Topic• Based Approach Versus Task•Based Approach In Teaching Writing Skills To First Year Prepara Tory (Grade 10+ 1) Students At Bethel Mekane Yesus School
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Date
2006-06
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AAU
Abstract
The purpose of the study was to compare topic-based approach with
task-based approach and determine the more effective one to teach
writing skills to first year preparatory students. Based on the purpose of
the study, the following Null (Ho) hypothesis and Alternative (HI)
hypothesis were made. The null hypothesis states that there is no
statistically significant difference between topic-based and task-based
approaches to teaching writing skills. On the other hand, the alternative
hypothesis states that there is statistically significant difference between
them.
In order to see the difference between the two approaches and determine
the more effective one in teaching writing skills to Ethiopian students,
the following steps were undertaken. Firstly, 74 students were randomly
selected as the subjects of the study. Secondly, the subjects were
grouped into control and experimental. Finally, they were taught for
three months through the two approaches.
After the researcher taught the two groups, a post-writing test was
prepared and administered to them. Then in order to test the
hypotheses, the mean writing scores of the two groups were compared.
The result of the finding showed that the mean writing score of the
experimenta l group students was higher than that of the control group.
The result was also statistically a nalysed.
Depending upon the finding, it was concluded that task-based language
teaching approach is more effective than topic-based approach in
teaching writing skills to Ethiopian students. Based on the finding, valid
recommendations were forwarded.
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determine the more effective one to teach writing skills to first year preparatory students.