WOLAITA SODO UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

ASSESSING STUDENTS’ GRAMMAR LEARNING STRATEGIES: IN

CASE OF THIRD YEAR ENGLISH LANGUAGE AND LITERATURE
STUDENTS AT WOLAITA SODO UNIVERSITY

BY:
AMANUEL SHONGA
ADVISOR:
ALEMAYEHU H/MARIAM (Ass. Prof.)

A SENIOR ESSAY SUBMITTED TO THE DEPARTMENT OF ENGLISH

LANGUAGE AND LITERATURE FOR THE PARTIAL FULFILLMENT
OF THE REQUIREMENT BA DEGREE IN ENGLISH LANGUAGE AND
LITERATURE

AUG, 2021

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 WOLAITA SODO, ETHIOPIA

Acknowledgment
First of all, I would like to thank the almighty God for his saver and help throughout my life.
Secondly, I would like to express my gratitude to my advisor Alemayehu H/Mariam (Ass.Prof.)
who advised me to achieve this study. Also, I would like to thanks for his valuable advice and
constructive comments, and suggestions. Thirdly, I would like to thank all my families who
helped me to achieve my academic goal. Finally, I would like to thank the head of English
Language and Literature department for his cooperation in providing all information that I
needed from the beginning of my research work till to the end.

ABSTRACT
The purpose of this study was to investigate the grammar learning strategy towards third year
English language major students, that they have learnt English grammar learning strategies. Out
of the total students, the researcher selected all of them and out of the total English teachers, 2
teachers were selected by using purposive sampling method. This means teacher selected
grammar skills of students; therefore teacher for interviews were selected purposefully. For the
effectiveness of the study, quantitative and qualitative research methods were applied. In

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addition to distributed questionnaire and conducted interviews from some teachers. In addition,
the researcher analyzed the questionnaire interview of respondents. The finding of this study is
shortage of grammar difficultness by its nature. Finally, the researcher recommended as
grammar learning is the base for every aspect of language, the student should focus on grammar
learning strategies, they should inferred, examine, and practice grammar learning strategy for
the effectiveness of every language.

CHAPTER ONE

1. INTRODUCTION

1.1 BACK GROUND OF THE STUDY

The place of grammar in language classrooms has been debated. Once, studying grammar was
only classroom practice that is the grammar translation methods. Learning grammar was over
shadowed by speaking or direct method. Many years, it regained importance that was cognitive
code learning.

In addition to the question of how much grammar should be provided.

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The studies that investigated which of these approaches are better have provided different result.
Furthermore, several researchers point out those learner may benefit from different types of
instructions as they have different learning style and strategies,(Dekeyser, 1994,learners- free
man, 1979). From the given fact that the grammar classes tend to be comprised the students who
experienced varying level of success in grammar learning. In differences grammar learning,
individual's differences may be the learners learning style and strategy.

The field of learning style and strategy is relatively new. The research in to learner differences
has indicated that all learners use a certain strategies in order to promote their
learning .According to O’Malley and Chamot, (1990), reviewed the literature on learning
strategies, describe and classify learning strategies in second language learning, and discuss why
learning is affected in a positive manner when such strategies are used. Grammar still necessary
for grammar instruction, mainly shaped by the communication language teaching (CLT)
approach. This approach state that grammar in CLT is presented in meaningful context and it
serves as a means accurate and fluent communication. Thus, this study intended to examine the
challenge that affects Students in grammar learning strategies in case of third year English
language and Literature Students at Wolaita Sodo University. Additionally, one local study was
conducted on grammar learning strategies use of grade 11 Students at Medhannaehalem
preparatory school by Yemeserach Bayou (June, 2015) in Addis Ababa University. Yet this
study did not mention the case of grammar learning strategies at all level. And the study is
confined to preparatory school students learning at Medhannaehalem preparatory school.
However, the present study focused on higher institution at Wolaita Sodo University third year
English Language and Literature Students. Therefore, no recent research has been done so far on
the area of assessing grammar learning strategies on the context of higher education. Hence, the
aim of this study is to fill the gap in this respect.

1.2 STATEMENT OF THE PROBLEM

Some scholars such as Hinker and Totos (2002) believe that teaching (learning of

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foreign language grammar has a Paramount value for good command of the foreign language
where there is no natural way of acquiring the language though scholars like Krashen (1981,
1982) and Krashen and Terrell (1983) criticize the formal instruction of grammar. Briefly,
knowing grammar is important since it is a means of achieving linguistic accuracy. The more
accurately a message is conveyed, the lesser the opportunities for misunderstanding in
communication. Whereas, if there is a lack of grammatical competence, communicators do not
participate willing and fully so that communication broken down happens

The current researcher was conducted on investigating students’ grammar learning strategies in
case of third year English language and literature student at Wolaita Sodo University. Currently,
in Ethiopia a considerable number of students are attending a higher institution and colleges with
a very weak knowledge of English grammar and little ability to use the language accurately
(Haregwain,2008). As a result, it is a very difficult to uphold quality of education if the learners
are deficient in grammar throughout their college stay. Although the main cause of learners
difficulties in grammar learning can be attributed to different variables, quite recently, language
scholars are drawing attention to learning strategies that learners employee in grammar learning
as one of the major factors for either success or failure in learning English grammar. The reason
is that learners who use strategies more often, with more varieties and more appropriately
become successful while unsuccessful learners stick to only limited strategies without
recognizing that the strategies are helping them to accomplish their goal or not (Chamot, 2004,
Oxford 1990). As results, the reason why the researcher is enforced to conduct this study is now
a day there is great problems in learning English language grammar and the researcher knows a
little bit about this problem. In addition to, Lack of grammar learning strategy is one of great
problem on the students in classroom, learning process. Therefore, if there is lack of grammar
learning strategy in the classroom, students cannot have self –confidence to do some activities
especially during the examination.

