CHAPTER-1-5 - Copy (Repaired)

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Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
Writing as communication skill is fundamental in the academic success of
every student since the entire subject areas involve or require some form of
writing activities. As such it is expected that student is able to master the craft of
writing, which entails teachers to use specific approaches in equipping students
with the competency in writing. Such macro perspectives are tantamount in
making the curriculum more responsive and contributory to students’ success.
Hence, it is necessary that specific learning outcomes are set and defined;
teaching strategy jibes with the learning outcomes and students’ success is
measured using a structured methodology that becomes the basis in adjusting
the curriculum after the outcomes are evaluated. These concepts are applied
across the subject areas in the K to 12 curriculum including the English subjects
for the junior high school students as reflected from the various activities
provided in the curriculum guide in English.
The need to align` the teaching strategy with the learning outcomes
specifically in making students equipped with the writing competency hinges
heavily on teaching strategy for writing with emphasis on unity, coherence and
emphasis. Doing it among the students entails the use of an approach in writing
for it is not an easy skill to develop among students because they need to
balance various issues in their writing like the content, organization, principle,
readers, lexis and technicalities which means using the right punctuation, spelling
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and capitalization.
The ability to write is not innate to an individual unlike speaking that even
the body has speech organs that help man to speak using his native tongue and
the language of the people around him. Writing using English language is even
more challenging among junior high school students due to its complicated
process. In this competency, students are expected to create written
masterpiece that are syntactically correct, semantically acceptable and ethnically
suitable. As such, students have enough justification in saying that it will not be
surprising for them to encounter difficulties in writing various forms of
compositions in school. On the part of the teachers, it is a strong basis for them
to comply with the specific standards and principles in writing a composition such
as unity, coherence and emphasis for their students.
Besides these complexities, the focus of writing instruction among the
junior high school students for many years has been on the product rather than
the process itself. It is in this reason that teachers teaching English specifically
teaching how to write a composition are giving focus on grammar and
punctuation rather than the content and organization of ideas. Teachers are
using these techniques as response to the complaints of their students that they
are exposed to the rules of writing and grammar without developing their ability to
express their ideas.
From this view, the setting of specific standards for writing activities and
following the principles of writing in line with unity, coherence and emphasis are
fundamental in equipping students with the writing competencies. That in this

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study, the writing competency of students will deal on mastering the aforesaid
principles. If unity in paragraph writing or composition is concerned with
“oneness”, the paragraph must deal only with one idea. If students are asked to
write about washing a dog, it should not focus on describing how dogs behave
when being washed because it will break the unity of the paragraph. In relation to
the competency of students in achieving unity in writing, it is a must for teachers
to illustrate, how oneness of ideas is done and achieved in paragraph or
composition writing. Such skill of mastering the concept of unity in writing a
composition will contribute to writing a paragraph/composition that develops that
topic sentence and a kind of writing that is free from irrelevant ideas.
Considering students’ full knowledge on the principle of coherence in
writing a paragraph or composition, they should understand that coherence
means sticking together, that is, a paragraph that has well-arranged sentences
that no one could be interchanged with one another. Going back again to the
previous example used in washing the dog, the students should realize that steps
are to be followed in washing the dog. These steps when written logically are an
illustrative example of coherence in which the steps in washing could not be
interchanged with one another.
In view of students’ competency in achieving emphasis in writing a
paragraph, they need to understand that emphasis means “force or stress”. This
can be achieved by stressing the main idea of the paragraph in every sentence.
Based on the illustration, when the topic sentence is about the best soap to be
used in washing the dog, the students must avoid discussing about the soap that
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will not be appropriate for the dog. They must only concentrate on the
descriptions of the best soap to be used for the dog. Doing it will ensure that
unrelated ideas are not included in the paragraph and it will not change the topics
or subjects.
The aforesaid discussions on the writing skills of students as supported by
illustrative examples are far from the supposed skills exhibited by students in
writing as observed by the researcher among her junior high school students.
The supposed skills they should exhibit in applying the principles of unity,
coherence and emphasis are not yet manifested in their outputs for the writing
activities in school. This scenario leads to poor performance in writing as this is
being reflected from the organization, presentation, and grammatical correctness
of their outputs in writing.
When it comes to organization of their paragraph based on the principles
of writing such as unity, coherence and emphasis, students have evident
difficulties on identifying the topic they will write about, determining the actions or
steps that they have do in writing and in setting the scope of the writing task. This
is evident when they are given freedom to select a topic they will be writing
about. Aside from that, even the topic is already provided for them, still they do
not know what to do with the given topic and if they find difficulties in defining the
scope or parameters of their paragraph.
In the same way, students have difficulties in the presentation of ideas in
paragraph writing as to how they will begin the paragraph. While it is true that a
paragraph should start with a topic sentence, students do not exactly know how
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the topic sentence is to be presented in a way that it will capture the general idea
of the topic that they will convey. Students have to be taught in this area using
illustrative example that they can use as basis in writing their own paragraph. As
well as the students have also experienced problems on the grammatical
correctness of the paragraph, subject-verb agreement, choice and use of words,
proper use of punctuations, spelling and other grammatical conventions and
principles in writing grammatical sentences for paragraph.
In view of the specific problems of students in writing, the researcher
deems it necessary to use the process genre writing approach in equipping the
Grade 10 students in Cacawan High School for this approach focuses on
transferring the intended message of the writer. The process-genre writing
approach has been generally accepted and extensively used as teaching
approach in paragraph and essay writing. This principle about process-genre
writing approach is congruent with the findings of Badger and White (2010).
They found out that implementing an integrated approach of process-genre in
English writing classes ensures that the usefulness and power of process writing
pedagogy (pre-writing, drafting, feedback, and revising) are not replaced entirely
by using only the genre approach. These two integrated approaches can be
seen as complementing each other throughout the whole writing process.
As a method of writing, it emphasizes the process rather than the
products. With the writing process, students become more aware of themselves
and they discover how to generate ideas for writing. In addition, process genre
writing approach is a thinking process in which the writer undergoes the thinking
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process before writing the final piece based on their thought. Moreover, Brown
(2012) stated that this approach provides students with a way to think about
writing in terms of planning, drafting (writing), revising (redrafting), and editing.
Planning includes several activities such as brainstorming in the form of
clustering, question generating, listing, and free writing in order to narrow the
assigned topic. After determining the purpose and the audience, the controlling
idea and supporting points are identified and organized as a plan. The second
stage is drafting, which requires the students to look into the plan and start to
write without having to edit or revise. Part of it is responding where teachers or
peers’ initial reactions to students’ draft are carefully considered before they
proceed to revise. On the basis of the feedback given, texts are revised for the
content and idea organization with the emphasis on unity, coherence and
emphasis. The editing stage deals with “how you write” and the written pieces
are thoroughly checked for spelling, punctuation, parallelism, style, grammar, and
capitalization. As to how students should be graded, students are given the
criteria for evaluation, depending on the purpose of which a numerical score or
grade is assigned. The same essay should be written at least three times through
drafting, second one is after revising, and the final product is after editing.
The previously mentioned problems and situations of students in writing
are the basis of the researcher in venturing into a study that will determine the
effectiveness of the process-genre approach in writing and performance of the
Grade 10 junior high school students in Cacawan High School. The results of this
study will serve as basis in crafting a writing intervention plan for the Grade 10
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students in preparation for higher writing requirements in the senior high school.
Statement of the Problem
This study aimed to determine the effectiveness of the process-genre
approach in writing and performance of the Grade 10 junior high school students
in Cacawan High School.
Specifically, the following questions are answered:
1. What is the level of writing competency of control group at Cacawan
High School in pre-test in terms of:
1.1 unity;
1.2 coherence; and
1.3 emphasis?
2. What is the level of writing competency of experimental group at
Cacawan High School in pre-test in terms of:
1.1 unity;
1.2 coherence; and
1.3 emphasis?
3. What is the level of writing competency of control group at Cacawan
High School in post-test in terms of:
1.1 unity;
1.2 coherence; and

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1.3 emphasis?
4. What is the level of writing competency of experimental group at
Cacawan High School in Post-Test in terms of:
1.1 unity;
1.2 coherence; and
1.3 emphasis?
5. Is there a significant difference between the level of writing
competency of experimental and control groups at Cacawan High School in pre-
test using the Process-Genre Writing Approach and Lecture Discussion
Approach?
competency of experimental and control groups at Cacawan High School in post-
test using the Process-Genre Writing Approach and Lecture Discussion
Approach?
competency of experimental group at Cacawan High School in pre-test and post-
test using the Lecture Discussion Approach?
competency of control group at Cacawan High School in pre-test and post-test

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using the Process-Genre Writing Approach?
9. Based on the results of the study, what intervention is proposed by the
researcher?
Significance of the Study
This study is deemed significant to the following groups of people:
Teachers. The teachers might utilize the results of this study in assessing
the writing competency and the learning outcomes of students in writing, thus,
coming up with appropriate strategies in teaching writing classes.
Students. Results might give the students the assurance that their writing
competency and performance are properly assessed with the end purpose of
helping them to acquire writing competency and improve their writing
performance.
Principals. They might be provided with enough bases to assess and
evaluate how effective teachers are in equipping students with writing
competency and in improving their writing performance.
Education Supervisors. They might utilize the results of this study in
providing teachers with technical assistance on how they can improve their
teaching strategies in teaching writing subjects.

