Abstract:
The purpose of this research was to assess an investigation into teachers’ awareness, and practice of
using literary materials in the teaching of grammar skills at Dirre Hinchini primary school. The study
particularly, tried to find out teachers’ awareness, practice and challenges using literary materials in
the teaching of grammar skills in English as Foreign Language classes and to identify the major
challenges that might hamper teachers’ use of literary texts teaching grammar skills in English as
Foreign Language classes. To this end, the study employed descriptive survey method, which includes
both quantitative and qualitative methods. Accordingly, Dirre Hinchini Primary School was selected
through availability sampling. Then, 10 English teachers from both grade 5 and 6 were selected
purposefully for the interview and classroom observation. Thus, descriptive data using frequencies
and percentages were employed in analysing the quantitative data and the qualitative data were
analysed qualitatively. The results of the study revealed that the teachers were not have enough
motivations on the using literary texts in English as Foreign Language classes due to different
challenges such as mixed ability of the students in the classroom, number of students in the
classroom, lack of students’ motivation in the classroom, and lack of misunderstanding of students
about literary materials included in their textbooks were challenge teachers faced when they taught
grammar skills by using literary materials. In addition, it was found that teachers lacked practical
skills on the presentation of different types of literary texts in English as Foreign Language classes
according to students’ appropriateness. Furthermore, the study revealed that they rarely practiced
using literary texts in English as Foreign Language classes during literary texts teaching. Thus, the
study indicated that the English teachers didn’t give due attention for the role of literary texts in
teaching and learning language as a result of the challenges they faced during literary texts teaching
in English as Foreign Language classes. Finally, summary, conclusions and recommendations were
drawn based on the findings. Finally, based on the findings, the researcher recommended that
creating meaningful literary texts teaching opportunities through English language teaching should
be practiced widely in the school.
