Industrial Phase 1

Web
Manual
INDUSTRIAL PROJECT- I
TITLE :-AFAN OROMO LEARNING ANDROID APPLICATION

Group Members:
S.no Name ID.no
1 Abebe Gemechu R/3228/04
2. Abiyot Tamesgen R/3232/04
3. Adana Gashaw R/3235/04
4. Adem Kedir R/3238/04
5. Adunga Desalegn R/3241/04
6. Ahmed Mohammed R/3243/04
7. Aliyi Gemechu R/3253/04
8. Anwar Mohammed R/3259/04
9. Banchealem Adunga R/3278/04
10. Oromumma Debela Daba R/3248/04
Adviser's Name:- 1. Mr. Mandefro Legesse

Sign:- ________________
Co-Advisor Name:-2. Mr. Eshetu Deresu
sign:- ______________
Submitted to Department of Computer Science, Institute of Technology, in Partial
fulfillment of the Degree of Technology, Bachelor Science in Computer Science.
[Ambo, Ethiopia]
February, 2015
AFAN OROMO LEARNING ANDROID APPLICATION 2014/15
Table of content
Acknowledgment ........................................................................................................... i
ABSTRACT .................................................................................................................. ii
CHAPTER-ONE ......................................................................................................... 1
1.1 Introduction ............................................................................................................. 1
1.2 Background Information of the Society .................................................................. 1
1.3 Background of the project ....................................................................................... 2
1.4 Statement of the Problem ........................................................................................ 4
1.5 Team composition ................................................................................................... 5
1.6 Objective ................................................................................................................. 6
1.6.1 General objective ................................................................................................. 6
1.6.2 Specific objective ................................................................................................. 6
1.7 Feasibility study ...................................................................................................... 8
1.7.1 Operational Feasibility........................................................................................ 8
1.7.2 Technical Feasibility ............................................................................................ 8
1.7.3 Economical Feasibility ......................................................................................... 8
1.7.4 Behavioral/Political .............................................................................................. 9
1.7.5 Schedule Feasibility ............................................................................................. 9
1.8 Scope of the Project .............................................................................................. 11
1.9 Significance of the project .................................................................................... 11
1.10 Target beneficiaries of the system....................................................................... 12
1.11 Methodology Used .............................................................................................. 12
1.11.1 Data Source ...................................................................................................... 12
1.11.2 Fact Finding Techniques .................................................................................. 12
1.12 Systems Analysis and Design (approach) ........................................................... 13
1.13 Development Tools ............................................................................................. 13
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AMBO UNIVERSITY DEP.OF COMPUTER SCIENCE
1.14 Testing procedures .............................................................................................. 14

1.15 Implementation ................................................................................................... 14
1.16 Limitation of the project...................................................................................... 14
1.17 Risks & contingencies ......................................................................................... 14
1.18 Assumptions and Constraints .............................................................................. 15
CHAPTER TWO ...................................................................................................... 16
Description of the Existing System & the Proposed System ...................................... 16
2.1 Introduction of Existing System ........................................................................... 16
2.2 Players in the existing system ............................................................................... 17
2.3 Business rules ........................................................................................................ 17
2.4 Bottlenecks of the existing system ........................................................................ 17
2.5 Practices to be preserved ....................................................................................... 18
2.6 Proposed System .................................................................................................. 18
2.7 Requirements of the Proposed System .................................................................. 19
2.7.1 Functional requirements ..................................................................................... 19
2.7.2 Non functional requirements .............................................................................. 19
CHAPTER THREE .................................................................................................. 21

System Analysis & Modeling ..................................................................................... 21
3.1 Introduction ........................................................................................................... 21
3.2 System Requirement Specifications (SRS) ........................................................... 21
3.2.1 Use case diagrams .............................................................................................. 21
3.2.2 Use case description ......................................................................................... 21
3.2.2.1 Use case Scenarios for Read Lesson ............................................................ 22

3.2.3 Sequence diagram .............................................................................................. 24
3.2.3.1 Sequence diagram for read lesson ................................................................... 25
3.2.3.2 Sequence diagram for Listen Lesson .............................................................. 25
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3.2.3.3Sequence diagram for Test Skill ...................................................................... 28

