INFLUENCE OF PEER RESPONSE GROUPS’ STRATEGY ON WRITING ACHIEVEMENTS IN KISWAHILI LANGUAGE AMONG SECONDARY SCHOOL STUDENTS IN KISII COUNTY, KENYA
Abstract
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.
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DOI: http://dx.doi.org/10.46827/ejes.v0i0.1946
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