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Division Superintendent of Oriental Mindoro. The result of this study
might help the Schools Division Superintendent to obtain comprehensive data
and information at how far the Grade 10 junior high school students at Cacawan
High School are able to acquire writing competency and develop their writing
performance.
School’s Division Office Planning Unit. The Planning Unit might use
this study as credible reference in preparing comprehensive educational
development plans aligned with helping students acquire writing competency and
improving their writing performance.
Parents. They might gain a deeper understanding on how their children
can acquire writing competency which will improve their writing performance.
This understanding will lead them to provide the necessary support in letting join
writing activities in school.
Future Researchers. They might use the findings of this study as their
source of local literature in supporting their findings in line with writing
competency and students’ writing performance.
Scope and Delimitation of the Study
This study involved fifty-eight (58) students as sample for experimental
and control group. The respondents of the study were the Grade 10 Junior High
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School students enrolled in the Academic Year of 2018-2019 at Cacawan High
School. This study was conducted during the fourth quarter of the school year
2018-2019 for it was assumed that all the indicators for each variable in this
study had already been taught by the teachers to the Grade 10 junior high school
students. The level of writing competence in using the Process-Genre Approach
and the Lecture-Discussion Approach was based on the pre-test and post-test
results. The results were utilized through administering the pre-test and post-test
after engaging with the different tasks and discussion.
This study was delimited in knowing the performance of the control and
experimental group in persuasive writing using the Process-Genre Approach and
the Lecture-Discussion Approach in terms of unity, coherence and emphasis.
This study was also limited in using sets of lesson plans for the two approaches
in which the persuasive writing performance of student was based from self-
made rubrics.
Definition of Terms
For better understanding of the contents of this study, the following terms
are conceptually and operationally defined:
Coherence. This refers to the interrelationship of the sentences in a
paragraph reflecting that these sentences are connected to the topic sentence of
the paragraph (Microsoft Encarta, 2009). In this study, this pertains to the well-
arranged sentences to form a paragraph showing sticking together of ideas.

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Control Group. As used in this study, this refers to the Grade 10 students
at Cacawan High School whom the lecture-discussion approach of teaching
persuasive writing will be employed.
Emphasis. This refers to the force or stress given to each sentence in
relation to the topic sentence of the paragraph. (Microsoft Encarta, 2009) In this
study, this can be achieved by stressing the main idea of the paragraph.
Experimental Group. As used in this study, this refers to the Grade 10
students at Cacawan High School whom the genre-process writing approach of
teaching persuasive writing will be employed.
Grammatical Correctness. This pertains to adherence and applying the
rules in grammar specifically in writing a paragraph or composition. (ACARA,
2012) In this study, this shows the corrections to the poor result of students’
grammar issues like the choice and use of words, subject-verb agreement, the
proper use of punctuations and spelling.
Lecture-Discussion Approach. This refers to a writing teaching
approach in which writing is taught using lecture and discussion of the principles
of writing where students are just passive recipient of information.
Organization. This refers to the logical flow of ideas in a paragraph
following the basic parts of a paragraph such as introduction, body and
conclusion. It also refers to the way the sentences are ordered and structured to
create a unified and cohesive body of text. (ACARA, 2012) In this study, this
shows the orderliness of presenting the ideas in persuasive paragraph writing.
Presentation. This pertains on how the ideas in the paragraph are

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presented based on style and application of principles in writing a paragraph or
composition. (ACARA, 2012) In this study, this shows the arrangement of ideas
in persuasive paragraph writing.
Process-Genre Approach. This pertains to writing approach with focus
on the process of writing rather than the outputs. This approach involves
planning, drafting (writing), revising (redrafting), and editing.(Johnson,2015) In
this study, this approach focuses on transferring the intended message of the
writer that undergoes in different processes before the final writing.
Unity. This pertains to oneness of thought in a paragraph with focus on
establishing a consistent connection to the topic sentence. (Microsoft Encarta,
2009) In this study, the paragraph must deal only with one idea and free from
irrelevant ideas.
Writing Competency. This refers to acquisition and mastery of the
principles in writing such as unity, coherence and emphasis. (ACARA, 2012) In
this study, this shows the mastery of the students in writing in accordance with
the principle.
Writing Performance. This refers to observable adherence and
application of the principles in writing and acceptable conventions in writing a
paragraph or composition. (ACARA, 2012) In this study, this shows the
performance of students in persuasive writing using varied activities.
Theoretical Framework
This study is anchored on the following theories profounder by the famous

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psychologists and educators.
Constructivist Theory states that learning is an active process in which
learners construct new ideas or concepts based upon their current/past
knowledge. This theory was conceptualized by Jerome Seymour Bruner, an
American psychologist who made significant contributions to human cognitive
psychology and cognitive learning theory. Bruner believes that when students
discover it by themselves, it increases the responsibility to learn on their own and
motivated to learn more. This theory states also that development and learning
occur through constructive processes and that knowledge is constructed from
experience. It also upholds the idea that learning is active, engaging and
interesting. This idea of learning is able to form new ideas based on what their
current knowledge as well as their past knowledge. A cognitive structure is
defined as the mental processes which offer the learner the ability to organize
experiences and derive meaning from them. This cognitive structure allows the
learners to organize concepts based on their experiences upon a combination of
what they already processed and what they think should process next.
These concepts are related to this study because the acquisition of writing
competency is equivalent to the development and learning that occur among
students if they are provided various experiences where they are asked or
required to write. In relation to acquiring writing competency, students should be
given active, engaging, and interesting writing activities, which are all parts in the
process-genre approach because it involves planning, drafting (writing), revising
(redrafting), and editing.

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Likewise, the present study is founded on Cognitive Learning Theory
proposed by Piaget and Vygotsky (1998) which states that students ‘learning is
built upon previously learned skill as they go through the various stages of life
and they develop higher skills. This theory implies that mental processes being
influenced by both intrinsic and extrinsic factors brought learning in an individual.
It posits that with effective cognitive processes, learning is easier and new
information can be restored in the memory for a long time.
The connection of this theory to the present study lies on the idea that
performance in writing depends on previously learned skills. If students have
been equipped previously of the skill in writing grammatical sentences and when
they are been taught properly in applying the rules in grammar, then it will not be
difficult for them to learn the craft in writing. In the same manner, if students are
properly exposed with the process of writing as espoused by process-genre
approach, the acquisition of writing competency will be easily facilitated among
students.
Similarly, the Paragraph Theory of Alexander Bain (1972) states that a
well written paragraph has an ideal structure that is measurable and describable
in terms of the criteria or standards set forth for paragraph writing. Bain defines a
paragraph as a collection of sentences with unity of purpose. A paragraph must
contain a topic sentence, one that is expected to indicate with prominence the
subject of the paragraph. This theory emphasizes the unity of paragraph which
illustrates the same idea, the coherence and emphasis of ideas in selecting the
topic or main idea and in supporting the ideas of the paragraph.

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This theory links to the present study which lies on the idea that a
paragraph should follow the acceptable principles in writing such as unity,
coherence and emphasis. The junior high school students will be equipped with
writing competencies by following the principles being suggested by this theory.
Moreover, Genre Theory proposed by Carolyn Miller (1984) posits that
correct interpretation of the text is in the context of a suitable approach and
language development through interaction. It pertains also as a social
construction and social action providing the writer with a socially recognizable
way to make his or her intentions known. This idea runs consistent with the
process-genre approach for it involves interaction in the process of editing the
draft where teachers and students interact first prior to incorporate their
suggestions and reactions to the final draft of the paragraph.
This theory is in lined with this study wherein as a method of writing it
emphasizes the process rather than the products. With the writing process,
students become more aware of themselves and they discover how to generate
ideas for writing. In addition, it is a thinking process in which the writer
undergoes the thinking process before writing the final piece based on their
thought that provides students with a way to think about writing in terms of
planning, drafting, revising and editing.

