Addis Ababa University

School Of Journalism and Communication

An assessment of Interpersonal Communication among Students:

Journalism and communication Students In Focus.

Name: Elsabet Lemma

ID. NO: UGR/6675/13

Submitted to: Mr. Getaneh M.

Submission date: June 4,2023

Addis Ababa, Ethiopia

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Acknowledgement

First, I want to thank God for providing me with strength and guidance throughout this
academic journey. Without His support, this achievement would not have been possible.
I am deeply grateful to my advisor, Mr. Getaneh M., for his invaluable comments,
suggestions, and constant encouragement. His dedicated guidance and support were crucial in
completing this research.
I also want to thank my classmates for their unwavering support and practical assistance.
Their ideas and encouragement were instrumental in this project.
Finally, I would like to thank my family and friends for their understanding and patience, as
well as the faculty and staff of the Journalism and Communication Department for their
support

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Contents
An asessment of Interpersonal Communication among Students: .......................................... 1
Acknowledgement ...................................................................................................................... 1
List of tables ............................................................................................................................... 3
ABSTRACT ............................................................................................................................... 5
CHAPTER ONE................................................................................................................................ 6
INTRODUCTION.............................................................................................................................. 6
1.1 Background of the study ................................................................................................... 6
1.2 Statement of the problem ........................................................................................................ 8
1.3 Objectives of the study....................................................................................................... 9
1.3.1 General Objective .......................................................................................................... 9
1.3.2 Specific Objectives.......................................................................................................... 9
1.4 Significance of the Study ................................................................................................... 9
1.5 Scope of the study .............................................................................................................. 9
1.6 Limitations of the study................................................................................................... 10
CHAPTER TWO ............................................................................................................................. 11
REVIEWS OF RELATED LITERATURE .................................................................................. 11
2.1 What is interpersonal communication? .......................................................................... 11
2.2 Types of interpersonal communication ......................................................................... 1
2.3 Characteristics of interpersonal communication .......................................................... 1
2.4 Elements of interpersonal communications: ............................................................... 1
2.5 Types of noise in interpersonal communication ........................................................... 2
2.6 Benefit of interpersonal communication. ...................................................................... 2
2.7 The seven steps to effective interpersonal communication are: ................................... 4
2.8 Principles of Effective interpersonal communication ................................................... 5
CHAPTER THREE ....................................................................................................................... 7
Research Methodology .................................................................................................................. 7
3.5 Data gathering instruments ........................................................................................... 8
3.6 Tools of data collection................................................................................................... 8
3.8. Method of data collection: Through data gathering analysis techniques questionnaire,
interview and observation were analyzed. .................................................................................... 8
3.9 .Data analysis techniques ..................................................................................................... 8
Chapter four .................................................................................................................................. 9
4. Data Analysis and Interpretation.............................................................................................. 9

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 4.1. Analysis of students’ questionnaire ............................................................................... 9
Yes .................................................................................................................................................... 18
4.2. analysis of interview results ......................................................................................... 19
4.3. Observation ...................................................................................................................... 20
CHAPTER FIVE ......................................................................................................................... 23
5. conclusion and recommendation ......................................................................................... 23
Conclusion ................................................................................................................................ 23
5 .2 . Recommendations ......................................................................................................... 23
References .................................................................................................................................... 24

List of tables

Table 1:students’ response regarding factors that affects interpersonal communication ......... 9
Table 2:Students’ response regarding to benefit of on their interpersonal communication. ...10
Table 3:The students responses regarding on do you applying during your interpersonal
communication in the classroom and out of classroom interaction and discussion................11
Table 4:students responses on speak English politely and directly of interpersonal
Communication .................................................................................................................12
Table 5:The students’ response on major impact on interpersonal communication ...............12
Table 6:The students’ response on interpersonal communication levels in the classroom and
out of classroom look likes. ...............................................................................................13
Table 7the students’ on how often do you practice their interpersonal communication skill out
of the classroom ................................................................................................................14

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Table 8:the students’ response on how often do teacher arrange us group and let you discuss
on some issue in English. ...................................................................................................14
Table 9:The students’ response on gender issue affect interpersonal communication
Questionnaire prepared by form of yes or no. .....................................................................15
Table 10:The student’s response on factor that affect their interpersonal communication. ....16
Table 11:The response on using English language rather than mother tongue affect their
interpersonal communication .............................................................................................17
Table 12The students response on make practice during doing assignment or group
discussion .........................................................................................................................18
Table 13:The student’s response on the students have interest to communicate and meet with
each other to speaking English language. ...........................................................................18
Table 14:Analysis of class observation check list...............................................................20

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 ABSTRACT

This study investigates the factors influencing interpersonal communication among

Journalism and Communication students at Addis Ababa University. Utilizing a
mixed-method approach, data were collected through questionnaires, interviews, and
observations. The findings highlight students' preference for English as a medium of
communication both in class and during social interactions. However, barriers such as
linguistic diversity, cultural differences, and technological challenges hinder effective
communication and interpersonal relationships. Addressing these barriers is crucial for
enhancing communication dynamics within the student community.

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 CHAPTER ONE
INTRODUCTION
This chapter provides an overview of the research topic, including its significance and
relevance. It outlines the aims and objectives of the study, presents the research questions, and
provides an outline of the structure of the research proposal. Additionally, it offers a brief
review of the existing literature related to the topic and identifies gaps in the current
knowledge that the study seeks to address.

1.1 Background of the study

Communication plays a pivotal role in human interaction, serving as a fundamental mechanism

for sharing ideas, emotions, and information among individuals. Interpersonal communication
holds significant importance in fostering mutual relationships and understanding among
students within educational settings. As defined by DeVito (2013), communication is a process
that involves a source, a message, a medium, and a recipient, facilitating the exchange of
information and meaning across various contexts.