3.2.4 Activity Diagram ................................................................................................ 28
3.2.4.1 Activity diagram for Read Lesson .................................................................. 29
3.2.4.3 Activity diagram for Listen Lesson................................................................. 31
3.2.4.3 Activity diagram for Test Skill ....................................................................... 33
3.2.6 User Interface Prototyping ................................................................................. 34
References ................................................................................................................... 35
Tables and figures
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table 1.1:team composition and their duty. .............................................................................................. 6
fig 3.1 Bakkalcha barii use case diagram .............................................................................................. 21
table 3.1 use case scenarios for read lesson ........................................................................................... 22
table 3.2 use case scenarios for listen lesson ......................................................................................... 23
table 3.3 use case scenarios for test skill ................................................................................................ 24
fig 3.2 sequence diagram for read grammar. ......................................................................................... 25
fig 3.3 sequence diagram for read vocabulary. ...................................................................................... 25
fig 3.4 sequence diagram for listen alphabet.......................................................................................... 26
fig 3.5 sequence diagram for listen grammar. ........................................................................................ 27
fig 3.6 sequence diagram for listen lesson.............................................................................................. 28
fig 3.7. activity diagram for read alphanumeric ..................................................................................... 29
fig 3.8. activity diagram for read communication .................................................................................. 30
fig 3.9. activity diagram for listen grammar.......................................................................................... 31
fig 3.10. activity diagram for listen vocabulary .................................................................................... 32
fig 3.11 activity diagram for test skill ................................................................................................... 33
fig 3.12. class diagram for Bakkalcha barii application. ....................................................................... 34
fig 3.13 user interface form. ................................................................................................................... 35
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Acknowledgment
As the beginning we would like to thank GOD for making us present and capable of doing this
industrial project. Then we would like to thank our Advisors Instructor Mr. Mandefro Legesse
and Co-advisor Mr. Eshetu Deresu for their guidance in developing this project documentation.
We are also very grateful and extend our thanks to staff members of Ambo university department
of computer Science who have involved in performing this project by giving different advises to
us
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ABSTRACT
Language is a unique phenomenon that distinguishes man from other living things.
It is our primary method of communication with each other, yet very little is understood about
how language is acquired when we are infants. A greater understanding in this area would have
the potential to improve man machine communication.
We use language to inform the people around us of what we feel, what we desire, and
question/understand the world around us. We communicate effectively with our words, gestures,
and tone of voice in a multitude of situation. This application presents Afan Oromo learning
Android application. Afan Oromo is written with a Latin alphabet called Qubee. Most of qube’s
(alphabets) are the same with English alphabets.
What makes us to select this title is that as Afan Oromo is one of the language most spoken in
the Africa, there is few works for development of the language that done in software’s area. Thus
this work may become one from few works that contribute for the development of the language.
We try to solve current problem through Web page applications and mobile applications.
Some people that need to learn Afan Oromo have all the time to learn language and practice
speaking with partners, but other people don’t. Tourists and foreigners in the country spent
money for translator for their day to day activity. Some foreigners come to Ethiopia to do
research in places that speak only Afan Oromo. If they are touring they need translator. That may
be not cost effective or very expensive. Foreigners can solve this problem by learning afan
Oromo with their smart mobile phones.
In order to access this system important documents are stored and useful applications installed on
the smart phones for the easy access.
To save money and time spend during the lesson, it’s preferable to learn language. In order to
design and implement Afan Oromo learning mobile software, we refer related works. In order to
understand our audience, the following methods have been used:
Observation: We collect the data simply by observing the problems of foreigner and different
people around Ambo area who cannot talk Afan Oromo language.
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Document: We review documents written in the problem teaching way in current method. We
analyzed different documents like books prepared for teaching Afan Oromo. By referring same
software’s that are developed in other language. When we start developing this application we
don’t spend money for any material we use. In other hand for user, a key factor in choosing
language learning software is most certainly the price tag. In the internet we can find many
language learning tools and webpage.
After successful implementation of the application, user learn Afan Oromo any time anywhere,
saving money spend during class tutor, using a new Afan Oromo mobile learning application.
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CHAPTER-ONE
1.1 Introduction
Through language learning we can connect with other people and make sense of
our experiences. Strong language skills are an asset that will promote a lifetime of
effective communication.
As a parent, teacher, or other type of caregiver, you shape a child’s language
development to reflect the identity, values, and experiences of your family and
community.
Afan Oromo is one of the mostly spoken language in Ethiopia, it is spoken by
about 30 million people in Ethiopia, Kenya, Somalia and Egypt according 2007
national census of Ethiopia, and is the 3rd largest language in Africa lies under the
Cushitic branch of the category.
1.2 Background Information of the Society

The Oromo people are the largest ethnic group in Ethiopia and account for more
than 40% of the population. They can be found all over Ethiopia and particularly in
Wollega, Shawa, Illubabour, Jimma, Arsi, Bale, Hararghe, Wollo, Borana, and the
southwestern part of Gojjam. The Oromo people are a native African ethnic group
found in Ethiopia and to a smaller extent in Kenya.
The Oromo are one of the Cushitic speaking people living in Eastern and North
Eastern Africa. Oromo people are found mainly in Ethiopia (99%), but are spread
from as far as:
 Northern Ethiopia (southern Tigray Region)
 Kenya (mainly northern)
 Even as far south as Lamu Island
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1.3 Background of the project