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Conceptual Model
Control Group Experimental Group
Process-Genre Writing
Lecture-Discussion Approach Approach
Level of Writing Competence of Level of Writing Competence of

Grade 10 Students at Cacawan Grade 10 Students at Cacawan
High School in terms of: High School in terms of:
 unity;  unity;
 coherence; and  coherence; and
 emphasis  emphasis
Pre-Test Post-Test Pre-Test Post-Test

Results Results Results Results
PROPOSED INTERVENTION PLAN
Figure 1. Significant differences between variables of the study
Figure 1 shows the hypothesized difference between the control group
and experimental group. The writing competence in terms of unity, coherence,
and emphasis was evaluated using pre-test and post-test to the selected Grade
10 students at Cacawan High School.
Results of the pre-test and post-test for the control group using Lecture-
Discussion Approach were compared with the results of pre-test and post-test in
the experimental group using Process-Genre Writing Approach.
The double-headed arrow inside the box indicates that the pre-test and
post-test are differentiated.

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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter covers all the review of related literature and studies to attain
stronger perspective and direction in the conduct of the study and to arrive at an
adequate background of the study. Specifically, supporting details about the
process-genre writing approach and performance will be cited in this chapter.
Foreign Literature
In line with equipping students with writing competency, Kirby and Crovitz
(2013) stated that the teaching of writing is challenging and one of the toughest
jobs a teacher faces but it can also be rewarding. The effective teaching of
writing, as emphasized by them requires time divided between practice, sharing
writing, completing the piece of writing, and time to respond and evaluate all of
that writing. This teaching of writing also occurs with the help of certain strategies
aimed at enhancing students’ writing productions.
As cited by Palpanadan, Bin Salam & Bte Ismail (2014) in view of
students’ writing performance, the product approach is applicable in the teaching
of writing for it is predominantly focused on the result of writing, and considers
linguistic knowledge, syntax, vocabulary and cohesive devices as basic features
of the writing product. The relationship of this review lies on equipping students
with writing competency in line with students’ knowledge of grammar.
In a parallel view of Luu (2011), students’ writing performance may be

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strengthened using the genre approach in writing. It refers to the distinct structure
of texts and to the different use of language in terms of grammar and vocabulary
that writers use to convey their ideas. Moreover, this approach argues that
successful writing occurs when students consider both the context and the
expectations of the readers in terms of grammar, organization and the content.
In relation to the writing competency and performance, the success of
students at the advanced level of education hinges on developed communicative
skills, one of which is academic writing. Possessing this skill allows students to
demonstrate knowledge and show proficiency with certain disciplinary skills of
thinking, interpreting, and presenting as stated by Irvin (2010). These ideas align
with the indicators for writing such as unity, coherence and emphasis.
As well as Evans and Morrison (2011) asserted that students have
problems in acquiring skills in writing specifically in applying concepts on
cohesion, grammar and style in academic writing. In view of addressing problems
of students in writing, the process-genre writing approach offers a solution for it
emphasizes the process rather than the products. With the writing process,
students become more aware of themselves and they discover how to generate
ideas for writing. In addition, process genre writing approach is a thinking
process in which the writer undergoes the thinking process before writing the
final piece based on their thought. Moreover, Brown (2012) cited that this
approach provides students with a way to think about writing in terms of planning,
drafting (writing), revising (redrafting), and editing. These descriptions and
features of process-genre approach were related with the present study because
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these are the bases of the researcher in conducting this study.
To formulate persuasive paragraph writing, Bain (2016) in his edition of
English composition and rhetoric described the paragraph as the next division of
discourse beyond the sentence and defined it as a collection of sentences with
unity of purpose. A paragraph must contain a topic sentence, one that is
expected to indicate with prominence the subject of the paragraph. This
emphasizes the unity of paragraph which illustrates the same idea and the
coherence and emphasis of ideas in selecting the topic and supporting the ideas
of the paragraph.
In connection of the relationship between unity, coherence and emphasis,
Carell, Brown and Yule (2013) all agreed that semantic relations do exist in a text
and help constitute in persuasive writing. Composition writing takes process in
order to produce good paragraph that has the characteristics of unity, coherence
and emphasis. A persuasive paragraph must be unified on its structure, must
establish continuity and must show importance and made to stand for on the
ideas. Therefore, unity, coherence and emphasis can affect one another in
writing.
Local Literature
Students’ performance in writing hinges heavily on their basic knowledge
of grammar and their familiarity and exposure to the second language.
Knowledge in grammar contributes to constructing grammatical sentences which
is complemented by their familiarity of the second language. For Filipino

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students, writing in English requires a lot of effort. Aside from thinking of the
ideas to be written, they have to translate their thought in English, which for them
is considered as multi-tasks work as stated by Gonzalez (2012).
Astrologio (2016) states that in order to achieve the unity; a writer must
stick to the point and focus on the oneness of the idea. He should say one thing
about one topic in each formal unit of his essay, the sentence, the paragraph,
groups of paragraphs in the organization of a paper, and the essay as a whole.
Unity in persuasive writing shows the connection of all ideas in a single topic.
On the other hand, Santos (2017) defined coherence as a connection
between utterance with discourse structure, meaning and action being combined.
He stated that main ideas and meaning can be difficult for the readers to follow if
the writing lacks coherence. It is necessary to show coherence in persuasive
paragraph writing to emphasize the connection of ideas within each sentence.
Likewise, Lucas (2015) described emphasis as the principle of the
paragraph composition in which the important ideas are made to stand. In here it
is very important that the main points of the writer should be evident inside the
paragraph. Emphasis in writing is important not only to create variety and
maintain interest but also to help writers to glean the main points from the text.
In a similar view, the teaching of the principles of writing such as unity,
coherence and emphasis requires explicit teaching. It is not enough that students
are provided with explanations for a given principle but teachers should provide
illustrative examples for each principle. This was supported by Laurente (2013)
wherein doing it is not a total guarantee that they can at once learn the craft of
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writing because there are other factors that may account for better and improved
writing performance.
In writing, Vargas (2011) stated that it is necessary for teachers to
consider the idea that students’ performance in writing could be affected by their
strong inclination in using their language. If they are so much comfortable using
their own language, then writing in the second language would be a tedious task
for them since it demands a strong foundation on grammar in addition to their
awareness of the principles in writing. In addition with that, Lopez (2013) cited
that it is commonly observed that students have evident problems in writing
sentences that are coherent in nature. They tend to add unnecessary details in
the sentence that are not relevant to the previous or even to the succeeding
sentences. It could be due lack of examples to be used as reference in writing
their own paragraph. It is also possible that even examples are provided to them,
still they could not write well because of the limited store of appropriate
vocabulary in mind.
Achieving emphasis in a paragraph requires a higher level of thinking for it
is not only dependent on the structure and content of every sentence. Emphasis
on a higher plane could also depend on how the writer frames his ideas in
relation to his purpose of making emphatic statements capable of sharing ideas
in a brief compass. In other words, Quirino (2011) emphasized that it requires
knowledge on style and sentence structure that will highlight the ideas of the
paragraph.
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Foreign Studies
Parkson (2018) found out that among the 112 students, 96 of them cited
logically the reasons why they violate the principle of unity. They violated
because the writer of the paragraph momentarily forgets his central point and
introduces a sentence or two not sufficiently related to the topic. His finding
connects with one of the objectives of his study about enumerating the reasons
of writing violations. This result is similar to the problem of this study.
Similarly, Enkvist (2018) recommended that coherence is crucial to
effective writing, it is often considered an abstract, indefinable and a controversial
concept that is difficult to teach and difficult to learn. This finding was obtained
from the 65 respondents who participated in the study to find out the role of
coherence in writing persuasive paragraph.
Another important finding of Clark (2015) that aims to determine the
different ways of achieving emphasis in writing, 48 participants were asked. The
results revealed that emphasis can be achieved by using some devices such as
the use of emphasis by proportion, emphasis by pause, and emphasis by
position. In the emphasis by proportion, the subordinate ideas should be given
less substance while ideas which have greater importance should be given more
substance.
In a study conducted at University of Hradec Kralove, Czech Republic by
Klimova (2010) that aimed of explaining the reasons behind students’ low
proficiency at writing found that out of 173 students, 112 are lacking enough
knowledge on sentence construction, choice and use of words, and the

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employment of style in writing. Aragón, Baires & Rodriguez (2013) also found out
that writing difficulties are related to features like grammar, syntax and cohesion.
Furthermore, they revealed that students’ writing difficulties may be attributed to
the effectiveness of the methods and techniques that teachers apply in their
English composition courses in addition to the low interest in writing and learning
to write. Evans and Morisson (2011) also supported that students had problems
on understanding technical vocabulary, comprehending lectures, achieving an
appropriate academic style, and meeting institutional and disciplinary
requirements. In their study, it was further revealed that students are able to
surpass these problems through strong motivation, hard work, effective learning
strategies and supportive networks.
In a similar study, Quagie (2011) states that efforts should be directed
towards the teaching and learning of English grammar in the universities to
improve on the current situation where students’ essays, scripts and end of
semester examination scripts are inundated with various kinds of errors in
sentence construction. Moreover, Quagie (2011) emphasizes the importance of
teaching English grammar in schools and colleges and points out that there is the
need to intensify the teaching of English grammar in schools and colleges.
Meanwhile, Luu (2011) revealed that the teacher is an effective guide in the
writing process, which can provide students with the necessary support when
doing the writing activities. This can help students to have the personal
knowledge of the genre such as the different features, purposes of the writing
and the situation or context of the readers.

