A Pre-Experimental Study on a Process-Genre Approach for Teaching Essay Writing (original) (raw)
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Universal Journal of Educational Research, 2020
This study aims to investigate the needs of students and lecturers in writing instructions using the process genre approach. Besides, this research is also based on facts which reveal that decision making on learning objectives is only taken from the curriculum and syllabus review used. But unfortunately, the preference of students and lecturers for learning needs is actually ignored. The method used in this study is a qualitative method using questionnaires and interviews as research instruments. The number of participants in this study was 3 Indonesian language lecturers and 65 students at the State Islamic University of Sultan Maulana Hasanuddin Banten. The participants of the students were selected by using a purposive random sampling technique. The results showed that the need for a writing learning model design using the process genre approach. Specifically, the findings of this study include several aspects needed by students and lecturers, namely: (1) a comprehensive learning approach involving students, colleagues, and lecturers, (2) writing assessment must cover broader aspects, and (3) the need for publication as part of the writing activity. Furthermore, the syntax in the learning model based on the needs analysis is: (1) recognize the form of the text, (2) analyze the text, (3) discuss the text, (4) write the text independently, (5) finalize the text, and (6) publish the text.
A process genre approach to teaching writing
ELT Journal, 2000
Based upon the three major problems that prevail in the argumentative writing of graduates, such as loose framework, Chinese thinking and poor coherence, the article perfects the four stages of Process Genre Pedagogy (PGP) put forward by Han Jinlong and brings forth anew the other five, namely, model paper analysis and demonstration, group discussion and imitation, individual imitation and writing, whole-class comment and modification, as well as final drafting and publication. The research indicates that the effectiveness is demonstrated in the following advantages, explicit discourse framework awareness, co-emphasis on both language and discourse, and the strengthening of cooperative learning, in the company of demerits like being prescriptive and timeconsuming. It is suggested finally that the efficacy of Process Genre Pedagogy in improving argumentative writing for In-service Masters of Education be maximized by means of optimizing information input, reinforcing technical training and constructing harmonious learning environment.
Process genre approach to L2 academic writing: An intervention study
XLinguae, 2020
The paper presents the research study of academic writing of Czech university students in an English Language Teacher Education study program. The authors apply an interdisciplinary approach integrating the perspectives of linguistics and language pedagogy in the evaluation of the design of the Academic Writing course and its impact on the development of students’ academic writing skills. Adopting a process genre approach (Badger, White, 2000) to writing instruction as a key design principle, our study combines the genre analysis framework (Swales, 1990) and the intercultural rhetoric perspective (Connor, 2004) to design an innovated academic writing course for graduate students focusing on developing critical thinking skills and context-aware writing. The course, informed by an analysis of the academic writing needs of the students, aimed at familiarizing them with the rhetorical structure of academic texts with a focus on the genre of the Master’s thesis and at introducing them to...
Application of the Process Genre Approach for improving writing
2016
This study intended to find out if there was a significant difference in writing ability between students who were taught writing using the Process Genre Approach (PGA) and those who were taught writing using the teacher’s usual approach. Two classes were taken using random sampling, one for the experimental group (EG) and the other for the control group (CG), with 24 students in each group from eleventh graders in Nurul Ulum MA Peureulak. Data, from the results of pre-tests and post-tests, was collected for quantitative analysis of the students’ writing abilities. The results from the analysis showed that the mean of the post-test scores from the EG was 67 whilst that from the CG was 53. The results from the t-test showed that the students who were taught using the PGA performed significantly better in writing than those who were taught the standard way. Analysis of the students’ writing ability showed more than 20 % improvement in four aspects of writing: organization, structure/g...
2019
The purpose of this study is to test whether the Process Genre Model Approach in teaching English Writing Subject to students of English Department at Sriwjaya State Polytechnic could improve the writing skills of the students. Using an experimental quantitative research method, this study tested the learning model to determine whether the model affected the dependent variable. There were 46 students involved in this study. They were equally divided and grouped into an experiment group and a control group. The experimental treatment was conducted in one semester studying period. The results revealed that the students’ writing skills in experimental classwas 77, while the control classwas 67.7, respectively, this study unveiled that the Process Genre Model was better for the treatment in teaching students’ writing skills for English Department students at Sriwijaya State Polytechnics. This approach also strengthened the field of students’ expertise via the genre model in the learning...