Interpersonal communication, specifically, focuses on the interaction between individuals and

encompasses verbal and non-verbal modes of expression. It serves as a means for students to
convey thoughts, feelings, and intentions, thereby facilitating collaboration, problem-solving,
and social connection. Wit Zany (2012) emphasizes that effective communication is essential
for successful interaction, highlighting the need for practice and learning to master this skill.

In today's digital age, interpersonal-mediated communication has gained prominence, referring

to communication facilitated through information communication technology. This mode of
communication, while offering convenience and accessibility, also presents challenges in
maintaining meaningful connections and interpreting cues accurately compared to face-to-face

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interaction.

Understanding the dynamics of interpersonal communication among students is crucial,

particularly within academic environments like Addis Ababa University (AAU). Recognizing
the significance of effective communication skills in fostering academic success and social
integration, this study aims to explore the patterns, challenges, and outcomes of interpersonal
communication among students at AAU. By examining the unique dynamics and factors
influencing interpersonal communication within this context, the study seeks to contribute to
the enhancement of communication strategies and interpersonal relationships among students
at the university.

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1.2 Statement of the problem

According to Bryant and Wallace (1979), interpersonal communication involves the

exchange of ideas between individuals, encompassing the sharing of facts, information,
and values.

While interpersonal communication is fundamental to human interaction, its dynamics

can vary significantly among students, given their diverse backgrounds and experiences.
The observation of poor communication among students underscores the need for a
comprehensive assessment to identify underlying factors contributing to these challenges.
Hence, it is essential to explore the factors influencing students' interpersonal
communication, focusing on journalism and communication students.

This study aims to investigate various factors affecting interpersonal communication

among students, acknowledging that English language proficiency is one aspect
influencing communication dynamics. By examining factors beyond language
proficiency, such as cultural backgrounds, social norms, and personal experiences, the
study assesses students' interpersonal communication. Through this exploration, insights
can be gained to enhance communication strategies and promote effective interaction
among students within educational settings.

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 1.3 Objectives of the study

1.3.1 General Objective

Assessing interpersonal communication of students enrolled at the School of Journalism and

Communication of Addis Ababa University

1.3.2 Specific Objectives

The specific objectives of the study would include;
 To examine the impact of language, notably English and other languages, on students'
interpersonal communication within the university campus.

 To investigate a comprehensive range of factors influencing students' interpersonal

communication within the university environment, including language diversity and
cultural influences.

 To explore how cultural factors influence students' interpersonal communication

dynamics within the university setting, including traditions, beliefs, and social norms.

1.4 Significance of the Study

The study deals with interpersonal communication with university students. The
importance of this study can be viewed from different angles. It is very important for
Journalism and communication students to improve their practice of communication and
to develop their ability to speak the English language fluently and accurately. Due to this,
the study is important for interaction and exchange of ideas, culture language, and
knowledge through oral communication. Moreover, the researcher believes that the study
may also hint/ serve the way to those who are interested in conducting a study on a
similar- topic.

1.5 Scope of the study

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 The study was conducted at Addis Ababa university. The study is difficult to organize all
aspects of types of communication within a short period. The study was limited to
identifying factors that affect students’ interpersonal communication with particular
references to journalism and Communication students in focus.

1.6 Limitations of the study

Time Constraints: The dynamic nature of academic research, coupled with the demands
life, may pose challenges in allocating sufficient time for comprehensive data collection,
analysis, and interpretation. Limited time may impact the depth and breadth of the study's
exploration into the factors influencing interpersonal communication among journalism and
communication students.
Resource Availability: The availability of relevant source materials, affecting the extent to
which the study can draw upon existing knowledge and theories to inform its conceptual
framework and methodology. Limited access to resources may restrict the thoroughness of
the literature review and theoretical underpinning of the study.
Respondent Understanding: Despite efforts to design clear and comprehensible research
instruments, there may be instances where respondents misinterpret or misunderstand
survey questions or interview prompts. Such misunderstandings may introduce biases or
inaccuracies in the data collected, affecting the validity and reliability of the study's
findings.
Organizational Challenges: The organization and structure of the research paper itself may
present limitations in terms of clarity, coherence, and logical flow of information. Ensuring
effective organization and presentation of research findings is crucial for facilitating
understanding and interpretation by readers

It is important to acknowledge these potential limitations at the outset of the study, recognizing
that further insights into challenges and constraints may emerge during the research process.
Addressing these limitations transparently and critically evaluating their impact on the study's
findings will be integral to ensuring the rigor and validity of the research outcome.

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 CHAPTER TWO
REVIEWS OF RELATED LITERATURE

2.1 What is interpersonal communication?

Interpersonal communication among students, particularly within journalism and

communication disciplines, has been a subject of increasing scrutiny due to its profound impact
on academic and professional outcomes. While language proficiency, notably English, is often
discussed in the literature, it represents just one facet of a complex interplay of factors shaping
students' communication experiences.

Smith and Johnson (2013) emphasized the pivotal role of language in interpersonal
communication, noting its influence on students' ability to convey ideas effectively and engage
in meaningful interactions. However, it is essential to move beyond language proficiency alone
and explore additional dimensions of interpersonal communication competence.

Jones and Brown (2012) highlighted the multifaceted nature of interpersonal communication
competence, linking it to students' collaboration skills, problem-solving abilities, and overall
academic performance. Their findings underscore the importance of nurturing these skills to
prepare students for success in diverse professional settings.

In addition to language, cultural factors significantly shape students' communication behaviors

and preferences. Lee and Kim (2011) emphasized the importance of cultural sensitivity in
fostering effective interpersonal communication among students from diverse backgrounds.
Similarly, Garcia et al. (2019) underscored the need for educators to create inclusive learning
environments that accommodate various cultural norms and communication styles.

