The Difficulties of Teaching English Novel for the Eleventh Grade from the Teachers' Perspective in Gaza

Abstract

The study aimed at revealing the difficulties of teaching English novel for the eleventh grade from the teachers' perspective inGaza. For answering the questions of the study, the researcher adopted the descriptive analytical approach. The sample of the study consisted of (43) teachers who are teaching English language for the eleventh grade inGazagovernorate, (25) male teachers and (18) female teachers. A questionnaire of three domains with (43) items was designed by the researcher and validated to be used as a main instrument to achieve the aims of the study. The results of the study were collected, computed and analyzed by using Spearman correlation, Cronbach Alpha, Gutman coefficient for unequal halves, Split-half techniques, Means, percentages, t-test, One Way ANOVA and Scheffe Post Hoc test matrix. The study revealed that there are no statistically significant differences in difficulties facing teachers in teaching English novel due to teachers' gender. It also showed that there are no statistically significant differences in difficulties facing teachers in teaching English novel due to student’s gender. It also showed that there are no statistically significant differences in difficulties facing teachers in teaching English novel due to student’s specialization (scientific and literary). Finally, it showed that there are no statistically significant differences in difficulties facing teachers in teaching English novel due to teachers' experience. In the light of those findings, the study suggested some recommendations that are hoped to help syllabus designers, supervisors and English language teachers in teaching the English novel.