The Effect of Adopting CAF Strategy on Developing Paragraph Writing Skills for the Eighth Graders

114 Pages·2014·1.53 MB·English

Al-Azhar University – Gaza
Deanship of Postgraduate Studies & Scientific Research
Faculty of Education
Master of Curricula and Teaching Methods

The Effect of Adopting CAF Strategy on
Developing Paragraph Writing Skills for the
Eighth Graders in Gaza

Prepared by
Raeda Eid Sabra

Supervised by
Prof. Hassan Ali Abu- Jarad
Professor of Applied English Linguistics
Al-Azhar University

Thesis Submitted to the Department of Curricula & Teaching Methods in
Partial Fulfillment of the Requirements for the Degree of Master of
Education

2014 - 1435

ميحرلا نحمرلا للها مسب
بتكيلو هوبتكاف ىمسم لجأ لىإ نيدب متنيادت اذإ اونمآ نيذلا اهيأ اي"
".للها هملع امك بتكي نأ بتاك بأي لاو لدعلاب بتاك مكنيب
"282"
) ةرقبلا ةروس(

In the name of Allah ,
THE BENEFICENT, THE MERCIFUL.
"O ye who believe! When you contract a debt for a
fixed term, record it in writing. Let ascribe record it in
writing between you in equity. No scribe should refuse
to write as Allah has taught him".

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Dedication

To my parents, who have been always
supporting and encouraging me,

To my dearest husband, who has
donated me his love and care,

To my brothers and sisters, for their
kindness and everlasting encouragement,

To all of my teachers at Al-Azhar University,
who devote themselves to serve humanity, and who
have encouraged me to accomplish my goal,

I dedicate this work

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Acknowledgement

In the Name of Allah, the Most Merciful, the Most Compassionate
All praise and thanks to Almighty Allah who granted me the health, strength,
and knowledge to complete this work.
First, I would like to thank my supervisors, Prof. Hassan Abu Jarad for his
constructive suggestions and valuable comments which supported my steps to write this
thesis.
My appreciation and gratitude are due to my teachers at Al-Azhar University, for
their support, advice and encouragement throughout this study. I am so grateful to Mrs.
Zulfa Badr El-Deen who devoted her time and effort and knowledge to help me to
accomplish this thesis.
Special thanks go to the referee committees who helped me to validate my tools.
Thanks are also devoted to the whole staff of Al Qattan Centre who provided me
with advice and references. I am so grateful to the head teacher of Banat Jabalia Prep
School "Soad Al-Taloly" and to Mrs. Azhar Nasar, the teacher who patiently helped me to
carry out the experiment.
My gratitude and appreciation for my family especially my husband who allowed
me to continue my post graduate study.

To whomever taught me a word in this life" thank you".

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Abstract
This study entitled “The Effectiveness of Adopting CAF Strategy on Developing
Writing Skills for the Eighth Graders" aims at examining the effectiveness of adopting
CAF Strategy on developing writing skills for the Eighth Graders in north Gaza
governorate. In order to achieve the aims of the study; the researcher adopted an quasi
experimental research design. The sample of the study consisted of (82) female students
who were equally divided into (41) students for the experimental group and (41) students
for the control one. They were randomly chosen from Banat-Jabalia Prep School, North
Gaza Governorate. The researcher designed activities related to writing skills assigned in
English for Palestine 8 textbook (paragraph writing, capitalization, punctuation, letter
writing and rearranging scrambled sentences in paragraphs). These activities were treated
according to Consider All Factors Strategy (CAF). It is worth noting that (CAF) strategy
involves the sub writing strategies; brainstorming, planning and decision making. The
experimental group received training on utilizing (CAF) strategy to improve the intended
writing skills, while the ordinary method was used in teaching the control one in the first
term of the school year (2013-2014). To check for the effectiveness of the target strategy,
the researcher constructed two tools; pre-post achievement test and a focus group
interview. The data collected were statistically analyzed by using T-test paired sample to
measure the differences between the performance of the experimental group in the pre and
the post achievement test, on one hand, and the difference between the performance of the
experimental group and the control group in the pre and the post achievement test, on the
other hand. The study findings revealed that there were statistically significant differences
between the scores of the experimental group in the pre and post achievement test in favor
of the posttest and another difference was attained between the scores of the posttest of the
experimental group and scores of the posttest of the control group in favor of the
experimental group. The researcher attributes these considerable results to the
effectiveness of the (CAF). Based on the findings, the researcher recommended that
English language teachers should adopt (CAF) in teaching English in general and in
teaching writing in particular.