1.3 RESEARCH QUESTION

Basic research questions are

1. What are the grammar learning strategy for learning grammar?

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 2. What grammar learning strategies do Wolaita sodo university third year English language
students use frequently?

3. What are the factors that affect students’ grammar learning?

1.4 OBJECTIVE OF THE STUDY

1.3.1 GENERAL OBJECTIVES

The objective of this study is to investigate grammar-learning strategies in case of third year
English language students in Wolaita Sodo University.

1.3.2 SPECIFIC OBJECTIVES

The specific objectives of the study are to:

 To assess grammar learning strategies for learners.

 Find out the grammar learning strategies that the students frequently use in grammar
class.
 To explore the factors that affect students’ grammar learning.

1.4 Significant of the study

This study could help third year English Language and Literature students to become aware
of several strategies that will promote learning grammar. Being aware of the grammar
learning strategies that are currently used, and monitoring the effectiveness of those
strategies may help them to regulate learning.
In addition, this study may be used as additional information for further researchers.

1.5 Scope of the study

It could be better to include all English language and literature students. However, due to
time and financial constraints, the researcher chosed third year English language and
literature students.

1.6 Limitation of the study

During the process of conducting this study, the researcher had faced certain difficulties. These
difficulties were shortage of time to accomplish the study within specified period of time and
financial problem for different purposes. Due to that the researcher did not take all respondents
to gather the appropriate data. The time matter means that the researcher had not enough time in

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conducting this study. Again the appearance of epidemic Corona virus is another big problem to
collect the necessary data from the respondents properly. However, the researcher tried to
overcome these all problems by applying self-techniques and commitments such as needed the
money from the researcher’s pocket, using face mask during data collection, using online and
cell phone to collect some data’s and to communicate with the advisor, and plan and the time
budget effectively.

CHAPTER TWO

2. REVIEW OF RELATED LITERATURE

2.1 Definition of Grammars

The set of structural rules governing the composition of clause, phrases and words in any given
natural language. It refers to the studies of such rules and includes morphology, syntax and
phonology often complemented by phonetics, semantics and pragmatics. It often used by none
linguists with a very broad meaning. As Jeremy Butter field (2002).Puts it, grammar is often
generic way of referring to any aspect of English that people object to .However, linguistic use it
in a much more specific sense. Grammar can also be used to describe the rules that govern the
linguistic behavior of ground of speakers. It is the business of taking a language to pieces to see
how it works David Crystal. Grammar is the system of language. The person something
describes grammar as rules of language but in fact no language rules; It is simply a reflection of
language at a particular time. The mental system of rule and categories allows human to form
and interpret the word and sentences of their language.

2.2.Strategies of learning English grammar

Brund, Goodnov and Austin (1956) were among the first researchers who used the term learning
strategy and they defined it as a ways of acting and thinking. Since, there has been increasing
number of students. All this studies hold the belief that being able to learn does not depend on
innate skills but on the interaction of number of effective strategies, which can be, learn through
training. Early studies learning strategies are concerned with attempting to establish the
strategies, which the good language learners use. Some definition of strategy implies classifying
it. They are the first contributors to strategy (Rubin. 1975, N and T. 1978).

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2.3 Variation in strategy use
It has also investigating the variation in strategy use according several variables such as gender,
proficiency level, or motivation. A study by O’Malley et (1985), which aim to classify learning
strategies and to investigate whether learning strategies could be thought ESL learning, indicate
that the strategies employed by begging level students differ from those of intermediate level of
students. As Herman students, differences sough to find out the effect of sex differences on
learning strategies and releases that females more strategies than males. A later study by green
oxford (1995) in which the difference strategy use was explored in terms of both proficiency
level and gender showed a significant difference in strategy use between pre basic level groups
or basic and intermediate .It is females use more strategies than males.

