Abstract:
This study examined the effects of process-genre approach on students’ descriptive paragraph
writing skills in terms of content, organization, grammar, vocabulary, and mechanics. To
achieve this, quasi-experimental design, i.e., pre-test and post-test was employed. The
participants of the study were grade 11 students at Delgi secondary and Preparatory School.
These participant students were selected through purposive sampling technique; whereas three
English teachers were selected through comprehensive sampling technique. The experimental
group was taught descriptive paragraph writing skills in the principles of process-genre
approach. The control group was taught similar descriptive paragraph writing skills through the
process approach. To obtain necessary data pre-test, post-test and diary were used as data
collection instruments. The data were analyzed using both quantitative and qualitative methods
which mean the data obtained through pre- and post-tests were analyzed through using
statistical package for the Social Science;SPSS version 20 with significance level of 0.05. In
addition, the data obtained from students’ diary were analyzed qualitatively. Their responses
were analyzed qualitatively through formulating topics after each session. Those topics were
students’ reflection concerning process-genre approach on their descriptive paragraph writing,
what makes descriptive paragraph different from other genres and five components writing and
to see their feelings concerning the effects of implementing process-genre in the EFL class. The
results of the post in all of the components of writing showed that there was a significance
difference between the control and experimental groups in descriptive paragraph in students’
writing abilities (p<0.05). Besides, experimental groups’ diary writing showed that process
genre approach had good effect on students in teaching descriptive paragraph writing. Diary
writing enabled the three teachers for gathering relevant feedback from control and
experimental groups to think carefully what they learnt and put their reflection on paper in
written form. Moreover, as experimental groups explained in their diary writing, learning
through process genre approach was interesting. Thus, it is recommended that process genre
approach should be given great value in teaching writing skills to develop learners’ writing
skills for the future.
