Abstract

In this study, an attempt was made to examine The Influence Of Types Of Reading On English Language Performance: The Case Of Form Five Students Of B.G.S Molyko. Questionnaires were administered to some 2O students in Form five B.G.S Molyko. The data obtained from SPSS was analyzed using tables, descriptive statistics of frequency counts and percentages were used in analyzing data gotten from the field. The results and contribution to acknowledge is the impact that types of reading has on students’ English language performance. Therefore, English teachers have the duty to engage students in types of reading (Intensive and Extensive reading). Students on the other hand should use both types of reading materials as well as engage in other reading activities which could enhance their performance. Especially form five students who are writing the G.C.E O/Levels. They are supposed to have increasing interest in reading (Engage in types of reading). That way, they will be able to examine the entire syllable or scheme of work in preparation for the public exam. This is because many students do not have the zeal to read. Consequently, they find it difficult to exhaust everything they have been taught on. This causes so many students to depend on what they call speco causing them to perform poorly in English and other subjects.

CHAPTER ONE

GENERAL INTRODUCTION

1.0 Introduction

The recent increasing poor students’ English language performance is largely due to declining interest in reading among children as they grow older. Few young people devote more time to leisure and recreational reading than reading to develop reading skills and English language performance. English language teachers therefore have the task of enhancing performance with the use of types of reading (intensive and extensive reading) to influence English language performance among students in secondary schools.

In this introductory chapter, this study will bring out a background of the study, statement of the problem, the study’s objectives and research questions, the significance, scope and definition of some terms related to the study.

1.1 Background to the Study

In Cameroon, English is one of the official languages and as such, it continues to be widely used as a medium of instruction at all levels of education, all over the country. That is, primary schools, secondary schools and tertiary institutions. It is a compulsory core subject that must be taken by all secondary school students studying for and writing the G.C.E Ordinary level and a compulsory subject that must be passed by students wishing to study at the state Anglo-saxon universities of Buea and Bamenda. Because of the importance attached to it as the basic language of formal education in the country, the teaching and learning of the language is given prominence in terms of daily period allocation at the primary and secondary school levels. Despite this fact, many educationalists have lamented over the students’ poor performance in English in Cameroonian schools, especially at the secondary school level. Tunde-Awe (2014) reveals that the persuasive and consistent failure in internal or public examinations could be traced largely

to the absence of reading culture. Similarly, Ojo (2003) and Neba (2013) found out that one of the major causes of students’ poor performance in English and other school subjects is their inability to read effectively, which in turn, is largely due to attitudes of learners toward reading. Fontem (2011) has this to say on the attitudes of students towards reading: “A good number of contemporary Cameroonian students give much time to frivolities at the expense of more rewarding activities such as extensive and intensive reading. For instance, many of them are in the habit of watching home video films most of the time to the extent that they have little or no time for other useful academic activities. For others, even their handsets are sources of distraction as they prefer fondling them all the day long at the expense of more rewarding activities”.

Most students in the secondary schools today have found themselves in this ugly situation as a result of which they hardly pay attention to reading books outside the classroom. One of the aims of language teaching in Cameroon schools as contained in the new competency-based approach of teaching English language syllabus for junior and senior secondary schools is to stimulate love for reading as a pleasurable activity. This therefore calls for the development of extensive reading in the schools. Olaofe (2013) suggest that to develop extensive reading ability, teachers should use reading to facilitate speaking, listening, writing, grammatical skills and vocabulary

development.

Conceptually, the term “extensive reading” was originally coined by Palmer (1917, as cited in Day & Bamford, 1998) to distinguish it from “intensive reading” – which is characterised by the careful reading of short, complex texts for detailed understanding and skills practice. In contrast, students participating in extensive reading programmes read a large amount and wide variety of texts that they like silently without interruption, in order to gain a general understanding of what is read. Reading is done mostly in a conducive environment, outside of the classroom and at a student’s own pace and level (Pilgreen, 2000).  Extensive reading programme requires students to read a wide variety of text materials from different fields in the target language. Bell (2001) asserts that extensive reading is an effective reading activity that helps learners to increase their reading speed and comprehension skills. Grabe and Stroller (2002) consider this type of reading as the one that exposes learners to large quantities of materials within their linguistic performance. Students’ exposure to to extensive and intensive reading will provide them the opportunity to develope English language performance and also make them educationally sound in other subjects (Obanya, 2002). Similarly, Nuttal (1996) pointed out two reasons for learners to be involved in the types of reading. The first reason is that extensive reading is the easiest and most effective way of improving the reading skills of students. The second reason is that being an educational tool, intensive reading not only serves a favourable climate for the students, but also provides them with skills in reading. As a result, students will acquire a desired progress in developing other language skills. Research evidences have also shown that extensive reading and achievement in English are closely related. Students who read independently, become better readers, score higher on achievement test in all subject areas, and have greater content knowledge than those who do not (Krashen, 1989).

Contextually, this study will examine the influence of types of reading on English language performance: The case of fourm five students of BGS Molyko.The study will bring out how extensive and intensive reading can enhance students’ Performance, students’ reading motivation and opinions towards reading. Researchers such as Renandya and Jacobs (2002) note that many teachers recognize that the two main approaches to teaching reading – intensive and extensive – are not conflicting and that they both serve different, but complementary, purposes. Nonetheless, some teachers do not integrate them. They regard extensive reading as an optional extra and focus almost exclusively on intensive reading (Yu, 1993 as cited in W. S. V. Yu, 1999). Experience also suggests the importance of understanding the involvement of teachers, readers and the school as partners in literacy practices to understand extensive reading.

1.2 Statement of the Problem

Intensive and extensive reading are tools for acquiring English language skills that are important in the learning process. It changes the learners’ attitudes and motivates them to read. However, the major complaint in the Cameroonian Education System is that many Cameroonians do not have a reading culture. This observation implies that many secondary school learners do not master the reading skills. Therefore, they need support mechanisms if they have to improve on their fluency in English language. This is worsened by the fact that English language is a third language to some Francophones, after their mother tongues and French language. In this case the support mechanism is extensive reading. Reading is one of the skills of English language that can be improved on by exposure to a wide variety of reading materials. The performance of students in English at both G.C.E Ordinary and Advanced levels (text appreciation) is increasingly poor especially in reading (Cameroon G.C.E Board end of year report, 2017).  According to the reports, it is evident that most candidates do not read all the prescribed books and therefore are limited of choice on examination questions thus causing poor performance. If students do not read extensively and yet reading (reading comprehension) is one of the skills of language that is tested at the G.C.E, then they will not only perform poorly but will also be poor readers, communicators and writers in their future endeavors. It is expected that at the secondary school level, students should be able to read effectively and comprehend passages given to

them as well as engage in summarizing what they have read. In the light of the above issues, the burning problem question is therefore how can types reading enhance English language performance in secondary schools. The case of form four students of BGS Molyko Buea?

1.3 Research Questions

The study was guided by the following research questions:

1. What type of reading do the students involve themselves in?
2. Does the type of reading the students in love themselves in determine their level of performance in English?

1.4 Objectives of the study

The study was guided by the following research objectives:

1. To identify the type of reading the students practice while studying English.
2. To find out the types of reading activities or tasks English teachers Engage students in.

1.5 Hypothesis.

The type of reading the students practice while studying English could enhance   their language performance.