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In relation to grammar, Shrum and Glisan (2010) mentioned that one of
the oldest and commonly used forms of foreign-language instruction is bottom-up
method that focuses on learning the rules and mechanics and letting them to
apply these later. This method works best if the focus on mechanics is
accompanied by providing students the opportunities to produce meaningful
outputs with focus on mechanics.
In study of Meeampol (2015) on determining the effectiveness of process
writing approach in essay writing among students found that the experimental
group outperformed the control group in all three tests. The results showed that
the participant had significantly improved scores in all the writing skills. This
finding runs consistent with the claim of this study that process-genre approach is
effective in equipping students with writing competency in comparison to lecture-
discussion approach.
Bayat’s (2014) investigation of the effect of process writing approach
(PWA) on the writing success and anxiety of the first-year pre-school teaching
students revealed that the PWA had a significant effect on their writing success
and anxiety, particularly the remarkable reduced level of anxiety about writing by
the students. This finding is related to the current study because it confirms that
process writing approach contributes in making students equipped with the
necessary writing competency.
As well as with Puengpipattrakul (2014), that was reported in her study
that PWA instruction helps to change a competitive learning atmosphere to a
more collaborative on the classroom, encourage students’ writing performance,

26
raise awareness of their own learning processes, and develop their socio-
cognitive.
Local Studies
Maranan (2015) found out that there are cases in which there is no central
idea that was being established within the paragraph resulting to the disunity of
sentences in the paragraph composition. This finding was revealed through the
help of 137 respondents who answered survey questions about the cases of
putting central idea in core of the paragraph.
Likewise, Delacruz (2013) revealed the different logical orders in which
coherence can be established. In this finding, 254 students were asked to
determine the different orders of establishing coherence in writing persuasive
paragraph. These logical orders are the spatial orders, deductive order and
inductive order. Chronological order is done in such ways like narrating
experiences, summarizing the steps in the process and explaining events and
movements. Spatial order can be established through the arrangement of visual
details in some consistent sequences such as from left to right, east to west, near
or distant and vice versa. Deductive order is done by establishing a general
statement moving to the more particular details that explain the general
statement itself. Inductive order is done by starting the statement with more
particular detail going to and supporting the general statement.
The study of Cabansag (2013) on written language proficiency of high
school students revealed that most students are very proficient in structure and
27
grammar but not so much in mechanics. Specifically, this study showed that the
respondents have persistent errors in use of verbs, verb tenses, and proper
capitalization. In this study no relationship is found between written language
proficiency and their profile variables. It also showed that no relationship is found
between the persistent errors of the respondents and their profile variables.
Racca and Lasaten (2016) on English language proficiency and academic
performance in Science and Mathematics revealed that the English language
proficiency of majority of the Grade 8 students of the Philippine High School in
Northern Luzon is satisfactory level and that majority of these respondents have
a very good academic performance in Science and Mathematics while good level
in English. Results of their study further revealed that the English language
proficiency of students and academic performance in each subject is significantly
related.
In relation to writing performance, Gustilo (2010) found out that good
writers produced highly-rated essays whether or not they employ global planning
during the pre-writing stage. On the hand, He & Shi (2012) poor or beginning
writers produced shorter essays with writing errors and that good writers
produced longer essays topics in which they have general knowledge. It was
supported also by Alinsunod (2014) in her study on self-reported problems of
Filipino learners which found out that students are likely to think critically as they
advance to the next writing stage. On the other hand, post-writing stage obtained
a highest mean, showing that students have more attention to the content,
audience, grammar, vocabulary, and the final output.

28
The present study differs in terms of its objective of describing the writing
competency of junior high school students in addition to determining the level of
their writing performance. Moreover, the present study is different from the
studies reviewed because it will determine whether there is relationship between
writing competency and writing performance.

29
Chapter III
RESEARCH METHODOLOGY
This chapter presents the research design, research locale, respondents of
the study, sampling technique, research instrument, data gathering procedures
and statistical treatment of the data.
Research Design
Descriptive-comparative pretest-post-test method of research was used in
this present study. This design is employed by the researcher to determine and
compare the writing performance of Grade 10 students at Cacawan High School
where she is teaching the English subject. According to Creswell (2012),
descriptive-comparative design is the best design when he wished to equate the
characteristics and performance of the group because in pretest, it provides a
measure on some attribute or characteristics and performance for participants
before the respondents will receive a treatment. Likewise, he reiterated that
post- test measure some attributes or characteristics that are assessed for
participants in an experiment after a treatment.
In the same vein, comparative method of research is the design used to
compare past and present or different parallel situations, particularly when the
researcher has no control over events. Comparative design is also used to
explore and test what conditions were necessary to cause a certain events, so
that it is possible to understand the likely effects of making certain decisions.

30
Research Locale
This study was conducted at Cacawan High School, a newly established
secondary public school in the Municipality of Pinamalayan, Oriental Mindoro. It
was established last April 15, 2013 and formerly known as Pambisan National
High School – Cacawan Extension and separated as an independent school last
August 15, 2015 with the approval of the Regional Director, Sir Gilbert Sadsad.
As of now, this school is known as Cacawan High School, “The Promising School
in the Heart of Oriental Mindoro for it is the only public school nearby the town of
Pinamalayan Oriental Mindoro. It is headed by a school head and has 17
teaching personnel. It has complete year levels of junior high school from Grade
7 to grade 10 with two sections in each year level.
Respondents of the Study
The respondents of this study came from two heterogeneous sections of
Grade 10 at Cacawan High School under the K to 12 Basic Education
Curriculum. The respondents belong to the same age group ranging from 15 to
16 years old, but of different performances in English subject as clearly reflected
from their report cards on the first grading period. Out of the total number of
student-respondents, there are 28 males and 30 females, each of which was
equally distributed to the two groups of respondents.
To determine the respondents of control and experimental group, the
researcher looked into the result of their ratings on their report card for the first
and second grading and finally assigned them to their respective group to ensure
31
that the two groups would have members with nearly homogenous scholastic
performance.
Table A. Distribution of Respondents in terms of Group
Group Sample
Experimental Group 29
Control Group 29
Total 58
Sampling Technique
Purposive sampling technique was utilized in this present study, because
there are only two sections of Grade 10 students at Cacawan High School with a
total of 58 students. According to Fraenkel, Wallen and Hyun (2013), purposive
sampling is not simply a technique to study whoever is available but rather use
their judgment to select samples that they believe, based on prior information
and will provide the data they needed.
Research Instrument
In this study, pre-test and post-test was utilized. The tests are composed
of three parts: the objective type of test, the proof reading test and the persuasive
writing prompt test. Part one of the tests is composed of objective questions to
determine the prior knowledge of the respondents about persuasive writing. Part
two deals on the proofreading test where students evaluated the elements of a
piece of the given persuasive paragraph. After the proofreading, the respondents
rated the author based on the scoring rubric given at table D. The last part of the
test is all about writing and editing the final copy of the given persuasive
32
paragraph at part two of the test. This part was rated using the scoring rubric at
table E. The pre-test and post-test focused on the components of writing
paragraph such us unity, coherence and emphasis. Researcher’s made rubrics
was used to assess the students in their writing competency using the process-
genre approach in writing and lecture-discussion approach.