Furthermore, the learning environment plays a crucial role in shaping students' communication
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experiences. Thompson and White (1998) highlighted the impact of classroom dynamics and
instructional methods on students' communication interactions. They advocated for the
integration of active learning strategies, such as group discussions and collaborative projects, to
enhance students' interpersonal communication skills.

To provide a comprehensive understanding of the factors influencing students' interpersonal

communication, this literature review proposes integrating a relevant theoretical framework.
Drawing on theories such as Social Learning Theory or Communication Accommodation
Theory can offer valuable insights into the underlying mechanisms driving communication
behaviors and outcomes among students.

In summary, while language proficiency remains a significant factor, this literature review
emphasizes the need to consider a broader range of influences on students' interpersonal
communication. By incorporating insights from various scholars and theoretical perspectives,
this study aims to contribute to a deeper understanding of effective communication strategies within
educational contexts.

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2.2 Types of interpersonal communication

2.2.1 Direct inter personal communication

It involves direct face to face relationship or communication between sender and receiver
of the message who are interdependent relationship.
2.2.2 Mediated inter personal communication

It involves technology that assists or links the sender or receiver of the message. It
doesn’t involve a primary context, but instated use technology to link the variety parties
in communication, (wood: 1992:24).
2.3 Characteristics of interpersonal communication
• Interpersonal communication is escapable

We cannot communicate in other words, because interpersonal communication always

takes place when two or more people are together. Imagine it if you are in elevator with
other person, communication takes place.
• Interpersonal communication is complicated

There is no form of communication easy .Because of numbers of variables involved and

simply requests are extremely complex.
• Interpersonal communication is contextual

In addition to the use of context you have encountered

In the other words at the same time we are saying something, we are giving many causes
about how and what we are saying should interpreted (Weaver, 2001:23).
2.4 Elements of interpersonal communications:

 Source gender: Interpersonal communication includes at least two persons.

 Message: Interpersonal communication to exist messages that express your
thoughts and feelings must be sent and receiver.
 Channels: The channel works like a bridge connecting have source and receiver.

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  Context: Communication always takes place within and context.
 Receiver: The person listening to the message is receiver.
 Feedback: feed consists of messages to returns, which allow the sender to know
accurately the message has been receivers as well as the receiver is reactions.
 Noise: Is any thinking that interferes with your received a message. Just as
messages may be auditory or visual, noise too comes in both auditory and visual
forms (Weave, 2001: 22).
2.5 Types of noise in interpersonal communication

 Physiological noise: has to do with destruction from the natural effects of the
body, such as being tired or hungry. Physiological noise is any external or
environmental stimulus that destructs from receiving the intended message.
 Physical noise: Include others talking in the background music, starting noise and
acknowledging someone outside of the conversation. It includes both speaker and
listeners.
 Psychological noise preconceived notions we bring to conversations such as racial
stereotypes reputation biases and assumptions. When we come in to conversation
with ideas about what the other person is going to say and why we can easily
became blinded to their original message. It is impossible to free ourselves from
and we must simply strive to recognize that it exist and take.
 Semantic noise : This is caused by the sender it occurs when grammar or technical
language is used that the receiver ( the decoder ) cannot understand or cannot
understand it clearly it occurs when the sender of the message uses a word or
phrase that we don’t know the meaning of ,or which we use a different way from
the speakers . Reference (Roth well, Dan J). (Wikipedia, the free encyclopedia).
2.6 Benefit of interpersonal communication.

 Details information: When dealing with a complex issue, email falls short.
There’s too much back and forth that can result in misunderstanding and
incomplete exchanges that lead to mistakes. Better to get up from your desk speak
in person, and clarity details.
 Major product: Working on major products, direct communication can help avoid

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 problems emphasis key points. For example during conversations, additional
issues may be arise, which can be directly addressed.
 Better understanding: Face to face interaction allows you to observe body
language and how someone reacts emotionally to your ideas.
 Donor relations: In nonprofit, interpersonal communication is critical for soliciting
major gifts.
 Meeting: Many meeting are to long lack substance and take time away from their
works surely, that happens but a planned meeting’s agenda distributed advance
and participants prepared adequately ;( James V.D,2012:p,29)
 The factors that affects interpersonal communication
 Cultural influence: It refers to the customs, language, art, common dilatory habits
and attire of a particular region. It also includes the learned values, beliefs and
behaviors common to a group of individuals. Culture and communication are
inseparable this means that culture can be strong barrier to interpersonal
communication between people of different cultures
 Power: Power is the ability to influence others and have strong self-control under
complex circumstance.
 Noise: Noise is one of the external factors that affect as barriers to effective
communication. Noise interferes with or disrupts communications by causing a
divergence between the receiver and the communicator. Some examples, of
physical noise include running motors, screeching breaks, and children crying.
 Technology: Electronic mail, most commonly referred to as email, is becoming
the most popular medium for interpersonal communication. When we exchanging
emails, if a person makes grammatical errors or spellings mistakes, it can create a
wrong impression on the receiver.
 Cultural and language difference: In multi-cultural work place cultural and
language difference can impede communication. Cultural barriers can be also take
form of unique work place environment where workers are expected to be have in
particular way to gain acceptance. As we discussed above, cultural is learned
system of acknowledge, behaviors, attitudes, beliefs, and norms that is shared by a
group of people.

