COLLEGE OF SOCIAL SCIENCE NAD HUMANITIES

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

ANALYSING THE STRATEGIES OF TEACHING ENGLISH VOCABULARY FOR

WRITING COMPOSITION IN CASE OF ILUBABOR ZONE ALE WOREDA GORE
SECONDARY SCHOOL

RESEARCH PAPER SUBMITTED TO DEPARTMENT OF ENGLISH

LANGUAGE AND LITERATURE IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS OF BACHOLER OF ARTS IN ENGLISH LANGUAGE
AND LITERATURE

PREPARED BY: HABTAMU BEFKADU

ID. NO. 503/2009

ADVISOR; DR. MOKONEN

JULY , 2022

MIZAN, ETHIOPIA

ABSRTACT
Most learners find it difficult to express themselves through selection and use of
relevant vocabulary of while writing compositions. Since the knowledge of
vocabulary is the single most important component of any language course, this study
was to investigate and document the strategies of teaching vocabulary. It also
examined the extent to which learners use vocabulary in their composition writing.
Finally, it was set to find out how teachers pointed out the learners vocabulary
mistakes and the learners response to the same.

In order to achieve the intended objectives, the study employed a descriptive research
method and design. The target populations were,200 grade nine students and 5 English
language teachers in the school. Stratified and purposive sampling techniques were
used. The sample size was 10% of the target population of 200 students and five
teachers in public secondary schools in Gore Town. The research instruments were
the teachers’ questionnaire and written compositions test for the learners. The data
were analyzed using descriptive statistics such as percentages, mean and frequency.
Qualitative data was organized according to the objectives.

The study addressed the gaps affecting the teaching and learning of vocabulary to help
learners write interesting compositions to improve language performance in general.
The study found that the decision to teach vocabulary lies squarely on teachers. This
was so because 60% of teachers reported that they have time to teach vocabulary
while 40% do not. Another finding was lack of consistence on how learners practice
the use of vocabulary in composition writing. The study recommended that the
teaching of vocabulary be prioritized. Learners who were exposed to vocabulary in
various contexts were able to express themselves through appropriate use of relevant
vocabulary to acquire good grades. In conclusion, vocabulary knowledge is still an
important component of English language learning as it helped learners to
communicate in speech and writing. These recommendations will guide curriculum
developers, designers, implementers as well as future research studies

II
ACKNOWLEDGEMENTS

It was not easy doing this work; I relied on the God’s grace favor, and knowledge, experience
and wisdom of many. Special thanks go to my Advisor Dr. Mokonen who were very patient with
me and constantly gave me professional advice.

In addition, I am grateful to Mr. Temesgen Alemayew for his inspirational and professional
guidance which they gave throughout my study. He also devoted his time and energy to instruct
me step by step to ensure the success of this research. I would also like to appreciate all the
respondents and my colleagues for their encouragement. Their tireless and timely advice was put
to maximum use.

My heartfelt gratitude goes to my wife for her supportive prayers and for patience. I appreciate
my brother Mr. Alemu Befkadu for his immeasurable, emotional and financial support
throughout this course.
 Table of contents

Contents page
Acknowledgment…………………………….…………………………………………………………….…………………………….…………I
ABSRTACT................................................................................................................................................................II
CHAPTER ONE...........................................................................................................................................................1
1. INTRODUCTION....................................................................................................................................................1
1.1. BACKGROUND OF THE STUDY...........................................................................................................................1
1.2 STATEMENT OF THE PROBLEM...........................................................................................................................2
1.3. RESEARCH QUESTIONS......................................................................................................................................2
1.4. OBJECTIVES OF THE STUDY................................................................................................................................3
1.4.1. GENERAL OBJECTIVE.......................................................................................................................................3
1.4.2. SPECIFIC OBJECTIVES......................................................................................................................................3
1.5 SIGNIFICANCE OF THE STUDY.............................................................................................................................3
1.6. DELIMITATION OF THE STUDY...........................................................................................................................4
1.7. LIMITATION OF THE STUDY...............................................................................................................................4
CHAPTERTWO:.........................................................................................................................................................5
2. REVIEW OF THE RELATED LITERATURE.................................................................................................................5
2.1. WRITING AND ITS IMPORTANCE.......................................................................................................................5
2.2 STAGES OF WRITING...........................................................................................................................................6
2.3. TYPES OF COMPOSITION...................................................................................................................................7
2.4.VOCABULARY AND WRITING..............................................................................................................................8
2.5. EFFECTS OF VOCABULARY INSTRUCTION ON WRITING.....................................................................................8
2.6.STRATEGIES IN VOCABULARY TEACHING............................................................................................................9
2.6.2. CONTEXT STRATEGY.................................................................................................................................10
2.6.3. COLLOCATION STRATEGY.........................................................................................................................10
2.6.4. COOPERATIVE STRATEGY.........................................................................................................................10
2.6.5. TASK BASED INSTRUCTION STRATEGY.....................................................................................................11
2.6.6. COMMUNICATIVE LANGUAGE TEACHING STRATEGY IN VOCABULARY TEACHING...................................11
2.7 PROCESS VERSUS PRODUCT APPROACH TO TEACHING COMPOSITION WRITING............................................11
CHAPTER THREE.....................................................................................................................................................13
RESEARCH METHODOLOGY....................................................................................................................................13
3.1 RESEARCH DESIGN............................................................................................................................................13
3.2. TARGET POPULATIONS....................................................................................................................................13
3.3. SAMPLE SIZE AND SAMPLING TECHNIQUES....................................................................................................14
3.4. RESEARCH INSTRUMENTS...............................................................................................................................14
3.4.1.GRADE NINE ENGLISH TEACHERS’ QUESTIONNAIRE...................................................................................14
3.4.2.THE TEACHER’S CHECKLIST........................................................................................................................15
3.4.3 STUDENTS INTERVIEW SCHEDULE................................................................................................................15
3.4.4 STUDENTS WRITTEN COMPOSITION TEST.....................................................................................................15
3.5. DATA COLLECTION PROCEDURE......................................................................................................................15
3.6. DATA ANALYSIS...............................................................................................................................................16
CHAPTER FOUR......................................................................................................................................................17
DATA PRESENTATION, ANALYSIS AND DISCUSSION...............................................................................................17
4.1. ANALYSIS OF DATA OBTAINED THROUGH INTERVIEW....................................................................................17

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4.1. THE TEACHERS’ EDUCATIONAL BACKGROUND.........................................................................................17
4.2. TEACHERS EXPERIENCE IN YEARS....................................................................................................................17
4.3 .ANALYSIS OF DATA GAIN THROUGH CHECKLIST..............................................................................................17
4.3. 1. STRATEGIES FOR TEACHING AND LEARNING OF VOCABULARY..................................................................17
4.3.2. AVAILABILITY OF AN INTEGRATED VOCABULARY TEACHING LESSON..........................................................18
FIGURE 4.2. SPECIFIC INTEGRATED VOCABULARY LESSON...................................................................18
4.3.3. PREFERRED VOCABULARY TEACHING STRATEGIES.......................................................................................18
FIGURE 4..3. THE TEN MOST PREFERRED METHODS OF TEACHING VOCABULARY............................................18
4.3.4 THE USE OF A SENTENCE...........................................................................................................................19
4.3.5 THE USE OF DICTIONARY...........................................................................................................................19
4.3.6. THE USE OF SYNONYMS............................................................................................................................19
4.3.7. THE USE OF ANTONYMS............................................................................................................................20
4.3.8. THE USE OF DEFINITION OF WORDS..........................................................................................................20
4.3.9 THE USE OF VISUAL AIDS..........................................................................................................................20
4.3.10. THE USE OF IDIOMS.................................................................................................................................20
4.3.11. THE USE OF HOMONYMS.........................................................................................................................21
4.3.12. THE USE OF PHRASAL VERBS..................................................................................................................21
4.3.13. PARTS OF SPEECH....................................................................................................................................21
4.4 ADDITIONAL STRATEGIES.................................................................................................................................21
4.4.1 THE USE OF DIFFERENT REGISTERS............................................................................................................21
4.4.2 CONTEXTUALIZATION................................................................................................................................21
4.5. THE EXTENT TO WHICH LEARNERS USE VOCABULARY IN COMPOSITION WRITING........................................22
4.5.1 THE LEARNERS’ FREQUENCY OF WRITING COMPOSITION............................................................................22
FIGURE 4.4 FREQUENCY OF COMPOSITION WRITING...........................................................................................22
4.5.2 THE LEARNERS PERFORMANCE.....................................................................................................................23
4.6..THE LEARNERS’ PERFORMANCE RATING....................................................................................................24
4.7.HOW TEACHERS POINT OUT LEARNERS’...................................................................................................24
4.8..LEARNERS’ RESPONSE TO TEACHERS’ VOCABULARY................................................................................24
CHAPTER FIVE:........................................................................................................................................................26
SUMMARY OF THE FINDINGS, CONCLUSION AND RECOMMENDATIONS..............................................................26
5.1. FINDINGS........................................................................................................................................................26
5.2.RECOMMENDATIONS.......................................................................................................................................27
BIBLIOGRAPHY......................................................................................................................................................28
APPENDIX A.......................................................................................................................................................29
QUESTIONNAIRE FOR THE TEACHERS..................................................................................................................29
APPENDIX B.......................................................................................................................................................32
INTERVIEW SCHEDULE FOR GRADE NINE STUDENTS.........................................................................................32

