EFFECTS OF TALK-READ TALK-WRITE APPROACH ON SENIOR SECONDARY STUDENTS' ACHIEVEMENT IN COMPOSITION WRITING IN WUKARI TOWNSHIP, WUKARI LOCAL GOVERNMENT AREA, TARABA STATE, NIGERIA

Abstract

The need to communicate in teaching and learning of English as a second Language and official
Language is to equip the learners with the ability to communicate effectively to accomplish their
educational and employable requirement. The purpose of this study is to determine the effects of
talk-read talk-write approach on Senior Secondary School Students' achievement in composition
writing. The talk-read -talk-write is an approach to teaching composition where students write by
reading what they have read and to write what he/she read in another way following the same format
not distorting the meaning. The sample was drawn from two public secondary school of Wukari
Township in Wukari Local Government Area of Taraba State. Ninety- eight SS1 Students from two
public secondary schools were used for the study using quasi-experimental design specifically the
non-equivalent control groups design using the “hat and draw method”. Four research questions
were raised to guide the study. The instrument for data collection was titled “Secondary Students'
composition writing Achievement Test” (SSCWAT). The test consists of reading a text or article of
what other writers have written, discuss about the text or article they have read, to further urge
students to write what they have read in a different way following the same format. The data were
analysed using mean and standard deviation to find out whether there was a change in the
achievement of students in writing composition after being exposed to treatment( Talk –read- talkwrite
approach of composition Writing). The findings showed that the achievement in performance
of students in the experimental group compared to the performance in achievement by students in the
control group, the experimental group in the post-test did better than that of pre-test. Which further
revealed that the students in the experimental group performed better using the approach (Talk-
Read-Talk-Write).