College of Social Sciences and Languages

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Start date: 2017End date: 2019

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    ግቡእነት ትሕዝቶን ኣቀራርባን ኪናዊ ፅሑፋት መፅሓፍ ተምሃራይ ትግርኛ ዓሽራይ ክፍሊ ብመንፅር ምምዕባለ ክእለት ንባብ
    (Mekelle University, 2017-12-25) ካልኣዩ ገብረመስቀል ተካ
    ኪናዊ ፅሑፋት ኣብ ዝተፈላለዩ ዛዕባታት ኣድሂቦምዝፀሓፊን ሰሓባይ ኣጠቓቕማ ቋንቋ ጎልሁ ዝረኣየሎምን ፀሓፍት እዮም። ኣብነት ልበ_ ወለዳት ፣ግጥምታትን ኪናዊ ዛንታት ይጥቀሱ። እዞም ፅሑፋት ካብቲ ሰሓባይ ባህርኦም ብዝነቅለ ከም መስተምሃሪ ዘገልግሉ ድርሳናት ምዃኖም ይእመነሎም። ምምሃር ምስትምሃር ቋንቋ እውን በዞም ድርሳናት እናተሓገዘ እንትኸይድ ኣብ ምምዕባል ክእለታት ቋንቋ ተምሃሮ ዝፃወቶ ግደ ዝለዓለ እዩ። ዕላማ እዚ መፅናዕቲ እውን ኣብ መፅሓፍ ተምሃራይ ትግርኛ ዓስራይ ክፍሊ ንምስትምሃር ንባብ ዝቐረቡ ኪናዊ ፅሑፋት ብመንፅር ምምዕባል ክእለታት ንባብ ተምሃሮ ዘለዎም ረብሓ ምፍታሽ እዩ። በዚ መሰረት ድማ ኣብ ዓስራይ ክፍልታት እናተምሃሩ ካብ ዘለው 600 ተምሃሮ ብዕሎም ሜላ ነቶም 60 ንመርኣያ ብምውሳድ መፅናዕቲ ተኻይድሎም።እቶም ንመርኣያ ዝተወሰዱ 60 ተምሃሮ ኣብ ክልተ ጉጅለታት(ጉጅለ ቃል ኪዳንን ጉጅለ ስምረትን)ብምምዳብ ፈተና ቅድመ ትምህርቲ ክወስዱ ተገይሩ። ብድሕሪኡ ነቶም ጉጅለ ቃልኪዳን በቶም ኪናዊ ፅሑፋት ነቶም ጉጅለ ስምረት ድማ ኪናዊ ዘይኮኑ ፅሑፋት ን3ተ ኣዋርሕ ንባብ ብተግባር ክመሃሩ ተገይሩ። ብምቕፃል ብትዕዝብቲ ክፍሊ፣ተምሃሮ ብዝቐረቡ ፈተናታት ብፅሑፋዊ መሕተትን መረዳእታታት ተኣኪቦም። እዞም መረዳእታታትን ድማ ተምሃሮ ጉጅለ ቃል ኪዳን ካብ ተምሃሮ ጉጅለ ስምረት ብዝበለፀ ኩነታት ናይ ንባብ ክእለታቶም እናማዕበሉ ከም ዝመፅኡ ዘመላኽቱ ነይሮም። ብዚ ድማ ኪናዊ ፅሑፋት አብ ምምዕባል ክእለታት ንባብ ተምሃሮ ዝለዓለ ረብሓ ከም ዘለዎም ኣብ መወዳእታ ተበፂሑ ።ስለዚ ኪኢላታት (ሰብሞያ) ዝኾኑ ስርዓተ ትምህርቲ ፣ኣሳናዳእቲ መፅሓፍቲ ፣ መምህራን... ኣብ ዝተዋፈሩሎም ዓዉድታት ነዚ ኣብ ግምት ብምእታዉ እንተዝነጥፉ ዝሓሽ እዩ።
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    ድህረ ምረቓ ብምስትምሃር ቋንቋ ትግርኛ ምትእስሳር ዕላማን ትሕዝቶን መርሃ ትምህርትን መፅሓፍ ተምሃራይን ቋንቋ ትግኛ ንታሽዓይ ክፍሊ ዝቐረበ ክእለት ፅሕፈት
    (Mekelle University, 2017-12-25) ኬርያ ኣዳነ ስጦታ
    ዕላማ እዚመፅናዕቲ ምትእስሳር ዕላማን ትሕዝቶን መርሃ ትምህርቲን መፅሓፍ ተምሃራይን ቋንቋ ትግርኛ ንተሸዓይ ክፍሊ ክእለት ፅሕፈት እዩ፡፡ እዚ መፅናዕቲ ፅሑፍ ንሜላታት መአከቢ መረዳእታ ቃል መሕተትን መምህራን ተፍትሽ ሰነድን ጉጅላዊ ዘተ ንመምህራን ቋንቋ ትግርኛ ብምጥቓም አድለይቲ መረዳእታታት ተአኪቦም እዮም፡፡ አብዚ መፅናዕቲ መምህራን ቋንቋ ትግርኛ ተሸዓይ ክፍሊ ተሳተፍቲ ኮይኖም እዮም፡፡ አብዚ ዝተረኸበ ውፅኢት ድማ መፅናዕትን ትሕዝቶአዊ ጉቡእነት እዚ ተፀንዓይ መፅሓፍ ትሕቲ ፍርቂ ማለት ዘዕግብ ውፅእት ኮይኑ ተመዝግቡ አሎ፡፡ ተረኺቦም ዘለው ርካቦታት መፅናዕቲ ናብ ግብሪ ንምውዓል ብፍላይ አብያተ ትምህርቲ፣ ሰብ ሞያ ቋንቋ ትግርኛ፣ በቢብርኪ ዘለው ምድላውን ትግበራን ስርዓተ ትምህርቲ፣ ካልኦት መዳርግቲ አካላትን ልምዲ ልውውጥ ክለሳ መፅሓፍን ብምግባር አብ ምዕባይ ጥበባዊ ክእለት ፅሕፈት እጃሞም ክዋፅኡ ይላቦ፡፡
