Assessing The Effectiveness Of The Teaching Of Composition Writing: The Case Of Grade 10 Students At Hamle 19 And Dosha Secondary Schools

Abstract

The purpose of this study was to assess the effectiveness of the teaching of composition writing at Hamle 19 and Dosha Secondary Schools in Oromia region, Arsi Zone, Asella town. The aim was to determine whether students who were taught through the process approach to writing produced better written texts in terms of organization, elaboration, and grammar and mechanics than students who were taught through the product approach to writing. To achieve the objective of the study, pre-test and post-test equivalent groups, and experimental research design was used. The subjects of the study were two English language teachers and thirty six grade ten students who were randomly distributed in to two groups: eighteen were assigned to the experimental group and taught through the process approach while the other eighteen were assigned to the control group and taught through the product approach. The data were collected through pre and posttest, questionnaire, and classroom observation. A t-test data analysis method was used for the data collected through pre and post-tests and supported by SPSS version 20. The data collected through questionnaire and classroom observation were also analysed quantitatively. The study result indicated that the process writing approach had a significant effect on students’ writing success. The data obtained from the questionnaire and classroom observation also revealed that the English language teachers have not been committed to help their students in order to engage in the writing process. Therefore, it is recommended that teachers should shift their composition writing teaching method from product approach to process approach and should also play their role effectively in improving students’ composition writing skill.