In Ethiopia more than 84 languages are spoken. This number (84) implies only the
known languages. The languages of Ethiopia are classified into four categories.
These are Semitic, Cushitic, Omotic and Nilo-Saharan. Afan Oromo is one of the
mostly spoken language in Ethiopia. It is spoken by about 30 million people in
Ethiopia, Kenya, Somalia and Egypt according 2007 national census of Ethiopia,
and is the 3rd largest language in Africa lies under the Cushitic branch of the
category. So being able to speak Afan Oromo will give a great advantage in
Ethiopia, as it’s one of the most popular languages spoken in the country. Afan
Oromo has become media of instruction in primary education, and is taught as a
common subject at all levels in the Oromia Regional State. Even though Afan
Oromo is the most popular language in Ethiopia there is a few work for
development of language that is done in software area on mobile phone in our
country. So, in order to optimize this problem we prepare ourselves to develop this
application. Like most other Ethiopian languages, whether Semitic, Cushitic, or
Omotic Afan Oromo is arguably one of the easiest languages in Africa, for it does
not contain any unpronounceable sounds or ‘tones’ as found in many western
languages which use Latin alphabets. The early attempts made by the Oromo
scholars attempted to developed and adapt the script of Afan Oromo suitable for
writing the language. Among these, the works of two Oromos namely; Sheikh
Bakri Saphalo and Onesimos Nasib are worth mentioning. These scholars
contribute their own share for and played great role in the development of written
Afan Oromo. Among the Oromo scholars who worked to create an alphabet for the
Oromo language, the first and the biggest name that comes forth is Sheik Bakri
Saphalo. Sheik Bakri was a prolific writer. Starting from his early teaching, he
began to write in Afan Oromo. Onesimos Nasib translated different materials to
Afan Oromo. His translation using the Geez alphabet with an additional glottal
letter for ‘dh’ is still the standard work in the field, and without doubt he was a
father of Oromiffa literature.” He wrote Afan Oromo in Ethiopic script. The
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translation of the Bible to Afan Oromo was the most significant contribution made
by Onesimos Nasib . Afan Oromo is written with a Latin alphabet called Qubee.
Most of qube’s (alphabet)s are same with English alphabets. Qubee i.e. Oromo
alphabets are 26 as English alphabet and they are classified into vowel and
consonants. The difference is when forming words. This can help English speakers
particularly for users read English alphabet, it’s relatively simple to learn Afan
Oromo language. [30]
Oromo alphabet (Qubee Afaan Oromoo)

Aa Bb Cc Dd Ee Ff
Gg Hh Ii Jj Kk Ll Mm
Nn Oo Pp Qq Rr Ss Tt
Uu Vv Ww Xx Yy Zz
Double Consonant(5 Extended Digraphs)
CH ch DH dh NY ny PH ph SH sh
Oromo has a set of ejective consonants, that is, voiceless stops or affricates that
are accompanied by glottalisation and an explosive burst of air. Oromo has another
glottalized phone that is more unusual, an implosive retroflex stop, "dh" in Oromo
orthography, a sound that is like an English "d" produced with the tongue curled
back slightly and with the air drawn in. Apart from 26 usual Latin alphabet used in
English, Afan Oromo uses 5 extended digraphs (ch, dh, ny, ph, sh ). Like most
other Afro-Asiatic languages, Oromo has two grammatical genders, masculine and
feminine, and all nouns belong to either one or another. The genitive is used for
possession or "belonging"; it corresponds roughly to English of or -'s. Oromo has
the typical Eastern Cushitic set of five short and five long vowels, indicated in the
orthography by doubling the five vowel letters. The difference in length is
contrastive, for example, hara 'lake', haaraa 'new'. Gemination is also significant in
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Oromo. That is, consonant length can distinguish words from one another, for
example, badaa 'bad', baddaa 'highland'. /c/ of Afan Oromo is to be pronounced
like /ch/ of English. As /dh/ of Afan Oromo is more or less retroflex and slightly
implosive, it is to be pronounced such that the tip of the tongue is curved back and
it touches the palate. /ny/ of Afan Oromo is pronounced like the first consonant of
the English word ‘news’ or /gn/ of French as in the French word ‘Cologne’./ny/ of
Afan Oromo is strongly palatalized consonant. Consonants of Afan Oromo can be
doubled or geminated. The sounds of /p/, /z/ and /v/ are never needed to pronounce
an original Afan Oromo word. But these sounds are used as they occur in loan
words mainly from European languages but also from Arabic and from Swahili in
the south. The following are examples of such loan words: zabib (raisins), zingo
(Zinc), poolisa (police), politikaa (politics),vitaamin (vitamin), video
(video)Before a pause, long and short vowels at the end of an Afan Oromo word
are pronounced with a glottal stop. The short vowel of Afan Oromo /i/ at the end of
a word is almost dropped. kuni mana guddaa (This is a large house) is actually
pronounced as kun mana guddaa. The lengths of vowels of Afan Oromo are to be
strictly observed as they are distinctive as in the following Oromo words.ana (me)
: aana (be next to me):ollaa (neighbor) : oola (stay).[40]
1.4 Statement of the Problem

The Present Afan Oromo learning system uses web page, some software and
manual based. The problems involved in present Afan Oromo learning system is
Manual based
It needs more stationary material and human power such as:-
 Book which means reading a book is not attractive with respect to mobile
based.
 Teacher is needed to teach the language.
 Attending class tutor is boring.
 Not portable.
 It uses paper format.
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Web Page
 It needs internet access to learn the language.
Window based
 Some Software which only works on windows and price cost is expensive.
1.5 Team composition
Team organization refers to how the group members are structured to do the given
project. In doing this project every task must be done by every person of the group.
As we know there is three type of Team organization; Centralized-control team,
Decentralized-control team and Mixed-control team organization. We do not select
Centralized-control Team organization because it has problems like chief
programmer(CP) overloaded, time usage ,single point of failure, success depend on
skill and ability of CP, size and complexity of the problem and soon. For this
reason we choose the Decentralized control Team organization because of the
entire members are at the same level, responsible to do the project, job satisfaction,
for reviewing each other’s work, reduce time consumption and the member will
fully knowledgeable.
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Title Bakkalcha Barii Application

