Practicing Process Approach To Teaching And Learning Writing Skills: A Case Of Two Selected Secondary Schools In Tiro Afeta Woreda

Abstract

The main purpose of the present study was to explore the practical implementation of the process approach to teaching and learning paragraph writing skills at grade nine level of two selected schools in Jimma Zone, Ethiopia. The research design used to conduct the research was exploratory study design. Through this design, attempts were made to find out whether the process approach to teaching and learning paragraph writing skills was implemented in EFL contexts. Sample students for the study were selected through using simple random sampling techniques, but since the number of teachers was only four, they all were taken using available sampling procedure. Data were collected using questionnaire for students, in depth interview to teachers and classroom observation. The close ended items of the instruments were analyzed quantitatively, whereas the open ended items were analyzed using qualitative descriptions. The data collected first tallied and then presented through frequency and percentage in tables. The presented data were analyzed immediately below each table. Each presented and analyzed result was interpreted to show the implication according to the objectives of the study. Finally, conclusions were made. Thus according to the findings, it was identified that process approach to teaching and learning writing skills in general and paragraph writing skills in particular was not implemented in the selected schools. Teachers were recommended to give priority for the planning of implementing important approaches to deliver the lesson, while students were recommended to see the benefit of writing paragraph for the development of the entire skills in the target language. Besides, the concerned educational bodies were also recommended to plan and implement in-service training to teachers and orient students to see the benefit of learning the entire subject instead of giving due emphasis for tackling exam questions. This consequences with the results of English Education Outcomes such as improvement of learners academic writing based on school writings at secondary schools ; in particular, Dimtu secondary school and Ako secondary school among Jimma Zone secondary schools in focus and then expected to benefit the wider Enrollment in Ethiopia.