33
Table B. Activity Matrix Using Process-Genre Writing Approach Focus on

Unity, Coherence and Emphasis
Number
Stages of Process-Genre
Day of Activity Materials
Approach of Writing
Hour/s
1 1 Pre Test Administration Test Paper
1. Preparation
Activity 1: Activity
2 1 2. Modeling and Reinforcing
Creating Sheets and
3. Planning
Persuasive Power Point
4. Joint Constructing
Attention Presentatio
3 1 5. Independent Constructing
Catchers ns
6. Revising
1. Preparation Activity 2:
4 1 2. Modeling and Reinforcing Activity
Introductory
3. Planning Sheets and
Persuasive
Power Point
4. Joint Constructing Writing
Presentatio
5 1 5. Independent Constructing Paragraph
ns
6. Revising Review
1. Preparation
Activity
Activity 3: Sheets and
3. Planning
Arguing Both Power Point
Sides 1 Presentatio
ns
6. Revising
1. Preparation Activity 4:
Activity
8 1 2. Modeling and Reinforcing Arguing Both
Sheets and
3. Planning Sides 2
Power Point
4. Joint Constructing (Looking at
Presentatio
9 1 5. Independent Constructing Both Sides of
ns
6. Revising the Argument)
1. Preparation
Activity
Activity 5: Sheets and
3. Planning
Arguing Both Power Point
Sides 3 Presentatio
ns
6. Revising
1. Preparation
Activity
12 1 2. Modeling and Reinforcing Activity 6:
Sheets and
3. Planning Boxes and
Power Point
4. Joint Constructing Bullets
Presentatio
ns
6. Revising
1. Preparation
Activity 7: Activity
Persuasive Sheets and
3. Planning
Essay Power Point
Application Presentatio
ns
6. Revising
16 1 Post Test Administration Test Paper
34
Table C. Activity Matrix Using Lecture-Discussion Approach Focus on

Unity, Coherence and Emphasis
Stages of Lecture-
Number
Discussion
Day of Activity Materials
Approach in
Hour/s
Writing
1 1 Pre Test Administration Test Paper
1. Lecture Activity
2 1 Activity 1:
2. Discussion Sheets and
Creating Persuasive
Power Point
3 1 3. Writing Process Attention Catchers
Presentations
1. Lecture Activity
4 1 Activity 2: Introductory
Persuasive Writing
Power Point
5 1 3. Writing Process Paragraph Review
Presentations
1. Lecture Activity
6 1
2. Discussion Activity 3: Arguing Sheets and
Both Sides 1 Power Point
7 1 3. Writing Process
Presentations
1. Lecture Activity 4: Arguing Activity
8 1
2. Discussion Both Sides 2 (Looking Sheets and
at Both Sides of the Power Point
Argument) Presentations
1. Lecture Activity
10 1
2. Discussion Activity 5: Arguing Sheets and
Both Sides 3 Power Point
Presentations
1. Lecture Activity
12 1 Activity 6: Boxes and
Bullets
Power Point
Presentations
1. Lecture Activity
14 1 Activity 7: Persuasive
Essay Application
Power Point
Presentations
16 1 Post Test Administration Test Paper
35
Table D: Scoring Rubrics (Pre-Test and Post Test, Part II)
Give the student a score of 0 if there is no evidence of the element.
Give the student a score of 1 for each element at the emergent or minimum level.
Give the student a score of 3 for each element at a satisfactory level.
Give the student a score of 5 for each element at the mastery level.
Evaluating the Elements of a Piece of Persuasive Writing

The author of this persuasive paragraph . . . Points Earned
ORGANIZATION
Includes a beginning sentence.

Includes middle with related sentences.
Includes an ending sentence.
Stays on the topic.
Spaces words and sentences correctly
States an opinion in the opening sentence.
CONTENT
States personal reasons, numbers, and information

from experts in the middle.
Gives the most important reason in the last part.
Omits extraneous information.
Restates the opinion in the closing sentence.
Uses language appropriate for the intended audience.

States the opinion clearly.
STYLE
Convinces the reader while using non- confrontational

language.
Presents convincing reasons.
Uses a variety of verbs.
Uses conventional spelling at a developmentally
appropriate level.
MECHANICS
Capitalizes proper nouns and the first word of

sentences.
Uses correct punctuation marks like period, comma,
question marks, exclamation point, etc.
Indents paragraphs.
Writes in the first person.
Total Points
36
Table E. Scoring Rubric in Writing Persuasive Paragraph
Exemplary Skilled Competent Beginning Unacceptable

Criteria Rating
5 4 3 2 1
All sentences in the
There are two There is only
paragraph are There are three
There are four complete complete sentence one complete
Unity complete which are complete sentence
sentence related to the related to the given sentence related
related to the given related to the given
given topic topic to the given topic
topic. topic
Appropriate Appropriate paragraph Appropriate essay A complete A complete
paragraph format format with well- format, more or less paragraph but with a paragraph
with well-organized organized ideas. Main composed of weak thesis format but not
ideas; clearly stated arguments and/or reasonable statement. Some developed
main arguments subtopics are present arguments and/or memorized properly.
and/or subtopics; and express clearly sub-topics but lacking structures but poorly Usually
effective enough. There is no lack enough supportive developed bodies, composed of
Coherence summary/restatement of supportive ideas. ideas or relevant usually lacking memorized
of arguments and Neither is there irrelevant explanation or second supportive structures but
effective closing explanation or examples examples usually in ideas in one or both not skillfully
comment. in the bodies. A good one or both body body paragraphs or develop further
summary/restatement of paragraphs. having supportive
arguments and an Summary is present ideas but not
effective final comment. but may not be explained further.
rephrased.
The ideas are well- The ideas are well- Ideas are more or Ideas are usually Ideas are not
established, established and strong. less established well, broken or unrelated. developed.
reasonable and Supported well with presented fluently and The writer tends to Usually
strong. The writer further explanation and there is a express the ideas consisting of
can eliminate examples. Ideas are developmental unnecessarily long isolated and
Emphasis ambiguity and assert developed upon one sequence of ideas. or in an indirect way, poor ideas.
his views strongly. another, reflecting a The paragraph usually repeating
Ideas are supported smooth developmental involves a reasonable certain ideas or
well with further shift and unity. number of connectors expressions.
explanation and which are used
examples. appropriately.
Total:
37
Validation of Research Instrument
The pre-test and post-test including the rubrics used as the main tools in
gathering the data in this present study was validated through careful analysis
and evaluation of experts in teaching English language for corrections and
suggestions. After the validation, the instruments were finalized confirming the
experts’ corrections and suggestions and was administered to the respondents.
Data Gathering Procedure
To gather all the necessary data in this study, the researcher undergone
all the procedures listed herein.
A Letter of Request duly noted by the Director for Graduate Studies of
Mindoro State College of Agriculture and Technology seeking permission from
the Schools Division Superintendent was coursed through. Upon approval of the
request, the researcher asked also the permission from the school head of
Cacawan High School. Then, the researcher sent a consent letter to the parents
of Grade 10 students and asked their permission for the participation of their
children in the study. Then, grouping of respondents was done to determine who
would be the group under Lecture-Discussion Approach and Process-Genre
Writing Approach. An orientation to the respondents was also conducted for
them to be guided in the different activities involved in this study.
After doing the cited activities, administration of pre-test on persuasive
writing to both groups of respondents was followed. This was done to determine
the level of writing competency of the respondents before the implementation of
the Lecture-Discussion Approach and the Process-Genre Writing Approach. The

38
succeeding fourteen days were allotted for discussion and making of the
activities using the Lecture-Discussion Approach and the Process-Genre Writing
Approach. Lecture-Discussion Approach was used in the control group of
respondents while the Process-Genre Writing Approach was employed in the
experimental group. The last session was allotted for the administration of post-
test for both groups of respondents.
In the Lecture-Discussion Approach, the researcher taught the
respondents by discussing them the process on how to write persuasive writing
with focus on unity, coherence and emphasis and letting them to choose topic of
their own and write persuasive paragraph without any format. Likewise,
administering of the Process-Genre Writing Approach was facilitated by the
researcher. The experimental group was given proper orientation each time
where there would be an activity to introduce and complete. Their comments or
queries were accommodated to ensure that they clearly understand the
instructions. Several persuasive writing activities which conform to the principles
of the Process-Genre Writing Approach were provided. The activities in this
approach are designed based on the component of writing such as unity,
coherence and emphasis. In this approach, the respondents are allowed to
undergo a process of pre-writing, drafting, revision and editing where the
awareness of different text types and composing process are developed among
the respondents. The outputs of the writing activities were assessed throughout
the conduct of the study using the rubric made by the researcher.
39
Statistical Treatment of Data
To treat the gathered data in this present study, the descriptive and
inferential statistical tools were utilized by the researcher.
Mean. Known as the arithmetic mean, of a list of number is the sum of the
entire list divided by the number of items in the list .This tool was used to
determine the result of the pre-test and post- test that was given to the Grade 10
students of Cacawan High School, Pinamalayan, Oriental Mindoro.
Percentage. A descriptive tool that was used to analyze the result of the
pre-test and post- test that was given to the Grade 10 students of Cacawan High
School, Pinamalayan, Oriental Mindoro.
T-test. for independent samples is an inferential statistics used in this
study to compare the mean scores of the pre-test and post-test of the two
groups. This statistical treatment is suited to this study because according to
Broto (2017) it is powerful test compared with other test of difference if we want
to compare the means between two independent groups of respondents.

