á‰°áˆ¨á‰¶á‰½áŠ• á‰°áŒ á‰…áˆž áˆ˜áŒ»ááŠ• áˆ›áˆµá‰°áˆ›áˆ­ á‹¨á‰°áˆ›áˆªá‹Žá‰½áŠ• á‹¨áˆ˜áŒ»á áŠ­áˆ‚áˆŽá‰µ áˆˆáˆ›á‹³á‰ áˆ­ á‹«áˆˆá‹ áˆšáŠ“ (á‰ á‹°á‰¡á‰¥ á‹ˆáˆŽ á‹žáŠ• á‹°áˆ´ áŠ¨á‰°áˆ› á‹¨2016 á‹“.áˆ á‹¨áŠ áˆáˆµá‰°áŠ› áŠ­ááˆ á‰°áˆ›áˆªá‹Žá‰½ á‰°á‰°áŠ³áˆªáŠá‰µ)

Tsehay Hailemesekel; Lemma Nigatu; Wudu Melese

doi:10.20372/ejlcc.v9i2.1860

Tsehay Hailemesekel Jimma University
Lemma Nigatu Jimma University
Wudu Melese Jimma University

DOI: https://doi.org/10.20372/ejlcc.v9i2.1860

Keywords: á‰°áˆ¨á‰µá£ áˆ˜áŒ»áá£ á‹¨áˆ˜áŒ»á áŠáˆ‚áˆá£ áˆšáŠ“

Abstract

áŒ¥áŠ“á‰± á‰°áˆ¨á‰¶á‰½áŠ• á‰°áŒ á‰…áˆž áˆ˜áŒ»ááŠ• áˆ›áˆµá‰°áˆ›áˆ á‹¨áˆ˜áŒ»á áŠáˆ‚áˆáŠ• áˆˆáˆ›á‹³á‰ áˆ á‹«áˆˆá‹áŠ• áŠ áˆµá‰°á‹‹áŒ½áŠ¦ áˆˆáˆ˜áˆ˜áˆáˆ˜áˆ á‰ á‹°á‰¡á‰¥ á‹ˆáˆŽ á‹žáŠ• á‹°áˆ´ áŠ¨á‰°áˆ› á‹¨2016 á‹“.áˆ á‹¨áŠ áˆáˆµá‰°áŠ› áŠááˆ á‰°áˆ›áˆªá‹Žá‰½ áˆ‹á‹ á‹¨á‰°áŠ«áˆ„á‹° áŠá‹á¡á¡ á‹¨áŒ¥áŠ“á‰± á‹“áˆ‹áˆ› á‰°áˆ¨á‰µáŠ• á‰°áŒ á‰…áˆž áˆ˜áŒ»ááŠ• áˆ›áˆµá‰°áˆ›áˆ á‹¨áˆ˜áŒ»á áŠáˆ‚áˆáŠ• áˆˆáˆ›á‹³á‰ áˆ á‹«áˆˆá‹áŠ• áŠ áˆµá‰°á‹‹áŒ½áŠ¦ áˆ˜áˆ˜áˆáˆ˜áˆ áŠá‹á¡á¡ áˆˆá‹šáˆ… á‹¨áˆšáˆ¨á‹± áˆ˜áˆ¨áŒƒá‹Žá‰½ á‰ á‰…á‹µáˆ˜ áŠ¥áŠ“ á‹µáŠ…áˆ¨ á‰µáˆáˆ…áˆá‰µ áˆá‰°áŠ“á‹Žá‰½ á‰°áˆ°á‰ áˆµá‰ á‹‹áˆá¡á¡ áŒ¥áŠ“á‰± á‹¨á‰°áŠ«áˆ„á‹°á‹ áŠ¨áŠáˆ áá‰µáŠá‰³á‹Š áˆáˆáˆáˆ á‹˜á‹´áŠ• á‰ áˆ˜áŒ á‰€áˆ áŠá‹á¡á¡ áˆˆáŒ¥áŠ“á‰± á‹¨á‰°áˆ˜áˆ¨áŒ¡á‰µ á‰ áŠ«áˆ«áŒ‰á‰± áŠ áŠ•á‹°áŠ› á‹°áˆ¨áŒƒ á‰µáˆáˆ…áˆá‰µ á‰¤á‰µ á‰ 2016 á‹“.áˆ á‰ áŠ áˆáˆµá‰°áŠ› áŠááˆ á‹áˆ›áˆ© áŠ¨áŠá‰ áˆ© (246 á‰°áˆ›áˆªá‹Žá‰½) á‹¨áŠ áˆáˆµá‰µ áŠááˆŽá‰½ á‰ á‰°áˆ« áŠ¥áŒ£ áŠ“áˆ™áŠ“ áˆáˆˆá‰µ áŠááˆŽá‰½(5áŠ› â€¹áˆ€â€º áŠ¥áŠ“ â€¹áˆ˜â€º) á‰°áˆ˜áˆáŒ á‹ á‰ áˆ™áŠ¨áˆ« á‰¡á‹µáŠ• 47 á‰ á‰áŒ¥áŒ¥áˆ á‰¡á‹µáŠ• 47 á‰ á‹µáˆáˆ© 94 á‰°áˆ›áˆªá‹Žá‰½ á‰°áˆ³á‰µáˆá‹‹áˆá¡á¡ á‹¨á‰…á‹µáˆ˜á‰µáˆáˆ…áˆá‰µ áˆ˜áˆ¨áŒƒá‹Žá‰½ áŠ¨á‰°áˆ°á‰ áˆ°á‰¡ á‰ áŠ‹áˆ‹ áˆˆáˆ™áŠ¨áˆ« á‰¡á‹µáŠ‘ á‰°áˆ¨á‰µáŠ• á‰ áˆ˜áŒ á‰€áˆ á£ áˆˆá‰áŒ¥áŒ¥áˆ á‰¡á‹µáŠ‘ á‰ áˆ˜á‹°á‰ áŠ›á‹ áˆ˜áˆ›áˆªá‹« áˆ˜áŒ½áˆá á‰ á‰°áˆˆáˆ˜á‹°á‹ áˆ˜áŠ•áŒˆá‹µ á‹¨áˆ˜áŒ»á áŠáˆ‚áˆ á‰µáˆáˆ…áˆá‰µ á‰°áˆ°áŒ¥á‰¶ á‰ áˆ˜áŒ¨áˆ¨áˆ»áˆ á‹¨á‹µáŠ…áˆ¨-á‰µáˆáˆ…áˆá‰µ áˆ˜áˆ¨áŒƒá‹Žá‰½ á‰°áˆ°á‰¥áˆµá‰ á‹‹áˆá¡á¡ á‹¨á‰…á‹µáˆ˜ á‰µáˆáˆ…áˆá‰µ áˆá‰°áŠ“á‹ á‹¨á‰£áŠ¥á‹µ áŠ“áˆ™áŠ“ áˆµáˆŒá‰µ (t(92)=.400,P<.690 áˆ˜áˆ†áŠ• á‰ áˆ™áŠ¨áˆ« áŠ¥áŠ“ á‰ á‰áŒ¥áŒ¥áˆ á‰¡á‹µáŠ–á‰¹ á‹¨áˆ˜áŒ»á áŠáˆ‚áˆ áˆ˜áŠ«áŠ¨áˆ áˆá‹©áŠá‰µ á‹¨áˆŒáˆˆ áˆ˜áˆ†áŠ‘áŠ• á‹«áˆ˜áˆ‹áŠá‰·áˆá¡á¡ á‰ áŠ áŠ•áŒ»áˆ© á‹¨á‹µáˆ…áˆ¨ áˆá‰°áŠ“á‹ áˆ˜áˆ¨áŒƒ á‹¨á‰£á‹•á‹µ áŠ“áˆ™áŠ“ (Independent Samples T-test) áˆµáˆŒá‰µ (t(92) = 4.686á£ P<.05(.000) áŠ¥áŠ•á‹³áˆ˜áˆˆáŠ¨á‰°á‹áˆ á‰ áˆ™áŠ¨áˆ« áŠ¥áŠ“ á‰ á‰áŒ¥áŒ¥áˆ á‰¡á‹µáŠ‘ áˆ˜áŠ«áŠ¨áˆ á‹¨áˆ˜áŒ»á áŠáˆ‚áˆ áˆá‹©áŠá‰µ áˆ˜áŠ–áˆ©áŠ• áŠ áˆ˜áˆ‹áŠá‰·áˆá¡á¡ á‹¨áŒ¥áŠ“á‰± áŒáŠá‰µáˆ á‰°áˆ¨á‰µáŠ• á‰ áˆ˜áŒ á‰€áˆ áˆ˜áŒ»ááŠ• áˆ›áˆµá‰°áˆ›áˆ áŠ¨á‰°áˆˆáˆ˜á‹°á‹ áˆ˜áŒ»ááŠ• á‹¨áˆ›áˆµá‰°áˆ›áˆªá‹« á‹˜á‹´ á‰ á‰°áˆ»áˆˆ á‹¨áŠ áˆáˆµá‰°áŠ› áŠááˆ á‰°áˆ›áˆªá‹Žá‰½áŠ• á‹¨áˆ˜áŒ»á áŠáˆ‚áˆ áˆ›áˆ»áˆ»áˆ‰áŠ• á‹«áˆ˜áˆ‹áŠá‰³áˆá¡á¡

This study investigated the effectiveness of using tales to enhance the writing skills of Grade 5 Amharic first language students. A quasi-experimental design was employed with two groups (experimental and control) of 47 students each, randomly selected from among [total number of 246 students] Grade 5 students attending Karagutu Primary School in Dese City, South Wolo Zone, in 2016 E.C.The experimental group received instruction using tales, while the control group followed conventional teaching methods . Pre- and post-test writing assessments were administered to both groups. The pretest results analysis was (t(92)=.400,P<.690. showed that there is no significant difference between the experimental and the controlled group. After the internvention the post teset results of the analysis revealed a significant difference in writing skills between the experimental and control groups post-intervention (t(92) = 4.686, p < .05 . These findings suggest that incorporating tales into writing instruction can be a valuable strategy for improving the writing skills of Grade 5 Amharic first language students. As it was significant using tales for teaching writing to improve students writing skill is agood alternative.