2.4 Learning styles and strategies

All humans have their own learning styles. Learning styles and thoughts to be influential in this:

2.4.1. Learning Styles

The general approaches that students use in acquiring a new language, or in learning any other
subject. (oxford 2001,p.359).In the literature more than 46 learning styles will be identified some
of this learning styles are more associated with second language learning, for instance four
perceptual learning styles:

i. Visual learners-prefer reading or studying charts

ii. Auditory learners-appear to learners better by listening to lectures as audio materials.
iii. Kinesthetic learners are associated with experimental learning in which there is physical
involvement.
iv. Tactile learners-prefer hands on an activity such as building models, doing laboratory
experiment.
The study by Reid (1987), It is a variation in these learning preferences according to
gender and cultural differences. On the other hand, distinction in terms of learning style,
which has been, studied extensively it field independence or field dependence. Field
independence styles tend to easily see the details of subject, where as a field dependent
learners can see the subject as whole. In conclude that learning styles are not be seen as

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 clear cut distinction between people, but rather a continuum a long which people tend to
be placed, according to the time and context of learning

2.4.2 Learning strategies

It differ from learning styles in that they are specific action, behavior, steps, or techniques used
by students to enhance their own learning Scarcella Sand Oxford (1992,p.63).But they are related
each other, the choice of strategy or a series of strategies depends on the individual learning style
together with task that he/she approaching to H.D . Brown (2000) and Oxford (2001). This might
account for the fact that learning strategies my also vary from person to person and particular
strategy may not always help learning of particular language point. As naiman et al is scheme
consists of broad categories of learning strategies:-

1. Active tasks approach-is practicing and analyzing individual problems.

2. Realization of language as system –making firs language /second language comparisons and
analyzing the target language.
Realization of language as a means of communication and interaction emphasizing
fluency over accuracy and seeking communication with second language speakers.
3. Management of effectives demand – (copying with effectives demands learning).
4. Monitoring second language performance-constantly revising the second language system by
testing interferences and asking second language speakers for feedback. In addition to these
categories O’Malley and Chamot suggested that three major strategic categories; - such as,
Cognitive, Meta cognitive, and social affective.
In addition to these categories O’Malley and Chamot suggested that three major
strategic categories;-such as, Meta cognitive, and social affective.

1. Cognitive strategies; - by using these strategies the students develop skills that help them
to achieve academic success, thus increasing their learning ability. It is learning techniques
applied by students to learning task Dickinson (1996) which involve grammar learning
enumerated by Chamot and O’Malley (1996-266) are the following.

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1.1Elaboration: when students elaborate, they recall prior knowledge, consciously interrelate
part of what they are learning and integrate new information to their existing knowledge of
structure.

1.2. Internecine (induction): Carroll (198105) defines the inductive language learning
ability to infer the roles governing the set of language materials, given sample of language
materials. Chamot et al (1985) defines this strategy as using available information to guess
meaning of new item, predict out of comes or fill in missing information. Finally, inference
cognitive process, which involves making informed guesses to drive working hypothesis about,
varies aspect TL system by using time inclusive linguistic evidence.

1.3 Deduction: It applying rules to understand or produce 1.2 or the concept complete learning
task is used when students apply rules to complete tasks and formulate correct sentence
O’Malley and chamot (1990:128)

1.4 Repetition: imitating language model including over to practice and silent rehearsal or
imitating a language model orally, mentally, in writing Stewner et al (1986:12).the importance of
practice in language learning has been emphasized by researchers.

1.5 Translation: is using the LI. It is mentioned only the most strategies.

1.6 Transfer: is using previous linguistic knowledge or prior skill to assist comprehension or
production.

To emphasize the importance of practice of immediate feedback and using Literature have the
following steps to provide effective strategies of instruction.

Preparation-Presentation-Practice-and evaluation

Preparation: this first steep has two main aims such as motivating the students and finding
out which strategies they already use.

Presentation: is to a rise consciousness on the use of strategies an understanding of why,

when, where and how strategies should be used.

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Practice: In this, phase students engage in meaning full practice of content, language and
strategies. The teacher little by little by is less needed by students who are becoming more
autonomous.

Evaluation: In this, phase students reflect on and assess their learning.

2. Meta cognitive strategies

Mental operation which learners use to regulate their learning: they involves knowledge of one’s
cognitive processes (meta cognitive knowledge) , and control or regulation of learning
(O’Malley and chmot ,(1990:105) the cognitive literature Brown et al.(1983) refers to three
main kind of meta cognitive strategies which learners can execute and regulate their own
learning process.

A. Planning strategies (selective attention): it refers to the formation of textual,

semantic syntactic lexical aspects of production Esperect and piolat (1991:318).
Therefore, in order to achieve this objective paying attention to specific aspect of input,
often by scanning for key words, concept and linguistic markers will be essential.
B. Monitoring strategies (self-monitoring): it revising and editing are necessary
for students detect errors, to monitor a written text for semantic, synthetic expression
and coherence. Jones and christen men (1994:44).That fact theory emphasizes the
important of reflecting the monitoring on what students are learning and using. The
importance of this strategy is emphasized by McDonough (1990) who in spite the
criticism of strategy instruction. Self-monitoring can be defined as checking accuracy
and appropriateness of one’s oral or written production while is taking place.
C. Evaluation strategies (evaluation)

It is described as checking the outcome of own languages learning against standard after it
has been completed .through this strategy is termed self-assessment by chamot and
O’Malley(1996:265).the meaning and use of strategy does not change. Since it is
accomplished learning task and whether they need to learn any aspects of it.

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3. Social affect strategies

This is cooperation working with one more peers to obtain feedback, pool information, or
model language activities. Reducing anxiety by using mental techniques that makes one feel
competent to the learning task.

