understand what he/she read.
However, in the Madda Walabu University second year English major students have
no so much background knowledge. As a result, they have no skill of extensive
reading materials which are written in English On the other hand, families and teacher

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support were not enough to encourage the students background knowledge and to get
the general information.

Generally, in Madda Walabu University second year English major students are not
matured and interest to read nonacademic texts. But they have an interest to read
academic texts. As the data that the researcher was gathered explain that they focused
on good secure or grade but, some of the students were reported to be interested to
read non-academic texts such as: novels, poetry, newspaper, short stories and
magazines

5.3. Recommendation
Based on the result of the study the following recommendations have been made.

1. Students should not be initiated with only academic texts, while they must read
non – academic materials to develop the skill of extensive reading.

2. In university level students must have awareness about the value and advantages
of extensive reading instead of waste their time in different games

3. Teachers should motivate their students to read extensive reading materials

4. Madda Walabu University. Teachers, library services and other social services
should provide supplementary reading materials for their students to equip them
with world information and knowledge.

5. The university should provide adequate different materials for students to read.

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REFERENCES
Barber, J (1993). Learning style retrieved on Jan 25,2013

From htt://tttp://libraty education world- net / allal- 7hrm

Beniko, M and Stephen, K(1997). fromhtt: // www. Google .com.

Brown, (1998). Extensive reading: a simple technique with

Outstanding results: EA education conference

Day and Bam ford, (1980). Extensive reading in the second language class room

Cambridge university press.

D.B Rae, (2008:18). readersandresearch director R.V.R collage of education

Counter5 2006(AP) India.

Dupe’s, (1997). Extensive reading language a dairy study of a beginning learner of

Arkansas University

Gale dons and Report, (1929). Extensive reading in English as a foreign language.

Getachew, (1996).skills development methodology A.A University

Addis Ababa university press

Gullet, (1981).developing reading skills: practical guide to reading comprehension.

Exercise roar.

Grant, L (1987). extensive reading and its role in Japanese high school.

Green and Oxford, (1995).from htt://www.Google.Com. Oxford university press

Grebeandstole, (2002:259). reading in the language class Room: London Longman

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Long and Richards, (1971). Extensive reading in English Habits and attitudes of a

group of Italian university students

Michel, W(1926). Effective reading Networks India : Mahatma Gandhi university

press

Natal, (1996). Teaching reading skill in foreign language Oxford: Heinemann.

Wallace, (1998:87). Extensive reading New York: Oxford University press.

Skye E.E (1998). reading and research INM Bright led international encyclopedia

Of linguistics. New York oxford university VOB

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 APPENDIX - A
MADDA WALABU UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

Questionnaire to be filled by students

Dear student

The purpose of this study is identifying the factors that affect the students’ extensive
reading skill. To this end questionnaires prepared to request your skill practice of
extensive reading. The success of this research depends on the truthfulness of your
responses. Therefore, you are requested to answer the questions honestly. I promise
that your response will be used only for research purposes and no individual will be
reported by name.

Thank you in advance!

Part I: Students’ Background Information.

Instruction I: Read the following points and puta tick (√)in the boxes prepared.

1. Sex: Male Female

2. Age: 20 – 25 years 26-30 years 31 and above

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Instruction 2: show the extent of your option on each statement by selecting the word
which consist your answer rand tick (√) under the number among the following five
point scale.

NO 5 4 3 2 1
1 How often do you read non-academic materials?
2 How often do you go to library to read nonacademic
texts?
3 To what extent do your English teachers encourage
you to read different materials?
4 To what extent do your families encourage you on
providing you to read different reading texts?
5 How often do new vocabulary words affect you when
you engage in extensive reading?
6 How often do you face with lack of time to read
extensive reading materials?
7 How often do you interest to read extensive reading
materials?
8 How often do you have interest to read nonacademic
books extensively?
9 How often do you rate the habit of reading books?
5. Always 4. Usually 3.Sometimes 2.Rarely 1.Never

10. Do you have sufficient Time to extensive reading?

Yes No

11. Are their sufficient place to extensive reading in the library?

Yes No

12. Do you interest to extensive reading materials?

Yes No

13. Does your university sufficient extensive reading materials in the library?

Yes No

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 APPENDIX B
INTERVIEW GUIDE FOR TEACHERS

1. Do you think reading nonacademic books such as novel, short stories,

poetry, news
2. What are the factors that affect teaching reading skills?
3. What type of text do you frequently give to your students’?
4. What is your attitude towards extensive reading skills of your students?

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