ASSESSING THE STUDENTS’ CHALLENGES IN PRACTICE WRITING PARAGRAPHS: THE CASE OF MOTTA PREPARATORY SCHOOL GRADE 12 IN FOCUS IN EFL CLASS

Abstract

The main purpose of this study was to assess students’ challenges in practice writing paragraphs grade 12 in focus at Motta preparatory school. Descriptive study research design was employed to address the challenges. In this study mixed research method was used. The researcher targeted grade 12 students and English language teachers who are currently teaching in grade 12 at Motta preparatory school. 80 sample students were taken using simple random sampling technique with lottery method and six English language teachers using comprehensive sampling method. In order to achieve the study employed, four data gathering tools were observation, questionnaire, document analysis, and interview. The observation used to explore how students practice paragraph writing and how teachers assist students to solve paragraph writing challenges. Open and closed questionnaires used to find out students’ challenges in writing paragraphs. Document analysis was employed to identify features of students’ challenges in writing paragraphs. Furthermore, interview was employed to find out students’ challenges in practice writing paragraphs. All data collected using different tools were analyzed qualitatively and quantitatively. The study identified the major challenges in practice writing paragraphs encounter. These are challenges of awareness parts of paragraph, steps paragraph writing and also challenges of organization, unity, capitalization, punctuation, spelling and coherence.. Therefore, in order to avoid students’ challenges in practice writing paragraphs, EFL teachers’ should use active learning method and give students different paragraph writing tasks, feedback and also motivate learners. Besides, to improve their paragraph writing skills, students should be eager and actively participate and practice with English language