Dedication
To my parents and my family
Acknowledgments
I would like to thank many people who have contributed in different
ways for supporting me during the study.
In particular my special thanks are due to my supervisor Dr. Nada Sid
Ahmed Eljack for her constructive comments and constant support, guidance
and encouragement. She has been a source of supports and ideas at every
stage of the development of this study.
I would like to appreciate the very considerable contribution to Imam
Mohammed Bin Saud Preparatory year program teachers and students.
Last but not least, my thanks to college of graduate studies - Sudan
University of Science and Technology who facilitated my study from
abroad.
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Abstract
(English Version)
This study aims to investigate the Preparatory Year Program (PYP)
students poor performance in writing skill for the course that has been
delivered by the PYP department during one semester of study. An
experiment and control group approach was employed in a view that to
enable the researcher pin down where the problems lie within a short period
of time. Pre-test and post-test along with teachers' questionnaire were used
as research instruments. The study sample consists of 60 female students.
Teachers were given a questionnaire. SPSS was used to analyze the data
obtained. The major findings include: Firstly, one term is not enough to
present and practice using the material. Secondly, teachers are not using
suitable materials and methodologies to improve writing skill. Thirdly; the
preparatory year program program at Imam university does not provide an
effective plan to improve students writing skill.
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Contents
Items
Pages
Dedication
Acknowledgements
Abstract(English Version)
Abstract (Arabic Version)
List of Tables
i
ii
iii
v
vii
List of Figures
viii
List of Abbreviations
Chapter One: Introduction
Overview of the Study
1.0
1.1
Overview about PYP
1.2
Statement of the Problem
1.3
Objectives of the Research
1.4
Research questions
1.5
Research Hypotheses
1.6
Research Methodology
1.7
Significant of the Research
1.8
Scope of the Research
Chapter One: Review of the Literature
Introduction
2.0
2.1
Stages of Writing
2.2
Writing a Paragraph
2.3
Writing Essay
2.3.1
Stages of Essay Writing
2.4
Writing Mistakes
10
2.5
Spelling Mistakes
11
2.6
Punctuation Mistakes
12
2.7
Grammar Mistakes
12
2.8
Usage Mistakes
13
2.9
Teaching Writing Process and PYP
13
2.10
Learning Styles and PYP
16
2.11
Learning Strategies and PYP
17
2.12
PYP as Teenagers
20
Part Two Preparatory Year Current Situation
21
2.13
The Preparatory Year Program
21
2.13.1
Deanship Main Objectives
22
2.13.2
Passing the Program
23
2.13.3
Attendance ,Delay and Apology for Study
23
2.13.4
Course Equation
24
2.13.5
Dismissal from PYP program
24
2.13.6
Changing the System
25
2.13.7
Placement Test
25
2.13.8
Why putting Emphasis on Writing
26
2.14
Part Three: Previous Studies
27
Chapter Three: Research Methodology
Introduction
3.0
31
3.1
Research design
31
3.1.1
Population
31
3.1.1.1
Teachers sample size
32
vi
3.1.1.2
Students sample size
33
3.2
3.2.1
Data Collection Instrument
Writing Skill Test (Pre and Post Test)
33
33
3.2.1.1
Writing Skill Test (Pre-test)
33
3.2.1.2
Writing Skill Test (Post-test)
33
3.2.2
Teachers Questionnaire
35
3.3
Validity, Reliability and the Pilot Study of the Two Instruments
36
3.4
Data Collection Procedures
37
3.5
Summary
38
Chapter Four: Data Analysis, Results and Discussion
4.0
Introduction
Data Analysis
4.1
39
39
4.1.1
4.1.1.1
Analysis of Teachers Questionnaire
Teachers' Factors Dimension
39
39
4.1.1.2
Students' Factors Dimension
43
4.1.1.3
University Factors Dimension
48
4.1.2
Analysis of Students' Test
50
4.1.3
Pre-test &Post-test Analysis
53
4.2.
Discussion and Interpretation of the Findings
54
Chapter Five: Summary of Results, Conclusions and Recommendation
Summary of Results
5.0
60
5.1
Conclusions
60
5.2
Recommendations
61
62
64
References
Appendices
vii
List of Tables
Teachers Factor Dimensions
Page
Table( 4.1) Twelve Weeks is enough .39
Table( 4.2) The Students use correct form in Writing .. 40
Table (4.3) Poor Results Means Poor Teaching Style .. 41
Students Factor Dimensions
Table (4.4) Students Learn Intensively.. 43
Table (4.5) The Program Satisfy Saudi Needs in Writing.. 44
Table (4.6) The Dosage that Students have is Enough.. 45
Table (4.7) The Program Encourage Students to Improve the Skill. 46
Table (4.8) PYP Students Write Confidently ..47
Universitys Factor Dimensions
Table (4.9) Preparatory Year Provide Effective Program 48
Table (4.10)Poor Results Means Poor Syllabus Design 49
Analysis of the pre-test
Table( 4.11)..50
Analysis of the post test
Table (4.12) .52
The growth result of pre-test and post-test
Table (4.13)..53
viii
List of charts
Teachers Factor Dimensions
Page
Chart ( 4.1) Twelve Weeks is enough for the Course... 40
Chart ( 4.2) The Students use correct form in Writing.. 41
chart (4.3 ) Poor Results Means Old Fashion Teaching Style . 42
Students Factor Dimensions
Chart (4.4) Students Learn Intensively.. 43
chart (4.5) The Program Satisfy Saudi Needs in Writing .. 44
chart (4.6) The Dosage that Students have is Enough .. 45
chart (4.7) The Program Encourage Students to Improve the Skill . 46
chart (4.8)
PYP Students Write Confidently . 47
Universitys Factor Dimensions
Chart (4.9)
Preparatory Year Provide Effective Program ... 48
chart (4.10) Poor Results Means Poor Syllabus Design 49
Analysis of the pre-test
Chart (4.11)...50
Analysis of the post test
Chart( 4.12)..52
The growth result of pre-test and post-test
Chart (4.13)..53
ix
List of Abbreviations
PYP
preparatory year program
APE
Advance Placement Exam
IELTS International English Language Testing System
SAT Scholastic Aptitude Test
GPA Grade Point Average
ESL English as A second Language
EFL English as a Foreign Language
ELT English Language Teaching
