https://repository.ju.edu.et//handle/123456789/120 2026-04-07T11:20:39Z 2026-04-07T11:20:39Z Shumi Manisa Desta Kebeded Nigus Yilma https://repository.ju.edu.et//handle/123456789/10231 2026-03-12T12:52:37Z 2024-09-18T00:00:00Z

An Investigation of the Effects of Using Storytelling vocabulary skills development on Grade 9 Students’ at Beshasha Secondary School Shumi Manisa; Desta Kebeded; Nigus Yilma The main objective of this study is to investigate the effects of using story telling on Students’ vocabulary skills development in EFL classes. To meet the objective of the study, experimental and descriptive research design was used; questionnaire, interview and observation were employed as the data collection tools of the study. From 420 grade 9 students of Beshasha Secondary School, 56 of them were selected through purposive sampling technique in which equal 28 students were divided in to control and experiment groups. Three English teachers were purposively selected for the study. The collected data were analyzed through frequency, percentages, mean, standard deviations and t-test so as to see the existed difference among the control and experimental groups and how story telling made difference among students’ vocabulary skill development in the school understudy. The finding of this study revealed that the t-test results showed a statistically significant difference in mean scores between the experimental and control groups, with a t-value of 7.406 and a p-value (Sig. 2-tailed) of 0.000, which is less than the common significance level of 0.05. The mean difference of 5.179 points is substantial ranging from 3.777 to 6.581, further reinforcing the significant difference in performance between the two groups. Overall, these t-test results strongly support the conclusion that the experimental intervention involving the use of literary texts (short story) had a significant positive impact on the participants' performance compared to the control group. The researcher recommended that it is better if the teachers bring some short stories while teaching the vocabulary in the class and it is also advisable for students to experience using short stories to develop their vocabulary skills. Finally, it is better if the teachers select the short stories that cogitate the students’ level of understanding and culture.

2024-09-18T00:00:00Z Rehima Ibrarhim Tewodros Zeleke Tesfaye Gebeyehu https://repository.ju.edu.et//handle/123456789/10229 2026-03-12T12:38:44Z 2024-09-18T00:00:00Z

The Effect of Problem-based Instruction on EFL Learners’ Paragraph Writing Performance and their Motivation: Bure Secondary School in Focus Rehima Ibrarhim; Tewodros Zeleke; Tesfaye Gebeyehu The present study was conducted to investigate the effects of problem-based instruction on students’ paragraph writing performance and their motivation at Bure secondary school which is located in Oromia region Ilu -Aba bor zone. Since the study was quasi-experimental design, 38 students were participated as control (n =20) and experimental (n = 18) groups. To this effect, mixed method that includes quantitative and qualitative methods was employed to carry out the study. The data for the study were collected using testing, questionnaire and interview. Both descriptive and inferential statistics were used to analyze the quantitative data, whereas thematic description was used to present and analyze the qualitative data. An independent and a paired sample t-tests were employed to examine whether there was a significant difference between the control and the experimental groups before and after the intervention. Additionally, cut-off points were used to interpret the descriptive data presented on the effect of using problem based instruction on learners’ motivation. The findings of the study showed that there was significant difference between the two groups in paragraph writing performance favoring the experimental group students who participated in PBI intervention. Furthermore, the post intervention mean score indicated that students’ paragraph writing performance significantly increased after the treatment. The findings also revealed that students who made to engage in the intervention had showed high level of motivation. Therefore, it is suggested that problem-based instruction should be taken into account by material designer, teachers and learners.

2024-09-18T00:00:00Z Fuad Abdo Desta Kebede Nigus Yilma https://repository.ju.edu.et//handle/123456789/10228 2026-03-12T12:28:38Z 2024-12-22T00:00:00Z

The Role of Short Story in Teaching and Learning Grammar: Grade Ten Jidda Secondary School EFL Teachers and Students in Focus. Fuad Abdo; Desta Kebede; Nigus Yilma This research was conducted to explore the role of short stories in teaching and learning grammar for tenth-grade students in an EFL class at Agaro Jida Secondary School. In this study, the researcher employed a quasi-experimental research design. The independent variable of the study is the use of short stories, while the dependent variable is the grammar skills of the students. Students were randomly selected from the tenth grade and assigned to experimental and control groups. The target population of the study consisted of 356 students. The researcher selected sections A and B of the tenth-grade students from Jidda Secondary School using a lottery method. Section A (control group) comprised 60 students, while section B (experimental group) included 51 students. A mixed-methods approach was utilized in this study. Pre- and post- lesson tests, questionnaires for students, and interviews with teachers were the data collection instrument methods for the experimental group. The experimental group was taught English grammar through short stories and was provided with different kinds of tasks, whereas the control group was taught using only their textbook. Finally, to observe the outcome of the experiment, both groups took pre- and post-lesson tests. The results obtained by the experimental group were better than those of the control group. The responses of the students in the questionnaire also indicated that teaching English grammar through short stories helped motivate them and elevated their grammar skills. Based on the findings, it was concluded that teaching English through short stories helped teachers teach students more easily and increased students' motivation to learn grammar. The study recommended that teachers should use short stories, in order to enhance students' grammar skills. Textbook designers should include short stories in the content of the book. Teachers should also help students practice grammar through short stories in order to develop learners’ grammar skills.

