Matumizi Ya Mbinu Ya Kimuktadha Katika Ufundishaji Wa Msamiati Wa Kiswahili Katika Shule Za Upili Za Wilaya Ya Kakamega

ABSTRACT

This study investigated the use of the contextual method in teaching Kiswahili

vocabulary in secondary schools in Kakamega District. The study was carried out after

the researcher noted that the integration approach of teaching Kiswahili vocabulary

using the contextual method was still new to Kiswahili teachers and therefore posed

challenges that needed to be addressed. The study on the teaching of vocabulary was

considered important because vocabulary dominates every avenue of communication.

The objectives of this study aimed at finding out the types of contexts, contextual hints,

contextual texts and contextual exercises that were used in teaching Kiswahili

vocabulary. Apart from that, the study investigated the effectiveness and challenges of

the contextual method. The study was guided by The Cognitive Theory, as advanced by

Piaget (1972) and Bruner (1960, 1966). This theory centres on the processes that guide

one in the understanding of concepts in language and the strategies that aid that

understanding.

Descriptive research was employed in this study. This type of research enables one to

procure reliable and detailed data. 33 schools were involved in the study. Data was

collected through classroom observation, document analysis and interviewing of

respective classroom teachers. The data was presented in form of descriptions, tables,

graphs and percentages. The study found out that teachers did not use the contextual

method as adequately as required. Apart from that, some teachers used methods apart

from the contextual method that was recommended by KIE (2002). This study therefore

proposed that teachers should be guided by the relevant curriculum planners in their use

of the contextual method and also be exposed to a wide range of vocabulary teaching

methods and techniques. This study was important because apart from giving teachers a

deeper understanding of the use of the contextual method, it could offer vocabulary

teaching guidelines to Kiswahili text book authors and also enlighten curriculum

planners accordingly.