Browsing by Author "Wakuma, Melaku (PhD)"

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    Comparative Study of the Effect of Inductive Versus Deductive Grammar Instruction on Students' Comprehension of English Verb Tenses: Grade Nine in Focus
    (Addis Ababa University, 2013-06) Feredegn, Thomas; Wakuma, Melaku (PhD)
    While there is generally great controversy over how a target language is taught in the contemporary language classrooms, the question arises as to what type of grammar instruction is deemed effective is inevitable. The purpose of this study, therefore, was to examine whether inductive grammar instruction is more effective than deductive one in enabling students to comprehend the English verb tenses. To this end, experimental research design was used, and it was conducted during second semester of 2013 academic year. The subjects of the study were 64 grade nine students of Higher 12 Secondary School which was chosen out of five High Schools in YekaSub- city via convenient sampling technique. The subjects of the study were put in to two groups: the experimental group and the control group. The former was taught 5 English verb tenses with inductive approach, whereas the latter was administered the same items like the experimental group but subjected to deductive approach. As for research instruments, three devices were mainly employed: the inductive approach treatment designed in the form of lesson plans for the experimental group, pre-test and post-test which both consisted of 20 items of multiple choices, yet with different purposes the . The pretest was used to confirm the homogeneity of the two groups from the outset, while the post-test was employed to compare the significant difference of the group at the end of the experiment. At the beginning of the experiment, the mean scores of the pre-test of the experimental and the control groups revealed that the two groups were significantly homogenous on their comprehension level of the English verb tenses at P<0.05 significance level. After instructional treatment, however, the mean scores of the post-test revealed that experimental group statistically outperformed the control group at the given significance level. In other words, the findings of the study showed that inductive approach is exceedingly effective than deductive one in enabling students to get grasp of English verb tenses. It was also found that the high and low achievers in the experimental group outperformed their counterparts in the control group. This is meant that inductive approach not only handy for high achievers, but it is also helpful for low achievers, too. Therefore, it is recommended that all stakeholders who directly or indirectly engage in language teaching should encourage inductive grammar instruction and other innovative language teaching approaches so that our students deservedly benefit from them.
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    An Evaluation of the Design of Vocabulary Tasks and Their Implementation With Reference to Grade Nine English Textbook
    (Addis Ababa University, 2016-06) G/Hiwet, Gebreegzabhar; Wakuma, Melaku (PhD)
    The purpose of this study was to evaluate the design of vocabulary tasks and their implementation in line with various design of vocabulary learningtasks. A descriptive research design was used.A total of 130 randomly selected grade nine students and four English teachers in Kokebe Tsibah Secondary and Preparatory School were involved. The data were collected through document analysis, classroom observation and interview. Then, the information obtained from these sources were analyzed quantitatively and qualitatively and evaluated using checklists. The results from document analysis revealed that an attempt was made to include various vocabulary learning tasks. However, there were vocabulary learning tasks that were not included.. Besides, the finding show that the vocabulary tasks lack authentic material and doesn’t encourage meaningful language use. In addition, vocabulary learning objectives are not clearly indicated. Classroom observation also revealed that teachers hardly implement various vocabulary learning tasks in classroom. Therefore, it is recommended that textbook writers should consider the vocabulary learning tasks that were not included while designing vocabulary tasks. Furthermore, authentic materialsand tasks that invite meaningful language use should be included. Moreover, teachers should implement various vocabulary learning tasks in vocabulary lessons.
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    An Evaluation of the Writing tasks and their Implementation: The Case of Grade 11 English Textbook by Tariku Mersiehazen
    (Addis Ababa University, 2013-06) Mersiehazen, Tariku; Wakuma, Melaku (PhD)
    The purpose of this study was to investigate whether the writing tasks in grade eleven English textbook are designed and implemented in line with current theories of communicative tasks. The study employed a descriptive case study method. The data for this study were collected through document analysis, questionnaires, interviews and observations. The data were collected from grade 11 English textbook, and from 150 students and 3 teachers of Addis Ketema Preparatory School. Then, the data were analyzed quantitatively and qualitatively and evaluated using the checklist for communicative tasks. The findings of the study show that all the writing tasks evaluated contain the five components of a communicative task, but they did not fully meet the criteria set on the checklist. For instance, majority of the objectives do not fulfill most of the criterion of a good objective. Besides, the inputs the tasks lack adequate authentic materials and enough non-verbal inputs. The activities are inappropriate for pair/group work. Moreover, the activities heavily rely on inauthentic materials, so they lack motivational value. The roles indicated allow the learners to play an active role only during the while writing phase and less active during pre and post writing phases. Moreover, the teachers do not appropriately implement the tasks. The conclusion made from the study is that the writing tasks in grade 11 textbook do not fully meet the criterion set for communicative tasks and not enough focus is given in implementing these tasks. Therefore, it is recommended that textbook writers should consider the five basic components of communicative tasks while designing tasks; teachers should play their role effectively and implement the writing tasks in phases.