PRECEPTIONS, PRACTICES AND CHALLENGES OF TEACHING WRITING SKILLS IN USING PROCESS APPROACH: THE CASE OF THREE SELECTED SECONDARY SCHOOLS IN HADIYA ZONE MISRAK BADEWACHO WOREDA

ABSTRACT: The purpose of this study was to explore the teachers’ perception, practices and challenges of teaching writing using process approach in Secondary Schools with reference to selected Schools in Misrak Badewacho Woreda of Hadiya Zone, South Nations, Nationalities and People Region. These Schools include Lenda Secondary and Preparatory School, Korga Secondary and Preparatory School and Keranso Secondary School. To achieve this objective, the researcher used descriptive research design with qualitative and quantitative techniques. For the study one hundred thirty five grade nine students and eight English Language teachers from these grade levels were made to fill in the closed ended questionnaires. The students were selected using systematic random sampling; however, the English Language teachers were taken purposively. Classroom observation was also conducted. Moreover, a sem-structured interview was held with 14 students who had filled in the questionnaires and 14 teachers whose classes were observed. Quantitative and qualitative data were obtained, and these were analysed quantitatively and qualitatively. Thus, this study employed a mixed approach. The findings of the study revealed that majority of Secondary School students had no good perception in learning writing in process approach. Students were aware of the importance of learning writing. The majority of the students also perceive learning writing through process approach is challenging. In assessing the practice of teaching writing in process approach, the findings revealed that the practice of teaching writing in Secondary Schools is found to be low. The study has identified several factors that affect teaching and learning in Secondary Schools. These include students poor reading habits, large class-size, students poor background knowledge, insufficient time for continues practice, low motivation of students, mother tongue interference, problems related to styles of teaching, lack of training for teachers, limitation in teaching materials, and the nature of activities in the textbooks. Finally, recommendations were forwarded based on the major findings so as to promote the students perceptions, maximize the practice of teaching and learning writing, and minimize the factors affecting the teaching and learning of writing in Secondary Schools.