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ةيبرعلا ةغللاب ةلاسرلا صخلم
ذذ ا ذذ أ ذذذ ىح ذذحرد ( (CAF) ت حسد حذذ د تدا حذذ د سذذثأ" د ذذ ذذاوح ذذحرد تذذ سد ارد ا ذذه
.ةزغ تظفاوا ف ااثرد فصرد تابراط ىار تباحكرد ةساها ت ا ح ذل )ع ض اراب تط وارد اد ىرد
تذبراط 28 ذا تذوبرد تذ تذ كح . ذب س حرد تذوبرد ل لذ د تذثوابرد تذ بح ,تذ سد ارد فداهأ ق قوحر
تذ ىرد ساذ ح د تذح اذق .تطباذضرد تذ ىلر تذبراط 14 تذ ب س حرد تذ ىلر تذبراط 14 ذرد ي ا حراب تا ق
تد تطذذذش أ تذذذثوابرد تااذذذص اذذذق .ةزذذذغ ااذذذش تذذذظفاواب تذذذ ادا د اذذذ راب تاذذذ ب تذذذ ساا ذذذا ا د ذذذش
"English for Palestine 8" ااذذثرد فذذصلر لذذراطرد لاذذحك ذذف ةااذذوارد تذذباحكرد ةساذذهاب تذذقلا
لذذ حسح ةااذذ د ,تراذذ سرد تذذباحك ت قسذذحرد تاذذالا ,ةسذذ بكرد فسذذو د ,ةسذذق رد تذذباحك تسد اذذهارد ا ذذه اذذشح
ذاد ىرد ذك ذف تذوبرد( CAF ت حسد حذ د ذذرد اا حذ اب تسد ذق رد ا ذه تذلا اذق .تسد ذقف ذف ذا رد
ه ذرد فذصىرد ذه ت سف تا حسد ح د اشح ت حسد ح د ا ه أ سك راب س ا رد ا )تط وارد
ذذ وحر ت حسد حذذ د ا ذذه فذذ ظ ح ذذو ل ساذذح تذذ ب س حرد تذذ ا ارد تذذقلح .سسد ذذقرد اذذ حد ط ذذط حرد
د ذذذه تذذذح اذذذق ,تطباذذذضرد تذذذ ا ارد س ساذذذحر تذذذ ا لقحرد تذذذق سطرد تذذذ ظ اذذذا ب .ةا ذذذصقارد تذذذباحكرد ةس اذذذها
(CAF) ت حسد حذذ د تذذ راىف ذذا قذذقوحلر )8041-8043( ذذ سد ارد تاذذىلر عد ذذص رد ذذف فسد ذذ د
تذح اذق .تاذبراطرد ذا تذ سؤب تذ ا ا ذا تذلباقا ىاذىب - ذلبق ل ذصوح سابح د حداأ تثوابرد تا أ
ساذذذ قر ذذذر تذذذطبسد حارد تاذذذ ا ارد t-test تدا حذذذ اب ا اذذذصود لا ذذذلوح تذذذىا ذذذحرد تاذذذ ا برد ذذذ لوح
ب قس رد سا ق تح ىس د ت وا ا ياىبرد لبقرد اوحا د ف ت ب س حرد ت ا ارد فداد ب قس رد
اذذ ه د ذذ تذذ سد ارد ا اذذح ت ذذشك اذذق .ياذذىبرد اذذوحا د ذذف تطباذذضرد تذذ ب س حرد ح ذذا ارد فداد
.ياذذىبرد اذوحا د راذذصر ياذىبرد اذذوحا د ذلبقرد اذوحا د ذذف تذ ب س حرد تذذ ا ارد فداأ ذب ق سذف
تلذصو ذحرد ا اح رد ت ب س حرد ت ا ارد اه ل تلصو حرد ا اح رد ف س د ابح ت شك ااك
ذذذذذرد تذذذذ راورد ا اذذذذح رد ا ذذذذه تذذذذثوابرد ىزذذذذىح .تذذذذ ب س حرد تذذذذ ا ارد راذذذذصر تطباذذذذضرد تذذذذ ا ارد اذذذذه ل
ااىحذ د تذثوابرد تذص د ا اذح رد ا ذه ذذل فاذ ب .)تط وارد اد ىرد ك ف توبرد( CAF ت حسد ح د
.تصا ت صب تباحكرد تسد اها تاا ت صب تغلرد تسد اها س ساح ف ت حسد ح د ا ه