2.5 Instructional model

The steps follow in our macro grammar strategies will be discussed

1. Theoretical background:-grammar learning is in favor of conscious, explicit and way of

learning grammar. It is clear understanding of why they involve rule induction, mechanical
and meaning full practice in which learners are the end of the session attempt to produce he
example provided at the beginning of the session and feedback .moreover, the discrete item
in hold and questions aid their questions and development. Schmidt et al (1990-1998) he
learner are helped to use Metacognitive strategies when using elaboration, induction,
deduction, translation which practiced that performing the above mention.
2. Global frame work of instruction model:-it is a combination of activities of in which different
cognitive are applied but meta cognitive strategies are also needed help learners in
performing these activities, that it way the model macro strategy. This macro grammar
strategy because of activities is design for grammar and strategy research. How they
complement each other in the design of instruction model by looking global view of macro
strategy. It can appreciate how the instruction for the learning of strategy and grammar
follow the skill acquisition steps Andreson (1981)
3. A detailed frame work of instruction model:-it provided a general idea about the model
amore amplified frame work of how the different stage are practiced is provides this
paragraph: first demonstrate to students the importance of strategy training and how
grammar. This training can help them to learn structure such as conditional sentence, the
chosen discrete item in the empirical work. Since they already know use of strategies thanks
to meet cognitive questionnaires given them UN satisfactory knowledge which they have
conditional sentence .thus by commenting on their meta cognitive questionnaires answer and

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 their conditional sentence knowledge, a brief explanation about the importance of using
strategies. Specially Meta cognitive strategies for efficient second language learning’s

2.6 Learning strategies for specific skills.

Grammar learning strategies that help certain skill areas Hosenfeld (1977) she studied the
reading strategies of successful learners through the think allowed protocols. She also revealed
that successful reader employed contextual guessing when reading and those they evaluated the
correctness of their guesses. Another study Schmitt (1997) addressed the luck of a
comprehensive list of strategies that focused on vocabulary strategies. The result of survey
conducted by Schmitt alsoprovide an insight in to the level of usage of vocabulary strategies and
learners attitude toward them .In sum of a few studies in the literature have sought to determine
the grammar learning stratifies. It used by English foreign language learners although some of
these strategies appear more preference about grammar learning. Only one study have been
conducted the difference in strategies use according to genders by Ehrman .therefore, more
research could be .a conducted in order to provide the literature with a dependable list grammar
strategies explore the relationship between strategy use and grammar achievement.

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 CHAPTER THREE

3. RESEARCH METHOLOGIES

This chapter dealt with the methodology and procedure of the study. It also describes nature of
design, data gathering tools, study area, population of the study, and sampling techniques of the
study.

3.1 Research Design.

On this Study, the researcher was used both qualitative and quantitative research methodology to
collect required information.
This is why because it is the appropriate method to give description and to answer the specific
objectives of the study. In addition, the researcher was used the qualitative design to identify the
subject's response and the quantitative design for the statistical analysis of the data.

3.2 Study area

The study was focused on third year English Language and Literature Students.

3.3. Population of the study

The population of this study is third year English language students and teachers, found in
Wolaita sodo University. Moreover, the researcher was took the entire students who were 46 in
number. The researcher selected all third year English language and literature Students. Because
the researcher was expected this population clearly approaches to the study area.

3.4 Sample techniques

The researcher was used qualitative sampling to select 46 students from third year students.
While the researcher was used purposive sampling to select third year student from other second
and first year students. In addition, the researcher was selected two teachers who teaches
communicative English grammar by using purposive sampling method.

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3.5 Data collection instruments

In order to obtain desired and relevant information about the study the researcher was used three
data collection instruments namely observation, questionnaire and interview.

3.5.1 Observation

When the researcher observe the students’ grammar learning strategy, by looking the following
main points. The appropriate grammar learning strategy and frequently use of grammar in the
class. In addition, the researcher was conducted it when the teacher teaching Students about the
grammar in the class.

3.5.1 Questionnaire

The questionnaire is one of the data gathering tools. The research selected this tool to find the
required information. After getting the required information, the researcher was asked to get the
response behind the Students regarding to the grammar learning. Therefore, the researcher was
prepared and distribute questionnaire for all students. The questionnaire is close-ended question.

3.5.2 Interview

In addition to the questionnaire, the researcher was used semi–structure interview as data
collection tools. The researcher also conducted interview with the teacher to gain useful, clear
and brief information from the sample teacher. The research was used semi-structured Question,
the interviewees when the researchers want additional information.

3.6 Data collection procedure

Before directly engaging in to distributing, the questionnaire and collecting the data, the
researcher went to the study site and then, the researcher was asked the willingness of the
respondents by telling them the objective of the study. After getting the permission of the
respondent, the researcher was distributed the questionnaire and collect the data.

Generally, the researcher was conducted the research through by organizing the distributed
questionnaire, the observed information and interviewed question.

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3.7. Method of Data Analysis And Interpretation

After gathering the required data, then the researcher was organized the data and giving analysis
by using different kinds of data analyzing method such as questionnaire that was analyzed by
using numerical values, next the interview was analyzed along with the relevant responses which
are gain from the respondent and finally the observation through taking the sample while
teacher's teaching. After the given recommendation, the researcher was figured out the possible
solution and suggestion on the recommendation.