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    ዝምድና ዕላማታት ትምህርትን ምምሃር ባእታታት ንባብን ትግርኛ ተምሃሮ ታሽዓይ ክፍሊ ቤት ትምህርቲ ውቕሮ
    (Mekelle University, 2017-12-25) ሙሉፀሃይ ደስታ ኣረፋይኔ
    እዚ መፅናዕታዊ ፅሑፍ ሒዝዎ ዝተልዓለ ቀንዲ ዕላማ ዝምድና ዕላማታት ትምህርትን ምምሃር ባእታታት ንባብን ትግርኛ ተምሃሮ ታሽዓይ ክፍሊ ቤት ትምህርቲ ውቕሮ እንታይ ከም ዝመስል ግምገማ ምክያድ እዩ። ነዚ መፅናዕቲ መረዳእታ ንምሃብ ዝተሓረዩ መርአያታት ድማ ተምሃሮ እዮም። መፅንዒ ኣብ ውቕሮ ካልኣይ ብርኪ ዝመሃሩ ተምሃሮ ካብ ሕድሕድ ክፍሊ ብዘለዎም በዝሒ ተመጣጣኒ ቁፅሪ ብምውሳድ ብምእታው ኣብ ታሽዓይ ክፍሊ ካብ ዝማሃሩ 376 ተምሃሮ እቶም 25% ዝገበረ ተጠቒሙ 94 ተምሃሮ ተሓርዮም እዮም። ካብ ተፀናዕቲ ኣካላት መረዳእታ ንምርእካብ ኣብ ግብሪ ዝወዓሉ መሳርሕታት ፅሑፋዊ መሕትት፣ ፅሑፋዊ ፈተና፣ ጉጅላዊ ምይይጥን ትዕዝብትን ንተምሃሮ እዮም። በዞም መሳርሕታት ዝተኣከቡ መረዳእታታት ድማ ተምሃሮ ኣብ ቤት ትምህርትን ካብ ቤት ትምህርቲ ወፃእን ብዛዕባ ዘለዎም ልምዲ ንባብ፣ ድሌት ንባብን ክእለቶም ኣብ ተግባር ናይ ምውዓል ብቕዓቶምን ንምፍታሽ ካብ ዝቐረቡ ሕቶታት ዝተረኸበ ውፅኢት ብሚኢታዊ ተሰሊሑ ዝቐረበ ኾይኑ ኣብ ዕላማታት ትምህርትን ምስትምሃር ባእታታት ንባብን ማእኸል ዘሎ ምዝማድ ንምፍላጥ ማእኸላይ ውፅኢት፣ መደበኛ ፍልልይን ስልሒት ዝምድናን ተሰሊሖም ተተንቲኖም ቀሪቦም እዮም። ውፅኢት እዚ መፅናዕቲ ድማ ኣብዝሓ ተምሃሮ ኣብ ውሽጢ ቤት ትምህርቲ ብዝተፈጠሮ ውሱን ምችው ኩነታት ፅቡቕ ድሌት ንባብ ዋላ እንተሃለዎም ካብ ቤት ትምህርቲ ወፃኢ ዘድሊ ሓገዝ ስለዘይግበረሎም ልምዲ ንባብ ከምዘየማዕበሉን ዕላምኡ ብዝግባእ ከምዘይተረደኦምን ናይ ወለድን መምህራንን ሓገዝ ከምዘድልን ዝብሉን ካልኦትን በዚ መፅናዕቲ ዘተነፀሩ ርካቦታት እዮም። ኣብ መወዳእታ ድማ ነዞም በዚ መፅናዕቲ ዝተነፀሩ ፀገማት መፅንዒት መፍትሒ ሓሳብ ክኾኑ ይኽእሉ እዮም ኢላ ዘኣመነትሎም ኣብዚ መፅናዕቲ ተሓቢሮም እዮም።
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    ግቡእነት ኣደላልዋ መጠቓለሊ ፈተና ቋንቋ ትግርኛ መምህራን ታሽዓይ ክፍሊ ፉሉይ ትኩረት ቤት ትምህርቲ ካልኣይ ብርኪወልዱ ንጉሰ ኲሓ ብመንፅር ዕላማ ትምህርቲን ደረጃ ክፍልን
    (Mekelle University, 2018-02-25) ነጋሲ ታደሰ ሃይሉ
    ዕላማ እዚ መፅናዕቲ እቶም ኣብ 2016ዓም ሰሚስተር መጠቓለሊ ፈተናታት ኣብ ኣደላልዋ ግቡእነት ፈተና እንታይ ከምዝመስል ዝድህስስ እዩ። ኣብዚ መፅናዕቲ ኣርባዕተ መምህራን ታሽዓይ ክፍሊ ዘምህሩ ብመይላ ጠቐላላ ተወሲዶም ። 