Exploring the Effect of Grammar-Focused Writing Instructions on Students’ Essay Writing Performance: Grade 12 in Focus
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Date
2023-05
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Addis Ababa University
Abstract
The study was an attempt to investigate the effect of grammar-focused writing instructions on students’ essay writing performance at W/ro Kelemework Tiruneh Grade 12 Secondary and Preparatory School in Addis Ababa. In order to achieve the objectives and test the hypothesis, this research project was experimental in design. The study involved two sections of grade 12 one experimental and one control group using random sampling technique, which was lottery casting. The participants taken out in this study were 25students for control group and 25 students for experimental groups. Pre-test and post-test measures were analyzed using a t-test statistical procedure. The results before the intervention showed that students of the control group a mean pre-test essay score of 21.34 and a mean pre-test score of experimental group 21.44, a mean difference of -.094. This indicates that students’ essay writing performance of the two groups was similar in the pre-test stage. Teaching material which consisted grammar-focused lessons was prepared and used in the experiment. After four weeks of the experiment, the control group with conventional treatment scored 21.34 mean and the experimental group scored 24.32 mean, showing a mean difference of -2.980. The result of post-test showed that there was a significant difference between control and experimental groups in overall essay writing performance regarding the various features of writing. (P<0.05). Thus, grammar-focused writing instruction as a supportive device that can provide a fertile ground for students to improve essay writing with regard to the features of writing. On the basis of the findings of the study, it was inferred that grammar-focused writing instruction in the context of writing could have a great value in improving students’ essay writing performance. Based on this, conclusions and recommendations were made.
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effect of grammar-focused writing