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  Gender Issue: The difference between genders can create communication barriers
on a number of ways. For instance, in traditionally male dominated work
environment, women may have difficulty getting idea of accepted, or they may be
treated harshly or even ignored. Women and men are us verbal message
differently. You are becoming aware of the difference is just another way in which
you can entrance interpersonal communication with others [Marcus pain, 2002].As
scholars state that, there is different between female and male; therefore, we have
encourage female students us they become to equate with male in order to develop
their interpersonal communication.
2.7 The seven steps to effective interpersonal communication are:

 Start with self-awareness: Do you know how well you communicate right now?
What works and what doesn’t? If you don’t know gather feedback so you can your
strength and your- weakness.
 Always keep the other person in mind: For any instance of interpersonal
communication, plan out your approach a head of time.
 Determined your desire “win win” outcome: The outcome of any conversation be
a “win win” as not all out comes you desire are good for relationship. For example
you may want to prove that you are right, but that would mean the other person
needs to be proven wrong. You may win the argument, but lose the relationship.
That is not a good outcome.
 Gather the facts: While facts can’t be the only focus of your conversation, you
need the facts to keep the discussion as unbiased as a possible. It’s hard to
anything if all you have is “he said and she said”.
 Practice a calm approach / tone: This will require the most time, especially if you
are emotional about the situation. You need to calm down first, and then
communicate with an open tone. This requires time, since our instinctive reaction
is to take a defensive or offensive tone. An open tone can be one that gives the
benefit of the doubt , or focuses on “we” instead of “ you us me” your openness
and calmness’ will invite the other people to listen , and your tone will show that
you are there to build the relationship .

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  Listen as much as you speak: Effective interpersonal communication is a two way
street. You should spend 5%of the conversation Listening. We are sometimes
prepared so much that all we focus on is talking. You can lose the listener quickly
that way.
 Don’t expect any thing: We cannot control or change anyone else. This is an easy
concept that is easy to forget.
2.8 Principles of Effective interpersonal communication

 That we treat each other with respect: It means we can put the energy we spend
demising others and complaining about them to use better.
 That we do not interrupt one another: It means by no interrupting others and
focusing our attention on what they say.
 What we have the right to pass it means that we can choose not to do something
instead of feel we have to or that we should when don’t want to.
 That we don’t volunteer others: It recognizing the importance of valuing others
right to choose and not to use our language in
 Away that assumes we can choose for them.
 That we respect confidentiality: It means generating trust safety and in some
situation, intimacy through valuing that which important to another and
acknowledging and respecting their vulnerability in relation to issue.
 That we speak but no too often for too long: It means acknowledging that filling
up “airtime” in a conversation prevents us from connecting with others through our
communication.
 That we challenge the behavior and not the person: It means that difficult
situations can be “depersonalized” and therefore became an opportunity for
learning an creativity rather than a person “battle”
 That we speak only our self (we speak in “I” often called using “I” statement): It
means make more accurately with our communication. Instead of assuming we can
speak for others we only speak for ourselves.
 that it is ok to make mistakes :It means acknowledging the fact that we are
not- robots and that mistakes are opportunities for learning, connection and in

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sight rather than opportunities to condemn another as if we are selves
“perfect’( WWW. Communication and conflict. Com/ interpersonal
communication.htm1).

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 CHAPTER THREE

Research Methodology

In this section the researcher designed setting and target population of the study. The
researcher used sampling techniques and sample size source of the data and data
gathering instruments, data collection procedures and data analysis techniques.
3.1 Research design

In this study the researcher used descriptive type of research design employee that
depends on the nature of the study. So the researchers used descriptive type of research
design. The researcher used both qualitative and quantitative research data to collection
and analysis techniques.
3.2 Setting of the study

The area of the study is Addis Ababa University. The university is located by opposite
side of the main road.
3.3 Population of the study

The main target of the population study is focus on Journalism and communication
students at Addis Ababa.
3.4 Sampling techniques and sampling size

3.4.1 Sampling techniques

The researcher employs non-probability sampling techniques for the participant

selections. Non-probability sampling techniques are used for study in order to get
representative sample group. It would be given to equal opportunity for each of entire
target group.

3.4.2. Sample size

Based on the non-probability sampling techniques used at Addis Ababa University

journalism and communication students' have the target subject. In this research 25
participants were involved.

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3.5 Data gathering instruments

The researcher used different method to collect data such as questionnaire, interview and
observation. The instruments were prepared by the researcher.
3.5.1 Questionnaire

Questionnaire is one way of data gathering instruments. It is important to collect relevant

data from a larger group of subjects. The researcher used to collect data both close ended
and open -ended questions. The researcher questions would consist two items, those are
choose and explanations to measure students' interpersonal communication in literature.
3.5.2 Interview

It is difficult to take all students as interviewer; therefore, the researchers divided the
students in three levels based on their academic achievements. Students in number 25
were participated.
3.5.3 Observation

The researcher observed each of sample students at three times by using observation
check list and contain yes or no questions. The observation does by observing practice of
students interpersonal communication and relationship in the classroom and out of
classroom during doing their assignment and group discussion.
3.6 Tools of data collection

There are three instruments the ways of collecting data. Those are questionnaire,
interview and observation. Those check lists prepared by the researcher. The content of
all data was checked by the advisor.
3.8. Method of data collection: Through data gathering analysis techniques questionnaire,
interview and observation were analyzed.

