Date of Award

1-1-2001

Thesis Type

Masters

Document Type

Thesis

Divisions

Faculty of Languages and Linguistics

Department

-

Institution

Universiti Malaya

Abstract

Composition writing has always been an integral part of the English Language curriculum in all schools. However, after years of practice in writing composition, many of our students are still weak in their composing skills. This study looks into the problems of composition writing among learners in a Chinese school. The instruments used in this study were two sets of questionnaires and to supplement and verify data obtained from questionnaire, structured interviews were conducted and sample of students' marked compositions were collected. Data obtained was analyzed via triangulation. The main findings revealed that there is very little direct teaching of composition skills that are essential for producing effective composition. Pedagogy in the school under study is very simplistic, product-based and examination-orientated that resulted in students not having the opportunity to experience the full process of writing. Thus the writing process of students is truncated and students tend to produce only the first draft, perfunctory writing with all its weaknesses for the teacher's evaluation. Besides that, teachers have not been trained to teach process writing and there is a dichotomy between theory and practice among teachers. Furthermore, it is revealed that a lack of extensive reading in English accounted for students' problems in writing. There are several pedagogical implications. It is suggested that, firstly, process writing be introduced and implemented in the present school and that the teachers are to undergo training in the teaching of writing. viii It has also been suggested that more classroom time for process writing is needed and as such the present two period slot for composition writing be extended to a week. Another suggestion is that of promoting extensive reading in school not on1y to inculcate the reading habit through various reading activities, but also to bring about an awareness of the importance and benefit of reading for improving writing skills. Finally. the study recommended that school administrators and teachers work hand in hand to initiate the necessary curriculum change for improving the writing competence of the students.

Initial

snms

Additional Information

Dissertation (M.A) -- Faculty of Languages and Linguistics, Universiti Malaya, 2001.

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