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Assessment on the Implementation of Process Approach in Teaching Writing Skill: The Case of Preparatory Schools in Hadiya Zone

Received: 16 June 2020     Accepted: 30 June 2020     Published: 5 August 2020
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Abstract

The main purpose of this study was to assess the implementation of process approach in writing skills in preparatory schools of Hadiya zone which is found in southern part of Ethiopia 230kms far away from Addis Ababa (the Capital). The subjects of the study were ten (10) English teachers and 500 students of the grade levels. Simple random sampling was used for students and purposive sampling was used for teachers. The data were collected through four instruments; namely written test, questionnaire, classroom observation and document analysis. The data were analyzed using Z score, achievement test score and descriptive statistics for the written test, simple descriptive statistics for close ended questionnaire and classroom observation and thematic and inductive analysis techniques for open ended questionnaire and document analysis. The findings of this study revealed that most of the teachers and students (80%) were not implementing process approach in writing skill due to shortage of time, lack of exposure, low background and lack of interest. Therefore, it was suggested that writing skills should be taught according to its principles in process approach at preparatory schools because they are facing many challenges at college courses, teachers should expose learners for different writing activities and the textbooks should be revisited in line with process approach in writing skills.

Published in Science Journal of Education (Volume 8, Issue 3)
DOI 10.11648/j.sjedu.20200803.14
Page(s) 87-93
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Process Approach, Writing Skills, Implementation

References
[1] Abebe Mengesha. (2004). Awareness of Subject Area Instructors about Their Contributions to the Development of Students’ Writing Skills. AA: AAUP (Unpublished thesis).
[2] Atkins, J. etal. (1996). Skills Development Methodology (Part-2). A. A: AAUP.
[3] Brown, H. T., (1994). Teaching by Practice: An Interactive Approach to Language Pedagogy (4thEd). London: Longman.
[4] Byrne, D., (1998). Teaching Writing Skills. London: Longman.
[5] Emory, D., (1995). Improve Your Essay: Form A. New York: Glencoe.
[6] Harmer, J., (1991). The Practice of English Language Teaching I. New York: Longman.
[7] Harmer, J., (2001). The Practice of English Language Teaching II. New York: Longman.
[8] Nunan, D., (1998). Language Teaching Methodology: A Test-book for Teachers. New York: Longman.
[9] Pincas, A., (1982). Teaching English Writing. London: Macmillan.
[10] Stern, H. H., (1982). Fundamental Concepts of Language Teaching. Great Britain: OUP.
[11] Teshale Lemma. (2009). The Relation between Teachers and Students Perception of Writing Skills and Students Academic Achievement. AA: AAUP (Unpublished thesis)
[12] Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Great Britain: CUP.
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  • APA Style

    Tamirat Hailemariam, Tsegaye Abie Gebeyehu. (2020). Assessment on the Implementation of Process Approach in Teaching Writing Skill: The Case of Preparatory Schools in Hadiya Zone. Science Journal of Education, 8(3), 87-93. https://doi.org/10.11648/j.sjedu.20200803.14

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    ACS Style

    Tamirat Hailemariam; Tsegaye Abie Gebeyehu. Assessment on the Implementation of Process Approach in Teaching Writing Skill: The Case of Preparatory Schools in Hadiya Zone. Sci. J. Educ. 2020, 8(3), 87-93. doi: 10.11648/j.sjedu.20200803.14

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    AMA Style

    Tamirat Hailemariam, Tsegaye Abie Gebeyehu. Assessment on the Implementation of Process Approach in Teaching Writing Skill: The Case of Preparatory Schools in Hadiya Zone. Sci J Educ. 2020;8(3):87-93. doi: 10.11648/j.sjedu.20200803.14

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  • @article{10.11648/j.sjedu.20200803.14,
      author = {Tamirat Hailemariam and Tsegaye Abie Gebeyehu},
      title = {Assessment on the Implementation of Process Approach in Teaching Writing Skill: The Case of Preparatory Schools in Hadiya Zone},
      journal = {Science Journal of Education},
      volume = {8},
      number = {3},
      pages = {87-93},
      doi = {10.11648/j.sjedu.20200803.14},
      url = {https://doi.org/10.11648/j.sjedu.20200803.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20200803.14},
      abstract = {The main purpose of this study was to assess the implementation of process approach in writing skills in preparatory schools of Hadiya zone which is found in southern part of Ethiopia 230kms far away from Addis Ababa (the Capital). The subjects of the study were ten (10) English teachers and 500 students of the grade levels. Simple random sampling was used for students and purposive sampling was used for teachers. The data were collected through four instruments; namely written test, questionnaire, classroom observation and document analysis. The data were analyzed using Z score, achievement test score and descriptive statistics for the written test, simple descriptive statistics for close ended questionnaire and classroom observation and thematic and inductive analysis techniques for open ended questionnaire and document analysis. The findings of this study revealed that most of the teachers and students (80%) were not implementing process approach in writing skill due to shortage of time, lack of exposure, low background and lack of interest. Therefore, it was suggested that writing skills should be taught according to its principles in process approach at preparatory schools because they are facing many challenges at college courses, teachers should expose learners for different writing activities and the textbooks should be revisited in line with process approach in writing skills.},
     year = {2020}
    }
    

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    AU  - Tamirat Hailemariam
    AU  - Tsegaye Abie Gebeyehu
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    AB  - The main purpose of this study was to assess the implementation of process approach in writing skills in preparatory schools of Hadiya zone which is found in southern part of Ethiopia 230kms far away from Addis Ababa (the Capital). The subjects of the study were ten (10) English teachers and 500 students of the grade levels. Simple random sampling was used for students and purposive sampling was used for teachers. The data were collected through four instruments; namely written test, questionnaire, classroom observation and document analysis. The data were analyzed using Z score, achievement test score and descriptive statistics for the written test, simple descriptive statistics for close ended questionnaire and classroom observation and thematic and inductive analysis techniques for open ended questionnaire and document analysis. The findings of this study revealed that most of the teachers and students (80%) were not implementing process approach in writing skill due to shortage of time, lack of exposure, low background and lack of interest. Therefore, it was suggested that writing skills should be taught according to its principles in process approach at preparatory schools because they are facing many challenges at college courses, teachers should expose learners for different writing activities and the textbooks should be revisited in line with process approach in writing skills.
    VL  - 8
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Author Information
  • Department of English Language and Literature, Wachemo University, Hossana, Ethiopia

  • Department of English Language and Literature, Wachemo University, Hossana, Ethiopia

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