Sn. Group Name Responsibility(Duty)
1. Abiyot Tamesgen Data collector
2. Adane Geshaw Data collector
3. Adugna Desalegn Data collector
4. Banchealem Adugnaw Data Analyzer
5. Anwar Mohammed Data Analyzer

6. Abebe Gemechu Data Analyzer
7. Adem Kedir Designer
8. Oromumma Debela Designer
9. Aliyi Gemechu Programmer and tester

10. Ahmed Mohammed Programmer and tester
table 1.1:team composition and their duty.
Adviser: Mandefro Legesse.
Co-Adviser: Eshetu Deresu.
1.6 Objective
1.6.1 General objective
The general objective of this project is to design and implement Android based Afan Oromo
language learning.
1.6.2 Specific objective
 To develop reliable/steadfast/ Afan Oromo Language learning application.
 Reviewing the problems of the current system.
 Identify the problem and find a proper solution
 Selecting the appropriate development tools for the application
 To develop attractive Afan Oromo learning application.
 To develop effective and efficient Afan Oromo learning mobile application.
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 To develop Afan Oromo language learning application that is easily portable and used
by any user who has an android based mobile phone.
 To design user friendly mobile language learning application.
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1.7 Feasibility study

Any developed software has to satisfy the criteria for feasibility. This project is
also going to satisfy the following criteria.
1.7.1 Operational Feasibility
The proposed system is operationally feasible because the system is operated on
intended system by the user of the system for providing effective processing
system there by greatly satisfy users need.
 The proposed system offers greater level of user-friendliness.
 The proposed system produces best results and gives high performance.
 The proposed system can be implemented easily.
1.7.2 Technical Feasibility
The proposed system can be easily maintained, portable, available and reliable. It
is also support multi user, data handling system and easy to install. Generally the
system is technical feasible. As part of technology and system feasibility study we
have investigated the technological resources necessary for the project. Since we
find them available, the project qualifies in this factor. The application is purposed
for Android phones whose growth is outpacing the mobile market. Thus the project
seems technically feasible.
1.7.3 Economical Feasibility

A key factor in choosing language learning software is most certainly the price tag.
When we calculate the cost of some software or hiring a tutor, the fact that
costumer can go from a very basic level of proficiency to fluent using language
learning software for under $10. For this case, more and more people are choosing
home study via language learning software’s. Thus project seems economically
feasible.
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1.7.4 Behavioral/Political
Afan Oromo learning is politically feasible because of it’s the language of
education, work and technology in Ethiopia. So developing Afan Oromo learning
android based have no affect on any society. And also have acceptance before the
government.
1.7.5 Schedule Feasibility
The schedule for this project will be feasible due to proper information exchange
between the developing team and the Advisor. And also the time set to develop the
application is enough to complete at the predefined day and time since the project
is supposed to be completed in 8 months i.e. 4 months for documentation and the
rest 4 months for implementation and testing.
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Dec 2014 Jan 2015 Feb 2015 Mar 2015 Apr 2015 Ma
ID Task Name Start Finish Duration
7/12 4/1 11/1 18/1 25/1 1/2 8/2 15/2 22/2 1/3 8/3 15/3 22/3 29/3 5/4 12/4 19/4 26/4 3/5 10
1 PHASE I 12/1/2014 2/19/2015 11.8w
2 CH-1: Introduction 12/2/2014 1/2/2015 4.8w
Ch-2: Current System &Proposed

3 1/2/2015 1/16/2015 2.2w
System
4 CH-3: System Analysis &Modeling 1/19/2015 1/23/2015 1w
5 Break Time 1/26/2015 2/16/2015 3.2w

Last date for Submitting
6 2/17/2015 2/18/2015 .4w
complete documentation
7
Final Analysis 2/18/2015 2/19/2015 .4w
&Presentation
8 PHASE II 2/26/2015 6/19/2015 16.4w
9 CH-4: Design Paradigm 2/26/2015 3/10/2015 1.8w
10 CH-5: Implementation &Testing 3/12/2015 6/12/2015 13.4w
11 Final Presentation 6/18/2015 6/19/2015 .4w
fig 1.1: schedule diagram
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1.8 Scope of the Project

The application is designed to teach beginners. At minimum we try to include the
following:
 Most frequently used vocabularies including pronunciation
 Numbers and alphabets including pronunciation of native speakers and
equivalent English spelling
 Most Frequently used phrases used in communication
 And some sentence construction.
 Some Afan Oromo language grammatical rules.
 All lessons separated in to module.
 Tests at the end of every lesson to enhance user knowledge.
This application cannot teach the whole Afan Oromo language and all its
grammatical rule. Vocabularies used not pass more than 300 words. Sentence
construction used as example not to teach deeply the language grammar. The
application only for English language speakers. Also the major difficulty of this
application is platform dependency. [40]
1.9 Significance of the project