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CHAPTER ONE
1. Introduction
1.1. Background of the Study
English language is one of the most widespread and most widely spoken languages in the world.
Therefore, knowledge of English and the ability to use the language is rapidly becoming a
valuable global commodity. English is considered to be a foreign language because it is not as
our first language in terms of words, structure. Owing to the great role that English plays
nowadays in the international communication, students should be able to master English in order
to exchange thoughts and interact in different situations.
Learning English means learning the elements and skills in the language. Vocabulary,
pronunciation, grammar, and spelling are language elements, while language skills are listening,
writing, reading and speaking. In the process of learning a foreign language, the ability to
understand the language greatly depends on one’s knowledge of vocabulary besides the other
elements of language itself. Therefore, vocabulary is one of the important language elements that
learners must master.
The learner who has more words has better chance in practicing English. The learners can more
easily master reading, listening, speaking, and writing. McCarthy (1990) states that the biggest
component of any language course is vocabulary. In addition, Nunan (1998) states that in the
early stages of learning and using a second language, one is better served by vocabulary than
grammar. This reason is strongly supported by Nunan (1998) who argues that the acquisition of
an adequate vocabulary is essential for successful second language use because without an
extensive vocabulary, we will be unable to use the structure and functions. We may have learned
for comprehensible communication. It can be said that the main point of learning language
especially learning English is vocabulary because vocabulary influences the ability of students in
learning English. If students have many vocabularies well, they can learn the Elements and skill
in the language easily.
In formal contexts, writing is useful for filling forms, preparing memos, reports as well as
official letters and minutes of meetings (Gecaga 2008). Knowledge of all English language skills
is prerequisite in gaining employment in most of the sectors of the economy. It is therefore
important that pupils learn how to write and relate meaningfully to what they write,
(Groenewegen 2008). It is a well-known fact that without grammar, we may not be able to
communicate very much but, without vocabulary hardly anything, (Gathumbi 2005).
The development of writing skills cannot be complete without looking at the strategies used for
learning and teaching vocabulary and their use in writing composition. The ZIMSEC Report of
2014 highlights composition writing as the most difficult component of English Language
curriculum for students followed by written grammar which is also an important proponent of
not only English Language but other content subjects.
Adas and Bakir (2013) state that writing is an intricate and complex task, it is most difficult of
all languages to acquire. They also highlight that many students understand the English
Language but most of the students face the problem of communicating their ideas effectively.
The problem is lack of adequate stock of vocabulary, creativity in writing and several other
factors (Adas and Bakir: 2013).
An appropriate method for teaching English is very important because appropriate method
determines the result of teaching vocabulary, that is, improving student’s vocabulary mastery.
Considering the importance of implementing a method in teaching English, the researcher
carried out a research on Strategies Of teaching English Vocabulary for Writing Composition In
Case Of Ilubabor Zone Ale Woreda Gore Secondary School.
1.2 Statement of the Problem
Composition writing was greatly influenced by to select and use appropriate vocabulary to
express ideas interestingly. Good grades in composition writing depends on what vocabulary the
learners know and how well he/she used them to express his/her idea.

Composition writing was greatly influence by to select and use appropriate vocabulary to express
ideas interestingly. Good grades in composition writing depends on what vocabulary the learners
know and how well he/she used them to express his/her ideas.

1
In the study of any language, the importance of vocabulary knowledge has long been recognized
by scholars like (Mac Cathy, 1990; Singleton, 2000; and Kamil 2005) although research based
conclusions have shown that vocabulary knowledge plays a critical role in a learners literacy
development, there was little emphasis on the strategies of teaching and learning vocabulary in
the school curricula and virtually no enough vocabulary development instruction that takes place
during content delivery (Templeton & Pikulski, 2005;Beck et al 2002).

Apart from exploring earlier studies, the researcher also attempted to look into the vocabulary
teaching and learning strategies in grade Nine students of secondary school at Gore Secondary
school. Even though the practice of vocabulary teaching strategy for writing composition is
assumed to be practiced at Gore Secondary School, to the best of the researcher‘s knowledge,
there is no systematically collected evidence on Gore Secondary School which shows how much
the strategies of vocabulary teaching is being practically practiced in EFL.

Understanding the problem of vocabulary teaching at Gore Secondary School and the existing
research gap, the researcher conducted a research on how strategies of vocabulary teaching used
for writing composition can be practiced by the English teachers during their classes and to
answer the following research questions.

1.3. Research Questions

The study attempted to answer the following research questions:
1. What strategies used in teaching vocabulary for writing composition?
2. Did the learners use the vocabulary learnt in writing composition?
3. How often teachers assessed vocabulary mistakes for the development of composition
writing skill?
4. How learners responded to the teachers' assessment of vocabulary mistakes in their
written compositions?

1.4. Objectives of the Study

The study has both general and specific objectives.

1.4.1. General Objective

The general objective of this study is to assess the Strategies Of Teaching English Vocabulary
for Writing Composition In Case Of Ilubabor Zone Ale Woreda Gore Secondary School of grade
9 class.

1.4.2. Specific Objectives

Based upon the main objective, this research intended to achieve the following
specific objectives:
A. To find out the strategies used in teaching and learning vocabulary which are used in
writing compositions.
B. To establish the extent to which the learners were able to utilize the vocabulary
learnt in composition writing.
C. To find out how teachers assessed vocabulary mistakes in Compositions.
D. To establish the learners’ vocabulary response in their written compositions.

1.5 Significance of the Study

This study was significant in adding to the knowledge in the already existing literature on
learning and teaching vocabulary .It contributed to the ongoing research on the teaching and
learning of vocabulary used in writing composition .in addition ,The study also contributed
towards English language teaching and learning especially vocabulary used in composition
writing in secondary schools. The techniques of teaching, learning vocabulary for composition
writing and the comprehension of the learnt vocabulary was important.

2
Although this research limited to class nine, it applied to all levels especially to those who are
learning English as a second language. The findings helped writers of English language learning
and teaching materials. It was of great help to the English language teachers in that it informed
them of what techniques to use when teaching vocabulary intended to help learners write
interesting composition.

1.6. Delimitation of the Study

The study was delimit in both the number of populations that involved and in its area of
investigation. The populations for the study was grade nine English teachers and students drawn
from only Gore Secondary School and the sample of the study delimited to 2014. Therefore, the
study was confined to grades nine English teachers and some students . And the objective of the
study was delimit to strategies in vocabulary teaching for composition writing and it was not
exhaustively explored all the strategies of teaching but concerned with only the most commonly
used of vocabulary teaching strategies for composition writing.

1.7. Limitation of the Study

This descriptive study was only include a small number of teachers teaching English as a foreign
language and a small number of participants. It was also limited to writing as a skill which
consists of many areas of concern. The study limited itself to composition writing specifically
the strategies of learning vocabulary and using them and was cover randomly selected public
schools. A larger sample from different high school was definitely yield more generalize able
findings. As a result, conclusions was generalize from such a narrow context and
recommendation was provided might not serve definitely the case of all high schools throughout
the Ale woreda and the study will not offer any conclusive findings about vocabulary teaching
strategies and also the findings will not generalize.

3
CHAPTERTWO:
REVIEW OF RELATED LITERATURE
2.1. Writing and its Importance
Language is considered a vehicle of communication or verbal interaction among members of the
society. The chief purpose of teaching a language , be it the mother tongue or a foreign language,
is to develop four basic skills: listening, reading, speaking and writing. Of these, writing is of
special importance. Writing helps organization of thought, without the help of writing , it is very
difficult to keep in the mind the various aspects of a topic or a subject. Writing is one of the
important activities of a literate community (Inyega 1986).This is the use of language in its
written form, attaching meaning to words, phrases and sentences. This was done in a given
topical context and was essential unlike hand writing which was a mechanical skill. Writing for
communication presupposes, the learners had sufficient vocabulary to draw from in terms of
words, that when put together in phrases or sentences brought out the intended meaning
(Groenewegen, 2008). He further said that the importance of knowing how to write was that they
did well in school as they learnt more vocabulary and related meaningfully to what they wrote.
They enjoyed self- expression and learnt to convey needs in messages and other communication
from within.
Writing is more than putting words on process of communicating that begins communication,
the intent being to leave no room for doubts (Burns 1976). Writing is a more deliberate and
conscious act than speech, it required the ability to reflect upon the choice of words to use
parallel to those discussed by (Plarell 1981). Meta-cognitive abilities reflected on the ability to
think and write deliberately. When writing compositions, learners were calling on both their
linguistic knowledge and experiences. They used words relevant to what they want to
communicate. To come up with a good interesting composition, required a learner who was
independently able to read, comprehend, and interpret the meaningful words in a given topic.
According to (Thiga 1997) a topic was a limited subject that could be discussed with specific
details. It also called for abilities to internally imagine and create ownstory. It was relevant to the
pupils’ age, ex selection and appropriate use of the correct vocabulary was very important. The
vocabulary was relevant and communicates in a clear language that was understood reports
KNEC (2011). (Templeton & Pikulski 2005) pointed out that; without learning vocabulary, many
learners fell behind in other school subject areas. (McCarthy 1990) asserted that one of the most
important tools teachers of English gave to their learners, to succeed in their education and life,
was a wide range of rich vocabulary and the skill for using them in a given language. This was
because the effect of lack of attention to vocabulary instructions normally manifested itself in the
higher level of education, where tests on reading tended to contain passages with complex
content and uncommon vocabulary (Ndethiu 2007).