3.9 .Data analysis techniques

The information from the questionnaire, interview and observation were analyzed as
follows. The results from questionnaire were sequenced, tabulated and converted into
percentage. The interview points and observation were analyzed and presented in
paragraphs. Finally, based on the results, conclusion and recommendation was drawn

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 Chapter four

4. Data Analysis and Interpretation

In this section the researcher analysis the paper through data gathered from the
students by distributed questionnaire, interview and observation check list .The total
number of respondents 25.
4.1. Analysis of students’ questionnaire

Table 1:Students’ response regarding factors that affect interpersonal communication

No Item Alternative Respondents in In percent
number
1 Which one affects your Cultural 5 20%
interpersonal influence
communication?
Power -

Noise 1
4%
Technology 1
4%
Language 18 72%

Gender -

Total 25 100%

As it shown in the above table 1, 20% of respondents responded that, culture influence
affect interpersonal communication and originated obstacle on their communication
skills.4% of respondents responded that, noise affect their interpersonal
communication .4% of respondents responded that, technology can be affect their
interpersonal communication and 72% of the students said that language is affected
interpersonal communication. From above data the researcher understood that , most of

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students responded that language difference highly affected their interpersonal
communication. The students do not respect others, they speak different by using jargon
words it is unfamiliar among themselves .Therefore, someone over dominated the others
and their interpersonal communication became failed. According to data obtained cultural
influence and language difference, technology and noise those all are created great
difficulties on their effectiveness interpersonal communication .These all factors are the
main barriers on their development of students’ interpersonal communication skill. Those
factors are founded in our environment and the students also adopted these factors.

Table 2:Students’ response regarding to benefit of on their interpersonal communication.

No Item Alternative Respondents in In present
number
2 What is your benefit of I understand 3 12%
your interpersonal others very well
communication? I improve 13 52%
communication
skill
I develop 7 28%
speaking skill of
English language
I make mutual 2 8%
relationship
Total 25 100%

As shown in the table 2, 12% of the students’ responded that, they get benefit during
their interpersonal communication by understanding others very well in the class and
out of the class interaction and discussion. 52% of students responded that, they are
improving their communication skills during their interpersonal communication. As
the above table shown that, the improving communication and understanding others
very well was beneficial for students. The reaming others
28% of students responded that, developing speaking skill of English language was
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 belongs to us.8% of students responded that, making mutual relationship is effective
for interpersonal communication. From the above table the researcher understood that,
most of the students have interest to improving their interpersonal communication
skill. Because it helps to them as they make more relationship with others effectively.
In addition to this, major students have interest to improve their communication
ability through benefit of interpersonal communication.

Table 3:The students responses regarding on do you applying during your interpersonal
communication in the classroom and out of classroom interaction and discussion
No Item Alternative Respondents in In present
number
3 Which one do you Overlooking 2 8%
apply during your listening actively
interpersonal Magnifying 9 36%
communication in the listeners attention
classroom and out of By focusing on the 11 44%
classroom interaction message
and discussion? By others 3 12%
Total 25 100%

As we can understand from above table, 8% of students responded that, overlooking

listening actively is applying during their interpersonal communication. 36% of the
students responded that, magnifying listeners attention is belongs to us. So we must
magnify the listener’s attention in order to improve our interpersonal communication.
44% remain of students said that, paying attention or focusing on the message is very
crucial for developing our interpersonal communication skill. 12% of the students as
listed in the above table, paying attention by others is better than others. From the
above table the researcher understood that, there is no big difference between
magnifying listener’s attention and by focusing on the message. Therefore,
magnifying listener’s attention and by focusing on the message rather than others. As
researcher observed from above table students have less attention on overlooking
listening actively and by others

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Table 4 : Students responses on speak English politely and directly of interpersonal
Communication
No. Item Alternative Respondents in In present
number
If you speak English politely I get detail 13 52%
4 and directly what is your result information
of interpersonal I get major 3 12%
communication? product
I get meetings 5 20%
I get donor 4 16%
relationship

As we can saw from above table, 52% of students responded that, getting detail
information is one way of to develop interpersonal communication. 12% of the students
said that, getting major product is important to develop our interpersonal communication.
2o% of the students responded that , on the meetings one part of interpersonal
communication and 16% of the students tried list on the paper ,getting donor relation is
crucial way of improving our interpersonal communication .From the above table the
researcher observed that, most of the students focus on getting detail information and
getting meetings. When the researcher observed from students answers there is big
difference between getting detail information and getting major product .Therefore, we
have highly to do on getting detail information because most of students believe that or
select that as it helps their interpersonal communication . In this part major students do
not have interest to do getting major product.

Table 5:The students’ response on major impact on interpersonal communication

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 Item Alternative Respondents in In present
number
5 Which one has major Noise -
impact on your Gender issue 3 12%
interpersonal Cultural 3
communication? influence 12%
Language 19
difference 76%
Total 25 100%
As item 5, in the above table shown that, 12% of the students responded that, gender
issue has major impact on their interpersonal communication. And 12% of students
mentioned that, cultural influence has major impact on their interpersonal
communication. 76% of respondents responded that, language difference has major
impact on their interpersonal communication. From this table the researcher observed
that, major students believe that language difference is one factor that affect their
interpersonal communication.

Table 6:The students’ response on interpersonal communication levels in the classroom

and out of classroom look likes.
No Item Alternative Respondents in In present
number
6 What are your High 3 12%
interpersonal Medium 18 72%
communication levels in Low 4 16%
the classroom and out of Total 25 100%
class room?
As indicated in the above table 6, 12% of the students responded that, interpersonal
communication is high in the classroom and out of classroom. 72% of the students
indicated that; interpersonal communication level was medium in the classroom and out
of classroom. The remaining others responded that, interpersonal communication level
was low in the classroom and out of classroom. Therefore, the researcher observed from
the above table, there is different communication level among the students because, most

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of the students responded our communication level was medium. As the researcher
understood from the above table there is big difference among students.
Table 7the students’ on how often do you practice their interpersonal communication skill
out of the classroom

No Item Alternative Respondents in In present

number
7 How often do you practice Sometimes 15 6o%
your interpersonal
communication skill out of the Always 3 12%
classroom?
Rarely 7 28%

Almost never - -

Total 25 100%

As we can see from above the table 7, 60% of the students responded that, they had
practice sometimes their interpersonal communication skill out of the classroom. 12% of
students responded that they had practice always their interpersonal communication skill
out of the classroom and 28% of the students shown response; we practice rarely their
interpersonal communication skill out of classroom. From the above table the researcher
observed that students are not completely stop their communication practice, because
practice is necessary for all students, researcher observed that from their responses most
of the students practice sometimes rather than always .When the researcher understood,
some of the students’ pay less attention for a practice, so it is not good to develop their
interpersonal communication skill.

