EFFECTS OF CRITICAL READING INSTRUCTION ON STUDENTS READING ATTITUDE IN EFI CLASS: GRADE 11 SENA GHIMBI HIGH SCHOOL IN FOCUS

Abstract

This research examines to investigate the impact of critical reading instruction on the reading attitudes of students within on EFL classroom. The results revealed several educational implications for both learners and educators. It offered an academic approach to mitigating the critical reading challenges faced by secondary school students. The methodology employed in this study is quasi-experimental, specifically utilizing a non-randomized control group design. To collect data, pre-test and post-test questionnaires were administered. The research was conducted at Sena Ghimbi Secondary School, located in Ghimbi Town, Oromiys Region Ethiopia. A questionnaire served as the primary instrument for data collection in this study. Prior to its application, the researcher assessed the validity and reliability of the instrument. The data collected were subsequently analyzed using a t-test. The findings indicated that the reading attitudes of students in the experimental group, who received instructions through the critical reading approach, were significantly more positive than those of students who did not receive such instruction. Consequently, it is recommended that subject area teachers provide their students with additional opportunities to practice critical reading strategies, rather than relying solely on a limited set of strategies.