2.2 Stages of Writing

The process of writing can be divided into the following stages:

 Structuring

 Copying

 Transcribing

 Composition
Structuring is the basic work of teaching the students how to write letters and words at the
primary level, and how they are written in one or separate units. In copying , a student is taught
how to copy from the large text, with the objective of giving him sufficient practice as his hands
become free and he comes face to face with different sentence and phrase patterns. The third
stage is transcribing which is undertaken without the help of the text. Composition is the last
stage in which the students learn how to put down their ideas into writing of their own. It may
start from writing one or a few lines on a subject to write exhaustively on a subject in the form
essay, story, poetry, letter or passage .

4
Writing or composition can be oral or written. It can be guided or spontaneous. The written
composition can be of the following types :
1) Descriptive Writing : This kind of writing is used to depict objects, living things and static
elements in fantasies, it is the vehicle through which we become acquainted with the world. The
writer must collect relevant material about the subject he is going to write.
2) Narrative Writing : This kind of writing presents an event or a sequence of events involving
animate beings in a narrative manner. The animate beings be humans, insects, animals, fairies,
etc. The subject of writing can also be moving mechanical devices, or alien from other planets.
Narrative writing can be fictional or non fictional. Narratives are usually chronological, as may
be found in oral histories, accident reports and case studies. However, the news reporting kind of
narratives may begin from altogether a different place. It may include dialogue.
3) Argumentative Writing : This type of writing or composition attempts to strengthen a view
already held by the writer, to weaken or undermine such a view, or to persuade a reader to adopt
another in an argumentative way. It is up to the writer to plan the way he wants to arrange his
arguments. He can start from the strongest point or a neutral fact, keeping in with the subject of
his writing. The writer should also anticipate any counter arguments that may be raised, and
should tackle them too.
4) Expository Writing : Exposition should be called explanatory writing, for it may explain a
process or an idea. It may define terms or give reasons. Much of the writing that the students fits
this broad category, so does much business and technical writing. Often, expository writing is
interwoven with the other forms. Argumentative writing frequently requires the definition of
terms early in the process of building a case. A fictional narrative uses expository writing to
bridge time and to allow the omission of tedious detail. Descriptive writing may include
expository writing, or expository writing may include description. Most of the expository
writings begin with the definition in a positive or negative manner. It is the core of academic
writing

2.3. Types of composition

2.3.1 Guided Composition: guided writing or composition is meant that the students write
under control and direction of the teacher or supervisor. Under it the students are provided with
necessary vocabulary and structures to be used for expressing the desired thoughts and ideas in
writing. In fact, guided writing is an effect of the oral composition in which the students are
already aware of the vocabulary and structures that they have to use in writing. The teachers
should pay attention to the aspect that they should release the students out of their strict control
and direction gradually, so that the students can be taken toward achieving spontaneous or free
writing. The aim of guided writing is to direct and not restrict. If the students are proceeding in
the right direction, they should be encouraged. Some educationists have been presented
arguments against guided writing. They termed it as a mechanical device on which the students
harp on the same line again and again. According to Allen and Campbell, “ Guided composition
is not a panacea for all the problems of teaching composition to the foreign students. There is
still much that needs further exploration and experimentation.” The students are made to practice
guided writing with the help of reproduction, substitution tables, dictation, transformation of
sentences and sentence patterns, etc. It finally paves the way for free composition.
2.3.2.Free Composition: Free or spontaneous writing begins where guided writing ends. The
students should be gradually released from the shackles of control and direction and encouraged
to write of their own on the topics selected precisely for them. It is this stage when they have to
be taught how to arrange their ideas and make proper use of the language and tools of writing.
According to H.Champion, “ The ultimate aim of composition is to enable the pupil to arrange
his own ideas in his own way, freely; to choose his own words; to express his own ideas, freely.
Hence the term ‘free composition’.” In this the students are free to use the vocabulary they like
and can make use of structures of their liking. They can also tackle the topic of their own free
volition. The recommendation of French is worth considering, “Free composition in which the
child has to make up his own thoughts, has no place in the first three years of a six or seven years
course. If it is used, it will only result in a large number of most discouraging mistakes.” So, free
writing should be introduced at a later stage when the students have already acquired some
mastery of the language.

5
2.2.3 Creative Composition: Creative writing is the very fine art of making things up, in the
most attractive, apt and convincing way possible. Creative writing can be considered any writing
that is original and self expressive. A news writing cannot be considered creative writing because
its main goal is to present facts and not to express the feelings of the writer. While a news article
can be entertaining, its main purpose is to present the facts. The purpose of creative writing is to
both entertain and share human experience. Both fictional and non fictional works fall into this
category, including such forms as novels, biographies, short stories, and poems. In the academic
setting, creative writing is typically separated into fiction and poetry classes, with a focus on
writing an original style. Writing for the screen and stage- screenwriting and play-writing are
often taught separately, but fit under the creative writing category as well.

2.4.Vocabulary and Writing

In order for learners to produce good writing texts they have to possess huge word power. There
are different types of writing and each of which calls for certain type of lexical items. A great
vocabulary is just one essential tool in a writer‟s toolbox, along with punctuation, grammar, and
many others. Vocabulary can make your writing more powerful and more effective and help you
say exactly what you mean. This indispensable tool will help you choose the best word for every
job and avoid vague words that do not give your readers a good sense of your meaning. Building
your vocabulary is one of the easiest ways to improve the power of your writing and make any
writing task that much easier, as you will have several synonyms in your repertoire to pull from
every time. Developing your vocabulary need not be difficult or painful.
Understanding the nature of vocabulary is important to the process of selecting appropriate
instructional strategies that enable students to master the vocabulary they need to learn to read
and to read to learn.
It is well understood that words and language play a critical role in writing. Moderate
correlations have been shown between verbal IQ and writing (Shanahan, 2006). Significant
research has been conducted on the effects of vocabulary instruction on reading performance but
studies investigating vocabulary instruction and writing are few (Duin & Graves, 1987).

Despite the correlations between verbal ability and writing, the nature of the relationship
between the two is less certain (Shanahan).

“A rich vocabulary allows a writer to get a richness of thought onto paper. However, the writer’s
real pleasure comes not from using an exotic word but from using the right word” (Fletcher,
1993). In their cognitive process theory of writing model (Flower and Hayes, 1994) word
selection is significant during all three phases of the writing processes: planning, translating and
reviewing.

According to Flower and Hayes, during text production, writers produce text in sentence parts,
pause, evaluate text based on syntax and semantics and then reject or accept the text. When a
sentence part is accepted, writers search for an appropriate meaning for the next part of their
sentence.

2.5. Effects of Vocabulary Instruction on Writing

Efforts to improve writing performance through vocabulary instruction have been limited
making generalizations about the role of vocabulary instruction unwarranted (Graves, 1986;
Johnson, 2000). However, a few studies examining the effects of vocabulary instruction on
writing reveal some promising findings between the two. A recent vocabulary project entitled
“The Gift of Words” (Henry, Scott, Wells, Skobel, Jones, Cross & Blackston, 1999; Scott, 2004)
explored ways to develop word consciousness and vocabulary knowledge for the purpose of
assisting students in transferring words encountered in text into their writing.

6
Teachers immersed students in rich literature and examined word use by authors. The notion was
that such a process would help students to value the power of words in writing, leading to wider
vocabulary use, and improved writing by the students. Quantitative and qualitative data showed
significant improvement in the students’ overall writing and attitudes as compared to classes in
the same school. Teachers were most impressed by increased student awareness and appreciation
for words as well as a willingness to experiment with words in writing.

Cited research suggests that having a large and sophisticated vocabulary helps a writer produce
quality text by limiting the cognitive demands during a writing task. Though research connecting
effective vocabulary instruction and writing is limited, some studies suggest that rich vocabulary
instruction and developing word consciousness can positively influence writing (Duin & Graves,
1987; Henry, Scott, Wells, Skobel, Jones, Cross & Blackston, 1999; Scott, 2004).

The work of Duin and Graves in their 1987 study provides some insight into the possible
connection between rich vocabulary instruction and the effects on writing.

2.6.Strategies in Vocabulary Teaching

When vocabularies are being taught to students, teachers need to consider how to teach them.
There are a variety of teaching strategies that teachers can use to improve student vocabulary
learning.
2.6.1. Self – Collection Strategy

A review of the research on vocabulary instruction conducted by Harmon and Hedrick (2005,
p.275) led them to claim that struggling readers learn vocabulary when teachers “encourage
independent learning by allowing students to self-select terms to be studied.” They pointed to
VSS as an approach to encourage students to select and study words that they feel are important
to learn. Research conducted by Calderon et al. (2005) with English language learners
demonstrated that, in addition to teaching vocabulary before reading, their discourse around the
text after reading leads to students’ vocabulary development.