Table 8:The students’ response on how often do teacher arrange us group and let you
discuss on some issue in English.

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 No Item Alternative Respondents In In present
number
8 How often do your Once a week 9% 36%
teachers arrange a group Twice a week 8% 32%
and let you discuses on Always 4% 16%
some issue in English? Never 4% 16%
25% 100%
As indicate in the table 8, 36% of the students responded that, once a week their teachers
arrange a group and let discussed on some issue in English. 32% of the students the
answered that, twice a week their teachers arrange us a group and let to discussed on
some issue in English. The other remains 16% of the students responded that, always
their teachers arranged us the discussed on some issue in English and 16% of the students
responded that, never their teachers arranged us a group and let discussed on some issue
in English.
As the researcher observed from above table, most of students discussed once a week, so
it shows there is lack of interest to discuss in English. As a result, some students gave a
low value for their teachers because teachers have a great role to help students.
INSTRUCTION II
Table 9: The students’ response on gender issue, affect interpersonal communication
Questionnaire prepared by form of yes or no.
NO Item Alternative Respondents in In present
number
1 Is there gender issue affect 17% 68%
your interpersonal yes
communication? 8 32%
No
Total 25 100%

The list of reasons which gave by respondents here would be shown on the paper.
Reasons for 'yes'
“Because gender is the basic thing that affect our interpersonal communication at the time

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of the conversation .The others said that cultural influence is one basic affect our
interpersonal communication. The others responded that male and female speak in
different style; therefore, we cannot express as we want it is one factor to affect our
interpersonal communication.”
Reason for “no” because interpersonal needs sharing ideas to develop speaking ability;
therefore, gender does not affect our interpersonal communication and others responded
that never ever affect gender issue our interpersonal communication.”
From above idea the researcher understood that gender issue could affect students their
interpersonal communication.
As it listed in the above table 9, 68% of students respond that, gender issue affect
interpersonal communication and 32% of the students respond that, gender issue doesn’t
affect interpersonal communication. Because gender issues more make or encouraging all
people as they make communication or as they improve communication skill. From above
table the researchers observed that major students believed or responded that gender issue
does affect their interpersonal communication.

Table 9:The student’s response on factor that affect their interpersonal communication.
No Item Alternative Respondents in In present
number
2 Is there any factor that 20 8o%
affects your interpersonal Yes
communication? 5 20%
No
Total 25 100%
Here open ended answers would be listed by respondents: “yes” because “culture
influence , language difference ,frustration , lack of interest , the others like gender issue
different living society variety of language , lack of confidence and so on can be affect
our interpersonal communication .”

From above answers researcher observed that the problem students faced in their living
life. As it indicated in the above table 10, clearly, 80% of students responded that, there

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is factor affect that their interpersonal communication and 20% of the students responded
that there is no factor that affects their interpersonal communication.
From above table the researcher understood, most of the students believe that, there is
factor affect on our interpersonal communication .Therefore, researcher tried to reduce
factor that affect student’s interpersonal communication.

Table 10:The response on using English language rather than mother tongue affect their
interpersonal communication
No Item Alternative Respondents in In present
number
3 Does using English Yes 11 44%
language rather than no 14 56
mother tongue affect your Total 25 100%
interpersonal
communication?

Respondents answered open ended questions : response on “ yes “ because “I may be

forget my mother tongue ,others I may be forget my culture some of students said 'no'
because using English language doesn't affect interpersonal communication it making
relationship with others” . Here most of the students repeated the same ideas; therefore
the researcher understood from students’ response using English language rather than
mother tongue doesn't affect their interpersonal communication.
As shown in the above table 3, 44% of the students responded that , using English
language rather than mother tongue affect their interpersonal communication skill .The
remain one 56% of the students Said that, there is no anyone affected by using English
language rather than mother tongue .Because using English language is important for all
students.
From the above table the researcher observed that; major students have more interest
to learn English language rather than mother tongue. Because it was make mutual
relationships among students. Some of students responded that, using English language
rather than mother tongue is highly influence our interpersonal communication.
Therefore, using mother tongue is important to make agreement within others. But

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researcher concluded, learning all language is very crucial for students as well as for
societies.

Table 11:The students response on make practice during doing assignment or group discussion
No Alternative Respondents in In present
Item number
4 Do you make practice 11 44%
Yes
doing your assignments
14 56%
or group discussion?
No
Total 25 100%
As indicated in the above table 4 , clearly shown that , 44% of the students said that ,
we make practice during doing assignment 0r group discussion .Because we make
presentation by English language in the classroom ;therefore ,we practice more and more
in order to improve interpersonal communication .56% of the students answered that , we
do not practiced when they doing assignment 0r group discussion .
From the above table the researcher observed that, most of the students ‘cannot’

Table 12:The students response on the students have interest to communicate and meet with each
other to speaking English language.
No Item Alternative Respondents In present
in number
5 Do the students’ have Yes 7 28%
interest to communicate No 18 72%
and meet with each other Total 25% 100%
to speak English
language?
The students responses “yes” because after doing our assignment we have prepare
ourselves for presentation ; therefore, we are communicate in English .Some students
answered “NO” because it takes a lot time to express our feeling as they wants ,so that
we cannot communicate in English when we doing our assignment. From this table the
researcher understood that, most of the students haven't interest to communicate in
English language.