40
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
The data collected through research instrument were tabulated, analyzed
and interpreted in the light of the objectives of the study in this chapter. Results
are being presented in the following tables for clear presentation, analysis and
interpretations of the results.
1. Level of Writing Competency of Control Group in Pre-Test at Cacawan

High School
Table 1: Frequency and Percentage Distribution on the Level of Writing

Competency of Control Group in Pre-Test at Cacawan High
School in terms of Unity, Coherence, and Emphasis
Description
Percentage
Percentage
Frequency
Verbal
Score
Level of Verbal
Mean
Competency Description
Exemplary 90 above 0 0.00% O

Skilled 85-89 3 10.35% VS Fairly
Unity
Competent 80-84 4 13.79% S 78.03 Satisfactory

Beginning 75-79 22 75.86% FS (Beginning)
Unacceptable below 75 0 0.00% DME
Coherence

Emphasis

Fairly
Overall Mean 78.31 Satisfactory
(Beginning)
41
Table 1 shows the frequency and percentage distribution on the level of
writing competency of control group in Pre-Test at Cacawan High School in
terms of unity, coherence, and emphasis. This further shows us that the
students in control group were described as fairly satisfactory or beginning in
terms of unity, coherence, and emphasis with their respective means of 78.03,
78.07, 78.83; and an overall mean of 78.31 also described as fairly satisfactory
or beginning.
In terms of unity, majority of the respondents are in the beginning level
with the frequency of 22 or 75.85%, 4 or 13.79% are competent and 3 or 10.35%
are skilled; while none of them fall under unacceptable and exemplary levels. In
terms of coherence, 23 or 79.31% respondents are in the beginning level, 6 or
20.69% are competent while no one belong to unacceptable, skilled and
exemplary levels. In terms of emphasis, 15 or 51.72% are competent, 8 or
27.59% are beginning, 5 or 17.24% are unacceptable and no one belongs to
exemplary level.
It is clear from the data presented in Table 1 that the respondents in
control group were almost equal in their level of writing competency in pre-test in
terms of unity, coherence, and emphasis. The data also revealed that no one
among the respondents in control group belong to exemplary level. This is
obvious considering that the pretest was administered at the time when the
respondents have not yet been exposed to instruction.
The result implies that Grade 10 students as represented by the control
group at Cacawan High School have their own learning needs about the level of
their writing competency in terms of unity, coherence and emphasis. This finding
42
also gives us an idea that the learning need of the students must be addressed
properly by the concerned teacher to save them in the possible learning gap in
their current curriculum grade.
To substantiate the finding above, Kirby and Crovitz (2013) stated that
equipping students with writing competency is one of the toughest jobs a teacher
faces but it can also be rewarding. They also emphasized that the effective
teaching of writing requires time divided between practice, sharing writing,
completing the piece of writing, and time to respond and evaluate all of that
writings. This teaching of writing also occurs with the help of certain strategies
aimed at enhancing students’ writing productions.
The citation above brings hope among the students of control group for it
has a clear picture of how to equip students with writing competency. In the
same manner, for the teachers teaching persuasive writing, finding about the
level of writing competency of control group in their pre-test had proven that
these groups of students are not equipped in the different concepts about
persuasive writing. For this reason, teacher will be able to find ways on how to
address this learning gap of the students in writing the mentioned genre.
Likewise, Gonzalez (2012) suggests that students’ performance in writing
hinges heavily on their basic knowledge of grammar and their familiarity and
exposure to the second language. He also pointed out that knowledge in
grammar contributes to constructing grammatical sentences which is
complemented by their familiarity of the second language. For Filipino students,
writing in English requires a lot of effort. Aside from thinking of the ideas to be
written, they have to translate their thought in English, which for them is
43
considered as multi-tasks work. It is apparent in the citations above that
foundational skills in persuasive writing are necessary to enhance the level of
writing competency students in terms of unity, coherence and emphasis.
Finally, the study of Gustilo, (2010), found out that good writers produced
highly-rated essays whether or not they employ global planning during the pre-
writing stage; while He and Shi (2012) found out that poor or beginning writers
produced shorter essays with writing errors and that good writers produced
longer essays topics in which they have general knowledge. It reflects in the
mentioned citations the importance of stock knowledge in relation to writing
activities. With the mastery of basic knowledge, students will be able to adopt
themselves in performing different writing activities with minimal errors leading to
the best output.

44
2. Level of Writing Competency of Experimental Group in Pre-Test at

Cacawan High School

Competency of Experimental Group in Pre-Test at Cacawan High
Description
Percentage
Percentage
Frequency
Verbal
Score
Level of Verbal
Mean

Unity

Coherence

Emphasis

Fairly
Overall Mean 78.69 Satisfactory
(Beginning)
writing competency of experimental group in Pre-Test at Cacawan High School in
terms of unity, coherence, and emphasis. This shows us that the students in
experimental group were described as fairly satisfactory or beginning in their
level of writing competency in terms of unity, coherence, and emphasis with their
respective means of 78.00, 78.90, 79.17; and an overall mean of 78.69,

45
described as fairly satisfactory or beginning.
with the frequency of 20 or 68.96%, 7 or 24.14% are competent and 2 or 6.90%
are skilled; while none of them fall under unacceptable and exemplary levels. In
terms of coherence, 20 or 68.96% respondents are in the beginning level, 6 or
20.69% are competent; 3 or 10.35% are skilled while no one belongs to
unacceptable and exemplary levels. In terms of emphasis, 17 or 58.62% are
beginning, 8 or 27.58% are competent, 2 or 6.90% are skilled; 2 or 6.90% are
exemplary; while no one belongs to unacceptable level.
Data in table 2 are clear illustration that the level of writing competency of
students in experimental group is nearly the same with the level of writing
competency among students in control group in their pre-test result. This means
that students in this group have equal level in persuasive writing in terms of unity,
coherence, and emphasis. Like the finding in table 1, no one among the
respondents in experimental group belong to exemplary level. This only means
that the respondents are not really exposed in any intervention prior to the
implementation of process genre writing approach to enhance their level of
writing competency.
The finding implies that the teacher should made extra effort to address
the learning gaps of Grade 10 students in the experimental group at Cacawan
High School in the level of their writing competency in terms of unity, coherence
and emphasis. It also called the attention of the teachers teaching writing,
specifically persuasive writing to use effective strategies in addressing learning
deficit of the students.

46
Finding about the learning gap of students in their writing performance is
in consonance with the statement of Palpanadan, Bin Salam and Ismail (2014).
They pointed out that the product approach is applicable in the teaching of writing
for it is predominantly focused on the result of writing, and considers linguistic
knowledge, syntax, vocabulary and cohesive devices as basic features of the
writing product. This review is related to the finding of this study because
enhancing students writing competency lies on equipping them with writing
competency in line with students’ knowledge of grammar. In a parallel view, Luu
(2011) had pointed out that students’ writing performance may be strengthened
using the genre approach in writing. It refers to the distinct structure of texts, the
different use of language in terms of grammar, and vocabulary that writers use to
convey their ideas. In addition, he reiterated that this approach argues that
successful writing occurs when students consider both the context and the
expectations of the readers in terms of grammar, organization and the content.
Success of students in their writing competency and performance is
parallel with the idea of Irvin (2010). She mentioned that developed
communicative skills allow students to demonstrate knowledge and show
proficiency with certain disciplinary skills of thinking, interpreting, and presenting
which is aligned with this study such as unity, coherence and emphasis. The
notion of Vargas (2011) about writing has said that it is necessary for teachers to
consider the idea that students’ performance in writing could be affected by their
strong inclination in using their language. She made mentioned that if the
students are so much comfortable using their own language, then writing in the
second language would be a tedious task for them since it demands a strong
47
foundation on grammar in addition to their awareness of the principles in writing.
Finally, Racca and Lasaten (2016) found out that English language proficiency of
students and academic performance in each subject is significantly related. The
citations above show that the level of writing competency of experimental group
is really dependent on the developed language acquisition of the students.
Acquired language of the students will make them confident in dealing with the
difficulties of writing, specifically in persuasive paragraph in terms of unity,
coherence and emphasis.

