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 |
Process Approach, Writing Skills, Implementation
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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
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
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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Download@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}
}
TY - JOUR T1 - Assessment on the Implementation of Process Approach in Teaching Writing Skill: The Case of Preparatory Schools in Hadiya Zone AU - Tamirat Hailemariam AU - Tsegaye Abie Gebeyehu Y1 - 2020/08/05 PY - 2020 N1 - https://doi.org/10.11648/j.sjedu.20200803.14 DO - 10.11648/j.sjedu.20200803.14 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 87 EP - 93 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20200803.14 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 IS - 3 ER -
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