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Table of Contents
NO Subject Page
Dedication III
Acknowledgement IV
Abstract in English V
Abstract in Arabic VI
Table of Contents VII
List of Tables X
List of Appendices XI
Chapter 1: Background and Problem Statement
1 Introduction 2
1.1 Rationale of the Study 3
1.2 Statement of the Problem 4
1.3 Research Questions 4
1.4 Hypotheses of the Study 4
1.5 Purposes of the Study 4
1.6 Significance of the Study 5
1.7 Definition of the Terms 5
1.8 Limitations of the Study 6
1.9 Research Procedures 6
1.10 Summary 7
Chapter 2 : Theoretical Framework
2 Introduction 9
2.1 What is Consider All Factors Strategy? 9
2.2 The Principles of the CAF 10
2.3 CAF Strategy Components 10
2.3.1.1 Brainstorming 10
2.3.1.2 Advantages of Brainstorming 12
2.3.2 Planning 13
The Relation between Planning as a part of (CAF) and Writing a
2.3.2.1 13
Paragraph
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2.3.3 Decision Making 14
2.3.3.1 Steps In Systematic Decision Making 14
2.3.3.2 Advantages of Decision Making 15
2.4 The Relation between Decision Making and Writing a Paragraph 16
2.5 Advantages of CAF Strategy 16
2.6 Disadvantages of CAF Strategy 18
2.7 Role of the Teacher in Utilizing(CAF) Strategy in Classroom 18
The Relation Between Brain storming as Component of (CAF) and
2.8 19
Writing a Paragraph
2.9 What is Writing? 20
2.10 Importance of Teaching Writing 21
2.11 Purposes for Teaching Writing 22
2.12 Writing as a Process 23
2.13 Writing Stages 24
2.14 Teaching Writing 26
2.15 Roles of the Teacher in Teaching Writing 26
2.16 Paragraph Writing 27
2.16.1 What is a Paragraph? 27
2.17 Mechanics of Writing 28
2.17.1 Punctuation 28
2.17.2 Capitalization 29
2.17.3 Letter Writing 30
2.18 Writing in the Palestinian Context 33
2.19 Summary 34
Chapter 3 : Previous Studies
3 Introduction 36
3.1 Studies Related to Consider All Factors Strategy 36
3.2 Studies Related to Writing Skills 41
3.3 Comments on the Previous Studies 44
Summary
3.4 45

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Chapter 4: Research Design and Methodology
4 Introduction 47
4.1 Research Design 47
4.2 Variables of the Study 47
4.3 Instrumentations 47
4.3.1 Description of the Test 47
4.3.2 Objectives of the Achievement Test 47
4.4 Validity of the Test 49
4.4.1 The Referee Validity 49
4.5 Internal Consistency 50
4.6 Reliability of the Test 50
4.7 Second Tool: An Interview with a Focus Group 51
4.7.1 Characteristics of Interviews 52
4.7.2 Questions of the Interview 52
4.8 Population of the Study 53
4.9 The Sample of the Study 53
4.10 Intervention 55
4.11 The Second Hypotheses 56
4.12 The Third Hypotheses 57
4.13 Summary 59
Chapter 5 : Discussion and Recommendations
5 Introduction 61
5.1 Hypotheses of the Study 61
5.2 Recommendations 63
References 65
Appendices 72

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