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1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
MEMORIA DE SEMINARIO DE GRADUACIÓN PARA OPTAR AL GRADO DE
LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
A DESCRIPTIVE STUDY ON ASPECTS OF PROCESS
ORIENTED APPROACH THAT BOOST ENGLISH WRITING
PERFORMANCE OF 7TH GRADERS AT COLEGIO ACADÉMICO
GUÁCIMO, 2017
MAYGAN NEDRICK MC CARTY
MELEM CASTILLO MORENO
SAN JOSÉ, SETIEMBRE 2017

2. BACKGROUND OF THE STUDY
Writing performance involves a complex
interaction of school outcome. Although the
relationship between grammar performance
and students factors has been studied widely,
it is important take into account the factors to
contribute student of writing performance.

3. JUSTIFICATION
This research will benefit students who learn
English as a second language. Studying different
methods to reinforce curriculum and adapt some
rules in class.

4. PROBLEM STATEMENT
What aspects of The Process Oriented Approach
boost English writing performance of 7th graders
at Colegio Académico Guácimo?

5. GENERAL OBJECTIVE
To determine aspects of The Process Oriented
Approach that boost English writing performance
of 7th graders at Colegio Académico Guácimo,
2017.

6. SPECIFIC OBJECTIVES
• To identify the aspects of The Process Oriented
Approach that contributes with the writing
performance of the 7th graders.
• To determine the techniques for introduce
grammar rules in the development of writing
performance of the 7th graders.

7. • To relate the characteristics of 7th graders with
The Process Oriented Approach maintaining
students active during the lessons.
• To list the characteristics that the classroom
must have bringing a suitable environment for
the 7th graders.
SPECIFIC OBJECTIVES

8. VARIABLES
• The Process Oriented Approach.
• Writing performance techniques for introducing
grammar rules.
• 7th graders characteristics at Colegio Académico
de Guácimo.
• Characteristic of a suitable English classroom
environment.

9. INSTITUTIONAL FRAMEWORK

10. THE WRITTEN PROCESS
• FREE WRITING.
• WRITING A FIRST DRAFT: CLASSIFICATION.
• WRITING AND REVISING: CLASSIFICATION.

11. TYPE AND APPROACH OF RESEARCH
• This investigation was focused on the
Descriptive Research.
• Also it used the Mix Research Approach.

12. Subjects
and
Sources
Sources
Primary: 7th
graders and
English Teachers
Secondary:
books, internet,
documents, and
others
Subjects 7th graders and
English teachers

13. Population
• A hundred 7th graders.
• Seven teachers.
Sample
• Thirty students.
• Seven teachers.
• By random selection.

14. Instruments
Observation
InterviewQuestionnaire

15. THE PROCESS ORIENTED APPROACH
• Teachers do not know what the approach is
about, but they use some aspect of it.
• But based on the observation, the teachers do
not apply the approach.

16. WRITING PERFORMANCE TECHNIQUES
TO INTRODUCE GRAMMAR
• Students do not participate in any technique to
practice the grammar before the writing
performance.

17. FREQUENCY WHICH ENGLISH
PROFESSORS INTRODUCE
GRAMMATICAL STRUCTURES
30%
57%
13%
Always
Sometimes
Hardly Ever
Source: Chart N° 3

18. 7TH GRADERS CHARACTERISTICS AT
COLEGIO ACADÉMICO DE GUÁCIMO
• Teachers does not introduce interesting
techniques to engage the necessities of the
students with the target content.

19. CHARACTERISTICS OF A SUITABLE
ENGLISH CLASSROOM ENVIRONMENT
• The environment in the classroom is not the
adequate.

20. STUDENTS CONSIDERED ENGLISH
CLASSES COULD GET BETTER.
83%
14%
3%
Yes
Do Not Know
No Answer
Source: Chart N° 7

21. CONCLUSIONS
• Teachers do not apply correctly the approach.
• Teachers use traditional methods to introduce
grammar rules.
• The students are considered as passive, and
have difficulties in writing performance.
• English lessons need more motivation and
dynamic activities.

22. RECOMMENDATIONS
• Teachers need to study what the Process Oriented
Appraoch is.
• Teachers can search for new techniques to improve
the writing performance and introduce the grammar
rules.
• Teachers must motivate students using interesting
technique that engage them.
• Teachers have to promote an environment where
students can show how what they know and feel
comfortable.

23. COST OF THE STUDY
Source: Castillo, Melem and Nedrick Maygan
Note: Exchange rate according to BCCR on date July 9th, 2017
COLYPRO Professional hours establish July 12th, 2017
ITEM
QUANTITY
UNIT COST
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Lunch
2
2 500 5 000 8.71
Photocopies
10
20 2 000 3.48
Bus tickets
4
850 3 400 5.92
Pencils
6
150 900 1.56
White papers
50
10 50 0.08
Professional hours
160
13 602,60 2 176 416 3 791.66
TOTAL 2 187 766 3 811.41

24. PROPOSAL OF A SOCIAL NETWORK
PAGE AND WORKSHOP FOR
IMPLEMENTING ACTIVITIES USING THE
PROCESS ORIENTED APPROACH AT
COLEGIO ACADÉMICO DE GUÁCIMO,
2017.

25. EDMODO: VIRTUAL PLATFORM
• What Edmodo is?
• Access at www.edmodo.com. Create your
account after verify in your email.
• Then you can create your classes and assign a
class code for each one.
• You can invite teachers and students to join
Edmodo.
• Finally, students and teachers can share
information and participate actively.

26. DEVELOPMENT OF THE WORKSHOP
• Presentation of the
participants.
• Presentation of the
Approach.
• Demonstration.
• Brainstorming
• Refreshment

27. COST OF THE PROPOSAL
ITEM
QUANTITY
UNIT COST
TOTAL COST
(COLONES)
TOTAL
COST
(DOLLARS)
White papers
20
20 400 0,69
Internet connection
10
500 5 000 8.71
Lunch
2
2 500 5 000 8.71
Bus tickets
54
540 2 160 3.76
Refreshment
25
400 10 000 17.42
Professional hours
10
13 602.60 136 026 236.97
TOTAL 158 586 276,26
Source: Castillo, Melem and Nedrick Maygan
Note: Exchange rate according to BCCR on date July 9th, 2017
COLYPRO Professional hours establish July 12th, 2017

28. THANK YOU