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As item 5, indicated in the above table, 28% of the students’ responded that, we have
interest to communicate and meet with each other to speak English language. And 72% of
the respondents said that, we not have interest to communicate and meet with
each others to communicate English language.
From the above table clearly shown that, the researcher understood that depend on their
answers, most of the students do not have interest to communicate English language.
Because they do not express their feelings us they want. Therefore, all teachers are should
have try to encourage their students us they become to participate to speak English
language elsewhere. Since students had lack of experience to speak English language.
4.2. analysis of interview results

The major challenges that students faced in their interpersonal communication

is according to the interviewer most of the students interested to learn English
language and literature communication skill and develop their communication
activities, specially their interpersonal communication .As the respondents
responded that, interpersonal communication more important and attractive. It is
one way of to make relationship with others. Respondents said that,
interpersonal communication is easy to communicate and make to agreement
with any individual person than any types of communication skills. However,
they said that, “there are some factors which hindered their interpersonal
communication as well as their relationships. For instance, there are some
factors like noise, language difference, cultural influence, power, technology,
gender issue and so on”. And also another like lack of confidence frustration,
feel fear etc. As respondents responded that, all above researcher tried to list is a
big problem to influence students’ communication skill. In this case, someone
dominated by others; therefore, disagreement occurred among them. Due to
this,

Someone can act over the other one; respect his / her culture, language and one culture
become too superior to others. As a result of this, they achieved to effective interpersonal
communication and relationship among themselves.
 The strategies that students apply during their interpersonal communication in the
classroom and out of classroom. According to the students responded that, the
interview argues the students that the students apply their strategies in the
classroom and out of classroom during their interpersonal communication in order
to improve their communication skill. The students said that “we have to focus on

VI
 the message and through listen actively others to improve our communication skill.
And also, magnify the speaker’s message in order to become effective
communicator. “In addition to this, the respondents responded that, they try to
develop their level of interpersonal communication skill activities from medium to
high. The students said that, we should have practice more and more in order to
develop our communication skill and to create mutual relationship with an others.
From the respondents response the researcher observed that , most of the students
affected by lack of experience , lack of background knowledge ,lack of frustration
or fear another person’s; thus, all are students interpersonal communication .
Therefore, students should have make practice in the class and out of the class in
English language. This make them related to perfect.
 The problem that the students faced due to variety of language in interpersonal
communication. The students said that, variety of language have factor affect our
interpersonal communication skill. Because of this we faced so many problems, such as
miss understanding about information and they cannot understanding others very well.
From this response the researcher understood that, variety of language surely affect their
interpersonal communication skill. Therefore, most of students cannot share enough
information among themselves. Because of this, their interpersonal communication
became to fail.
 The variety of language affects their interpersonal communication.
Students responded that, variety of language affected our interpersonal communication. Because
students came from different background of area; therefore,
We cannot make mutual relationship at once, so that is why we cannot express our feeling by
ourselves. Due to this, variety of language is one the factor that affect our interpersonal
communication skill.

4.3. Observation

Table 13:Analysis of class observation check list

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 Yes No

1 Are the students motivated to communicate in English

language? x

2 Is there students’ interpersonal communication hindered due x

to variety of language?

3 Are there major factors problems that students faced in their X

interpersonal communication?

4 Is there student’s interpersonal communication affect by X

noise?

5 Do the students have an effective interpersonal x

communication?

6 Do the students have a good strategy to improve their x

interpersonal communication?
The researcher has observed each students two times for 20 minutes. According item
number one in the above table, major students have interest to improve their
communication ability. The researcher observed from students' activities, most of the
students have interest to make mutual relationships. But there are many factors that affect
their interpersonal communication. For example , gender issue , language variety ,
power ,noise , cultural influence ,frustration and so on .According table two shown that ,
most of the students cannot express as they want because variety of language are affect
their interpersonal communication skill .As clearly shown above table item number
three , some of students shown that, lack of confidence , lack of interest and lack of
practice affect their interpersonal communication .
According to question number four noises surely affect students’ interpersonal
communication. Because when the teacher teaching in the classroom some students
cannot pay attention during at that time miscommunication can be hindered among
students. According question number five students cannot be effective in their
interpersonal communication, because most of the students haven’t confidence to express
their feelings in the class and out of the class. According item number six the major

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numbers of students have interest to improve their interpersonal communication. But the
student were faced uncomfortable situation in their interpersonal communication and so
on.

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 CHAPTER FIVE

5. conclusion and recommendation

Conclusion

The researcher has investigated the factors that affect students’ interpersonal
communication ability of Addis Ababa University Journalism and Communication
students. Detailed analysis and discussion were presented in chapter four. There are
importances and major finding are presented by considering what has been discussed in
chapter four. As it was discussed in chapter four the analysis section the students'
interpersonal communication skill is medium. The students are motivated to develop their
interpersonal communication abilities through English language, but there are some
factors that affect their interpersonal communication. The students their interpersonal
communication activities is also medium; Also the students have interest to practice
individual and group in order to improve their interpersonal communication. However,
there are many obstacles to influence students interpersonal communication. Those are
language difference, gender issue, cultural influence, technology and etc. Generally,
students do not use English language when the meet with each other. Because there are
many challenges that faced them. For instance, lack of confidence, frustration and lack of
experience, lack of grammar and vocabulary, lack of interest and so on.
5 .2 . Recommendations

 The researcher concluded that, some points applied by teachers and students are
forwarded as follows:
 By eliminating the factors that affect students’ interpersonal communication
 The students should develop smooth interpersonal relationships through their
interpersonal communication. Because of this their teachers should encourage
students.
 They do different activities in order to better work and to get effective
communication as well as relationship.
 Students are interested to communicate with each other in interpersonal
communication than other types of communication, is better to give those