After successful implementation of the application, user learn Afan Oromo any
time anywhere, saving money spend during class tutor, using a new afan Oromo
mobile learning application. Foreigners in the country can easily communicate for
their day to day activities. They do not need to employ translator for simple task
they does every time. It will make it easy for any people who would like to learn
the language without teacher because it will be easy to access the application from
a tablet or mobile device. The application also will guide user who use the
application for far learning of the language. As Afan Oromo is one of the
languages most spoken in the Africa, there is few works for development of the
language that done in software’s area. Thus this work may become one from few
works that contribute for the development of language
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1.10 Target beneficiaries of the system

As described earlier this system is designed to teach beginners so that a target
beneficiary of this system includes:
 Tourists and foreigners
 Investors.
 A person who wants to learn this language.
 Diaspora.
1.11 Methodology Used
1.11.1 Data Source
In order to design and implement Afan Oromo learning mobile software, we refer
related works, to know the mechanisms of teaching languages those are currently
used locally in Ethiopian school. Also we refer to system implemented in different
technological area like websites and software’s designed to teach language. We
make an interview with project coordinators and programmers that have
experience in related works. We specify requirements and design Afan Oromo
mobile application by referring same software’s that are developed in other
language. Also we use development software’s relevant for development of this
project.
1.11.2 Fact Finding Techniques
In order to understand the problem and make of list requirements understanding
the needs of users is the most important step. Our target audience is the society
who speaks English language and we review documents written in the problem
teaching way in current method. In order to understand our audience, the following
methods have been used:
A. Observation
In this way, we collect the data simply by observing the problems of foreigner and
different people around Ambo area who cannot talk Afan Oromo language.
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B. Document
This method applied to here was analyzing the documents that have been prepared
for teaching Afan Oromo language. We also analyzed different documents like
books prepared for teaching Afan Oromo.
1.12 Systems Analysis and Design approach

In this project the team used Object Oriented System Development methodology
(OOSD). This has two phases.
1. Object Oriented Analysis (OOA): During this phase the team used to Model the
functions of the system (use case modeling), Find and identify the business
objects, organize the objects and identify the relationship between them and finally
model the behavior of the objects.
2. Object Oriented Design (OOD): During this phase the team used to refine the
use case model to reflect the implementation environment, Model object
interactions and behaviors that support the use case scenario, and finally update
object model.
1.13 Development Tools

To design and implement Afan Oromo mobile application the following tools and
software’s used:
Software
 MS word 2013: for documentation.
 Visual paradigm UML: for diagrams and chart.
 Ms-Window Office Visio 2007: for diagrams and chart.
 Ms Power point for presentation.
 Edraw Max(Trial version):for diagrams and chart.
Hardware
 Disk Drivers: 1.44 MB, 3 ½ floppy disk driver or CD-Drive for storing data.
 Flush: for transfer of data from one computer to another.
 Printer: for printing document.
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1.14 Testing procedures

First we will tests each unit at each system. After we test each unit of the proposed
system we will perform an integration test to check whether the system meets all
the functional requirements. Finally our system is tested by other peoples and we
will conduct some comments how they get our system.
1.15 Implementation
Parallel Conversion: We use both new and existing systems together. The existing
system can be used until all problems in the new system are removed.
1.16 Limitation of the project

 Lack of deep language understanding.
 Lack of well organized material.
 Lack of enough time.
1.17 Risks & contingencies
Risks: There are various areas that can affect a project, including:
 The technology used on the project. Such as: virus
 Absence of one member from the group, i.e. if one member from group is
sick.
 The relationship between the team members. Disagreement between the
team members.
Contingency: If a problem actually occurs contingency plan must be implemented
and reserves must be allocated. In our case virus risk may remove our data.
To reserve data removal we have to duplicate in different directory, hard disk, CD-
ROM and by installing ant virus on our system etc.
Since every task in this project must done by each member, absence of one
person cannot affect development of the project.
In case of team member disagreement our project may be out of the plan and stop
continuous success development of project.
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To reserve this contingency our team members has made rule and regulation to
develop the project to finish in a given time schedule. We organize team members
in to two in order to minimize disagreement between each members, regarding
similarity of idea .
1.18 Assumptions and Constraints