The Vocabulary Self-Collection strategy (VSS) is an interactive-learning instructional strategy

that promotes word consciousness, as students are actively engaged in identifying important
words from their reading to share with members of their class. In addition, Readence et.al
(2001) also state that the purpose of Vocabulary Self -Collection Strategy (VSS) is to help
students to generate a list of words to be explored and learned and to use their own prior
knowledge and interests to enhance their vocabulary. To sum up, Vocabulary Self -collection
Strategy (VSS) lets the students choose new words that they want to learn. This strategy helps
the students to understand the meaning of new words from the context and to integrate them with
other sources that make them enable to learn. VSS also helps the students to make connection of
the meaning of new words with other skills. The students can integrate the meaning of new
words in their conversation, their writing and their reading.

2.6.2. Context Strategy

Joan Gipe (1980) created a strategy called context strategy, where students use context clues in
applying word meaning to unknown words. Context strategy encourages students to integrate
information across sentences and at the same time incorporates the definition of the target word.
This strategy requires that the teacher chooses target words from a selected passage and generate
four sentences ranging from the more obscure usage to the most precise.
Gipe (1980, p. 118) suggests that “initially teachers use a sentence from the passage so that
concepts can be used to further link vocabulary learning to text comprehension.” Teachers ask
students to predict the definition of the words after they have reviewed the four sentences. This
strategy is time consuming because a lot of time is spent on each word; however, the multiple
exposures, student involvement and the words taken from the text are very important for
vocabulary development and retention.

2.6.3. Collocation Strategy

Teaching vocabulary is more than presenting new words to the students. The students must know
how the words work together with other words to perform meaningful communication. So the
word collocations can be defined in many ways by different scholars.

7
 According to McCarten (2007) states that the way in which two or more words are typically
used is generally called collocations. Moon (1997) also stated that collocations are words that
occur together with high frequency and refer to the combination of words that have a certain
mutual expectancy.
“The combination is not a fixed expression but there is a greater than chance likelihood that the
words will co-occur” (Jackson, 1988, p. 96). Stubbs (2002) defines collocation as the habitual
co-occurrence of two unordered content words, or of a content word and a lexical set.
Collocations consist of two parts: a pivot word which is the focal word in the collocation and it’s
collocate(s), the word or words accompanying the pivot word (Shin & Nation, 2008). There are
two types of collocations: lexical collocations and grammatical collocations (Bahns, 1993;
Carter, 1998). Lexical collocations are combinations of nouns, adjectives, adverbs, and verbs
such as Verb + Noun (e.g. break a code, lift a blockade), Adjective + Noun (e.g. strong tea, best
wishes), Noun + Noun (language school), Verb + Adverb (e.g. affect deeply, appreciate
sincerely), Adverb + Adjective (e.g. deeply absorbed, closely related. Grammatical collocations
are combinations of content words (nouns, adjectives or verbs) and a grammatical word such as a
preposition or certain structural patterns. In light of these ideas, it’s a widely accepted idea that
collocations are very important part of knowledge of second language acquisition and they are
essential to non-native speakers of English in order to speak or write fluently and accurately
(Jaén, 2007).

2.6.4. Cooperative Strategy

Cooperative learning is the key to deal with children with various abilities and diverse area of
intelligences. This learning method lets the students search and find out the best path to learn
given subjects by themselves. Students are free to express what they have in mind to complete
the tasks given during the lesson. The Cooperative Learning strategies share the idea that
students work in groups to accomplish a group goal. In order to teach vocabulary in a meaningful
and enjoyable way is using group work

2.6.5. Task Based Instruction Strategy

Task-based language teaching can make language learning in classrooms closer to the natural
route and may reach a higher rate of language acquisition because it provides learners with a
clear communicative goal, interaction is needed to reach the goal, and comprehensive input can
occur, and then language acquisition is facilitated (Wang, 2006). So, task-based teaching
learning is an area which has grown in importance greatly during the last ten years, and can be
discussed from a number of perspectives. Through tasks, teachers can have a number of options
for enhancing attention to learn vocabulary. One of such options is to allow learners to work
cooperatively to make sense of unfamiliar vocabulary via tasks. In addition, words used
meaningfully by other members of the group would result in better recognition of words
eventually. A motive behind any piece of research in this realm is, thus, the observation of
students' attitudes upon facing unfamiliar vocabulary when using the target language in
communication outside the classroom, either for work, travel or recreation (Newton, 2001).

2.6.6. Communicative Language Teaching Strategy in Vocabulary Teaching.

Vocabulary teaching in CLT focuses on meaning rather than form as it aims as achieving
effective communication. Teachers are expected to create suitable language environment so as
learners use the language for problem solving. This motivates learners to pick up the language
since they practice by considering actual situations and introducing their background experience.

Therefore, in the CLT classroom much vocabulary is not taught in the form of wordlist of
isolated words any more, but taught in authentic contexts. Vocabulary teaching focuses on
developing communicative proficiency rather than commanding the forms of the target language.

2.7 Process versus product approach to teaching composition writing

The traditional view to teaching and learning of creative writing was the one which most of the
teachers went through during their own education. It was rightly referred to as product oriented
approach to learning writing because of common features: like, a title was given by the teacher;
learners were asked to write a composition for example of between one to two pages on an A4
booklet and hand over to the teacher for marking. After marking, they are returned to the learners
and forgotten.

8
It was based on the assumption that the creative aspects of the writing process are mysterious and
hence could not be taught. As a result, the study and teaching of composition writing from this
traditional perspective was limited to the convections and mechanics of various genres the norms
of style and usage (young 1980 p54).
The traditional or product-oriented approach from a modern practitioner’ view was deficient in a
number of important aspects; first, the teachers viewed the student writing as a product. There
was an assumption that the student knew how to write and what the students produced was used
as a test of their abilities to write. Secondly, the teacher concentrated on form, which was syntax,
grammar and organization, than content which was seen only as the vehicle for the correct
expression of grammatical and organizational patterns on which the teacher is focusing. The
correct choice of vocabulary was part of this focus. Thirdly, learners saw their work as being
tedious and a burden since they were not given any direction. Forth, students in most cases are
not interested in what they write as they were not consulted in the choice of the topic and the
audience. Lastly there was delayed or no feedback.
The modern approach to writing was a direct contrast to the product oriented approach and for
that reason; it was referred to as process oriented approach to writing. It combined two
approaches to writing: the communicative and process approach. According to (Chan 1986).This
approach was based on the following assumptions. First people write to communicate with
readers. Second people write to accomplish specific purposes and third, writing was a complex
process. Hence, writing was perceived and consumed as a communicative act. Learners were
encouraged to think as audience, (the reader or teacher) and the purpose of writing. Meaning
rather than form is stressed.
Writing was done as a process which has three stages; prewriting, composing and revision. In
prewriting, the learners were given freedom to think, create ideas on the basis of their interest,
experiences and knowledge. This was done without much interference and restriction from the
teacher. It was an active stage in which learners are encouraged in pairs or groups to freely
exchange ideas opinion concerning the information, structures, language, vocabulary and
supportive arguments. The composing stage was the writing stage which could appropriately be
described as a writing workshop. This was because the learners should be encouraged to work
together, consult one another; while the teacher’s role to facilitate and provide guidance
whenever needed. Revision was essential because the learners edited and proof read what they
had written. We cannot underscore the important of revising because it’s well known something
difficult to write the best of what we want the first time.
In this process oriented approach, the learners were involved in the writing process right from the
onset. They were involved in selection of what they would like to write about. They were also
involved in the selection of the audience, the people they would want to write to. In addition they
get involved in the planning how the writing process should proceed. Some of these activities
took place in the classroom, where other learners together with their teachers provided
immediate feedback in a number of ways. For example, individual wrote the first draft in the
classroom while consulting each other or even when written outside the classroom it discussed in
pairs or a small group while the teacher facilitated and provided guidance as well. Thus, the
learners could made alteration to their draft before the final product was written and handed in
for marking.
According to (Mouly 1992) distinction was made between the product of learning and process
through which they were attained. Teachers were primarily involved in the process of teaching
and learning, such that implementing effective method for both the immediate and the long time
goals of education should be attained with maximum efficiency. The teachers need to be more
concerned, for example, with helping the child develop skills by means of which he could find
his own answer than giving him readymade answers to memorize. Both process and product
approaches to teaching and learning were important but the primary concern should be with
‘how’ rather than ‘what’. It must not be over concerned with passing examinations (that was
limited to products) diverting its attention from the process through which true education was
achieved. Many teachers of writing have long been dissatisfied with traditional paradigm and its
implications for classroom practice. Consequently, research into the intensive and
comprehensive studies of the development of creative writing abilities; had aroused the need for
a new pedagogy of writing. Current approaches to the study of the nature of writing and its
teaching in English had been documented by (Freedman, 1983).

9
CHAPTER THREE : RESEARCH METHODOLOGY
This chapter discussed the methodology in terms of research design, the area location of study,
the target population, the sample size and sampling techniques, the research instruments, pilot
study, data analysis procedures, logistic and ethical considerations. The research mainly seeks to
identify the strategies of teaching and learning vocabulary used in composition writing by grade
nine students of Gore secondary school.

