Abstract:
The purpose of this study was examining the practices of teaching writing skills: the case of grade 11 students of two selected secondary schools in Dendi district. To conduct the study, a descriptive research design was employed. Out of the total population of 398 students from 2 schools of grade 11; 30% of the students were taken using stratified proportionate sampling technique and simple random sampling method respectively to get the sample; English language teachers were selected in comprehensive sampling method because of their immediate accessibility. From this, two schools and 119 students were included in this study. Questionnaire, interview and classroom observation were used to collect data. Questionnaire was the main data gathering instrument for this study. Quantitative data which were collected through questionnaire from the students were analyzed by using descriptive statistics by using SPSS v.20.0. Frequency and percentage were also used to analyze the participants’ characteristics. The data gathered through interview and classroom observations were discussed in line with basic questions. Consequently, the main findings confirmed that relatively teachers use process writing approach than the final text, with rare focus of end result. The practices of teaching writing skill in pre writing, while writing and post writing was sometimes done. Lack of students’ and teachers’ interest, emphasis, motivation, lack of sufficient time, spelling error or adding from the side of students, lack of teachers giving chance for students to practice writing skill, directing, and giving feedback in the process writing skill are some of the major problems. To solve these problems teachers’ should play their role in guiding, encouraging, awareness creating, and making students continuously practice writing skill. In addition give training for English language teachers’ by preparing manual in collaboration with the school community and concerned body through allocating budget to improve the working condition of writing skill. Besides this, conducting further investigation regarding factors that hinder the practices of teaching writing skill is recommended