CHAPTER FOUR

DATA ANALYSIS AND INTERPRETION

4.1 Result and discussion

This chapter deals with the presentation analysis of data obtained through questionnaire,
observation and interview. The data were tabulated and analyzed the results are presented below.

Table 1. Students’ response for the questionnaire

Scale of respondents

No Never Seldom Someti Usually Always %

mes

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1 When I learn a new grammar No % No % N % N % No % Total
structure I try to associate it o o %
with other structures that I
1 4.8 4 19.0 8 38. 4 19.04 4 19. 100
already know.
4 1 04

2 I try to classify it under a group 2 9.5 4 19 6 28. 6 28.6 3 14. 100

of similar things. 6 2

3 I compare it with my own 1 4.8 2 9.5 5 23. 4 19 9 42. 100

language by thinking of its 8 8
equivalent in my native
language.

4 I use the context, the dialogues, 2 9.5 3 14.2 10 47. 1 4.8 5 23. 100
or the picture in order to 6 8
understand it meaning.

5 I examine the part of the 5 23. 4 19.0 4 19. 5 23.8 3 14. 100
structure. 8 4 04 2

6 I try to infer the rules about the 1 4.8 3 14.2 4 19. 1 52.4 2 9.5 100
structure. 8 04 1

7 If do not understand my 4 19. 2 9.52 5 23. 4 19.04 6 28. 100

teacher’s explanation of a new 04 8 6
structure, I ask him or her
repeat.

8 If I do not understand my 1 4.8 1 4.8 9 42. 1 4.8 9 42. 100

teacher’s expiation, I ask my 8 8
friends for help

Scale of respondents

No Never Seldom Someti usually Always %

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 mes

9 I take notes when my teachers No % No % N % N % No % Total

Explanation a new grammar o o %
structure.
3 14. 5 23.8 1 4.8 5 23.8 7 33. 100
2 3

10 I use my own language to write 4 19. 2 9.52 9 42. 3 14.2 3 14. 100
the rules of anew grammar 04 8 28
structure.

11 I underline, use different colors 4 19. 3 14.3 5 23. 3 14.3 6 28. 100
or capital letters to emphasize 04 8 6
the important parts of grammar
rules and explanation

12 I draw charts for the grammar 3 14. 2 9.52 9 42. 4 19.04 3 14. 100
rules I learn 2 8 2

13 I think about situation in which 2 9.5 2 9.52 9 42. 3 14.2 5 23. 100
I can use the newly learnt 2 8 8
grammar structures.

14 I say a new grammar structure 2 9.5 7 33.3 4 19. 2 9.52 6 28. 100
to myself several times. 2 04 6

Student’s agreement regarding their views towards the grammar learning strategies to summarize
in the above table.

The above table showed that 38.1% of the students that sometimes they learnt a new grammar
and associated it with other structures they already had known. The other students (19.04 %) had
response always and 19.04% of student answered usually.4.8% students also never learnt a new
grammar structure and 19.04% of students were answered seldom in the item. Therefore, from

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the student’ response majority of students replied that, they sometimes learned a new grammar
strategy and associated it with other structures that already knew. As it indicated in the second
item, 9.52% of the students that they never try classify it under the group of similar things. Some
other 28.6% of students also responded sometimes try to classified it and 28.6% of usually
classified it under groups. The other 14.2% of the respondents were always tried to classify
under group of similar things. Totally, the second item indicated that the majority of students had
sometimes and usually learnt and tried to classify it under a group of similar things.

According to the third item, 42.8%of student always that compared it with their own language by
thinking of its equivalent in their native language. However, the rest 23.8% of respondents were
sometimes compared always. However, 4.8% of respondents never compared it with their native
language as well as 9.5% of students were answered seldom option.

Therefore, the lowest students of had never compared a new grammar structure with their own
native languages, but majority students always compared it with their own native language.

In the above table, fourth item, 9.5% of students had never seen a picture in order to structure
and they used contextually in order to understand its meaning. 4.8% of respondents usually have
seen picture in order to understand meaning 4.8% of respondents also have seen always that a
picture. Although 47.6% were responded sometimes that adialogues or picture and contextually
in order to understood its meaning. As could be seen in the above table, majority students were
used contextually in order to understand its meaning.

According to the table item 5, 23.8% of the students usually and 23.8% never have seen and
examined that part of grammar learning structure. As well as 19.04% of students sometimes
examined that part of strategy and 14.2% of them always have seen anew grammar structure and
examined its part. On the other hand, 19.04% of students had seldom seen a new grammar
strategy and had examined part grammar learning structure.

Therefore, majority of students usually and never have seen a new grammar strategy and could
be examined its part of structure.

In the above table item, 6 shown 4.8% of respondents sometimes tried inferred the rules.
Whereas 9.52% of respondents had always inferred that rule 52.4% of the respondents also

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responded that usually inferred grammar-learning rules. 14.2% of the respondents were seldom
options. Although, the lowest respondents 4.8% respondents have responded that never and
sometimes inferred the rules about grammar learning structure.