3.1 Research design

This study used descriptive survey research design. Descriptive method focused on the process
that was occurring as well as the product. This involved marking and assessing learners written
compositions test, description of the state of affairs as they used the vocabulary learnt in a
naturally occurring situation (Quereshi, 2005). More data was gathered from English teacher
strategies, the English teachers and learners used to teach and acquire vocabulary. Do learners
use the vocabulary in writing their compositions? How teachers helped the learners to improve
their writing skills through the assessment of vocabulary used in written compositions. The data
collected was analyzed and presented qualitatively and quantitatively according to (Orodho &
Kombo 2002:2). Kombo & Tramp (2006) defines research design as the structure of research
while Orodho, (2003) defines research design as the scheme, outline or plan that is used to
generate answers to the research questions of this study.

3.2. Target populations

The study targeted students of secondary school in Gore Town. The public schools had equally
qualified teachers and the students are exposed to similar experiences. The sampled secondary
school has A B C D and E section of grade nine students. The target population was made up of
200 learners in grade nine and 5 English teachers in the school. The research variables
considered were based on performance of composition writing. The knowledge of vocabulary
was important in writing composition to earn good grades. The dependent variable is
performance in composition writing. The independence variables that affected the performance
were; the strategies of teaching and learning vocabulary practice in the use of vocabulary in
writing compositions, assessment of vocabulary feedback and correction of the same. The
intervening variables were exposure to wide range of vocabulary in different context, step by
step writing process which includes; pair group and class discussion, brain storming and
encouraging learners. Immediate feedback and correction are important.

3.3. Sample size and sampling techniques

Gore secondary school was purposively sampled. Being in an urban setting, it is assumed that the
learners have average writing ability and form a population from which data was got. The
researcher purposely targeted the secondary schools from which reliable data was elicited, this
was because they had equal average amount of time and resources that facilitated their English
language vocabulary teaching and learning. The English language teachers of the selected
schools provide information in the questionnaires, and an attached checklist containing all the
possible strategies learners could use in learning vocabulary. The checklist was used to find out
the strategies used in teaching and learning vocabulary used in writing composition. Purposive
sampling was used because it suited this study as it could be used with both qualitative and
quantitative research. It allowed the researcher to use cases that had the required information in
respect to the objectives of this study (Mugenda and Mugenda 1999).
3.4. Research instruments
3.4.1.Grade Nine English Teachers’ questionnaire
The questionnaire was a faster way of obtaining data than other means. (Borg and Gall 1989) had
stated that questionnaires gave the researcher comprehensive data on a wide range of factors.
Open–ended and closed-ended items were used. Molly, (1978) also added that questionnaires
allowed greater uniformity in the way questions are asked and answered.

10
This ensured greater comparability in the responses. The questionnaires sought to teaching and
learning vocabulary for writing composition. The importance of assessing vocabulary mistakes
as a way of helping learners to correct and improve their composition writing skills. The
response to assessed vocabulary mistakes in their written work. In developing the questionnaires,
two broad categories of questions were considered, namely structured and unstructured
questions. Structured questions were accompanied by a checklist of all possible answers or
alternatives, from which respondents selected the answer that best described their positions.
These questions were constructed addressing the objectives and provided a variety of possible
responses. They strategies of teaching and learning vocabulary and their use in writing
composition. Unstructured questions gave the respondent complete freedom to respond in his or
her own way and words. According to (Mugenda and Mugenda1999), these kinds of questions
exposed respondent’s teaching and learning. It also exposed their interest and opinions.

3.4.2.The Teacher’s checklist

The checklist contained a list of possible teaching and learning strategies that could be used to
teach and learn English language vocabulary used in writing compositions. It was used to find
out the strategies used by the teachers. This checklist was developed from the suggested
resources found in the review of literature.

3.4.3 Students Interview Schedule

An interview schedule was a set of questions used in a face to face encounter. It was
administered randomly selected students from the original sample school. It was about their
experiences in the use of vocabulary in writing composition. The reason for using an interview
schedule was to get an in depth data on the assessment of written composition on learners and
their response on the same. This was appropriate for learners of this age. In addition, it enabled
the collection of data for the specific objective; they were more flexible and yielded high
response. The interview schedule questions were semi- structured were more flexible. It was
administered orally, it also allowed more probing.

3.4.4 students written composition test

Assessment of written work was not an easy task, despite the numerous approaches available;
(Cooper & Odell 1977).This was because assessment was made on finished text, which did not
lead to an understanding of the difficulties that writers had experienced in the process of the
production. For the purpose of this study, the students written compositions test was used. This
helped the researcher to assess the learners’ ability to utilize the learnt teachers assessed the
students written compositions.

3.5. Data Collection Procedure

The researcher proceeded to the selected schools to establish rapport and sought permission from
the head teachers to collect data from teachers and Students. This visit gave the researcher a
chance to talk to the English teachers and requested them to fill the questionnaires, checklists,
facilitate writing of the composition, marking and photocopying. The interview schedule was
conducted by the researcher. The written composition test was of a common topic in a usual end
of term exam. This greatly reduced anxiety and other Hawthorn effect. The marking was done by
subject teachers in a pool. Pool marking is done by the subject teachers from different schools
that come together for the purpose of marking compositions. They share equal number of
compositions from each school. The subject teacher of the sampled schools –set aside the
original stratified sample of twenty compositions per class. The final sample was picked
randomly from the original 200 students for analysis.

11
3.6. Data Analysis
The data collected was analyzed quantitatively and qualitatively using descriptive statistics in
form of frequencies, percentages and measures of central tendencies. The data analysis involved
editing, organizing and summarizing the information obtained through questionnaires, checklist
written compositions. Following the research objectives, the researcher brought out the
meaningful observations made during the study. The data helped the researcher to note major
finding and made conclusions of the study, the suggestions and recommendations for future
actions and research Suggestions and contributions from various participants was used to draw
conclusions of the study.

12
13
CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

This study aimed at assessing the extent to which English language teachers practice vocabulary
teaching strategies in teaching composition writing at Gore Secondary School. To collect
relevant data for the study, interview, and questionnaire and classroom observation were
employed.

Accordingly the results and discussions of teachers’ and students’ responses, teachers’ practices
of vocabulary teaching strategies compared with the classroom observation were assessed.
Finally, the major factors that affected the practice of teaching vocabulary through different
strategies were treated under this section respectively.

4.1. Analysis of Data Obtained through Interview

According to (Groenewegen 2008) factors that contributed to learners’ competence and poor
performance in using vocabulary in composition writing, could be teachers’ experience in lack of
teaching compositions of training writing and heavy workload
4.1. The Teachers’ Educational Background
No Total number of English teachers Level of education /certificate

Male Female Diploma Degree Master

(BA/BeD) (MA/MeD
4 1 - 5 -

The result of the sampled teachers of English showed that all of the teachers have gone through
university education,. That meant that the teachers were highly qualified,

4.2. Teachers experience in years

This study also sought to establish the profile of the English teachers of the sampled schools. The
study mainly targeted class seven English tea teaching experience in years.
The study revealed that all the teachers of English had experiences of over ten years. Three out
of ten (30%) had experience of between eleven and fifteen years, only 1 (10%) teacher had an
experience of between sixteen and twenty years. The majority 6 out of 10 (60%) had a wide and
rich experience of more than twenty one years as shown in figure
4.3 .Analysis of data gain through checklist
4.3. 1. Strategies for Teaching and Learning of Vocabulary
The first objective of this research study was to find out the strategies for teaching English
language vocabulary used in writing composition in secondary school.
4.3.2. Availability of an integrated vocabulary teaching lesson
The significant factor underlying the challenge of teaching vocabulary was unavailability of
vocabulary development instructions in the syllabus. However the study sought to know whether
teachers had specific time when they taught vocabulary.
Figure 4.2. specific integrated vocabulary lesson

14
Three out of the 5 ( 60%) of teachers indicated that they had time for teaching vocabulary used in
writing composition, while a significant 2 out of 5 (40%) of the respondents indicated they had
no specific time or lesson set aside for teaching vocabulary. The question now arises, when and
how then, do they teach vocabulary (figure 4.2).

4.3.3. Preferred Vocabulary Teaching Strategies

On the strategies of teaching and learning vocabulary, data was captured through the checklist. It
was attached to the questionnaire. It contained suggested vocabulary teaching and learning
strategies that the researcher came across in the review of literature.
The respondents were to tick only ten, which he/she uses.

Figure 4..3. The Ten Most Preferred Methods Of Teaching Vocabulary

The first research question sought to find out the strategies of teaching vocabulary by teachers.
The teachers responded by ticking ten (10) preferred methods (from the checklist) they used in
the classroom as shown in the figure 4.3. The discussion on each strategy follows thereafter in
the same order. Among the most common methods used in teaching and learning vocabulary are
shown in Figure 4.3 included; the sentence structure, dictionary, synonyms, antonyms, and
definition of vocabulary, visual aids, homonyms, phrasal verbs and parts of speech.

The study also found out that all teachers (100 %) used the dictionary as a tool in the teaching of
vocabulary. Contextualization, was supposed to be a foremost technique of teaching acquisition
of vocabulary in second language, had a classroom usage of only 40% and therefore, discussed
in the additional section.

