Abstract:
The aim of the study was assessing the factors of teaching reading comprehension skills and its
possible solutions. To achieve this, descriptive research design and mixed research methods
were employed. From the total populations of 572 grade 10 students, 116(20%) of students were
selected by random sampling techniques. Questionnaire and classroom observation were used as
major data collecting instruments and semi-structured interview was used as a supportive tool.
To collect the relevant data, students’ questionnaire, classroom observation and teachers’
interview were used to make the study more reliable. The data collected from the students,
classroom observation and teachers through different instruments were presented in the form of
percentage and tables. The data were analyzed using both quantitative and qualitative methods
of analysis. The main findings were showed that the majority of the students had difficulty in
understanding vocabulary in the reading passage which was seen as serious problems that
affecting students’ reading comprehension skills. The majority of the students had a lack of
important knowledge about reading strategies and techniques which were very necessary for
their reading comprehension skills. Therefore, encouraging students to practice reading, giving
interesting and life-related reading activities and giving frequent reading tasks for students were
some of the strategies that EFL teachers use to improve the practice of teaching reading
comprehension skill. Likewise, the findings of this research would have the following values:
Students in secondary school were required to equip themselves in reading comprehension skills,
which helped to be fruitful in their study. As English was the medium language for Ethiopian
higher education including secondary school, and most of the reference books were written in
English language, so it is important for the students to improve the reading comprehension skills
and strategies in reading. Therefore, the study contributed for: teachers, students and other
researchers. Finally, based on the findings, the researcher recommended for teachers to design
inviting,enjoyable,non threatening and life related reading tasks and activities so that students
practice them in their day to day learning.