Assumptions: Suppose in our project, we assumed that we are going to design
Afan Oromo learning Android application.
Constraints: Constraints are limitations imposed on the project, such as the
limitation of cost, schedule, or resources, and you have to work within the
boundaries restricted by these constraints.
At first glance, you can think of two constraints. The first constraint is the scope of
our project. We cannot go beyond our scope. This is our first constraint. The
second constraint can be budget, resource and time schedule. [40]
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CHAPTER TWO
Description of the Existing System & the Proposed System
2.1 Introduction of Existing System
The first step of preliminary study in the system analysis process involves the
identification of needs for manual based, web page applications and computers
software’s.
A. Manual Based
In the manual system students go to class and learn the lesson from their teacher by
sitting in the class room which takes more time and may be boring.
B .Web page applications
In the internet we can find many language learning tools and WebPages. Most of
them are same, so we list here as example two popular WebPages designed for
language learning.
“i languages.org” is web site designed to teach languages on internet. The site
contains about 92 languages spoken throughout world. Most of the topics included are
vocabulary, grammar and phrases. In addition it contain flash cards ie wizard helps to
examine understanding of the user. Certainly it’s very important for persons need to
know vocabularies used in the languages, but it always need connection and ability to
read.[10]
Other web page designed for language game known as “digital dialects”. A web Site
designed to teach about 70 languages spoken in the world through games. It has
interactive and visualized picture and movie. Each game has its own lesson that
contain tutorial about specific game and some of which supported by audio and
movies. The games categorized in to phrases, numbers, spelling and alphabet. Its
suitable game to understand basic vocabulary words specially for beginners. But this
game teaches few words and always need connection.[50]
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C. Window software’s
There are many windows software application for language learning. We can find
many language learning tools freely and commercially. Here we list as example two
windows software designed for language learning. One designed for in Afan Oromo
and other for English learning purpose. Among that “Oromiffa the EZ way” is
commercial windows computer software designed to teach Afan Oromo easy way for
foreigners. It can be used by absolute beginners or intermediate level users. The
programs teach pronunciations, words, phrases, contain games and quizzes. But it is
platform dependent (only works on windows) and price cost is expensive.[20]
2.2 Players in the existing system

This section describes the actors who have a role in the existing system.
Scholars: Different experts who contribute their knowledge for the development of
language.
Users: They are participants who learn Afan Oromo language.
Authors: They are writer of the book responsible for the development of language.
2.3 Business rules

Anyone who wants to learn Afan Oromo must do the followings:
 Look around if there is teaching institute around.
 Get registered and pay a monthly fee as set by the institution
 Must appear in class as scheduled.
 If the trainee moves to other location due to different reasons he might not get
the chance to continue.
 If he/she got the chance to pursue in that location he/she has to pay again.
2.4 Bottlenecks of the existing system
Attending the class is mandatory for both teacher and learners.
Window based is platform dependent (only works on windows) and price cost is
expensive.
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Internet access must be available always for learning process.

Performance (Response time):It takes long period of time to learn.
Security and Controls: The existing system lacks security and control since it is
manual based in such a way that if someone want to certify his document for example
he/she can use unlawful method by giving money to someone illegally.
Efficiency: The current learning and teaching process takes more time, human labor ,
cost etc, to generate well educated person.
2.5 Practices to be preserved

Even though, the existing system has different problems in terms of usability,
portability, benefit and other aspects, there are a number of practices to be preserved
from the existing system. The main practice to be preserved from the existing system
includes:
 Grammatical rule in existing system are the same to proposed system.
 Vocabulary in existing system is the same to proposed system.
 Alphabets are not changed. [60]
2.6 Proposed System
In the present, computers and mobile phones are not a special thing for the general
public. Almost every house there is a television and almost every adult has a mobile
phone. Along with the development, the phone functions are more and more like a
computer but there are still some differences between a mobile phone and computer
like capacity, size and speed. Today, each and every user uses a Smartphone for all
the purposes in their daily life. Important documents are stored and useful
applications installed on the smart phones for the easy access. This is what made as to
choose mobiles for our project.
Android is a Linux-based operating system for Android devices like Smartphone and
Tablets. It is an open source platform available for users to develop Android
applications using Android SDK (Software Development Kit). The service also will
be implemented by means of Google's operating system Android. The choice is based
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on the fact that Microsoft's Windows Phone is viewed as being not mature enough
currently, Apple's iOS is believed to be too restrictive with regard to its App store
policy, while Android advantages over other mobile OS. Since it support all major
features those features are like Mobile Sage, high popularity, high maturity, provided
with IDE(easy to develop), Associated with huge developer community, and broad
support of multimedia standards.
In this proposed system we try to include the most known language learning ways that
people generally used to learn languages. These are the vocabulary-based approach,
the grammar-based approach and the communicative approach.
The user will have the ability to learn topics like common words (vocabularies),
develop his/her communication and writing skill. Also there related tests games
contain questions to enhance knowledge gained for each topic. [40]
2.7 Requirements of the Proposed System