144 ተምሃሮ ታሽዓይ ክፍሊ ብቐሊል ዕፃ ተወሲዶም፣ ናይዚ መፅናዕቲ ዓይነቱ ድማ ዳህሳሳዊ እዩ። ነዚ መፅናዕቲ ኣብ ሽቶኡ ንምብፃሕ ዘድልዩ መሳርሒታት መረዳእታ ዳህሳስ ሰነዳት ፣ ቃለ መሕተት መምህራንን ፅሑፋዊ መሕተት ተምሃሮን እዮም። እቶም ዝተኣከቡ መረዳእታታት እውን ብዓይነታዊን መጠናዊን ሜላ ክትንተኑ ተገይሩ ብዳህሳስ ሰነዳት ፈተና ዝተኣከቡ መረዳእታታት ብሜይላ ገለፃ እንትትንተኑ ፤ ብፅሑፋዊ መሕትት ቃለ መሕትትን ዝርከቡ መረዳእታታት ድማ ብመይላ መጠናዊ ወይ ሓሳባዊ ስልሒት ተተንቲኖም ካብዚ መፅናዕቲ ዝተረከበ ውፅኢት ኣብ ዝተዳለዉ መጠቓለሊ ፈተናታት ንፁር መምርሒ ዘይምክታት ፣ኣብ ቀንዲ ሕቶን መማረፅን በቲ ግቡእ ኣደላልዋ ፈተና ብዘይ ምድላዎም ተፈተንቲ ከደናግሩ ዝግበር ሕቶ ምድላው፤ ከምኡ ውን እቶም ተወሰኽቲ ሕቶታት ኣብ ምረፅን ኣዛምድን ትኹረት ዝግበሩ ምኻኖም ነቶም ካልኦት ዓይነታት ፈተና ብሙልእነት ዘይምክታቶም ውድቀት ስለ ዝረእየካ እዩ ።ብተወሳኪ መምህራን ብበዝሒ ዝተጠቐሙሉ ትሕዝቶ ኣብ ሰዋስውን ስነ ፅሑፍን ስለዝኾነ ተምሃሮ ውስን ክእለት ክሕዙ ዝገብር ምኻኑ።ብመሰረት ዝተረኸበ ውፅኢት ዝተሰናድኡ መጠቓለሊ ፈተናታት ኣብ ኣደላልዋ ግቡእነት ፈተና ክፍተት ምህላው።ከምኡ ውን መምህራን አብ ኣደላልዋ ግቡእነት መጠቓለሊ ፈተና ትሑት ግንዛበ(ሸለልተኝነት) ምህላው፣ኣብ ዝተዳለው መጠቓለሊ ፈተናታት ተምሃሮ ክረኽብዎ ዝግባእ ውፅኢትን ግንዛበን ከምዘይረኸቡን ናይ መምርሒን ኣደላልዋን ክፍተት ከምዝነበሮም መደምደምታ ተዋሂቡ።ኣብ መወዳእታ ኣብ ኣደላልዋ ግቡእነት መጠቓለሊ ፈተና መምህራን ብቤት ትምህርቲ፣ ወረዳ፣ ብዞባ ይኹን ብክልል መዕበዪ ግንዛበ ንመምሀራን ብትኹረት ክወሃብ እንተዝግበርን ብተወሳኪ ውን መምህራን ባዕላቶም ብብርኪ ክላስተርን ብስርዓተ ትምህርቲን ዝዳለዉ ፈተናታት ግቡኣትን ዘይ ግቡኣትን ምኻኖም ትኹረት ተዋሂቡ እንተዝፍተሹ ፤ዝብሉን ካልኦትን መፍትሒ ሓሳባት ኣብ መወዳእታ
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    ASSESSING THE PRACTICE OF GRAMMAR THROUGH COMMUNICATIVE BASED LANGUAGE TEACHING IN GRADE 9TH. (IN MOMONA SECONDAREY SCHOOL) MEKELL, HAWELTI SUBCITY, SOUTH EAST OF TIGRAY REGIONAL STATE, ETHIOPIA
    (Mekelle University, 2017-12-25) Senait Gebru
    The main objective of this study was Assessing the practice of grammar through communicative based Language teaching in grade 9th. (Momona Secondary school) Mekelel, Hawelti Sub city, South east of Tigray Regional state, the study conducted in 9thgrade with in three sections and the total population of the study were 720 students out of this,257 students and three English teachers were taken as sample size (total 260) and the sample students were selected using simple random sampling methods and the three English teachers and the three sections were selected using purposive sampling techniques. Besides, the researcher collected primary data through classroom observation, teachers’ interview and students’ questionnaire and they were analyzed both quantitatively and qualitatively. The finding showed that there is poor trend of implementing communicative based Language teaching as EFL teachers also didn’t properly practice communicative based Language teaching strategies in teaching grammar lessons for several reasons such as time allotment and student’s background. It is also found that some teachers attempted to implement communicative based Language teaching occasionally, that is, when the topic and the situations are suitable to apply it and communicative based Language teaching techniques like group discussion, cooperative learning etc. Besides, teachers practiced communicative based Language teaching methods rarely by applying group work and questioning and answering and role playing, debating writing and other were not applied. It is found that teachers centered method tend to all aspects of grammar and Students also did not have initiation to participate in teaching learning process in grammar class. Furthermore, most serious factors affecting the implementation of communicative based Language teaching in the classrooms were identified those are, lack of time allotment for the course, absence of suitable classroom situation and learning equipment’ lack of training, for teachers less commitment for their responsibility, student’s lack of motivation and poor English language exposure. Therefore, it was concluded that EFL teachers and students of the school did not properly practice the methods suggested by different language experts. It was, therefore, recommended that teachers should be applied different communicative based Language teaching approach and techniques that are suggested by scholars to teach grammar and other language skills.