Therefore, the most least of the students had never and sometimes inferred the rules about
grammar learning structure.

As it has indicated the above table item 7, 23.8% of the respondents have answered that
sometimes they did not understand their teacher’s explanation. On the other hand, 23.8% of them
did not always understand when teachers explanation. Also 23.8% of students had seldom option
and 14.2% of students did not understand their teacher’s explanation. Even though, 19.04%
respondents had never understood teachers explanation of a grammar students when they asked
to repeat.

Generally, most of the students did not understand their teachers’ explanation of a new grammar
structure when they asked to repeat.

According to the item 8, in the above table showed that 42.8% of students sometimes did not
understand during their teacher explanation and they asked their friends for help them. 42.8% of
the respondents had always also asked their friends for help them but not understand it. 4.8% of
students asked their friends usually did not understand it and 4.8% of them had done not
understand when they asked their friends. Finally, 4.8% of students had never understood their
teacher’s explanation and their friends for help.

Thus, majority students had never,seldom and usually tried to ask their friends to know about
what their teachers explains for them.

As it indicated from item 9, 28.6% of students who had always taken a note during their teacher
explanation and 9.52% of them have been seldom option during the teacher thought them. On the
other hand,23.8% of the respondents have taken a note during their teacher expanded a new
grammar structure. Whereas 19.04% of students have usually taken, a note but 19.04% of
students had never taken a note when their teacher explained a new grammar strategy.

Therefore, the majority of students have taken a not when teacher explained a new grammar
structure.

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According to the table from the item 10, 42.8% of the respondents had sometimes used their own
language to write the rule of grammar strategy. Usually 14.28% of students have used to their
own language and 9.52% of them they used seldom. 14.2% of other students had always used to
write the rule by their own language. Although, 19.04% of the respondents had never used their
language to write the rules of learning strategies.

Therefore, nearly most of the students they sometimes used their own language write the rule of
grammar learning strategy.

The researcher understood that the above table item 11, 14.2 of student has seldom used different
capital letters to emphasize the important parts of grammar rules. They also have 14.2% of
respondents usually used to different capital letter and emphasized it. Sometimes 23.8% of
students have been used. 28.6% of students had always used different capital letters to
emphasized important part of grammar rules. Conversely 19.04% of respondents had never used
to that various grammar rules explanation.

Generally a few student capital letters to emphasize the important part of grammar rules.

From the item 12, the researcher understood that 14.3% of students always drawn charts for the
grammar rules. Otherwise 9.52% of the respondents also had seldom option that drawn charts in
the grammar class. 19.04% of respondents usually drawn for grammar rule and sometimes that
42.8% of respondents drawn charts when they have learnt. Even though, 14.3% of respondents
had never drawn that charts when have learnt grammar-learning strategies.

Therefore, majority of the students usually drew charts for the grammar rules when they had
learned grammar-learning strategies.

The above table, item 13: also showed that, 14.3% of respondents usually thought about the
situation in which they could be used a newly learning grammar structures that 42.8% of other
students sometimes thought about the situation. Also 23.8% of them had always thought but
9.52% of students had option of seldom. Whereas 9.52% as students had neverq thought the
situation, they could be used learnt grammar. Thought 9.52% of respondents never had thought
about the situation in which they could be used learnt grammar structure.

21
According to the table, they sometimes thought about the situation in which they could be used
newly learning grammar strategy.

According to the item 14, 33.3% of the respondents seldom said that a new grammar learning
strategy they were several. It also 28.6% of the respondents had always said similarly
several.19.04 percentage of the respondents sometimes said that a newly grammar strategy was
several. On the hand, 9.52% of the respondents have usually said that learning to themselves be
different. Although 9.52% of the students had never a new grammar, learning structure was
several. According to the findings, the students who have grammar strategy by several ways.

4.2 Result of interview

The researcher had conducted an interview with two English communication grammar teachers
that were interviewed the following questions and respond what have asked them.

What is the importance of varied grammar learning strategies?

The researcher have got the response from the interviewee that varied grammar learning
strategies are very importance of every language skills such orally reading, lasting speaking and
to improve our language skills flatly. It also used to integrate the rule of grammatical
arrangements. If different grammar learning strategies are used, the students can learn much
things about grammar. In addition, the students may have a chance to evaluate themselves using
different methods. This in turn may help them to enhance their language skills. They also
reposed that grammar learning is essential aspects grammatical arrangements. They also reposed
that grammar learning is essential aspects of every language to improve our communication
skills. As they have said without grammar, learning it is impossible to improve our linguistic
capacity. Finally it is the most importance aspect of every language the investigate communicate
of problem.

What grammar learning strategies do you suggest for your students?

The interviewees answered the question that there are different approaches according to some
theories because in linguistic the grammar learning strategies are essential for students. All of the
respondents said that, in case of grammar learning, the students should use strategies such as
reading closely the text and pay attention during the teacher teaches. Especially the students

22
should read the Basic English grammar book. As the teacher responses, personally they
recommended that the students should use a grammar learning strategies that require students’
involvement. If they practice different grammatical aspects, they could master the grammar
contents and in turn develop their language skills. They suggested for their students the grammar
learning rules and structures used to investigate the problem. They also concluded that every
student should pay attention on grammar learning strategies.