4.3.4 The use of a Sentence

The use of sentences in teaching vocabulary was important because it is the largest grammatical
unit in any language. One of the major weaknesses in written compositions was weak sentence
structures. The candidates also failed to use variety of the sentence structures and patterns to
avoid monotony to make their composition interesting. When learners learned vocabulary use in
sentences, it became easier for them to use when writing compositions. So, based on the data
gathered through check list, four out of five or 90% of respondents indicated that they used
sentence structures to teach vocabulary, which means that words are learnt in the right context.
However, for the purpose of this study, the uses of sentences were for the extension of
vocabulary learning.

The words can be reinforced by giving learners opportunities of using words in their own
sentences as individuals, pairs, or groups. Thorns bury, (2002) says that the use of sentence was
an effective vocabulary enhancing activity. He also suggests that, sentence writing may be used
together with oral activities like pronunciation, debates or when communicating in a classroom
situation and not necessarily in writing.

15
This agrees with (Ward 1987) and (Scheega 1998) that oral practice prompts the pupils to
compose whole sentences which enhances the writing of compositions, where specific
vocabulary suitable for every context is used. The use of sentences may involve replacing an
underlined word with another in vocabulary development.

4.3.5 The use of Dictionary

The use of dictionary in teaching vocabulary was indicated by all the respondents. This was
probably so because of the availability of printed materials or what has been suggested in
Secondary school syllabus for class nine . The teachers are advised to keep on consulting the
dictionary for correct pronunciation, stress and intonations when teaching new words or
vocabulary. As much as the dictionary is popular with teachers, scholars like (Gathumbi 2008
and Thornsbury 2002) have discouraged it, saying that it might become a drawback. Some
dictionaries do not show different uses of a word in different context, leave alone how to use it.

It has been suggested that a dictionary should only be used when other methods fail, although it
is a quick way of getting a definition of a word. This agrees with Thornsbury, (2002) who
discouraged the use of dictionary in the classroom because dependence on a dictionary inhibited
the development of more useful skills such as guessing from the context.

4.3.6. The use of Synonyms

The use of synonyms in teaching vocabulary was preferred by many teachers, therefore, four out
of five (90%) probably because the knowledge enlarged the learners vocabulary very fast. The
learners were able to use variety of words to mean the same thing, avoided monotony and made
their composition interesting.
Synonyms can be used interchangeably (Olando &Wachira 2006). These are words that share a
similar meaning like old, ancient, elderly or aged. These words mean not young or new, however
when talking or even writing we choose which word to use in which context. We can say an
elderly man but not an elderly record player. There was need for learners to realize that although
synonyms are similar they are seldom the same in all contexts.

4.3.7. The use of antonyms

The outcome of the research showed that 3 out of 5 (60%) of the teachers preferred to approach
vocabulary teaching through the knowledge and use of antonyms. These are words with
contradictory meaning; (Gathumbi 2005) says that the knowledge of opposites is another way of
helping the learners to guess the meaning of unknown word (s). When the learners knew the
meaning of one word, it became easier to guess the meaning of the other. Another systematic
feature of opposites is the way one term in a pair may operate as the unmarked or neutral form,
for example in questions like; how big is your flat? And, how old is your son? The first question
is not pre supposing that it is big. It may be quite small. How old is your son? This second
question also could be referring even to a month’s old baby. The word you answer question like,
how young is your baby, neither can one answer the second question, as I am twenty years
young. Just as in big/small, young/old.

4.3.8. The use of Definition of Words

In this method the teachers used other words to tell the meaning of words, N=4 (90%) of the
respondents showed that this was a popular method of teaching vocabulary. It involved
explaining the meaning of a word by restating an idea. The meaning of unknown word was
determined by giving examples that clarified and helped to define it. Dictionaries were used as a
source of word definition. When using this method, the words were translated in one’s example
can be written in a sentence in English or a drawing. Eventually a learner came up with his or her
own dictionary which served as quick reference and source of fast revision Redman (1989). The
other reason why the teachers preferred this method was they used learners’ experiences in and
out of the classroom to come up with familiar definition of words. The teachers encouraged the
learners to use the words in their discussion to enhance, participation and production of
vocabulary.

16
4.3.9 The use of Visual Aids
This is the use of pictures, drawings, videos and real objects where learners used their sense of
sight to enhance vocabulary learning. One out of Five or 10% of teachers indicated that they
used ‘realiance’ in teaching were vocabulary usually used by the teachers to make their
presentations more comprehensible.

These included maps, drawings, real objects, pictures, photos, cartoons, diagrams and audio
recordings. This was in line with Colombo, (2009), who explained that visual aids helped the
learners to experience from multiple sensory representations of the real things. Sometimes the
teacher probed the learners to help them realize the meaning of words.

4.3.10. The use of Idioms

The use of idiom in teaching vocabulary was preferred by 3 out of 5 (80%) of the respondents.
Idioms or idiomatic expressions are formed where more than one lexical item co-occurs. That
way, each lost its original meaning and together gave rise to a new meaning. Orlando & Wachira
(2009) said that the knowledge of the idiomatic expression enriched learners’ understanding of
the language generally in speaking, writing compositions as well as other creative activities. An
idiomatic expression like “kick the bucket” for was buried.

Idioms have to be understood as they cannot be interpreted by the meaning of individuals’

word-.item Idioms are fixed collocation. However, the use of idioms and other multi-word items
like phrasal verbs and similes cause problems when the learner uses them out of context. The use
of multi-words accurately and appropriately, distinguished the intelligent learners from the
others. The learners needed frequent exposure and practice in the correct context, until the
learners became familiar and used them without difficulty.

4.3.11. The use of Homonyms

Homonyms as a strategy of teaching vocabulary was favored by 2 out of 5 (40%) of the
respondents. According to Bwire (2005) homonyms are words having different meanings in
different context, which are tricky and confusing to learners that was why it had to be explained
together with homophones and homographs. All the same, these groups of vocabulary are
essential in composition writing; however, they were easily mixed up and wrongly used.
According to Olando & Wacira (2006) homonyms are words that have similar spelling and had
similar pronunciation but had different meanings like: Fan- an admirer and at the same time it
can be; - a machine with blades that currents air in a room.

4.3.12. The use of Phresal Verbs

A phrasal verb, as a way of teaching vocabulary was preferred by N=3 (80%) of the respondents.
It was one of the multi-word units and strategy of learning vocabulary. A phrasal verb is a set of
words, usually a verb and one or two preposition or adverb whose meaning was different from
the meaning of the individual word when used separately. The learners could not possibly learn
phrasal verbs before they were familiar with verbs, prepositions and adverbs (Bukenya 1990).
Learners who comprehended and used phrasal verbs in their expressions made their
compositions more varied and interesting, which improved their quality. This was in line with
what (Kioko 2010) said that the knowledge of phrasal verbs is an addition to the development
of a learners’ vocabulary.

4.3.13. Parts of speech

All languages, are made of words which are classified in different parts of speech, they are
grouped in classes according to what they do in a sentence. These different classes are called
parts of a speech. 2 out of 5 (40%) of teachers, in the survey used the teaching of parts of speech
as a strategy of teaching vocabulary. This could be a long, detailed strategy. Other parts of
speech include adjectives, adverbs, pronouns, prepositions, interjections conjunctions or joining
words are introduced in bits throughout the syllabus.

17
4.4 Additional Strategies
4.4.1 The use of different Registers
The English language syllabus was organized in themes like health, technology, transport and
environment that was why teaching of vocabulary should be introduced in registers or different
disciplines, therefore it was expected that the teachers would use this strategy. However, it
ragged behind. These disciplines usually contain specialized vocabulary that learners needed to
learn. This, therefore, was one of many vocabulary-teaching approaches that emphasize direct
vocabulary training that acted as an introduction in focus to vocabulary instructions, the use of
dictionary and contextualization. The specific vocabulary needs of ELLs in whatever educational
setting was clearly addressed.

The teacher in this case needed to emphasize on the vocabulary, which were needed in writing an
interesting composition touching on a specific area. Generally English vocabulary distracted the
learners, as they would only learn what they were able to apply more specifically. Gardner
(2013) argues that words be organized in groups of how they relate like tree-nest-bird-eggs.The
teacher ensured that all learners took part as an individual, groups or teams. Uses of crossword
puzzle were interesting finding words, which enhanced learners’ concentration.

4.4.2 Contextualization
The English language syllabus was organized in themes whereby the teachers exposed the
learners to the new word (vocabulary) related to that theme. This therefore meant that words
learnt, the sentences structures or pattern as well as the comprehension reading were from that
theme. It also meant that the variety of the vocabulary as used in this specific context, this way
the learners were able to learn and had extensive vocabulary coverage. However the knowledge
of vocabulary involved knowing how to writes it, it’s to mean in use it, and when to use it.

Contextualization according to Gardner (2013) was perhaps the most important element of direct
vocabulary instructions (DVI) that ensured that English language learners (ELLs), were actually
conceptualizing the words they were trying to learn. This can be made clearer by using a first
language gross, if the concept is already known. Vocabulary learning is always dependant on
what an individual knows or doesn’t know. All the same, the rapidly learners recognizing word
forms and automatically connecting forms with their meanings.

