Analysis of Oromia Education Bureau Adapted English Textbooks for Grades 7 and 8 in Developing Reading Skills

Abstract

Abstract

This study aimed to evaluate the effectiveness of the Oromia Education Bureau (OEB) adapted English textbooks for Grades 7 and 8 for developing reading skills. It employed a descriptive evaluative content analysis design to explore the characteristics of English textbooks used for Grades 7 and 8, specifically examining their impact on enhancing students' reading skills. A total of 20 reading texts was sampled using census sampling techniques, comprising 10 from Grade 7 and 10 from Grade 8. The analysis focused on several core areas aligned with the research questions: text types, vocabulary levels, sentence structures, sentence lengths, and the integration of contextual clues. Findings indicate that expository texts dominate the textbooks, comprising 70% and 80% of the materials for Grades 7 and 8, respectively, highlighting the emphasis on informational literacy. The vocabulary assessment revealed a variety of tiered vocabulary, suggesting a balance between basic and academic language, while the sentence structure analysis identified both complex and compound structures as prevalent, which may challenge comprehension. Additionally, the average sentence length was documented, revealing patterns consistent with the text genre. Contextual clues, including definitions and examples, were effectively incorporated, supporting students' understanding of the content. The study underscores the critical role of textbooks in fostering reading skills, while also identifying areas for curricular enhancement to diversify text genres and complexity. Ultimately, the study recommends for a more comprehensive and engaging literacy curriculum.