Abstract:
The main purpose of this study was to investigate grade 10 students’ writing strategies
awareness and strategyuse at Mariam Sefer Secondary School. To succeedthe planned
objectives of the study descriptive research design was employed to response each research
question. Theparticipants of this study were grade 10 students and English teachers and chosen
from the proposed school. Simple random sampling andpurposive sampling techniques were
used to select representatives for the population of this study.Questionnaires, writing task based
self-reflection and semi structured interview were used to gatheressential data. The collected
data were analyzed and discussed quantitatively and qualitatively. Of 365students,six students
for student interview, three students for teacher interview and 73 students for both questionnaire
and writing task based self-reflection were participated. The data obtained from the
questionnaire were analyzed quantitatively using some statistical measurement such as frequency
and mean score, whereas, the data gained from task based self-reflection and interview were first
coded and classified in their similarity, and grouping into writing strategiescategory. Regarding
the overall writing strategies use, the finding of the study demonstrated that students used
writing strategy in a medium level. Of the strategy category in a macro level, metacognitive
writing strategy was the firststudents’ preference .Next to this, the pupils revealed some socio
affective strategy. The study also found that studenthad less writing strategy awareness .Their
writing awareness was closely tied with their writing strategy use. This implied that students
who are aware of more writing strategy may have the opportunity to use more strategies in their
writing activities. Students and teachers related problem were the main issues for the less
awareness and a lesser amount of strategiesuse tostudents writingtask. To diminish the
problem,a set of recommendation were recommended to students and English teachers.
