Effects of Contextualized Grammar Teaching on Students’ Writing Development and Paragraph Writing Motivation
DOI:
https://doi.org/10.20372/star.v9i3.05Keywords:
Contextualized grammar instruction, writing motivation, writing perceptionAbstract
The main objective of the study was to investigate the effects of contextualised grammar instruction (CGI) on students’ writing motivation and their paragraph writing performance. A quasi-experimental pretest-posttest research design was used in this study. Two groups of students were selected from the total of seven sections of Gute Secondary School Grade 11 students. These groups were selected using simple random sampling techniques, and they were assigned as treatment and comparison groups. In this study, therefore, a sequential mixed-method research approaches (QUAN qual) in which quantitative data are followed by qualitative data was utilized. Hence, tests, questionnaires, and self-reflection journal writing research tools were employed. In data analysis, the study employed MANOVA, paired sample t-tests, independent sample t-tests, and some descriptive statistics (mean and standard deviation). The multivariate-test analysis results of pre-intervention paragraph writing tests showed that both treatment and comparison groups were homogeneous. Regarding this, it was confirmed that there was no statistically significant difference among the two groups before the intervention as F-ratios, which is Wilks’ Lamda = 0.99, F (3, 70) =.613, P =.609, and partial eta squared =.026. Then, after the treatment group was taught for about eight weeks using the intervention manual, both treatment and comparison groups were given a post-intervention writing motivation and paragraph writing test to see if any significant difference was seen because of the intervention. Hence, the findings at the post-intervention revealed that the treatment group achieved a significant change in their writing motivation and paragraph writing performance, as Wilks’ Lamda = 0.99, F (3, 70) =76.00, P =.000, partial eta squared =.76. This shows that the study found contextualised grammar instruction attributes to affect students writing motivation and their paragraph writing performance. Therefore, this is an important input for the ministry of education and English language teachers to place emphasis on contextualised grammar instruction in teaching and learning procedures so that the students’ paragraph writing skills will improve.
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