The Practice of Teaching Writing Skills Using the Process Approach: The Case of Three Selected Secondary Schools in Wolaita Zone, Ofa Woreda

Elias Belete Delango

doi:doi:10.11648/j.ijsedu.20210904.11

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The Practice of Teaching Writing Skills Using the Process Approach: The Case of Three Selected Secondary Schools in Wolaita Zone, Ofa Woreda

Elias Belete Delango

Published in International Journal of Secondary Education (Volume 9, Issue 4)

Received: 15 July 2021 Accepted: 10 August 2021 Published: 5 November 2021

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Abstract

This study focuses on the practices of teaching writing skills using process approach in three selected secondary schools in Wolaita Zone, Offa woreda. To achieve the objective of the study, the researcher employed a descriptive research design with mixed approaches was employed. The data were gathered via classroom observation, interview, and questionnaire. The questionnaire and interview consists close-ended and open-ended items. The questionnaire was translated in to Amharic. Samples of 94 students were selected from grade ten using systematic/quasi-random sampling method, and 4 English teachers of grade ten were purposively included. Structured classroom observations were conducted with the 4 English teachers. The data gathered through the questionnaire and observations were analyzed quantitatively, and the interviews qualitatively using thematic analysis and triangulated. Thus, the findings of the study revealed that though majority of grade ten English teachers used to plan and introduce their students writing lessons, help and assist them, encourage them to practice taking notes, make them brain storm, plan and structure their writing tasks, translate their ideas in to texts, suggest them to improve the contents, organizations, and vocabulary of the writing activities. Most importantly, the English teachers never encourage and motivate their students to follow the stages of process writing and never give enough time to pass through all the stages of process writing. They never encourage their creativity and critical thinking skills, and develop an argument to define the structure of their writing. Finally, the researcher recommended on the basis of the above findings so as to improve the practices of teaching writing skills using the most important practical alternative approach, process-oriented approach.

Published in	International Journal of Secondary Education (Volume 9, Issue 4)
DOI	10.11648/j.ijsedu.20210904.11
Page(s)	91-107
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), 2021. Published by Science Publishing Group

Keywords

The Process Approach, The Writing Skills, English Language, Communicative Language Teaching

References

[1]	Crystal, D. (2003). English as a Global Language: Education. 2nd ed. Cambridge University Press, New York. p. 110.
[2]	Seifu, K. (2015). The Implementation of the Process Approach in Teaching Writing Skills. Unpublished MA thesis. Hawassa University, School of Language and Communication Studies.
[3]	Eba M. (2014). Practices and Impeding Factors in the Teaching of English to Young Learners in the First Cycle Public Primary Schools at Nekemte Town, Western Ethiopia. Science, Technology and Arts Research Journal, 3 (2): 201-212. Institute of Language Studies and Journalism, Wollega University, Nekemte, Ethiopia.
[4]	Berhanu Bogale (2009). Language Determination in Ethiopia: What Medium of Instruction? In: Proceedings of the 16th International Conference of Ethiopian Studies. Addis Ababa University, Ethiopia.
[5]	Freeman, D. (2004). Techniques and Principles in Language Teaching. 2^nd ed. Oxford University Press. Oxford.
[6]	Ahlsen, E. and Lundh, N. (2007). Teaching Writing in Theory and Practice: A Study of Ways of Working with Writing in the 9th Grade. Stockholm Institute of Education.
[7]	Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
[8]	Weigle, C. (2002). Assessing writing. Cambridge University Press. UK.
[9]	Belinda, H. (2006). Effectiveness of using the process approach to teach writing in six Hong Kong primary classrooms. City University of Hong Kong. Perspectives: Working Papers in English and Communication, 17.
[10]	Vygotsky, L., S. (1978). Mind in Society: The Development of Higher Psychological Process. Cambridge, Mass: Harvard University Press.
[11]	Harmer, J. (2004). How to Teach Writing: Essay. Pearson Education Limited.
[12]	Jozsef, H. (2001). Advanced Writing in English as a Foreign Language: A Corpus-Based Study of Processes and Products. Lingua Franca Csoport.
[13]	Seifert K. and Sutton R. (2009). Global Text: Educational Psychology. 2^nd. Edition. Zurich, Switzerland.
[14]	Dawson, C. (2007). A Pracical Guide to Research Methods. 3^rded. How to Books.
[15]	Onozawa, C. (2010). A Study of the Process Writing Approach.
[16]	Marsano R. J. (2003). Classroom Management that Works: Research-Based Strategies for Every Teacher. Alexandria, Virginia USA.

