research

2. UNIT 1
1. Introduction to the research
Writingisone of the productive language skillsthatmightbe acomplex problemforall teachersand
students,since there are several aspectsthatshouldbe gained.AccordingtoHeaton(1991:135), the
writingskill isacomplex skillandsometimesdifficulttobe learned,the learnersshouldrequire notonly
masterygrammar butalso sharingthe informationandwritingelements.Inaddition,Richardand
Renandya(2010:303) explainthat“writingisthe mostdifficultskill forlearnerstomaster”.The difficulty
isnot onlyingeneratingandorganizingideas,butalsointranslationthe ideasintoreadable text.In
short,writingseemshardtobe implementedbecauseof some considerations.
The study of language learningandhowone issuccessful atthe task of obtainingexcellentinEnglish
sentence writingisthe questionthatmanyhave posed.
1.1 Backgroundof the research
There isa commonagreementthatwritingisthe mostcomplex anddifficultskill foritrequiresalotof
training.Like all learningproblems,difficultiesinproducingagoodpiece of writingcanbe devastatingto
the learnerseducation,self-esteem, self-confidence,andmotivationtowrite.Manyresearchers
(Harmer2007, Nunan1989, Tribble 1997, Richards & Renandya,2003) agreedthat writingisthe most
complex anddifficultskill.Thisdifficultylaysnotonlygeneratingandorganizingideas intoreadable
text.
Hence the researchwill determine the factorsaffectingstudents’sentencewritingandwhathinders
studentstowrite correctlyespeciallyamongstudentsof Arabsaprimaryschool grade 7th
09 in 2014 EC.
1.2 Statementof the problem
There are manyfactors affectsstudents’capabilitiesinsentence writing.Since writingissuchprominent
part of the Englishlanguage,the teacherisobligedtopossessknowledge of how toimprove students’
proficienciesinanefficientway.The questionishow touse thisknowledgewhenthe teacheris
supposedtocompose differentmethodsforlessons,evaluate the exercises andgive properfeedbackto
the students.Raimes(1994) agreedthat there isno one answerstothe questionof how to teachwriting
inEnglishclasses.Thismaybe due to the fact that writingisa processof exploringonce thoughtand
learningfromthe act of writingitself.
Thisresearchwill be conducton the base of variousliterarysources,interviews withteachers, students,
questionnaireswithstudentsandthe backgroundinformationisthe basisforthe interview questions
and the questionnaire.There are endlesspossibilitiesforappropriate solutiontoimprove writingand
impossible toinvestigate everysingle one.
1.3 Conceptual Framework
The sessionwill be qualitative approachtoenable me toreinforce the argumentforfindingandto
understandthe reasonsof the weaknessof studentsinsentencewriting.Essentially,thismethod will
have flexible strategiesforfocusandexpeditingqualitativedatacollectionandanalysis.Followingare
the questionswillraise duringthe interview sessions:

