Effects of Process Writing Approach on the Students’ Paragraph Writing Skills

Abstract

This research endorsed process writing methodology research finding on writing of paragraphs skills of the students. The respondents of the research were Grade 11 students of Durame high school, Ethiopia. The respondents numbered 90, whose age varied from 18 years to 21 years. It used mixed design, and design applied was quasi-experiment design. The investigational group underwent training on writing of paragraphs skills based on process writing methodology principle. Tools used on the research were 1) pre-test as well as post-test writing of paragraphs, as well as focus group discussion. Data were regarded through SPSS V20 where the descriptive statistics, as well as the inferential statistics, used. Effects of the current research later endorsed that there resulted the investigation guide where the investigational group significantly more scored than the control group (p<0.05) on the writing of paragraphs post-test, on content, vocabulary, grammar, as well as on mechanics. Finally, but not the least, results of the focus group discussion also resulted that the participants of the experimental group had a preference of utilizing an applicable implementation of the process writing methodology over utilizing. In the end, it has been generalized that the experimental group respondents writing as a result of application of process  writing approach on a writing class effectively, wrote paragraphs improved content, vocabulary, grammar, and mechanics Based on the results, and conclusions, careful application of the process writing approach at every stage of writing paragraphs are suggested to be applied.

Keywords: Process Writing Approach, Writing paragraph, Traditional teaching Method, content, vocabulary, grammar, and mechanics, Ethiopia.

DOI: 10.7176/JLLL/108-04

Publication date:August 31^st 2025