Contextualization focused on learning in ways that b knowledge and experiences both in and
outside the classroom. However, when the learners had diversity, like in modern classroom, the
teachers created shared experiences through activity based and problem oriented instructions.

4.5. The extent to which Learners Use Vocabulary in Composition Writing

The second objective question sought the extent to which the learners used the learnt vocabulary
when practicing writing compositions. The title of the composition was given in form of
beginning of a story “a encounter many challenges, one day I was of learning, the class nine
learners were taught about the work of a police officer. In a topic theme in their syllabus entitled
‘professions’ this theme a list of related vocabulary confectioned to police activities and
importance of maintaining law and order were covered.

4.5.1 The learners’ frequency of writing composition

Composition writing skills like other skills needed practice in order to perfect them. The teachers
needed to expose the learners to a lot of practice on writing composition. For the purpose of this
research, both teachers and learners agreed that there is need to practice writing composition. All
(100%) of the sampled learners indicated that they write compositions and that all the
compositions written were marked by their teachers of English.

18
Figure 4.4 Frequency of Composition writing

In response, the frequency of writing composition opportunities was irregular among the
learners. (20%) of teachers indicated that they issued weekly composition writing assignments
during which the use of vocabulary learnt in the course of the week was practiced. Majority, N=4
(40%) indicated that they only issued such assignments fortnightly. Further, (30%) of the
teachers indicated that they only issued composition writing assignments on monthly basis,
during which learners practiced the use of vocabulary learnt in the month.

The impact of such delays in assessing learner's ability to use vocabulary implied that the
learners missed the opportunity to practice and build their skills in self-expression through
writing. This made it more difficult for learners to remember the vocabulary learnt which
affected their performance.

Learners simply learnt to write by writing according to (Andrew 2011) writing was a mirror of
self, the soul and the world. Through writing we gave voice to our most intimate thought and
imagination. Composition writing used linguistic approach which involved vocabulary
acquisition, development and use. The improvement of appropriate choice of words moves from
simple structures to complex ones. This was in line with the argument that knowledge became
intake through practice, especially one that provided opportunities for using language.

4.5.2 The learners performance

For the purpose of this study, the learners wrote a composition whose beginning of a story was
given; the instructions were: complete the story making it as interesting as you can. “As a police
officer, I am in patrol when”……………………….In the course of learners learnt about the
work of a police officer . In this theme the vocabulary relating to a police activities and the
importance of maintaining law and order were covered. The time and circumstances of writing
the composition was free of any Hawthorne effect. This was so because it was during a usual end
of term composition writing test.
Figure 4.8 Learners’ Performance

The outcome of the performance showed that the randomly selected and analyzed written
compositions did not attain 50% which is 20 out of 40. The result of the analyzed final sample of
the original of 200pupils, was 10% of the research sample, was clustered in four categories. The
categories are; 01-10, 11-19, 20-29 and 30-39. The reason that led to 12 out of 20, (60%) to

19
perform below average in composition writing, was lack of regular practice as shown in figure
4.7. Eight out of 20 (40%) scored above the average mark of 20 out of possible 40 marks.

This was not withstanding the fact that 3out of 5, (80%) of the teachers believed that knowledge
of English vocabulary contributed very much to learners' performance .This further brought out
the significance of better vocabulary teaching methods to help the learners overcome the
challenge. Learners who were awarded marks 11-19 were classified as fair, although they lacked
confidence in the language they communicated understandably, but only relatively so. Their
stories were undeveloped; L1 influence was evident and lacked variety of words to express
themselves. The third category included those learners who were awarded 20-29 marks .These
learners were able to express themselves easily and fluently. They had well constructed
sentences and had the ability to use English as a normal way of expressing themselves.
4.6..The Learners’ Performance Rating
The research sought to know what teachers felt about vocabulary in their composition writing. In
answering the question on how they would rate their learners composition performance in their
school, the teacher responded in the following way

Despite 2 out of 5 (30%) percent of the learners posting below average marks, in the composition
writing test in this survey, 3out of 5 (70%) of teachers surveyed expressed satisfaction with their
learners’ performance vocabulary in composition writing. Teachers responded this way probably
because teaching and assessing writing skills in L2 was difficult.
4.7.How Teachers Point out Learners’
Keh, (1990) defined feedback as an input from the reader (teacher) to a writer (learner) with the
effect of providing information to the writer for correction and revision. The teachers sampled
indicated that they used two different ways of showing vocabulary mistake fig4.10
Fig. 4:10 Learners’ response to teacher

Underlining and indicating the nature of required corrections was the most commonly used
method of pointing out vocabulary mistakes. The mistakes included incorrect use of vocabulary,
wrong choice of words and spelling in learners’ compositions. The standard color used in
pointing out the mistakes and suggesting appropriate corrections was responses, which indicated
that 3 out of 5 (80%) of teachers indeed underlined the vocabulary mistakes found in
compositions and indicated the necessary kind of correction. The remaining two teachers (20%)
only underlined the compositions.

20
4.8. Learners’ Response to Teachers’ Vocabulary

The fourth objective of this research study was to establish the learners’ response the assessment
of vocabulary in their written composition. In this research the teachers agreed that learners
indeed corrected their vocabulary mistake in different ways. In as much as some of the learners
had negative feelings and majority of them did not understand the meaning of the teachers red
marks on their compositions, they attempted to correct their work in different ways.
Figure4.13 Learners’ response to corrections

The study showed that 2out of 5 (30%) of learners sought clarification from teachers on the
mistakes made and suggested corrections. Six more learners (30%) copied the entire composition
afresh factoring on the correction of the mistakes as suggested by the teacher. Out of 20 learners
(10%) corrected only the vocabulary pointed out. The remaining 6 out of 20 (30%) of the
respondents used other means other than the ones indicated in figure 4.13.

As learners are the central participants in the pedagogical process, the raw materials that go into
the process of learning, the success of the process was determined by the knowledge and the
skills the learners acquired after going through the process. Gathumbi, (2005) agreed with
Ominde report, (1964) which recommended that Ateachers should adjust their instructional
methods to the individual needs learners centered than teachers. The acquisition of vocabulary
was demonstrated when learners are able to produce comprehensible pieces of writing at their
level. The views, feelings and attitudes of the learners about what went on in the process of
learning were therefore important.

21
 CHAPTER FIVE:

SUMMARY OF THE FINDINGS, CONCLUSION AND RECOMMENDATIONS

In this chapter the summary of the findings, recommendations and conclusions of the study were
made. The purpose of this study was to find out the strategies of teaching and learning English
language vocabulary used in writing composition by standard seven learners and makes the
necessary recommendations. The research questions in chapter one are answered by the analysis
in chapter four. It sought to find out the extent to which the learners used the relevant and
appropriate vocabulary in writing compositions. How the teachers assessed learners vocabulary
mistakes, and the learners response to the same.

5.1. FINDINGS
Although there lacks comprehensive guidelines, the study found that teachers had their own
preferred methods which are discussed in section 4. The ten most widely used techniques for
teaching vocabulary for use in composition writing were the dictionary, sentence structure,
synonyms, definitions, idioms, visual aids, phrasal verbs, parts of speech, antonyms, and
homonyms. The effectiveness of some of these techniques in classroom had been challenged by
scholars.

From the figures captured in the composition writing test administered to the sampled learners,
the outcome showed that the performance of most learners was below average. The challenges
that led to 60 percent of the learners to perform below average in composition writing were lack
of regular and consistence composition writing practice. Since only 20% of learners wrote
compositions weekly. Only 40 percent wrote fortnightly, while 30% wrote compositions once a
month. The rest 10% wrote once every term. Only 40% scored above the average marks of 20
and above out of possible 40 marks.

The teachers sampled indicated that they used different ways of showing vocabulary mistakes;
underlining and indicating the nature of required corrections being the most commonly used
methods. This method did not in any way help learners to improve the use of vocabulary.
Learners were instructed on how to recognize and correct their vocabulary mistakes using
conventional symbols.

The study found that 60% of the learners sampled appreciated the fact that the teacher took the
time to assess and point out the vocabulary mistakes in the compositions However, 40% of the
learners did not take the corrections positively. Some teachers had not taken the time to explain
their learners what the markings on their compositions meant.

The other reason low performance was that some teachers made discouraging comments on
specific learners’ composit the teachers and learners regarding the corrections suggested was
further emphasized by the fact that 50% of the learners made immediate corrections. The
remaining 50% did not. This was an indicator that in half of the cases, the teachers did not
follow up to ensure that the corrections were made.
As the study found out, there lacked a clear systematic and comprehensive instructions on
teaching and learning English vocabulary used in writing compositions by class nine learners.
The teachers in this study thus resulted to a number of techniques, such as use of the dictionary
in classroom, which has been termed, ineffective for classroom use by scholars. In the absence
of such important guidelines, the research showed that 4o% of teachers had no time for teaching
vocabulary during content delivery in the classroom. The teachers’ level of education and years
of experience had no impact on the performance of the grade nine students in the study in
regards to vocabulary learned and used in composition writing. This was more so considering,
that 100% of the teacher respondents had at least bachelor of Education degree, and also had
over 5-8 years of teaching experience.

