Investigating the implementation of grammar Teaching methods & techniques: jimma town public Secondary Schools, grade 9 in focus

Abstract

This study aimed to investigate the implementation of grammar teaching methods and techniques: In Ethiopia, Oromia Region, Jimma Zone Jimma Town four public Secondary Schools, grade nine in focus. It examines whether teachers are using all the methods and techniques designed to address the grammar. In addition: standing from the result the study informed the problems that hinder grammatical accuracy and fluency in grade nine of Jimma Town public Schools. The type of the research is mixed research. There are 6 public schools in the town other than the privates. The research will conduct on four public schools following scientific study procedures to select the source of data from teachers and students. The schools are selected using draw sampling. Systematic random sampling was used to select Students. It follows both qualitative and quantitative data analysis so that it can reach to the closest source of problems and give appropriate solution interdependently. The methods of collecting data used in this study were; observation, focus group interview, questionnaire and document analysis. 12 teachers and 40 students were the population of the data collection; More over eighty kilo meter distance that I came from, COVID-19 and the inflation at the time of the study was a big challenge that limited the researcher to collect data from large sample. The data was analyzed using descriptive statics and SPSS Likert scale model. Pie charts are used as supportive result indicators. The results of the study revealed that the communicative grammar teaching or grammar teaching methods and techniques which enable learner to practice in their daily activities are not effectively applied. The data shows that majority of the grammar lessons are not presented in such a way that meaning full context. Students were not encouraged to express their own feelings, use the language to their daily life. The lesson is given most of the time through explicative or deductive explanation following some examples. But it would better to make effort to provide the lesson through communicatively by overcoming the challenges of class size and experience of boredom traditional way of teaching that hinder the improvement of grammatical knowledge. The encouragement, training, following up, support and evaluation from the school to federal concerned administrators was crucial engines that could play a great role for the success