3. 1. What isthe reasonbehindthe weaknessof yoursentence writing?
2. Are you aware of your weakness?Explain
3. Aren’tyousatisfiedwiththe learningprocessconductedbyyourEnglishteacher?
Questionnairesorsocial surveysare usedasa methodtocollectstandardizeddatafromthe whole
classof 7th
09 students.
UNIT 2
2.0 Purpose of the study
The main objective of thisstudyis toinvestigatefactorsaffectingstudents’sentence writingonEnglish
language inLemi Kurasub city04 DistrictArabsa primaryschool (1-8) Grade 7th
09. Inmany cases,the
hardestthingforstudentsconcerningEnglishlanguagesentence writingistogetstartedwiththe entire
writingprocess. AccordingtoCowley(2004) there are differentreasonswhystudentshave troublewith
this.One reasoncouldbe the studentsare afraidof failingandthattheyare underpressure toperform.
Teachersshouldpersuade andencourage theirstudenttonotgivingupand increase knowledgethrough
readingandwriting.Cowley(2004) mentionswarm-upexercises,rewardsandchallengesforthe
studentstoincrease theirmotivation.The processof collectinginformationandcomingupwithideas is
not easyforeveryone.InherbookCowley(2004) didmentionthatthe teachershouldgive students
inspirationandcreate anatmosphere forwriting. Cowley(2004) claimsthat certainstudentsworkbest
whentheyare listeningtomusicandthey shouldbe allowedtoa Walkmanwhile writing.Dramatic
soundslike windormaybe owlshowlingcouldbe agood inspirationif the studentsare supposedto
write forexample ghoststories(Cowley,2004).
Making mindmapsand brainstormingare recommendedtosparkstudents’ideaswhere the students
gainstudentsgaininformationbydiscussingingroups.White andArndtthatboththe teacherandthe
studentshave importantrolesinthissession.
2.1 Research objectives
The researchwill have boththe specificandgeneral objective.Ingeneral,thisstudyhasthe objective to
determine factors affectingstudents’sentence writinginEnglishlanguageassecondlanguage atArabsa
primaryschool (1-8) in grade 7th
09 in 2014 RC. In additiontothis,the specificobjective of the research
isto overcome the problemof studentsthose are poorinwritingsentenceinEnglishlanguage. There
are more factorsthat contribute toaffectingstudents’capabilitytoproduce goodsentence writingskill.
In termof to strengthenthe statement,below are the researchobjectivesthatIrequire toobtain:
1. To identifyproblemsoccursindevelopingstudents’sentencewriting.
2. To identifyfactorsthathinderstudents’sentence writing.

4. 2.2 BudgetSchedule

5. UNIT 3
3.0Research Methodology
3.1 Research Design
The researchwill take bothquantitative andqualitativeapproaches.Iwill collectthe appropriate data
fromthe relevantsource todevelopgraphandcharts, andanalysisindifferentwaysof collectingdata
for the research.Iwill take differentmethodology inthe processof conductingthe research,suchas
questionnaire andface toface interviews.The targetpopulationisone primaryschool inLemi Kurasub
cityArabsa primaryschool 04 district.Duringconducting thisresearchIselect5 female studentsand5
male studentsforinterviews,and4 Englishteachers.
3.2 Instruments
3.2.1StudentsQuestionnaires
I will give questionnairefor33 studentstocollectstudents’view andwillemploy ininfluentialand
descriptive analysis.Iwill give ittothe experimental grouponly.
Appendix
Students’ Questionnaire
1. Indicate whichof the followingfourskillisthe mostdifficultone?
A. ListeningB.SpeakingC.ReadingD.Writing
2. Do youfeel uneasywhenexpressingyourideaandthoughtsinwriting?
A.yes B. no
3. How oftendoyoupractice writing?
A. everyday B. sometimes C. not at all
4. Do youfinddifficultieswhenwritinginEnglish?
A.yes B. no
5. If “yes”,are those difficulties due toyourinadequate masteryof:

6. A.vocabulary
B. grammar
C. style
D. content
E. coherence/cohesion
F. punctuationorspelling G. other,please specify…….
6. Where do youfind difficultieswhenwritinginEnglish?Atthe level of:
A.sentence B. paragraph C. essay
7. Your weaknessesinsentence writingare due tothe
A.teachers
B. learners
C. lackof practice
D. lackof motivationinwriting
E. lack of good approachto teachingwriting
F. lackof reading
8. Do youwrite outside the class?If “yes”whatdo youlike towrite?If “no” please explainwhy?
A.yes B. no
9. How do youqualifyyoursentence writinglevel?
A.Good B. Average C. poor D. Satisfactory E. I don’tknow

7. References
Cowley,Sue (2014).Gettingthe buggersto write 2. London:Continuum
White,R.and Arndt,v. (1991) Processwriting.Essex:AddisonWesleyLongmanLtd
Harris,W.H (1977). Teacher response tostudentwriting:A studyof the Response patternsof teachersto
determine the basisforTeachersJudgementof studentswriting.Researchinthe
teachingof EnglishVol.11,No.2, pp.175-185
Bandura,A. (1977). Social learningtheory
Pintrich,P.R.,De Groot,E. V (1990). Motivational andself-regulatedlearningcomponentof classroom
academicperformance.Journal of Educatinal Psychology