What factors, do you think affect grammar learning students?

The interviewees have believing that the factors affect the gram mar learning are lack of
interesting, background on the student, Mother tongue as well as the students participation are
affect the grammar learning strategies. They said that the students participation are affect the
grammar learning strategies. They said that the students who have not willingness to learn
English grammar strategies so that factors come be affect the grammar learning strategies.
Moreover the respondent were responses the students learning styles may affect their usage of
grammar learning strategies. In a single class, there are many students with different learning
styles and different linguistic background. For example, some students auditory and other
students visual. Therefore, this may affect their usage of grammar learning strategies.

What type of grammar learning reference materials should be used to enhance

grammar-learning strategy?

There are a number of books, internet, documents, other Medias such as BBC; Radio fana
etc. are as source of grammar to develop their own skills. As the interviewees said that could
be checking form videos because, technologies are there. The students have to use books,
internet, social media and other program, to because effective communicator. Therefore, the
student must be used these certain materials. The references that were related directly with
grammar aspect could enhance students’ grammar learning.

Generally, grammar-learning strategies are the base for every aspect of language, to improve
our knowledge about four basic skills.

What are the problems from the students that faced you while you
teaching grammar?

23
The interviewees answered the question that students have difficulties in grammar, especially in
simple present tense; present continues tense, past perfect tense, and passive and active voice.

Students could not use the subject verb agreement and usage. The ability of students in using
simple present tense was low. It was found that many students often did not understand why
some sentences are used in auxiliaries. All in all, to overcome grammar problem Students should
use of correct tense any aspects.

What are the possible strategies to improve students grammar learning in the
class?

The teacher replied that, there are so many strategies to improve the students in learning grammar
strategies. Some them are : by showing the direction where an important key points are, by advising
the correct usage of the grammar and by writing, reading and listening on grammar structural
development. In addition to giving deep attention and showing the students to grasp with in
extensive reading which exercised up on them. There is no one best technique to improve the
grammar strategies. But the above explained points are useful for the students to improve the
grammar with in the class. Therefore, practicing sustainable reading, writing and listening could help
to improve the grammar.

4.3 ANALYSIS OF CLASSROOM OBSERVATION

Whenever teacher teach any lesson he trays to clear that they have professional duty and
responsibility to make their students grasp knowledge. The teacher also translates in Amharic
language to clarify the topic, and to understand the students what they learned. But, the students
can face difficulties in teaching learning process. The reason is the teaching learning process is
not student centered, which means the teacher use all times without give a chance to the students.
In addition to this, the students cannot communicate with English language rather than local
language. Moreover, the learners did not ask the question to their teachers when you get their
grammar difficulties. In the class where the researcher made observation, the researcher observed
that teacher was not seen to use techniques of teaching. Which means the teacher was follow the

24
traditional method of teaching they were more concerned about the Speaking rather than the rule
of grammar. There were used teacher centered teaching methods. Besides, the teacher did not
focus on the usage of grammar in the text and only advised their students to infer meaning of the
words either from the dictionary; synonym, antonym, related words, and reading text. Due to that
the students were not able to communicate with their classmates or the teacher. In short, there
was no interaction among students and teachers in the class.
Therefore, the researcher investigated from the data tools were indicated that appropriate
grammar learning strategy in learning and teaching process is determined by the interest of
students and language. In addition, frequently grammar uses translation and repetition strategies
in the study.

CHAPTER FIVE

CONCLUSION AND RECOMMENDATIONS

5.1 Conclusion
After the researcher carried the observation, questionnaire and interview for the students and
teacher so as to response by own views, I arrived at the following conclusions.

25
From the result of findings grammar, learning strategies are the base for every aspect of language
that also used to improve our language skills. These strategies are used to associate the grammar
structure with our native language to emphasize every aspect of necessary things.

Based on the finding of this research cognitive strategies, meta cognitive strategies and social
affective strategies are appropriate grammar learning strategies that are useful for learning
grammar. Basically, cognitive strategies are the most appropriate strategies.

There for, the researcher investigated from the data tools were indicated that most of the time
appropriate grammar learning strategy in learning and teaching process is determined by the
interest of students and language. In addition, frequently grammar uses translation and repetition
strategies in the study.

From the finding that can get ascertain problems associated with the grammar learning strategies
for instance, the students did not have the prior or background experience, factors of mother
tongues, and many other problems have been focused when they have learnt grammar-learning
strategies.

On the other hand, the effect of using grammar-learning strategies on student’s achievement did
not indicate effectively, that is influential on their achievement. As shown in the finding, the
grammar learning use and their achievement do not have equivalently balance, because of the
student’s attitude and their own interesting for about grammar strategies. They also did not
understand what they have learnt the case of interesting for detailed grammar learning strategies.
When the students have learnt grammar strategies in the class usually did not understand that
their teachers’ explanation, and there was lack of inferring the rules of grammar. Grammar
strategy is slightly to understand easily and the students are not focus on grammar learning
strategies. Generally, grammar-learning strategies are the most important tools every aspect of
language association. As the finding result grammar, learning strategies have certain strategies
and rules according to different approaches.