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    AN ASSESSMENT ON EFL HIGH SCHOOL STUDENTS’ WRITING SKILL, THE CASE OF MEKONI HIGH SCHOOL GRADE 11 STUDENTS ENGLISH CLASS IN FOCUS
    (Mekelle University, 2017-09-25) Hayelom Fantay
    The main purpose of this study was to assess students’ skills in writing paragraphs. The study was conducted at Mokoni high School at Mehoni Town. Descriptive case design was employed by the researcher to assess their paragraph writing skill. The participants of the study were grade 11 sample students and English language teachers of Mokoni high School. The researcher used simple random sampling method to select sample students and comprehensive method for sample teachers. So as to attain the objectives of this study, the study employed three data gathering instruments: content analysis, questionnaire and interview. Content analysis was employed to assess students’ paragraph writing skill. Thus, the researcher analyzed the paragraphs written by 35 students. The questionnaire was held with the students to crosscheck the data gained from content analysis and to collect further information on their paragraph writing skill. Furthermore, interview was made to triangulate the data gained from students and to gather information from teachers’ feedback in paragraph writing lessons. All the data collected using different instruments were analyzed qualitatively. The study identified the major paragraph writing problems that the students’ encountered. For example, organization, unity, punctuation, capitalization and spelling were the students’ problem in paragraph writing. In addition, students’ related factors like lack of knowledge of strategic use, lack of practice, and teachers’ related factors such as teachers’ ways of giving feedback factors were affecting students’ paragraph writing. Therefore, since paragraph writing is a skill that could be improved through regular practicing, students should have been given chance of learning and practicing features of good paragraph to use them in paragraph writing effectively.
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    ANALYSIES OF ERRORS INMECHANICS IN STUDENTS‘ WRITTEN WORK: GRADE 11 FRE SIWUAT SECONDARY SCHOOL STUDENTS‘ IN FOCUS
    (Mekelle University, 2017-12-25) Ashenafi Gubssa
    The objective of this study was to analyze mechanics errors in grade 11students’ composition writing. The study was conducted at Fre Swuat Secondary School grade11 students in focus.To address the problem a descriptive survey research design was employed. To carry out the study, all the 7available English teachers were used together with 71 students using available sampling and simple random sampling techniques respectively. In order to attain the objectives writing test, document analysis, and semi-structured interview were used as data collection instruments. The writing test was applied to identify students’ composition writing ability in terms of mechanics (i.e. spelling capitalization and punctuation) and the common errors occurred frequently in the students’ composition writing. The document analysis was used to discover the sources of errors and the semi-structured interview was used to find out the sources and frequency of students errors. Moreover, all data collected using different tools were analyzed qualitatively and quantitatively. The data which was collected using writing test was used to show the rater’s average score of the students’ composing ability in terms of mechanics and to analyze the errors obtained in the students’ composition by frequency, percentage and mean quantitatively. And the data that was gathered using document analysis and semi-structured interview was analyzed qualitatively. The study identified the components of mechanics (spelling, capitalization and punctuation)errors that students’ encounter. As a result according to the raters average score,Fre Siwuat Secondary school students composing ability was low (poor), Errors of capitalization, punctuation, together with omission, substitution, and addition of letters in words and sentences were severe errors observed in students’ compositions and documents. But from these errors, error of capitalization and punctuation had the highest frequency. And the causes of the students’ errors were found to be inter lingual and intra lingual transfer errors. Therefore, since using correct mechanics in students compositionis an ability that could be improved through adequate practice, thus Fre Siwuat secondary school students should be given chance of learning and exercising a lot on spelling, capitalization and punctuationto effectively use them to write in their compositions, assignments etc.