Effects of Process Writing Approach on the Students' Paragraph Writing Skills

This research endorsed the process writing methodology research findings on the writing skills of the students. The respondents of the research were Grade 11 students of Durame High School, Ethiopia. The respondents numbered 90, whose ages varied from 18 years to 21 years. It used a mixed design, and the design applied was a quasi-experimental design. The investigational group underwent training on paragraph writing skills based on the process writing methodology principle. The tools used in the research were 1) pre-test and post-test writing of paragraphs, as well as a focus group discussion. Data were analysed through SPSS V20, where the descriptive statistics, as well as the inferential statistics, were used. Effects of the current research later endorsed that there resulted in the investigation guide where the investigational group significantly scored more than the control group (p<0.05) on the writing of paragraphs post-test, on content, vocabulary, grammar, as well as on mechanics. Finally, but not least, the results of the focus group discussion also showed that the participants of the experimental group had a preference for utilising an applicable implementation of the process writing methodology over utilising. In the end, it has been generalised that the experimental group respondents writing as a result of the application of the process writing approach in a writing class effectively wrote paragraphs with improved content, vocabulary, grammar, and mechanics. Based on the results and conclusions, careful application of the process writing approach at every stage of writing paragraphs is suggested.