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Elias Belete Delango. (2021). The Practice of Teaching Writing Skills Using the Process Approach: The Case of Three Selected Secondary Schools in Wolaita Zone, Ofa Woreda. International Journal of Secondary Education, 9(4), 91-107. https://doi.org/10.11648/j.ijsedu.20210904.11

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Elias Belete Delango. The Practice of Teaching Writing Skills Using the Process Approach: The Case of Three Selected Secondary Schools in Wolaita Zone, Ofa Woreda. Int. J. Second. Educ. 2021, 9(4), 91-107. doi: 10.11648/j.ijsedu.20210904.11

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AMA Style

Elias Belete Delango. The Practice of Teaching Writing Skills Using the Process Approach: The Case of Three Selected Secondary Schools in Wolaita Zone, Ofa Woreda. Int J Second Educ. 2021;9(4):91-107. doi: 10.11648/j.ijsedu.20210904.11

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@article{10.11648/j.ijsedu.20210904.11,
  author = {Elias Belete Delango},
  title = {The Practice of Teaching Writing Skills Using the Process Approach: The Case of Three Selected Secondary Schools in Wolaita Zone, Ofa Woreda},
  journal = {International Journal of Secondary Education},
  volume = {9},
  number = {4},
  pages = {91-107},
  doi = {10.11648/j.ijsedu.20210904.11},
  url = {https://doi.org/10.11648/j.ijsedu.20210904.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20210904.11},
  abstract = {This study focuses on the practices of teaching writing skills using process approach in three selected secondary schools in Wolaita Zone, Offa woreda. To achieve the objective of the study, the researcher employed a descriptive research design with mixed approaches was employed. The data were gathered via classroom observation, interview, and questionnaire. The questionnaire and interview consists close-ended and open-ended items. The questionnaire was translated in to Amharic. Samples of 94 students were selected from grade ten using systematic/quasi-random sampling method, and 4 English teachers of grade ten were purposively included. Structured classroom observations were conducted with the 4 English teachers. The data gathered through the questionnaire and observations were analyzed quantitatively, and the interviews qualitatively using thematic analysis and triangulated. Thus, the findings of the study revealed that though majority of grade ten English teachers used to plan and introduce their students writing lessons, help and assist them, encourage them to practice taking notes, make them brain storm, plan and structure their writing tasks, translate their ideas in to texts, suggest them to improve the contents, organizations, and vocabulary of the writing activities. Most importantly, the English teachers never encourage and motivate their students to follow the stages of process writing and never give enough time to pass through all the stages of process writing. They never encourage their creativity and critical thinking skills, and develop an argument to define the structure of their writing. Finally, the researcher recommended on the basis of the above findings so as to improve the practices of teaching writing skills using the most important practical alternative approach, process-oriented approach.},
 year = {2021}
}

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TY  - JOUR
T1  - The Practice of Teaching Writing Skills Using the Process Approach: The Case of Three Selected Secondary Schools in Wolaita Zone, Ofa Woreda
AU  - Elias Belete Delango
Y1  - 2021/11/05
PY  - 2021
N1  - https://doi.org/10.11648/j.ijsedu.20210904.11
DO  - 10.11648/j.ijsedu.20210904.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 91
EP  - 107
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20210904.11
AB  - This study focuses on the practices of teaching writing skills using process approach in three selected secondary schools in Wolaita Zone, Offa woreda. To achieve the objective of the study, the researcher employed a descriptive research design with mixed approaches was employed. The data were gathered via classroom observation, interview, and questionnaire. The questionnaire and interview consists close-ended and open-ended items. The questionnaire was translated in to Amharic. Samples of 94 students were selected from grade ten using systematic/quasi-random sampling method, and 4 English teachers of grade ten were purposively included. Structured classroom observations were conducted with the 4 English teachers. The data gathered through the questionnaire and observations were analyzed quantitatively, and the interviews qualitatively using thematic analysis and triangulated. Thus, the findings of the study revealed that though majority of grade ten English teachers used to plan and introduce their students writing lessons, help and assist them, encourage them to practice taking notes, make them brain storm, plan and structure their writing tasks, translate their ideas in to texts, suggest them to improve the contents, organizations, and vocabulary of the writing activities. Most importantly, the English teachers never encourage and motivate their students to follow the stages of process writing and never give enough time to pass through all the stages of process writing. They never encourage their creativity and critical thinking skills, and develop an argument to define the structure of their writing. Finally, the researcher recommended on the basis of the above findings so as to improve the practices of teaching writing skills using the most important practical alternative approach, process-oriented approach.
VL  - 9
IS  - 4
ER  -

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Author Information

Elias Belete Delango

Department of Wolaita Language and Literature, College of Social Sciences and Humanities, Wolaita Sodo University, Wolaita Sodo, Ethiopia