VI
 activities to do with others.
 The students should try to use English language a medium of interaction when
they communicate with each others.
 The teachers should give chance to the students to ask, answer and communicate
with each others.
 Journalism department should have prepare communication and journalism
students.
 The teachers should encourage their students' as to communicate with each others

References

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D.ambrosia,James (2012). The value of interpersonal communication in a digital work or place:
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Devito (2013) scholar professor Emeritus of Hunter College, member of the

Bryant,D.C. and K.R. Wallace( 1979).Fundamental theory. Epistemologicalfoundations: Guil
fordpress.

www .russcommru/..../vito-eng.shtml.
Ellis.D.G (1994). Small group decision making .Graw. Hill
Giffin, K .and Patton . B.R (1971). Fundamental of interpersonal communication.New York:
Hurper and Row.
Jakarta, Purwant to (2006). Effect of communication motivation and Job satisfaction on
employee performance.
Journal of management Application: JournalJam. Ub . Ac Id.
Joseph E. Davis (2000). Identify social exchange. Translatonpublishers: ISBN 978-1-4128-2580-

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knapp, M.L.(1984) .Interpersonal communication and human relationships .Boston: Allah and
Bacon .
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www.ehow.com/info 8214983-factors influence interpersonal communication -html.
Purwanto .J (2006). Business communication. PERTI TEAM: ER, language press.
Richards J. C (2006). Communicative language teaching today. New Yok: Cambridge University
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Wit Zany, (Ed).Bio communication of Fungi Springer. ISBN 978-94-007-4263-5
Wood, J.T (1992). Spinning the symbolic web .Human communication as symbolic interaction

Shannon, Cloude E .and Warren Weaver (2001) .A mathematical

Modelsof communication. Urbunw. IL:
University of Illinios press.
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Websites:
https://enWikipedia.Org (wiki). Communication.
(www.peson-----highered .com/assets/him/us/hip-us-person
higherd/sample chapter) 0205943608.pdf).

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communication .HtmL

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 Appendix A
Addis Ababa University University
Department of Journalism and Communication
Questionnaire for Journalism and Communication students at Addis Ababa University
University
Dear: students this questionnaire is for you which is prepared by the researcher. This
questionnaire is designed to collect data for a researcher on factor that affect students'
interpersonal communication. It is believed that you genius response to each of items is
helpful the success of this study. So you are kindly requested to provide your genius
response.
Instructions: I
Questionnaire analysis check list
Choice the best answers for following alternatives.
1. Which one is affect your interpersonal communication?
A/ cultural influence B/ power C/ noise D/ technology E /language difference
F/ gender
2. What is your benefit of your interpersonal communication?
A/ I understanding others very well B/ I improving communication skill
C / I developing speaking skill of English language D/ I making mutual relationship
3 Which one do you apply during your interpersonal communication in the class and out
of the class interaction and discussion?
A / overlooking listening actively B/ magnify listener attention C / by focusing on the
message
D / by others ways
4. If you speak politely and directly, what is your result of interpersonal communication?
A/ I getting detail information B / I getting major product C / I getting meetings D / I
getting donor relation
5. Which one have major impact on your interpersonal communication?
A/ noise B/ gender issue C / cultural influence D / language difference
6. What does your interpersonal levels in the classroom and out of classroom looks like?
A/ high B / medium C/ low

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7. How often do you practice your interpersonal communication in the class and out of
class?
A / sometimes B / always C / rarely D almost never
8. How often do your teachers arrange us a group and let to discuss on issue in English?
A/ once a week B/ twice a week C / always D / never
Yes or no questions
Put your correct answer by using tick sign ( ) and fulfill black space.
1. Does gender issue affect your interpersonal communication?
A / yes B / no
If your answers yes how? ----------------------------------------------------------------------------
---
------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------
If your answers no how? -----------------------------------------------------------------------------
-------------------------------------------------------------------------------------------
2. Is there any factor that affect your interpersonal communication?
A/ yes B/ no
If your answers yes what are the factors? ----------------------------------------------------------
-------------------------------------------------------------------------------
If your answers no why? -----------------------------------------------------------------------------
----------------------------------------------------------------------------
3. Does using English language rather than mother tongue affect your interpersonal
communication?
A/ yes B/ no
If your answers yes how? ----------------------------------------------------------------------------
--------------------------------------------------------------------
If your answers no how? -----------------------------------------------------------
4. Do you make practice during doing your assignment or group discussion?
A/ yes B/ no
If your answer is yes when? –----------------------------------------------------------–-------------
----------------------------------------------------------------–------------------------------------------

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-----------------------------------------------
If your answer is no why? ----------------------------------------------------------–----------------
------------------------------------------------------------
5. Do the students have interest to communicate and meet with each other to speak
English?
A/ yes B/ no
If your answer is yes how? –---------------------------------------------------------------------
–-------------------------------------------------------------------------------------------
If your answer is no why? ----------------------------------------------------
---------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------

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 Appendix B
Addis Ababa University
Department of journalism and Communication
II INSTRUCTIONS: Analysis of interview questions
1. What are the major challenges that faced your interpersonal communication?
2. What are strategies do you apply during doing your assignments?
3. What are the problems that you face due to variety of language in your interpersonal
communication?
4. How varieties of language affect your interpersonal communication?

Appendix C

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 Addis Ababa University University
Department of Journalism and Communication.
INSTRUCTIN III: Observation check list

1 Are students motivated to communicate only in English language

among them?

2 Is students' interpersonal hindered due to variety of language?

3 Is there a major problem that students face in their interpersonal

communication?

4 Is there students’ interpersonal communication noise?

5 Does English language have role play in students’ interpersonal

communication rather than mother tongue?

6 Do the students' have an effective interpersonal communication

skill?

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