ASSESSING ERRORS OF STUDENTS WRITING PERFORMANCE IN EFL CLASSES ANTRA SECONDARY SCHOOL GRADE TWELVE STUDENTS IN FOCUS.

Abstract

The general objective of this study was to investigate the difficulties or errors of students’ writing performance: the case of Grade 12 in Antra Secondary School. To achieve this, the researcher employed descriptive survey design which use both quantitative and qualitative research methods. The participants of the study were grade 12 English language teachers and students of Antra Secondary School. So 112 students who were learning in 2 sections were selected through simple random sampling and two teachers who were teaching in grade 12 were selected using available sampling method for data source. Data were collected through questionnaire, interview and students written task analysis. Simple descriptive and statistical analysis for quantitative data and thematic analysis for qualitative data analysis were employed using tables, mean, numbers and percentage. The findings of the study showed that students made many errors in writing in relation to sentence structure, vocabulary, and expressing ideas, punctuation, prepositions, spelling, use of articles and use of irregular verbs. 72% of students scored a low writing performance result. Only 7(28.0%) students scored above the average. The findings also showed that lack of; grammar skill, wide reading habits, lack of deep understanding of the given writing activities, background knowledge, knowledge of vocabulary, confidence, punctuation and capitalization were most determinant factors that affect students’ writing performance. Based on the major findings, it was chiefly recommended that the department should set up a special program for writing and also concerned bodies should play their own roles to enhance the students’ writing proficiency