Process Genre Approch: Breaking Students Barriers in Writing
2017
Writing as one of the language skills that has an important role in communicating ideas in written form seems to be difficult for EFL students. This is because writing required the EFL students to consider various aspects such as content, organization, vocabulary, languages and mechanics. Since process genre approach is one of the strategy that is a synthesis of process based approach and genre based approach, it is predicted that it can overcome students’ problem in writing. This approach offers a solution in helping students to develop their writing skill by improving the five aspects of writing. This article higlights the writing obstacles of students and the potential of the process genre approach in enhanching students writing skill. This article also shows the teaching scenario using process genre approach and the procedure of the implementation
Process Genre Based Approach Model in Learning Academic Writing Skills
2019
Abstract: Academic writing is one of the skills that need to be developed among students. As a skill, writing is a process that requires continuous and systematic training. The writing process starts from pre-writing, writing, and post-writing. Some studies suggest that such writing processes need to be developed by strategies involving student activity. The activity can be done by text modeling. Students are asked to observe and construct text. The aim is to help students understanding text structure and its language. The construction of the text can be done both through collaborative and independent. Through discussion activities, students enable to construct text together. The aim is for interaction between text and fellow readers. Learning model that combines writing process and approach to text is known as the Process Genre Based Approach Model.
A process genre model for teaching writing
English Teaching Forum, 2005
... References. Badger, RG, and G. White. 2000. A process genre approach to teaching writing. ELT Journal 54 (2): 15360. Brown, HD 1994. Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents. ...
The International Journal of Humanities & Social Studies, 2019
Writing is a way of expressing ideas, feelings, and opinions in written script. It is also the communication of content for a purpose to an audience (Harmer, 2004). Thus, writing is a process of sharing information, message, ideas, or thoughts to intended audience in the form of script. There are difference ways for the teaching of writing. According to Badger and White (2000), product based, process based, genre based and process genre based are most commonly used. In the product approach, students are normally told to write an essay imitating a given pattern. The objective and the focus of product approach is on the written product rather than on how the student should approach the process of writing (Badger & White, 2000). The process approach focuses on how a text is written instead of the final outcome (product). Another study by Hyland (2003), revealed that the process approach has a significant effect for upgrading writing skill as well as teaching procedure. Using the genre approach means employing of a range of methods in a classroom. That includes a framework involving students' investigation of the texts and context based on target situations, encouraging reflection on writing practices, exploiting texts from different types of genre, and creating mixed genre portfolios. This approach is helpful to study association between purpose and form for a specified genre. It uses cyclic approach for pre-writing, drafting, revising, editing. These steps develop the awareness level of students. It also ensures that grammatical and vocabulary items should be taught together not separately. The process genre approach divides the whole process into six steps (Badger and White, 2000). The steps are: preparation, modeling, planning, join constructing, independent constructing &revising. Secondary and preparatory students in our context (Ethiopia) do not seem to have adequate competency in all language skills and sub-skills in general and in writing skill in particular. Cognizant of that fact, Ministry of Education (MoE, 1994) set minimum learning competency for each skill in each grade level. According to the competency set for writing skill for preparatory students, students are supposed to write paragraph and essay level compositions in clear and understandable manner. Judged in light of the minimum competency set for the level, students have a problem of diction, logical organization, use correct grammatical pattern, and following written language
Ajmal, A. and Irfan, H. (2020). Effects of Process-Genre Approach on Writing Anxiety among English Academic Writing Learners in Pakistan. Journal of Business and Social Review in Emerging Economies, 6(2), 741-752 , 2020
Writing ability is a prerequisite to be successful in academic pursuits. Pakistani student writers experience a range of issues, including psychological, cognitive, social, and linguistic when they write. Writing instructors need to use appropriate teaching strategies and methodologies to tackle writing-related issues (Khan & Zaki, 2018). Most of the Pakistani ESL writing students are educated through the stereotypical teacher-centered Product Approach focuses on the memorization of ready-made answers. As a result, the learners face great challenges; ESL writing Anxiety is one of the major challenges (Gopang, Bughio, & Pathan, 2018). The aim of this quasiexperimental study based on predominantly the post-positivist and the marginally pragmatic philosophical framework is to explore the effects of the Process-Genre Approach (PGA) on writing anxiety among ESL intermediate/pre-university students in Pakistan. The research tools were included to collect data: Second Language Writing Anxiety Inventory (SLWAI), 22-item multidimensional questionnaire, and interviews to investigate the effects of the experiment on writing apprehensions. Data were collected before and after the designed academic writing module based on the Process-Genre approach and pair sample t-test was applied to yield statistically significant results showing that average writing anxiety score was reduced from 77.17 to 66.72 among control group and from 73.57 to 50.25 among the experimental group. Quantities data collected through interviews were analyzed using thematic analysis also supplement that the treatment was effective to reduce writing anxiety.