2.7.1 Functional requirements
Functional requirements of the new system define the capabilities and functions that a
system must be able to perform successfully.Accordingly, the functional requirements
of the proposed system, with in the defined scope, will be the followings:
 Teaching alphabet and numbers.
 Teaching pronunciation.
 Teaching vocabularies.
 Teaching grammar.
 Teaching words.
 Teaching sentence construction.
 Teaching communication. [40]
2.7.2 Non functional requirements
These requirements do not affect the system but their presence is useful for the
system. A non functional relates to the technical aspects of system must fulfill such as
performance, availability, reliability, usability, backup and recovery.
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Performance: The system should be well fit to perform operations without any
problem and respond in the very short period of time.
Security and Access permissions: This application will not provide access
privileges. Because it is assumed that the users make their mobile secure by using
security codes or other measures.
Backup and Recovery: The system should support backup to data base and recovery
mechanism from system failure.
We will use removable flashes and disks such as CD ROM, DVD for backup and
recovery mechanism. Because the risks of data lost might be happen due to a number
of reasons such as: computer viruses, sudden accident on data storages, data theft or
power fluctuation.
Resources: Android platform with android operating system.
Usability: The system is user interface based. It is learnable and anyone who can
interact with the mobile can operate easily the new system. If other user is joining the
system they will train it to understand.
Availability: The system is available/runs until the power or system is work
properly. While system user use is down consistence of the works become stopped.
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CHAPTER THREE
System Analysis & Modeling
3.1 Introduction
System design is the transformation of the analysis model in to system design model.
It focuses on the solution domain rather than on the problem domain .The deliverable
of this phase is a system design model which serves as a blueprint for the
implementation of the system.
3.2 System Requirement Specifications (SRS)

Naming: Mobile Application developed will have new system for simple use in the
documentation and to uniquely identify in android market. From this onward
developing team agree to name it “Bakkalcha Barii” [60]
3.2.1 Use case diagrams
fig 3.1 Bakkalcha Barii use case diagram[30]

3.2.2 Use case description
A use case scenario is a story. It's a particular case in which the system is used by
one or more actors to choose a goal that is important.
21 | P a g e
3.2.2.1 Use case Scenarios for Read Lesson
Bakkalcha Barii use case documentation
Use case name Read lesson
Identifier UC01
Actor Phone user
Description This use case shows how the mobile phone user search and browse different
type of the language course and their related data.
Precondition Application should be installed on Android device.
Basic course of topic which user wants to learn selected

action The user read the displayed lesson
Alternative course A. If user desires to return previous menu at any time:

of action A.1. User selects “back” button to return back
A.2. System displays previous Menu.
Entry Condition The user selects lesson approved by system.
Post Condition User selected topic learning material is opened with skill test
Exit Condition The user selects “exit” to return previous menu.
table 3.1 use case scenarios for read lesson
3.2.2.2 Use case Scenarios for Listen Lesson
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Use case name Listen lesson
Identifier UC02
Actor Phone user
Description Listen lesson used for a person listen the lesson using audio provided
Precondition The user should be in the lesson that are displayed
Basic course of The user select “ sound sign button”

action The user read the displayed lesson
Play pronunciation sound of the lesson
Alternative course A. If user desires to return previous menu at any time:

of action A.1. User selects “back” button to return back
Entre -condition The user selects lesson approved by system.
Post -Condition The user hear the pronunciation sound of the lesson
table 3.2 use case scenarios for listen lesson
3.2.2.3 Use Case Scenarios for Test skill
23 | P a g e
Use case name Test skill
Identifier UC03
Actor Phone user
Description User must test knowledge gained by doing some exercise for each lesson
Precondition The user should learn a lesson.
Basic course of The user should be in the lesson that are displayed .
action The user read the displayed lesson.
The user select “ button”
Alternative A. If user desires to return previous menu:

course of action A.1. User selects “back” button to return back
Entry Condition The user selects lesson approved by system.
Post Condition The user will pass for next lesson.
table 3.3 use case scenarios for test skill
3.2.3 Sequence diagram

Sequence diagrams are used to model the logic of usage scenarios. A usage scenario is exactly
what its name indicates- the description of a potential way our system is used. The logic of usage
scenario developed here compares the basic course of actions and the alternate course of actions
included in the use case.
The boxes across top of the diagram represent classifiers or their instances; typically use cases,
objects, classes or actors. The dashed lines hanging from the boxes are called objects lifelines,
representing the life span of the object during the scenario being modeled. The long, thin boxes on
the lifelines are method-invocation boxes indicating that the target object/ class to fulfill messages
24 | P a g e
are performing processing.
3.2.3.1 Sequence diagram for read lesson

Sequence diagram for Read Grammar
fig 3.2 sequence diagram for read grammar.

Sequence Diagram for Read Vocabulary
fig 3.3 sequence diagram for read vocabulary.

3.2.3.2 Sequence diagram for Listen Lesson
Sequence diagram for Listen Alphabet
25 | P a g e
fig 3.4 sequence diagram for listen alphabet.
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Sequence diagram for Listen Grammar
fig 3.5 sequence diagram for listen grammar.
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3.2.3.3Sequence diagram for Test Skill
fig 3.6 sequence diagram for listen lesson.
3.2.4 Activity Diagram

Activity diagrams show the operations/activities performed by use cases to achieve
their functionality. Activity diagrams are drawn for each use case.
Activity diagram captures the behaviour of an object by specifying the sequence of
activities to goes through during its life time in response to events, together with
responses to those events.
28 | P a g e
3.2.4.1 Activity diagram for Read Lesson

Activity diagram for Read Abbtqwe
fig 3.7. activity diagram for read alphanumeric
29 | P a g e
Activity diagram for Read Communication
fig 3.8. activity diagram for read communication
30 | P a g e
3.2.4.3 Activity diagram for Listen Lesson

