A Study of English Writing Skills by Using the Context Method for Grade 8 Students at Secondary School, Magway Region, Myanmar
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Abstract
The aim of this study was to: 1) study the use of the Context Method in developing English writing skills among Grade 8 students at Secondary School in Magway Region, Myanmar; 2) to develop English writing instruction using the Context Method for Grade 8 students; 3) to test the effectiveness of the Context Method in enhancing students’ writing performance in English; and 4) to evaluate students’ learning outcomes and satisfaction with the Context Method in English writing classes. The study was conducted with 40 Grade 8 students from a Secondary School in the Magway Region. The methodology used was Research and Development (R&D), focusing on the systematic creation and evaluation of instructional strategies using the Context Method. The research tools consisted of lesson plans using the Context Method, a teacher’s manual, pre-test and post-test for English writing, a student satisfaction questionnaire, and an observation checklist. These instruments were used to assess coherence, vocabulary use, grammar, fluency, and mechanics in students’ writing. The data were analyzed using percentage, mean, and standard deviation through Microsoft Office Excel. The results revealed that students’ average scores significantly improved after using the Context Method, with mean scores in the writing test increasing from 2.05 to 4.65 and standard deviations reducing from 0.74 to 0.42. The findings indicate that students preferred the Context Method and found it effective in enhancing their English writing skills.
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References
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