48
3. Level of Writing Competency of Control Group in Post Test at Cacawan

High School

Competency of Control Group in Post Test at Cacawan High
Description
Percentage
Percentage
Frequency
Verbal
Score
Level of Verbal
Mean

Skilled 85-89 3 10.35% VS
Unity
Satisfactory
Competent 80-84 10 34.48% S 79.83
(Competent)
Beginning 75-79 16 55.17% FS
Coherence
Skilled 85-89 0 0.00% VS

Satisfactory
Competent 80-84 18 62.07% S 79.97
(Competent)
Beginning 75-79 11 37.93% FS
Emphasis
Skilled 85-89 3 10.35% VS

Satisfactory
Competent 80-84 14 48.28% S 79.92
(Competent)
Beginning 75-79 12 41.38% FS
Satisfactory
Overall Mean 79.90
(Competent)
writing competency of control group in Post-Test at Cacawan High School in
terms of unity, coherence, and emphasis. This shows us that the students in
control group were described as satisfactory or competent in their level of writing
competency in terms of unity, coherence, and emphasis with their respective
means of 79.83, 79.97, 79.92; and an overall mean of 79.90, described as
satisfactory or competent.
49
with the frequency of 16 or 55.17%, 10 or 34.48% are competent and 3 or
10.35% are skilled; while none of them fall under unacceptable and exemplary
levels. In terms of coherence, 18 or 62.07% respondents are in the competent
level, 11 or 37.93% are beginning; while no one belongs to unacceptable, skilled
and exemplary levels. In terms of emphasis, 14 or 48.28% are competent, 12 or
41.38% are beginning, 3 or 10.35% are skilled; while no one belongs to
unacceptable and exemplary levels.
A point of comparison between the level of writing competency of control
group in their pre and post-tests results occurred as reflected in the finding of this
present study. In the pre-test result, the level of the writing competency of the
Grade 10 students was described as fairly satisfactory, or the students are in the
beginning level as evidenced by the overall mean of 78.31, while in the post-test,
the level of writing competency was described as satisfactory or the students are
in the competent level indicated by the overall mean of 79.90. A notable
increase of 1.61 in the overall means of post-test versus pre-test of the control
group was revealed which implies that the improvement in the level of writing
competency of students was enhanced in persuasive writing in terms of unity,
coherence, and emphasis.
The cited statements about the finding of this present study are
implications that enhancing the level of writing competency of our students is not
solely dependent on their innate ability, but the strategy itself can also be of help
like the lecture discussion approach. It is in this connection that Lopez, (2013)
had gave his point of view about problems in writing sentences or even
50
paragraph is the commonly observed from the students because writing
sentences are coherent in nature. He added that students are tending to add
unnecessary details in the sentence that are not relevant to the previous or even
to the succeeding sentences. It could be due to lack of examples to be used as
reference in writing their own paragraph. It is also possible that even examples
are provided to them, still they could not write well because of the limited store of
appropriate vocabulary in mind.
In a similar way, Quagie (2011) recommended in his study that efforts
should be directed towards the teaching and learning of English grammar in the
schools to improve on the current situation where students’ essays, scripts and
end of semester examination scripts are inundated with various kinds of errors in
sentence construction. Moreover, he emphasizes the importance of teaching
English grammar in schools and colleges and points out that there is the need to
intensify the teaching of English grammar in schools and colleges.
Lastly, Luu (2011) revealed that the teacher is an effective guide in the
writing process, which can provide students with the necessary support when
doing the writing activities. This can help students to have the personal
knowledge of the genre such as the different features, purposes of the writing
and the situation or context of the readers.

51
4. Level of Writing Competency of Experimental Group in Post Test at

Cacawan High School

Competency of Experimental Group in Post-Test at Cacawan
High School in terms of Unity, Coherence, and Emphasis
Description
Percentage
Percentage
Frequency
Verbal
Score
Level of Verbal
Mean

Skilled 85-89 11 37.93% VS
Unity
Outstanding
Competent 80-84 5 17.24% S 89.76
(Exemplary)
Beginning 75-79 0 0.00% FS
Coherence
Skilled 85-89 18 62.07% VS Very

Beginning 75-79 0 0.00% FS (Skilled)
Emphasis
Skilled 85-89 12 41.38% VS

Outstanding
Competent 80-84 0 0.00% S 89.93
(Exemplary)
Beginning 75-79 0 0.00% FS
Outstanding
Overall Mean 89.59
(Exemplary)
writing competency of experimental group in Post-Test at Cacawan High School
in terms of unity, coherence, and emphasis. This shows us that the students in
experimental group were described as outstanding or exemplary in their level of
writing competency in terms of unity, and emphasis with their respective means
of 89.76, 89.93; while in terms of coherence the students were described as very
satisfactory or skilled with a mean of 89.07; and an overall mean of 89.59

52
described as outstanding or exemplary.
In terms of unity, majority of the respondents are in the exemplary level
with the frequency of 13 or 44.83%, 11 or 37.93% are skilled and 5 or 17.24%
are competent; while none of them fall under beginning and unacceptable and
levels. In terms of coherence, 18 or 62.07% respondents are in the skilled level,
11 or 37.93% are exemplary; while no one belong to competent, beginning
unacceptable levels. In terms of emphasis, 17 or 58.62% are exemplary, 12 or
41.38% are skilled; while no one belong to competent; beginning and
unacceptable levels.
An apparent increase in the post-test scores of the students in the
experimental group after the implementation of process genre writing approach
was observed. This implies that process genre approach played significant role
in the enhancement of students’ writing competency, specifically in persuasive
writing in terms of unity, coherence and emphasis. Looking back to the result of
the pre-test in the experimental group, a variance of 10.9 was yield between the
overall means of post-test (89.59) and pre-test (78.69). This clearly explains that
process genre writing approach becomes an effective strategy in enhancing
students writing competency, specifically in writing persuasive writing in terms of
unity, coherence and emphasis.
The above implications are jived with the statement of Brown, (2012), he
reiterated that process genre writing approach is a thinking process in which the
writer undergoes the thinking process before writing the final piece based on their
thought. Moreover, this approach provides students with a way to think about
writing in terms of planning, drafting (writing), revising (redrafting), and editing.

53
Moreover, Bain (2016) described persuasive paragraph as the next
division of discourse beyond the sentence and defined it as a collection of
sentences with unity of purpose. A paragraph must contain a topic sentence, one
that is expected to indicate with prominence the subject of the paragraph. This
emphasizes the unity of paragraph which illustrates the same idea, the
coherence and emphasis of ideas in selecting the topic or main idea and in
supporting the ideas of the paragraph.
In relation to the statement of Bain (2016), it is therefore necessary for our
students to master the different foundational skills in writing persuasive
paragraph for them to cope with the difficulties in writing persuasive paragraph.
To master such skills, the process genre approach offers different techniques for
our students enhanced their skills as Brown and Yule (2013) disclosed the
relationship between the unity, coherence and emphasis in attaining the mastery
in writing persuasive paragraph. They (Brown and Yule, 2013) all agreed that
semantic relations do exist in a text and help constitute in persuasive writing.
They emphasized that in composition writing, the process takes place in order to
produce good paragraph that has the characteristics of unity, coherence and
emphasis. A persuasive paragraph must be unified on its structure, must
establish continuity and must show importance and made to stand for on the
ideas. Therefore, unity, coherence and emphasis can affect one another in
writing paragraph where these elements can be found and offered by the process
genre writing approach.
Lastly, in the Philippines setting, Alinsunod (2014) found out that students
are likely to think critically as they advance to the next writing stage, while post-
54
writing stage obtained a highest mean, showing that students have more
attention to the content, audience, grammar, vocabulary, and the final output.
The literature review cited herein had made it clear that proceeding to the next
higher level of writing stage is one of the good acts that the students must
perform. This action will make him perform better in persuasive writing as he
follows the principle of process genre writing approach in relation to the elements
of writing activities such as unity, coherence and emphasis.
5. Significant Difference between the Level of Writing Competency of

Experimental and Control Groups at Cacawan High School in Pre-Test
Using the Process-Genre Writing Approach and Lecture Discussion
Approach
Table 5: T-Test Result between the Level of Writing Competency of

Experimental and Control Groups at Cacawan High School in
Pre-Test Using the Process-Genre Writing Approach and
Lecture Discussion Approach
Mean Scores
t values
Discussion
Tabular
Difference
Approach
Approach
Compute
Process-
d t value
Group Value
Lecture
Writing
Genre
df = 28 Results
Mean
@∝
0.05
Experimental Not
78.69 78.31 0.38 0.616 2.048
Significant
Control
Table 5 shows the t test result between the level of writing competency of
experimental and control groups at Cacawan High School in pre-test using the
process-genre writing approach and lecture discussion approach. This reveals
that the computed t value is 0.616 which is lesser than tabular value of 2.048 at
55
the 0.05 level of significance with 28 as degree of freedom. Hence, null
hypothesis is accepted and alternative hypothesis is rejected. It means that there
is no significant difference between the pre-test scores of experimental and
control group using the process genre writing and lecture discussion approaches.
The mean difference of 0.38 between the pre-test scores of the experimental and
control group indicates no bearing in terms of the writing competencies of each
group before the implementation of the two approaches in writing. This finding
further implies that Grade 10 students were grouped equally in terms of their
writing competencies.
Finding in this section is linked with the Cognitive Learning Theory
proposed by Piaget and Vygotsky (1998) which states that students’ learning is
built upon previously learned skill as they go through the various stages of life
and they develop higher skills. This theory implies that mental processes being
influenced by both intrinsic and extrinsic factors brought learning in an individual.
It posits that with effective cognitive processes, learning is easier and new
information can be restored in the memory for a long time. Hence, based from
the data unveiled in table 5, it is necessary for us educators to design appropriate
strategies in addressing the learning gap of our students and bring them to their
maximum learning experience. The theory further explains that writing
performance of our students depend on their previously learned skills. If students
have been equipped previously of the skill in writing grammatical sentences and
when they are been taught properly in applying the rules in grammar, then it will
not be difficult for them to learn the craft in writing. In the same manner, if
students are properly exposed with the process of writing as promoted by

