Browsing by Author "Matalu, Kulwa"

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    Challenges of using English language in the Tanzanian Agricultural sector: a case study of Maswa and Bariadi districts
    (The University of Dodoma, 2013) Matalu, Kulwa
    The study investigated the challenges of using English language in the Tanzanian agricultural sector and examined the effectiveness of English – Swahili translation of agricultural information. It was conducted in Maswa and Bariadi districts. It covered farmers, pastoralists, agricultural officers (AOs), veterinary officers (VOs) and agricultural input suppliers/sellers (AIS). Semi structured interviews, questionnaires, in depth interviews and documentary reviews were used as methods of data collection. Through the use of the Statistical Package for Social Sciences (SPSS) and descriptive analysis, the study revealed that most farmers and pastoralists were not conversant with English language. They get help of interpreting the information expressed in the language from the AOs, VOs, and AIS. Inspite of being hampered by both physical and fiscal constraints to reach them, the AOs, and VOs can do. Many of the AIS can not interprete the English expressed agro information because the activity of selling agricultural remedies is done by whoever wanted to earn money from the business. The use of English language in the sector is also challenged by the sociolinguistic landscapes of Tanzania in which the Ethnic Community Languages (ECLs) are more dominant in rural areas where farmers and pastoralists transact their agricultural activities than even Swahili. Lack of linguistic expertise like improper choice of words, style and mode of presenting the information to the target audience is another challenge. The foreign status of English in the country makes it an inappropriate language of use in the sector. The English – Swahili translation of agricultural information was revealed to be deficient in conveying the intended information to the target group (TG). Basing on the findings, the study concluded that English is less appropriate language of use in the sector.
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    Status of teaching and learning descriptive writing in Zanzibar secondary schools: a case of Wete District
    (Universitas Majalengka, 2024) Hamad, Ali Juma; Ndibalema Placidius; Matalu, Kulwa
    This paper investigated the status of teaching and learning descriptive writing among Secondary Schools in Zanzibar. The paper focused on (i) Identifying the types of errors made by secondary school students in their descriptive writing skills and (ii) exploring teaching and learning materials in descriptive writing for secondary schools. A mixed method approach was used, and a case study design employed. Simple random sampling was used to select 140 form four students and they have given a test. Also, eight English language subject teachers and two quality assurers were purposively selected. Data were collected using students’ test, interview, and documentary reviews. The results depict that students had different errors such as grammatical errors, punctuation marks, coherence and content problems. Also, the findings show that many topics prosed using non-digital materials such as textbooks, and written text for teaching and learning descriptive writing in secondary schools. These materials were also not sufficient to give students ability and competence in descriptive writing in ordinary secondary schools. This indicates that there is a need for designing digital lessons for supporting teaching and learning descriptive writing for F1 students. The study concludes that proper teaching and learning digital contents lessons is needed to support teachers and motivate students in the teaching and learning of descriptive writing to secondary school students. To achieve effective descriptive writing to secondary school students, curriculum developers, teachers and other education stakeholders should emphasize on digital materials to motivate students in teaching and learning process.
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    Status of teaching and learning descriptive writing in Zanzibar secondary schools: A case of Wete District
    (Universitas Majalengka, 2024) Hamad, Ali Juma; Ndibalema, Placidius; Matalu, Kulwa
    This paper investigated the status of teaching and learning descriptive writing among Secondary Schools in Zanzibar. The paper focused on (i) Identifying the types of errors made by secondary school students in their descriptive writing skills and (ii) exploring teaching and learning materials in descriptive writing for secondary schools. A mixed method approach was used, and a case study design employed. Simple random sampling was used to select 140 form four students and they have given a test. Also, eight English language subject teachers and two quality assurers were purposively selected. Data were collected using students’ test, interview, and documentary reviews. The results depict that students had different errors such as grammatical errors, punctuation marks, coherence and content problems. Also, the findings show that many topics prosed using non-digital materials such as textbooks, and written text for teaching and learning descriptive writing in secondary schools. These materials were also not sufficient to give students ability and competence in descriptive writing in ordinary secondary schools. This indicates that there is a need for designing digital lessons for supporting teaching and learning descriptive writing for F1 students. The study concludes that proper teaching and learning digital contents lessons is needed to support teachers and motivate students in the teaching and learning of descriptive writing to secondary school students. To achieve effective descriptive writing to secondary school students, curriculum developers, teachers and other education stakeholders should emphasize on digital materials to motivate students in teaching and learning process.