College of Social Science and Humanities

Department of English Language and Literature

Assessment on Effectiveness of Using Vocabulary Instruction strategies

in Teaching Reading Skills at EFL Classes: Grade 12 Students of Bole
Nura Hera Senior Secondary School in Focus

By Abdella Wako
 1.1. Background of the Study
 Vocabulary learning strategy is considered as a tool that
learners use to acquire vocabulary skills.
 (Viera, 2017) the vocabulary knowledge is viewed as an
essential tool for mastering any language skills.
 The English vocabulary profile shows the most common
words and phrases that improve to get our students to read
more may be the most valuable to improve their vocabulary
knowledge.
 The practice of instructional reading strategies is important,
which enable students to distinguish what to do in every
reading stage (Cárdenas, 2020).
 Vocabulary knowledge are strongly correlated and found word
knowledge in higher school (D. Johnson, 2016)
 1.2. Statement of the Problem
 Vocabulary-learning is challenging, particularly, for
the non-native speakers of English
 The students face problems relating to meanings of
new words, spelling, pronunciation, correct use of
words, guessing meaning through the context clues
(Afzal, 2019)
 (Mukoroli, 2011) suggested that students suffer a lot
from being unable to comprehend reading texts
because they lack the required size of vocabulary to
know the target texts.
 Cont.…
 These problems may be due to:
 the lack the required size of vocabulary to know the
target texts.

 Thus, nowadays the students in Ethiopian high school

are not enriching by English language vocabulary.
 Objectives of the Study

General Objective of the Study

To examine the effectiveness of using vocabulary teaching instruction in reading skills at
EFL classes

Specific Objectives of the Study

 To identify the level of vocabulary teaching instruction in reading
skills at EFL classes with the case of grade 12 students of Bole
Nura Hera Senior Secondary School.
 To investigate problems of effectiveness of vocabulary teaching
that faced during learning and teaching English at EFL classes.
 To examine strategies that minimizes students’ problems in
learning English vocabulary instruction.
 Research Questions

1) What are the levels of vocabulary teaching instruction

reading skills of grade 12th students of Bole Nura Hera
Senior Secondary School?
2) What are the problems of effectiveness of using vocabulary
teaching instruction faced by grade 12th students of Bole
Nura Hera Senior Secondary School ,in case of English
majors in learning vocabulary?
3) What vocabulary teaching strategies that minimize students’
problems in teaching English vocabulary?
 Significance of the Study
 This is research is assumed important for the
following concerned bodies:
 Firstly, to the English course book writers and
syllabus designers by providing valuable information.
 It is suitable for Ethiopian English language teachers
by providing them some tips.
 To the other researchers who would like to investigate
further research by providing a reference point and
students.
 Scope of the Study
 The scope of this research is delimited to:
 where the study was conducted (Bole Nura Hera
Senior secondary school);
 the participants of the study (Grade 12 th students and
English teachers of the school), and
 the topic to be studied (assessment of the
effectiveness of vocabulary reading tasks ).
 Limitation of the study

 The first is the sample size and sample selection.

 The second limitation concerns with lack of previous research
studies on the assessment of the effectiveness of vocabulary
reading tasks originated.
 The third limitation is the researcher’s little knowledge and
experience in the area of the research in genera
 Situational problems (restless political situations in the area).
 Chapter Two: Literature Review
Literature Review included:
 Theoretical definition and categories of
vocabulary learning and teaching strategies
 Kinds of Vocabulary
 Importance of vocabulary
 Empirical Review of the study
 Research Design and Methodology

Research Site
 Bole Nura Hera Senior Secondary School.

 Bole Town-BosatWoreda-East Showa Zone-Oromia region;

far away 180 km from Addis Ababa

 Research Design
 Both quantitate and qualitative research Design was employed in this
research because the researcher used available data for mixed research
designed(data collected through questionnaire, interview and
observation).
 Target Population

 The target population of the study were:

 Grade-12 students
 English language teachers of Bole Nura Hera Senior
Secondary School.
 Why they were selected for the study?
 convenient to the researcher (his working area)
 related to the problems
 researcher thought he could get enough data.
 To make the research economical and valid.
 Sample Size Determination Procedures
 This research used simple random sampling and purposive
sampling techniques
 Why Simple random sampling /probability/?
1) it gives the probability that the sample is representative of the
population.
2) Each member of the population has precisely equal chance of
being selected (Shamy, 2005).
 Why non-probability sampling/purposive sampling/?
 Since, the researchers neither have time nor the resources to
analysis the entire population, so they apply sampling technique
to reduce the number of cases.
 Purposively selected 3 English language teachers (Taherdoost,
2018).
 Cont.…
 (Yamane's, 2008) for sample size determination formula:

Where, N- is population size

e- is the tolerable margin of error(5%)

n- is number of sample size

Assuming the maximum level of variability which is equal to

50% ( and confidence level 95% .

Therefore,
 Data Collection Tools

1. Questionnaires
Why questionnaire?
 To gather relevant data from a large number of subjects.
 Close-ended type and self-prepared questionnaires and
adapted from (Gu, 2018) (Mohamed, 2016).
 this questionnaire contained an introduction and 20 questions
that is characterized in to two parts.
 2. Teachers’ Interview

 As suggested by Meseret, (2012), the interview is the data

collection instrument that enhance to person-to-person
interaction or more individuals with a specific purpose.
 Consequently, a semi- structured interview was prepared and
conducted for this study.
 The purpose of the interview is enhancing to examine how
teachers understand the vocabulary instruction tasks which
were found in grade 12th textbook.
 3. Observation
 Kumar (2006) observation is reliant on the purpose of the
observation, the complexity of interaction and the type of
population being observed.
 Purpose:
 to triangulate the data obtained using students’
questionnaire and teachers’ interview.
 to find out how students undergo through the different
stages of writing.
 to observe how teachers and students play their role, and
 to realize what the reactions of the students’ and teachers
towards the vocabulary reading tasks and practices looks
like.
 Data Collection Procedures
 The data from, a classroom observation was held first.
 In order to avoid behavior modification for students and
interview for teachers were undertaken respectively.
 In collecting data through questionnaire, all the questionnaires
were distributed to 108 students.
 Interview and observation was the supplementary data
collection instrument to this research.
 Methods of Data Analysis
 The data obtained from students through close-ended
questionnaires were analyzed using statistical
package for social sciences (SPSS) version 20 with
frequency, percentages, charts (pie and bar), mean
and standard deviation quantitatively as (Dornyei
2007).
 The data obtained from grade 12 English teachers’
interview was analyzed using a simple narrative way
or qualitatively follows three steps.
 Data Presentation, Analysis and
Interpretation
1. Vocabulary Reading Capacities of Respondents
 Cont.…
 As Pasicolan et. al. (2021) vocabulary reading skills improves
reading, writing, listening and speaking.
 However, the analysis result specified that from the entire one
hundred eight (108) majority of students such as 65 (60.2%), had
no good reading skill of English as foreign language in Bole
Nura Hera Senior Secondary School, nonetheless forty three
(39.8%) students answered that they had good reading skills.
 As a whole, grasping vocabulary reading skill is not merely
essential but it’s the central area in learning and developing
foreign language.
 In general, in addition to the above table the outcomes specified
by percentage under the following pie chart, based on
respondents’ vocabulary reading skill.
Problems that faced to improve vocabulary reading skill of
the student