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APA Style

Elias Belete Delango. (2021). The Practice of Teaching Writing Skills Using the Process Approach: The Case of Three Selected Secondary Schools in Wolaita Zone, Ofa Woreda. International Journal of Secondary Education, 9(4), 91-107. https://doi.org/10.11648/j.ijsedu.20210904.11

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ACS Style

Elias Belete Delango. The Practice of Teaching Writing Skills Using the Process Approach: The Case of Three Selected Secondary Schools in Wolaita Zone, Ofa Woreda. Int. J. Second. Educ. 2021, 9(4), 91-107. doi: 10.11648/j.ijsedu.20210904.11

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AMA Style

Elias Belete Delango. The Practice of Teaching Writing Skills Using the Process Approach: The Case of Three Selected Secondary Schools in Wolaita Zone, Ofa Woreda. Int J Second Educ. 2021;9(4):91-107. doi: 10.11648/j.ijsedu.20210904.11

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@article{10.11648/j.ijsedu.20210904.11,
  author = {Elias Belete Delango},
  title = {The Practice of Teaching Writing Skills Using the Process Approach: The Case of Three Selected Secondary Schools in Wolaita Zone, Ofa Woreda},
  journal = {International Journal of Secondary Education},
  volume = {9},
  number = {4},
  pages = {91-107},
  doi = {10.11648/j.ijsedu.20210904.11},
  url = {https://doi.org/10.11648/j.ijsedu.20210904.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20210904.11},
  abstract = {This study focuses on the practices of teaching writing skills using process approach in three selected secondary schools in Wolaita Zone, Offa woreda. To achieve the objective of the study, the researcher employed a descriptive research design with mixed approaches was employed. The data were gathered via classroom observation, interview, and questionnaire. The questionnaire and interview consists close-ended and open-ended items. The questionnaire was translated in to Amharic. Samples of 94 students were selected from grade ten using systematic/quasi-random sampling method, and 4 English teachers of grade ten were purposively included. Structured classroom observations were conducted with the 4 English teachers. The data gathered through the questionnaire and observations were analyzed quantitatively, and the interviews qualitatively using thematic analysis and triangulated. Thus, the findings of the study revealed that though majority of grade ten English teachers used to plan and introduce their students writing lessons, help and assist them, encourage them to practice taking notes, make them brain storm, plan and structure their writing tasks, translate their ideas in to texts, suggest them to improve the contents, organizations, and vocabulary of the writing activities. Most importantly, the English teachers never encourage and motivate their students to follow the stages of process writing and never give enough time to pass through all the stages of process writing. They never encourage their creativity and critical thinking skills, and develop an argument to define the structure of their writing. Finally, the researcher recommended on the basis of the above findings so as to improve the practices of teaching writing skills using the most important practical alternative approach, process-oriented approach.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - The Practice of Teaching Writing Skills Using the Process Approach: The Case of Three Selected Secondary Schools in Wolaita Zone, Ofa Woreda
AU  - Elias Belete Delango
Y1  - 2021/11/05
PY  - 2021
N1  - https://doi.org/10.11648/j.ijsedu.20210904.11
DO  - 10.11648/j.ijsedu.20210904.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 91
EP  - 107
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20210904.11
AB  - This study focuses on the practices of teaching writing skills using process approach in three selected secondary schools in Wolaita Zone, Offa woreda. To achieve the objective of the study, the researcher employed a descriptive research design with mixed approaches was employed. The data were gathered via classroom observation, interview, and questionnaire. The questionnaire and interview consists close-ended and open-ended items. The questionnaire was translated in to Amharic. Samples of 94 students were selected from grade ten using systematic/quasi-random sampling method, and 4 English teachers of grade ten were purposively included. Structured classroom observations were conducted with the 4 English teachers. The data gathered through the questionnaire and observations were analyzed quantitatively, and the interviews qualitatively using thematic analysis and triangulated. Thus, the findings of the study revealed that though majority of grade ten English teachers used to plan and introduce their students writing lessons, help and assist them, encourage them to practice taking notes, make them brain storm, plan and structure their writing tasks, translate their ideas in to texts, suggest them to improve the contents, organizations, and vocabulary of the writing activities. Most importantly, the English teachers never encourage and motivate their students to follow the stages of process writing and never give enough time to pass through all the stages of process writing. They never encourage their creativity and critical thinking skills, and develop an argument to define the structure of their writing. Finally, the researcher recommended on the basis of the above findings so as to improve the practices of teaching writing skills using the most important practical alternative approach, process-oriented approach.
VL  - 9
IS  - 4
ER  -

Copy | Download