Teaching Writing In Grade Eleven The Existing Practice Versus The Controlled And The Guided Methods

this is an experimental study to determine the effectivenessrnof the existing practice in contrast with controlledrnand guided methods of teaching English writing to graderneleven Ethiopian students. To conduct the experiment, fourrnsections of grade eleven students divided into two groupsrni.e. control and experimental were organized,rn'1'0 dete rmine whether there is a significant differencernbetween the control and experimental groups in theirrnEnglish writing ability, a pre-test was given to bothrngroups before the commencement of the study. The result ofrnthe pre-te st clearly showed that there was no significantrndifference between them.rnAfter preparing two sets of teaching materials andrninstructing each group for three and half-months, a posttestrnwas administered to both the control and experimentalrngroups. 'l'he result of the post-test clearly indicatedrnthat the experimental groups showed a considerablernimprovement over their pre-test results. The controlrngroups, on the other hand, showed little or practicallyrninsignificant improvement.rnUsing the relevant statistical tools, a hypothesis testrnwas made based on the pre and post results. The result ofrnthe hypothesis test strongly supports the adaptation of thernAlternate Hyp o thesis. In other words, introducing therncontrolled and guided methods of teaching the writing skillrnin the Ethiopian secondary schools could help to bring aboutrn,rneffective communication in English writing.

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