5.2 Recommendations

Based on the above conclusion the following recommendations were given:

26
Grammar learning strategies are the bases for every aspect of languages, so the students should
be try to associate the grammar rules and their own native language. They also should be
examining and inferred the rules, strategies, and function of grammar learning strategies with
their own native language. When the students learning grammar strategies in the class they
should be try understand what the teacher explain it.

Teachers should know and gave appropriate grammar learning strategies for their students.

To overcame the factor that affect students’ grammar learning strategies; students should have a
better attitude to the important of grammar learning strategies. And when teaching English
grammar teachers should use cognitive grammar strategies in order to give appropriate strategies
for good understanding.

The teacher also should be suggesting the students by using their own teaching methods. They
have to be inform the reference materials for students what they have using the grammar learning
strategies. In addition to this the teacher should be teach by using clear examples so as to gives
the assessment in the field of practice to improve their own grammar skills.

In general, grammar learning is the base for every aspect of language; therefore, even students
should be focus on grammar learning strategies to be improving the four basic language skills.
The students also should be inferred, examine and practice the grammar learning strategy for the
effectiveness of every language.

27
 REFERENCES

Brown, H.D. (2000). Principle of language learning and teaching (4th Ed.).
Cohen, A, D. (1998). Strategies in learning ad using a social language
Ehrman, M, &Oxford, R, L (1988).Effects sex difference, career chose, and
psychological Types on adult language learning strategies. The modern journal 72(3), 253-265.
SSSJeremy Butter field. (2002) Dams quid, The English language laid Bare, Oxford university
press oxford.
Laonden: longman.
New York: Heinle&Heinle publishers.
O’Malley J.M.&chamot,A.U(1990) Learning strategies manzanares,G, R,P&Kiipper,L,
(1985).Learning strategies applications with students of English as a second language.TESOL
Quarterly 19(3),557-584.
Oxford, R,(1990) Language learning strategies: What every teacher should know.
Oxford, R.L&N Yyikos, M. (1989).Variaveles affecting choice of language learning strategies
by university students. The modern language Journal, 73(3), 291-300.
Reid, J, M. (1987). The learning style preferences of ESL students. TESOL Quenching, 21 (1),
87-111
Schmitt. (1997). Vocabulary learning strategies. In N Schmitt &M.McCarthy (Eds.), vocabulary:
Description,acquisition and pedagogy (pp. 199_227).New York: Cambridge University pre
White plains N.Y: Longma.

28
 WOLAITA SODO UNIVERSITY
College of Social Science and Humanities
Department of English Language and Literature

APPNDEX 1

Class room observation checklist

The researcher conducted this observation to assess the grammar learning strategies while
the teacher teaching the students in the class room.

No Implementation variable Yes No

1 Do the students ask the question when they face new words?

2 Do the students reach in grammar?

3 Do the students have interest to know the grammar learning

strategies?

4 Do the students understand any message?

5 Does mother tongue influence students in grammar?

6 Does a teacher encourage students in grammar learning?

29
 WOLAITA SODO UNIVERSITY
College of Social Science and Humanities
Department of English Language and Literature

Appendix 2

Questionnaire for students

Dear for students

The purpose of this questionnaire is to investigate grammar-learning strategies in case of Wolaita

Sodo University third year English language and literature students.

First, I would like to thank you for your cooperation and willingness to fill this questionnaire. All
pieces of information will be used only research purpose. So, you are kindly requested to go
through each question and give clear answer.

N Item How often you use this strategy?

O

Never Seldom Sometime Usually Always

s

30
1 When I learn a new
grammar structure, I try
to associate it with other
structures that I already
know.

2 I try to classify it under a

group of similar things.

3 I compare it with my own

language by thinking of
its equivalent in my
native language.

4 I use the context, the

dialogues, or the picture
in order to understand it
meaning.

5 I examine the part of the

structure.

6 I try to infer the rules

about that structure.

7 If do not understand my
teacher’s ex planation of
a new structure, I ask him
or her repeat.

8 If I do not understand my
teacher’s expiation, I ask
my friends for help.

31
9 I take notes when

my teachers

Explanation a new
grammar structure.

10 I use my own language to

write the rules of anew
grammar. Structure.

11 I underline, use different

colors or capital letters to
emphasize the important
parts of grammar rules
and explanation.

12 I draw charts for the

grammar rules I learn

13 I think about situation in

which I can use the
newly learnt grammar
structures.

14 I say a new grammar

structure to myself
several times.

32
 WOLAITA SODO UNIVERSITY
College of Social Science and Humanities
Department of English Language and Literature

Appendix 3

Interview for teachers

The researcher had conducted 2 English communicative grammar teacher that interviewed the
following question and respond what I have asked them.

1. What is the importance of varied grammar learning strategies?

2. What grammar learning strategies do you suggest for your students

3. What factors, do think affect grammar learning for students?

4. What types of grammar learning reference materials should be enhance

grammar learning strategies's

5. What are the problems from the students that faced you while you
teaching grammar?
6. What are the possible strategies to improve students grammar learning in the
class?

33