An Investigation Into Teachers’ Awareness, And Practice Of Using Literary Materials In The Teaching Of Grammar Skills; Focus On Grade 5 And 6 In Dirre Hinchini Primary School.

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.