Abstract:
The main purpose of this study was to investigate challenges that students face in producing
effective descriptive paragraph in grade nine at Woshikin Secondary School. Descriptive
research design was employed to address the challenges under this investigation, and here mixed
research method containing qualitative and quantitative methods were used to collect data
involving three data gathering tools such as test analysis, questionnaire for students and
teachers, and semi-structured interview for teachers. To conduct the study, ninety-six students
were selected through random sampling technique, but five teachers were selected through
comprehensive sampling technique. In order to achieve the study objectives, test analysis was
employed to investigate the major challenges students face when writing paragraph,
questionnaire was used for the purpose of triangulation that the information gained from
students‟ test analysis and to address the second, the third and the fourth objectives. Semi-
structured interview was employed to collect data about students‟ paragraph writing challenges,
the areas that students‟ performance was observed poor in using the basic skills when writing
paragraph and identify how teachers attempted to help in overcoming these challenges. All the
data collected through the three instruments were analyzed qualitatively and quantitatively.
Hence, the research identified the major challenges that students face in producing effective
paragraph. The first major challenges were related to the essential features of effective
paragraph writing such as unity, coherence and adequacy. The second major challenge was
related to the three parts of paragraph writing such as topic sentence, supporting sentences and
concluding sentence. The other most serious problems that students committed in paragraph
writing were grammar, sentence structure, spelling, punctuation mark, capitalization and word
choice identified in their paragraph writing. In addition, various factors, which were student
related, that hindered promoting students‟ paragraph writing skills include lack of knowledge on
how to write the paragraph, lack of regular practice, lack of confidence, carelessness and
negative attitude towards writing in English. On the other hand, teacher related factors were
lack of appropriate correction and feedback, and lack of motivation and teaching material
related factors. Generally, paragraph writing could be improved through continuous practices
when students are given opportunity to practice as individual class tasks and collaboratively in
group. Moreover, paragraph writing lessons should be provided sufficiently and appropriately to
promote the basic paragraph writing skills in English.
