Volume 43, Issue 2, August 2024, Pages 359–365
Lotsove Makuru Tryphonette1
1 English Department, ISP Bunia, Ituri, Bunia, RD Congo
Original language: English
Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study aims to get teachers of English’s view on 3rform pupils’ poor performance on composition writing. The research adopted descriptive and exploratory designs. For collection of data, questionnaire was used as technique. It was addressed to 30 secondary school teachers of English teaching in secondary schools located in Mbunya township of Bunia. Sampling was done randomly among a population of 45 secondary school teachers. Data were coded and analyzed using the Descriptive Statistics such as frequencies and percentages with the help of statistical package for social sciences (SPSS). Then, they were presented using frequency tables. Findings showed that problems encountered by pupils in composition lesson are as follows limited vocabulary, word misspelling, lesson teaching time management, incorrect structuring of sentences and conjugation of English verbs including lack of dictionary.
Author Keywords: english composition, writing, teaching, performance, learning, skill.
Lotsove Makuru Tryphonette1
1 English Department, ISP Bunia, Ituri, Bunia, RD Congo
Original language: English
Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This study aims to get teachers of English’s view on 3rform pupils’ poor performance on composition writing. The research adopted descriptive and exploratory designs. For collection of data, questionnaire was used as technique. It was addressed to 30 secondary school teachers of English teaching in secondary schools located in Mbunya township of Bunia. Sampling was done randomly among a population of 45 secondary school teachers. Data were coded and analyzed using the Descriptive Statistics such as frequencies and percentages with the help of statistical package for social sciences (SPSS). Then, they were presented using frequency tables. Findings showed that problems encountered by pupils in composition lesson are as follows limited vocabulary, word misspelling, lesson teaching time management, incorrect structuring of sentences and conjugation of English verbs including lack of dictionary.
Author Keywords: english composition, writing, teaching, performance, learning, skill.
How to Cite this Article
Lotsove Makuru Tryphonette, “Teachers’ View on Bunia Secondary School 3rd Form Pupils’ Poor Performance in English Composition Writing,” International Journal of Innovation and Applied Studies, vol. 43, no. 2, pp. 359–365, August 2024.