Activity diagram for Listen Grammar
fig 3.9. activity diagram for listen grammar
31 | P a g e
Activity diagram for Listen Vocabulary
fig 3.10. activity diagram for listen vocabulary
32 | P a g e
3.2.4.3 Activity diagram for Test Skill
fig 3.11 activity diagram for test skill
3.2.5 Analysis class diagram

The class diagram is the main building block of object oriented modeling. It is
used both for general conceptual modeling of the systematic of the application, and
for detailed modeling translating the models into code. A Class diagrams can also
be used for modeling. The classes in a class diagram represent both the main
objects, interactions in the application and the classes to be programmed. Class
33 | P a g e
with three sections in the diagram, classes is represented with boxes which contain
three parts. The upper part holds the name of the class, the middle part contains the
attributes of the class and the bottom part gives the methods or operations the class
can take or undertake. In the design of a system, a number of classes are identified
and grouped together in a class diagram which helps to determine the static
relations between those objects.
fig 3.12. class diagram for Bakkalcha barii application.

3.2.6 User Interface Prototyping
User interface (UI) prototyping is an iterative analysis technique in which users are actively
involved in the mocking-up of the UI for a system. UI prototypes have several purposes: As an
analysis artifact that enables to explore the problem space with stakeholders, as a requirements
artifact to initially envision the system.
34 | P a g e
fig 3.13 user interface form.
35 | P a g e
References
Information about the Afaan Oromo language and alphabet
[10] i languages.org
[20]oromiffa the ez way
[30]http://ethnomed.org/ethnomed/cultures/oromo/alphabet.html
Oromo lesson sites
[40]http://www.oromoenglish.com
[50]http://www.digitaldialects.com/Oromo.htm
Oromo dictionaries
[60]http://en.wikipedia.org/wiki/Oromo_language
36 | P a g e

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TITLE :-AFAN OROMO LEARNING ANDROID APPLICATION

Adviser's Name:- 1. Mr. Mandefro Legesse

1.14 Testing procedures .............................................................................................. 14

CHAPTER THREE .................................................................................................. 21

3.2.2.1 Use case Scenarios for Read Lesson ............................................................ 22

3.2.3.3Sequence diagram for Test Skill ...................................................................... 28

table 1.1:team composition and their duty. .............................................................................................. 6

fig 3.1 Bakkalcha barii use case diagram .............................................................................................. 21

table 3.1 use case scenarios for read lesson ........................................................................................... 22

table 3.2 use case scenarios for listen lesson ......................................................................................... 23

table 3.3 use case scenarios for test skill ................................................................................................ 24

fig 3.2 sequence diagram for read grammar. ......................................................................................... 25

fig 3.3 sequence diagram for read vocabulary. ...................................................................................... 25

fig 3.4 sequence diagram for listen alphabet.......................................................................................... 26

fig 3.5 sequence diagram for listen grammar. ........................................................................................ 27

fig 3.6 sequence diagram for listen lesson.............................................................................................. 28

fig 3.7. activity diagram for read alphanumeric ..................................................................................... 29

fig 3.8. activity diagram for read communication .................................................................................. 30

fig 3.9. activity diagram for listen grammar.......................................................................................... 31

fig 3.10. activity diagram for listen vocabulary .................................................................................... 32

fig 3.11 activity diagram for test skill ................................................................................................... 33

fig 3.12. class diagram for Bakkalcha barii application. ....................................................................... 34

fig 3.13 user interface form. ................................................................................................................... 35

1.2 Background Information of the Society

1.3 Background of the project

Oromo alphabet (Qubee Afaan Oromoo)

1.4 Statement of the Problem

Title Bakkalcha Barii Application

4. Banchealem Adugnaw Data Analyzer

5. Anwar Mohammed Data Analyzer

7. Adem Kedir Designer

8. Oromumma Debela Designer

9. Aliyi Gemechu Programmer and tester

1.7 Feasibility study

1.7.3 Economical Feasibility

1 PHASE I 12/1/2014 2/19/2015 11.8w

2 CH-1: Introduction 12/2/2014 1/2/2015 4.8w

Ch-2: Current System &Proposed

4 CH-3: System Analysis &Modeling 1/19/2015 1/23/2015 1w

5 Break Time 1/26/2015 2/16/2015 3.2w

9 CH-4: Design Paradigm 2/26/2015 3/10/2015 1.8w

10 CH-5: Implementation &Testing 3/12/2015 6/12/2015 13.4w

11 Final Presentation 6/18/2015 6/19/2015 .4w

fig 1.1: schedule diagram

1.8 Scope of the Project

1.9 Significance of the project

1.10 Target beneficiaries of the system

1.12 Systems Analysis and Design approach

1.13 Development Tools

1.14 Testing procedures

1.16 Limitation of the project

1.18 Assumptions and Constraints

2.2 Players in the existing system

2.3 Business rules

Internet access must be available always for learning process.

2.5 Practices to be preserved

2.7 Requirements of the Proposed System

3.2 System Requirement Specifications (SRS)

3.2.1 Use case diagrams

fig 3.1 Bakkalcha Barii use case diagram[30]

3.2.2.1 Use case Scenarios for Read Lesson

Bakkalcha Barii use case documentation