Browsing by Author "Kitila, Tamene (Phd)"

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    An Investigation Of The Professional Relationship In The Practicum With Particular Reference To Third Year Language Major Students In Kotebe College Of Teacher Education(Kcte)
    (AAU, 2006-06) Baraki, Almaz; Kitila, Tamene (Phd)
    This research paper was aims at investigating the professional relationship in the practicum between language major third year students, tutors and cooperating teachers assigned to work with them in Practicum III. The paper was designed to investigate the professional relationship among the practicum participants in 2005/06 in KCTE and the cooperating teachers in the schools the students go to do practicum activities. It thus investi1ated the extent to which tutors at KCTE and cooperating English teachers in the selected 2n cycle primary schools perceive their supporting roles and participate in guiding and supporting the student-teachers who were assigned to work with them. Four basic questions were asked to find out the prevailing situation. The questions were: What is the nature of professional support tutors and cooperating teachers offer to student teachers in Practicum III factual teaching practice? What factors affect the extent of the professional support that has to be offered by tutors and teachers? To what extent do the perceptions each participant (tutors, teachers, and student-teachers) affect professional relationship in the practicum? What can be done to improve the professional relationship in the practicum situation in KCTE? To find answers to these questions, different instruments were designed and administered. Three sets of questionnaire were developed and administered. Each set went to different subjects: a set to 60 third year language major students, a set to 14 tutors at KCTE, and another set to 22 to 2nd cycle primary school English teachers. Interviews were also conducted with the practicum coordinator at KCTE, 5 tutors and 7 student-teachers. Furthermore, classroom/school observation was made, and feedback conferences attended. This study revealed the type of professional relationship among the subjects of the study. It has assessed the understanding, effectiveness of relationship and roles of practicum partners: cooperating teachers, student-teachers and tutors. Although it was found that there is a considerable good intent within the members of the practicum, the situation has been less than it should have been for all the members. During the interviews held with the tutors they admitted that they did not support the students as much as they should. The majority of the students perceived the practicum to be indispensable. They believed that it has too many activities, although enjoyable. They also said the time allotted for teaching practice is short. Students perceived that peers, teachers and tutors were not supportive enough. It was generally felt by many §tudents thJlt this might be due to their lack of time or awareness about how their support is essential for the development of the students' future profession. Based on the findings, recommendations were also made so that the practice in KCTE may improve and professional reiationships in the practicum become stronger.
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    The Practice Of Learner Autonomy In Learning Efl At Grade 11: Abadir Secondary School In Focus
    (AAU, 2011-05) Talema, Abdurehman; Kitila, Tamene (Phd)
    This study was conducted to investigate the practice of learner autonomy in learning EFL by grade 11 students of Abadir Secondary School. Since the main objective of the study was to describe the extent to which learner autonomy was practiced in the target area, the method employed in the study was descriptive. To achieve this, questionnaire, interview, classroo,m observ.a tion, focus group discussion and students' diaries were used for ,d ata collection. Because there were 60 students and 2 English language teachers, all .o f them, were involved in the stud-y using questionnaire and interview respectively. Besides, stratified random sampling method'was used to se'lect students jor focus group 'discussion and diary writinfJ. The result of the study shows that most grade 11 students of Abadir Secondary School didn't adequately practice to use cognitive, metacognitive and socio-affectivfj! strategies in learning English in their own ways. This is mainly because their teachers did not provide them with adequate support, opportunity, training, guidance and freedom to do s o. The other factors that hindered their practices are lack of motivation, lack of self-confidence, lack of experience and the influence of exams. In conclusion, the study indicates that learner autonomy was adequately practiced in learning EFL by most grade 11 students of Abadir Secondary School and English language teacher didn't play adequate roles in helping the s tudents practice learner autonomy. Therefore, teachers are recommended to play the central role in creating opportunities for students to learn and practice the language. Students should also take responsibility for their own learning and learn English in their own ways. In addition, further study should be conducted in order to arrive at a comprehensive conclusion.
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    The Practice of Teaching Speaking Skills at Ayertena Secondary School
    (AAU, 2011-07) Guye Arse, Abdisa; Kitila, Tamene (Phd)
    The main objective of this study is to d escribe the classroom practice of teaching speaking skills in govemment high schools, especially in grade nine. The researcher focus ed mainly on the teachers ' role, s tudents' role, the techniques and procedures used by the teachers, the resources used to teach speaking skills and the way students s it in the classroom. To gather information on the above main objectives various Instl1.11nents were used. These are: classroom observation. studellts · and teachers' illteruiew, s tudents' questionnaire, tape and video recordings. The data were categorized and descriptively analyzed. The findings depicted that inappropriate speaking techniques and procedures were used in the mentioned grade level. Teachers were observed us ing the traditiollal way of teaching speaking which is dominated by reading model dialogues aloud. There has been little or no time given for the modem sp eaking skills teaching techniques such as group and pair discussions, oral report, drama, panel discussions and interviews. The consequences of inappropriate spealcing practices used has res ulted ill the weak p erformance of the students in oj speaking. To that end, this research paper provides recommendations that could bring about a change in the practice of teaching and leaming speaking in, the grade leuel s tudied so that CUlTent techniques and procedures oj teaching speaking could be employed.