2024-12-22T00:00:00Z Dabalaa Mul’ataa Cimdii Waaqumaa Soofiyaa Useen https://repository.ju.edu.et//handle/123456789/10226 2026-03-12T12:20:11Z 2024-08-27T00:00:00Z

Madaallii Dandeettii Barreessuu Barattootaa Dhimmoota Adda Addaaf: Haala Mana Barumsaa Saqqaa Sad.2ffaa Lak.1 Dabalaa Mul’ataa; Cimdii Waaqumaa; Soofiyaa Useen Kaayyoo guddaan qorannoo kanaa Madaallii Dandeettii Barreessuu Barattootaa Dhimmoota Adda Addaa kan akka:xalayaa barreessuu,himata barreessuu,abbaltii, qormaata,hojii manaa,gabaasa barreessan keessatti haala mana barumsaa Saqqaa Sad.2ffaa Lak.1 barreeffama barattootaa qaaccessuufi hanqinaalee mul‟ataniif yaada furmaataa kaa‟uudha.Bakki qorannoon kun itti gaggeeffame magaalaa Saqqaa Coqorsaa mana barumsaa Saqqaa Sad.2ffaa lak. 1 keessatti. Galma ga‟iinsa qorannoo kanaatiif mala qorannoo makaa (akkamtaafi hammamtaan) adeemsifamee jira.Ragaaleen barbaachisaa ta‟an akka madda tokkoffaatti barruulee barattoonni barreessan yoo ta‟u,akka madda lammaffaatti immoo barattootaa fi barsiisota mana barumsichaatti Afaan Oromoo baratanii fi barsiisan irraa meeshaalee bargaaffii fi afgaaffii akkasumas, sakatta‟a dookumentiitti dhimma ba‟uun odeeffannoon funaanameera. Baay‟inni barattoota iddattoo fudhatamanii dhiira 35 fi dubara 49 walii galatti,barattoota 84 irraa odeeffannoon funaanameera.Odeeffannoon funaanames,mala qaaccessa ragaalee lakkoofsaafi jechaan qaacceffamanii dhihaatanii jiru.Argannoon qorannoo kanaarraa argame akka mul‟isutti, barattoonni baay‟een Afaan Oromootiin yemmuu barreessan dogoggorri adda addaa akka uumamaa tureedha. Kunis dogoggora dhamjechaa,jecha qubeessuu, qubguddeessa,ijaarsa himaafi keeyyataa,sirna tuqaalee, filannoo jechootaa, itti fayyadama seerlugaa,yaada maddisiisuu fi yaada qindeessuu irratti rakkoo akkan qaban hubatamee jira.Kanamalees,barsiisonni sirnaan gochaalee garaagaraa shaakalchiisuu dhabuu,duubdeen kennamu ciccitaa ta‟uu,kitaabileen wabii dandeettii afaanii dagaagsu mana barumsa keessa dhabamuu. barattoonni seera barreeffamaa afaan tokkoo beekuu dhabuu, hanqina yaaddeebii,fi kkfa‟i kan jiru ta‟uun isaa hubatameera.Qorannoo kana keessatti rakkoolee barreeffama barattootarratti mul‟atan furuuf qabxiileen qoratichaan kaa‟aman barattoonni barreeffama irratti shaakala walitti fufaa osoo taasisanii, barsiisonni hordoffii cimaa osoo godhanii,barsiisonni saayinsii barreessuu barattoota haalaan osoo hubachiisanii,barattoota sad.1ffaa barsiisota barnoota Afaan Oromootin leenji‟aniin barnoonni Afaan Oromoo osoo kennamee, yaadni sirreeffamaa (feedback)n barattootaf irra deddeebin osoo kennamee,barattoonni waan barreessan sana gulaaluuf fedhii qabaatanii,shaakalliin gilgaalotaa irra deddeebin kennameefi kan jedhan akka furmaataatti kaa‟ameera.

2024-08-27T00:00:00Z