INFLUENCE OF PEER RESPONSE GROUPS’ STRATEGY ON WRITING ACHIEVEMENTS IN KISWAHILI LANGUAGE AMONG SECONDARY SCHOOL STUDENTS IN KISII COUNTY, KENYA
DOI:
https://doi.org/10.46827/ejes.v0i0.1946Keywords:
influence of peer response groups’ strategies, writing achievements, Kiswahili language, secondary school students, Kisii County, KenyaAbstract
Writing is fundamental to effective communication particularly in this era in which e-mail and other word processed documents are the norm rather than the exception in a workplace. Writing apprehension is a result not a cause. It is a result of lacking knowledge or understanding necessary to complete the writing task and the students’ belief that writing is hard work. Writing is one of the four skills in Kiswahili language needed for written communication. However, previous studies point out that poor instructional strategies in Kiswahili language; not only limit the writing skills but also reduce students’ curiosity in writing. Until then, little was known about the influence of peer response groups’ strategy on students’ writing essays. The purpose of this Paper, therefore, was to determine the influence of peer response groups’ strategy on writing achievements in Kiswahili language among secondary school students in Kisii County, Kenya. To achieve this purpose, this paper sought to achieve the following objectives: to determine teachers’ competence in applying peer response strategy in classrooms and describe how response peer groups’ strategies impact writing in Kiswahili language. This paper adopted qualitative design. This paper was conducted in Kisii County secondary schools. The paper targeted secondary schools, teachers and form three students. The paper used interviews, observations and focus discussions to collect data. The paper held face to face interviews with teachers. Qualitative data was analysed thematically and findings were quoted directly in text. The major findings of this paper were that: peer response strategy enhance students’ drafts, lead to meaningful revisions, increase learners’ vocabulary and encourage students to write and revise drafts. This paper recommends that teachers ought to apply peer response groups’ strategy in the teaching of Kiswahili language in classrooms so that to enhance students’ writing achievements.
Article visualizations:
References
Al-Jamal, D. (The impacts of peer response in enhancing ninth-graders’ writing skills. Department of curricula and instruction Multah University. Jordan. Vol.1-No. Moharram 1430. January 2009
Anderson, L.W. (2004). Increasing teacher effectiveness. Paris: UNESCO, International Institute for Educational Planning.
Beyer, L. (2002). The politics of standards and the education of teachers. Teaching Education, 13, 3, pp. 305-316
Darling-Hammond, L. & Baratz-Snowden, J. (2005). A good teacher in every classroom. USA: Jossey Bass
Ingvarson, L. (1998a). Professional development as the pursuit of professional standards: the standards-based professional development system. Teaching and Teacher Education, 14, 2, pp. 127-140.
Kangahi, M. & Indoshi, F.C. (2012). Teaching styles and learners achievement in Kiswahili language in secondary schools. International Journal of academic in progressive education and development July 2012, vol. 1. No; 3 ISSN; 2226-6348.
Kenya National Examination Council (2012). Kenya National Examination Council Report. Nairobi-Kenya. Government Printers.
Kobia, M. (2009). Challenges facing implementation of secondary Kiswahili curriculum in Kenya. Iranian Journal of language studies CIJ. Vol.3 (3). 2009 (pp.303-316).
Koross, B, Indoshi, F, C. and Okwach, T. (2013). Perception of teachers and students towards methods used in teaching and learning of English writing skills in secondary schools. International Journal of English language and Linguistics Research Vol 1, No. 1, pp.32-38, June 2013. Published by European centre for research training and development UK
Lui. J. & J.G. Hansen (2005). Peer Response in second Language writing classrooms. Michigan series on teaching writers.
Mahmood, A. (2010). Teachers’ handbook. Pakistan: Qurban & Surrraya Educational Trust.
Mcber, H. (2000). Research into teacher effectiveness: a model of teacher effectiveness. Research report 216. DfEE.
Michieka, M. (2010). Language maintenance and shift among Kenyan University students. Paper Presented at the Annual Conference of African Linguistics (ACAL) University of Toronto Canada.
Msanjila, P. (2005). “Problems of Writing in Kiswahili: A case study of Kigurunyembe and Morogoro Secondary Schools in Tanzania.” Nordic Journal of African Studies (1411) 15-25.
Oser, F. Κ.Α. (2006). Competence- oriented teacher training: old research demands and new pathways. In: F. Oser, F. Achterhagen & U. Renild, (Eds.), Competence oriented teacher training: old research demands and new pathways (pp. 1- 7). Rotterdam: Sense Publisher,
Peckham, I. (1996). If it broke, why fix it? Disruptive and constructive computer-mediated response group practices. Computers and Composition, 13, 327-339.
Piaget, J. (1932). The language and thought of the child. London, Routledge & Kegan Paul.
Richards, C. (1990). Language Teaching Matrix. Cambridge: Cambridge University Press
Sima, S. (2001). Exchanging Ideas with Peers in Network Based Classrooms: An Aid or a Pain. Language Learning & Technology .103- 134.
Turner- Bisset, R. (2001). Expert teaching: knowledge and pedagogy to lead the profession. London: David Fulton.
Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. Cambridge, Harvard University Press.
Yan, G: A process Genre Model for Teaching Writing, The English teaching from, V. 43, No. 3, 2005.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