22
5.2.Recommendations
Teachers and learners should work as a team in teaching and learning of using vocabulary in
writing composition. Use feedback, as a point from where to build for proper development of
writing skills. Teacher-learner discussion should involve face to face interactions between the
writer (learner) and the teacher. These interactions can be individual, group or whole class
lasting for 10-30 minutes.
A. There is a need for developing acceptable conventional symbols for marking
compositions, familiar to both teachers and learners. This would make it easier for
learners to correct their own mistakes.
B. Marking should be coded to allow teachers to point the exact location of an error and the
type.
C. The teachers summarized comment at the end of the composition should be positive to
avoid demoralizing the learners.
D. Teachers should reduce the number o to make it more encouraging and motivating the
learners.
E. Teachers should concentrate on one specific error pattern instead of marking all errors at
the same time, some of these specific areas would be spelling, choice of vocabulary,
relevancy in a sentence, appropriateness and or use of specific group of words like,
adverbs, adjectives and others. It may also be of use of certain of, interpretation of
proverbs and or other multi-words or choice of them.
F. Learners would benefit a lot in if they practice their oral and listening skills at their own
level of development
G. Most of the composition writing activities should evolve from discussion and experience
of learners
H. The Kenya institute of curriculum development (KICD) may include instructions on the
process of teaching and learning vocabulary as well as composition writing and their
methods of teaching in the English syllabus.
I. There is need for Kenya national examination council to include what composition
marking entails by availing past marking schemes to help teachers not to beat round the
bush when marking.

23
BIBLIOGRAPHY

Ahmann, S. (1971)Evaluating 4pupils’edition,Boston: librarygrowthof congress.

Allen & Campbell, (1972) Teaching English as a second language, New York.

Oxford University press.

Ann, P. et al. (1993) Hearing ourselves think, New York: Oxford University Press, Arnold, H.
(2004) Second language learning theories, New York: British Library
Catalogue.
Ayot, H. (1984) Language for learning; a methodology book for English language Learning
in secondary schools, Nairobi: Kenyatta University,
Baker, (2003) The English Language teachers,New York: hard book British Library
Cataloguing publication data,
Barbara, D. Stuodt(1988) Teaching Language arts,U.S.A: Library of congress
Cataloging in Publication
Bauer, L. (1983) English word formation,New York: Cambridge University Press,.
Bukenya,A. (1990) the skills of English, an Integrated course of Language and
Literature Form 2, Nairobi: Oxford University Press.
Bullock, R. (2006) The Norton field Guide to writing, London: W.W. North & Company
Ltd.
Bunyi, G.W. (2008) Current pathways to English literacy in Kenya, Benchmarks for
English, Nairobi: Phoenix Publishers Ltd.
Burton, S. & Hompries, J. (1992) Mastering English Language,London:The
Macmillan Press LTD.
Bwire, P. (2003)Skills in composition Writing,Nairobi: Macmillan Kenya Publishers
Limited.
Byrne, D. (1988) Teaching writing skills,Hong Kong: Longman group, UK Limited.
Chater Pauline, (1984) Marking and Assessment in English, USA: Methuen & Co. Ltd Colombo,
M. (2009) Teaching English Language Learners, U.S.A: Sage
Publication.
Cook Guy, (2003) Applied linguistics, New York: oxford university press.
Debot, K. et al. (1996) Toward a lexical processing model for the study of second language
acquisition evidence from ESL reading studies of second language acquisitions.
Doff, A. (1990) Teach English, Teachers workbook, Cambridge: University Press Ellen
Mcintyre, (2009) Six principles for teaching English language
learners, California:Corwin Press.
Gannon, P. (1985) Assessing writing; principles and practice of markingwritten English,
London: Edward Arnold.
Gardner, Dee. (2013) Exploring vocabulary language in Action, Glasgow: Bell & Bain limited
.
Gathumbi,A.W. and Masembe, S.C.(2005) Principles and techniques in Language Teaching,
textbook for teachers Education, Teachers and Pre-service Teachers, Nairobi: Jomo
Kenyatta Foundation
Peacock Colin, (1986) Teaching writing, USA Washington: Library of congress
cataloging in Publication.
Prige, I. (1981) Teaching writing learning. The Canadian council of teachers of
English, New York: Cambridge.

24
APPENDIX A

Questionnaire for the Teachers

The purpose of this questionnaire was to seek information on strategies used in

teaching and learning English language vocabulary, do the learners use the vocabulary
taught in their composition writing and how you assess the learners’ written
compositions.

Your honesty and cooperation will go a long way in helping the researcher achieve and
accomplish the objectives of this study. You don’t have to write your name. The
information you give will also be treated with utmost confidentiality and for research
purposes only. The researcher will personally collect the completed questionnaires.

Write your answer by ticking ( ) in the provided spaces or by writing down your
answers or responses in the spaces provided where necessary. Thank you for your
cooperation.

SECTION ONE: Teachers Characteristics

Name………………………………………………………….……….(Optiona

Gender Male ( )Female ( ) School………..…………………

Classes taught……………………………………………………….

Highest professional qualification

PI () Diploma ()

B.Ed ( ) M. E d ()

Others (specify)……………………………………………………..…

Indicate your teaching experience in years.

1 –5 Years( ) 6 –10 Years ( )

11 –15 Years ( ) Over 16 Years ( )

25
SECTION B

1. What is your teaching workload per week? .............................lessons.

2. Does the workload affect the efficiency of your teaching? Yes ( ) No ( ).

How far... Very inefficient ( ) slightly inefficient ( ) No effect ( )

3. In your opinion, which skill of English language learning is difficult to teach? Rank them in
order of difficulties (from most to the least)
Listening ( ) Speaking ( ) Reading ( ) Writing ( )

4. Which of the skills above is mostly examined in KCPE?

………………………………………..………………………………………

………………………………………..………………………………………
5. In the two English language examination presentation, which one do you think Present more
difficult to learners?
Multiple choices ( ) Composition writing ( )

6. How can you rate the performance of composition in your school?

Very Good ( ) Good ( ) Satisfactory ( )

Poor ( ) Very poor ()

7. To what extent does the knowledge of English language vocabulary Contribute to good
composition writing performance?
Very much ( ) Much ( ) Considerably ( )

Much ( ) Not at all ( )

8. Besides teaching vocabulary in the classroom, what other way can be used to enhance the
mastery of vocabulary? Rank them in order of importance.
Story telling ( ) Debating ( )

Communication ( ) Others………. (specify)

10. Do learners use the vocabulary learnt in class in writing English Compositions?
Yes ( ) No ( )

9. Do you have specific lessons when you teach English language vocabulary used
in composition writing?
Yes ( ) No ()

11. How often do your learners practice writing compositions?

Daily ( ) Weekly ( ) Fortnightly( )

Monthly ( ) Timely ( )

12. How do you point out learners’ vocabulary?

Underlining ( )

Underlining and correcting ( )

Underlining and pointing out what is wrong ( )

Just reading and awarding marks or grades? ( )

13. How do learners respond to your marking?

26
 Seek clarifications ( ) Copy again with corrections ( )

Correct the underlined vocabulary only ( ) others (explain) .......................................

...............................................................................................................................................

14. Is correction done immediately?

Yes () No ()

15. How would you rate the use of vocabulary learnt in English composition

writing by your class in general?

Above average ( ) Average ( ) below average ( )

16. In your opinion what should be done to improve the use of variety
of vocabulary in composition writing?

Explain ..........................................................................................................................

17. Do you think extra experienced teachers should be hired to teach English
vocabulary and how to use them in composition writing?

Yes () No ( ).

Give a reason ..............................................................................................................

...............................................................................................................................................

18. Are you an examiner with the Kenya National Examination Council (KNEC)?

Yes ( ) No ( ).

19. Do you think it helps you to improve your teaching especially on the area of?

teaching vocabulary and composition writing?

Yes () No ( ).

20. Do you think the English language teachers who mark KCPE have an

advantage over you?

Yes () No ( ).

27
APPENDIX B

Interview Schedule For Grade Nine Students

1. How often do you write compositions’?
Daily ( ) Weekly ( ) Fortnightly ( ) Monthly ( ) Termly ( )

2. Are they marked?

Yes ( ) No ( )

3. Who marks them?

Subject teacher ( ) other teachers ( ) other pupils ( )

4. Do you get back your marked compositions? Yes ( ) No ( )

5. How does the teacher show your vocabulary mistakes?

Underlining ( ) Encircling ( ) Underlining with corrections on top ( )

Only marks are written ( )

6. What words do your teachers use to comment on your compositions?

..................................................................................................................................

7. How do you feel when you see the red marks on your marked composition?

........................................................................................................................................

8. Are you able to identify your underlined vocabulary mistakes?

Yes ( ) No ()

9. Do you correct your vocabulary mistakes immediately?

Yes ( ) No ( )
10. Have you ever been told by your subject teacher the meaning of the

Marks on your marked composition? Yes ( ) No ( )

11. Do you usually discuss your marked composition with your English teacher?

Yes ( ) No ()
12. Who else helped you with your practice in compositions writing?

........................................................................................................................................

Thank you.

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