56
approach used by the teacher in writing, then acquisition of writing competency
will be easily facilitated among students.
Likewise, lack of knowledge on sentence construction, choice and use of
words, and the employment of style in writing was revealed by Klimova (2010) in
as reasons why students are experiencing difficulties in writing; therefore, best
strategies in writing should be designed and implemented in teaching persuasive
paragraph writing in terms of unity, coherence and emphasis.
Finally, in the study of Cabansag (2013) about written language
proficiency of high school students revealed that most students are very
proficient in structure and grammar but not so much in mechanics. Specifically,
this study showed that the respondents have persistent errors in use of verbs,
verb tenses, and proper capitalization. In this study no relationship is found
between written language proficiency and their profile variables. It also showed
that no relationship is found between the persistent errors of the respondents and
their profile variables. Cabansag’s (2013) findings in his study is directly linked
with the finding of this present study about the writing competency of
experimental and control groups at Cacawan High School in pre-test using the
process-genre writing approach and lecture discussion approach. The data
herein show that no significant relationship was found on the pre-test scores
between the experimental and control using the process genre writing and
lecture discussion approach respectively.

57

Experimental and Control Groups at Cacawan High School in Post-Test
Approach

Experimental and Control Groups at Cacawan High School in
Post-Test Using the Process-Genre Writing Approach and
Lecture Discussion Approach
Mean Scores
t values
Discussion
Tabular
Difference
Approach
Approach
Compute
Process-
d t value
Group Lecture Value
Writing
Genre
df = 28 Results
Mean
@∝
0.05
Experimental
89.59 79.84 9.75 15.817 2.048 Significant
Control
Table 6 shows the t test result between the level of writing competency of
experimental and control groups at Cacawan High School in post-test using the
process-genre writing approach and lecture discussion approach. This reveals
that the computed t value is 15.817 which is greater than tabular value of 2.048
at 0.05 level of significance with 28 as degree of freedom. Hence, null hypothesis
is rejected and alternative hypothesis is accepted. It means that there is a
significant difference between the post-test scores of experimental and control
group using the process genre writing and lecture discussion approaches. The
mean difference of 9.75 between the post-test scores of the experimental and
control group denotes that the process genre writing approach used by the
experimental group underscored against the lecture discussion approach used
by the control group.

58
In the study of Meeampol (2015) on determining the effectiveness of
process writing approach in essay writing among students found that the
experimental group outperformed the control group in all three tests. The results
showed that the participant had significantly improved scores in all the writing
skills. This finding runs consistent with the claim of this study that process-genre
approach is effective in equipping students with writing competency in
comparison to lecture-discussion approach.
In the same way, Evans and Morrison’s (2011) statement about process
genre writing approach also supports the finding of this present study. They
asserted that students have problems in acquiring skills in writing specifically in
applying concepts on cohesion, grammar and style in academic writing. They
suggested that in addressing problems of students in writing, the process-genre
writing approach offers a solution for it emphasizes the process rather than the
products. With the writing process, students become more aware of themselves
and they discover how to generate ideas for writing.
In the same manner, Astrologio (2016) states that in order to achieve the
unity; a writer must stick to the point and focus on the oneness of the idea. He
should say one thing about one topic in each formal unit of his essay, the
sentence, the paragraph, groups of paragraphs in the organization of a paper,
and the essay as a whole. Unity in persuasive writing shows the connection of all
ideas in a single topic.
On the other hand, Santos (2017) defined coherence as a connection
between utterance with discourse structure, meaning and action being combined.
He stated that main ideas and meaning can be difficult for the readers to follow if
59
the writing lacks coherence. It is necessary to show coherence in persuasive
paragraph writing to emphasize the connection of ideas within each sentence.
Furthermore, Lucas (2015) described emphasis as the principle of the
paragraph composition in which the important ideas are made to stand. In here it
is very important that the main points of the writer should be evident inside the
paragraph. Emphasis in writing is important not only to create variety and
maintain interest but also to help writers to glean the main points from the text.
In a similar view of Laurente (2013), the teaching of the principles of
writing such as unity, coherence and emphasis requires explicit teaching. It is not
enough that students are provided with explanations for a given principle but
teachers should provide illustrative examples for each principle. However, doing
is not a total guarantee that they can at once learn the craft of writing because
there are other factors that may account for better and improved writing
performance.
The cited reviews of literature in relation to the finding of this present study
had suggested the different point of views on how the process genre approach
work for the enhancement of students’ level in writing competency specifically
their performance in persuasive paragraph writing in terms of unity, coherence
and emphasis.
The Genre Theory proposed by Carolyn Miller (1984) strengthen also the
finding of this present study as it posits that correct interpretation of the text is in
the context of a suitable approach and language development through
interaction. This gives us an idea that this theory runs consistent with the
process-genre approach for it involves interaction in the process of editing the

60
draft where teachers and students interact first prior to incorporating their
suggestions and reactions to the final draft of the paragraph. This theory is
parallel with the finding of this study because this method of writing emphasizes
the process rather than the products. With the writing process, students become
more aware of themselves and they discover how to generate ideas for writing.
In addition, it is a thinking process in which the writer undergoes the thinking
process before writing the final piece based on their thought that provides
students with a way to think about writing in terms of planning, drafting, revising
and editing.

Experimental Group at Cacawan High School in Pre-Test and Post-Test
using the Process-Genre Writing Approach

Experimental Group at Cacawan High School in Pre-Test and
Post-Test using the Process-Genre Writing Approach
Mean Scores
t values
Tabular
Post –Test
Difference
Compute
d t value
Pre-Test
Group Value
df = 28 Results
Mean
@∝
0.05
Experimental
89.59 78.69 10.90 17.467 2.048 Significant
Group
Table 7 displays the t test result between the level of writing competency
of experimental group at Cacawan High School in pre and post-tests using the
process-genre writing approach. This reveals that the computed t value is

61
17.467 which is greater than tabular value of 2.048 at 0.05 level of significance
with 28 as degree of freedom. Hence, null hypothesis is rejected and alternative
hypothesis is accepted. It means that there is a significant difference between the
pre and post-tests scores of experimental group using the process genre writing
approach. The mean difference of 10.90 between the pre and post-test scores of
the experimental group signifies that the process genre writing approach is more
effective strategy in teaching persuasive writing among Grade 10 students in
terms of unity, coherence and emphasis.
In relation to the finding of this study, Shrum and Glisan (2010) mentioned
that one of the oldest and commonly used forms of foreign-language instruction
is bottom-up method that focuses on learning the rules and mechanics and
letting them to apply these later. This method works best as we relate it to the
finding of this present study because it focuses on the mechanics which is
accompanied by providing students the opportunities to produce meaningful
outputs.
In the same manner, Bayat’s (2014) investigation of the effect of process
writing approach (PWA) on the writing success and anxiety of the first-year pre-
school teaching students revealed that the PWA had a significant effect on their
writing success and anxiety, particularly the remarkable reduced level of anxiety
about writing by the students. This finding is related to the current study because
it confirms that process writing approach contributes in making students
equipped with the necessary writing competency.
Puengpipattrakul (2014) reported in her study that PWA instruction helps
to change a competitive learning atmosphere to a more collaborative on the

62
classroom, encourage students’ writing performance, raise awareness of their
own learning processes, and develop their socio-cognitive as compare to other
approaches of teaching writing.
Moreover, Evans and Morisson (2011) found out that students had
problems on understanding technical vocabulary, comprehending lectures,
achieving an appropriate academic style, and meeting institutional and
disciplinary requirements. In their study, it was further revealed that students are
able to surpass these problems through strong motivation, hard work, effective
learning strategies and supportive networks.
Likewise, Delacruz (2013) revealed the different logical orders in which
coherence can be established. These logical orders are the spatial orders,
deductive order and inductive order. Chronological order is done in such ways
like narrating experiences, summarizing the steps in the process and explaining
events and movements. Spatial order can be established through the
arrangement of visual details in some consistent sequences such as from left to
right, east to west, near or distant and vice versa. Deductive order is done by
establishing a general statement moving to the more particular details that
explain the general statement itself. Inductive order is done by starting the
statement with more particular detail going to and supporting the general
statement. The suggested orders by Delacruz (2013) had made the finding of
this present study significant and more meaningful not only to the Grade 10
students of Cacawan High School but to all the students who are studying writing
lesson specifically in persuasive writing. The significant difference between the
pre and post scores of experimental group using the process genre approach
63
marks its way that students are following the suggested logical orders for them to
get the required achievement in persuasive writing activities in terms of unity,
coherence and emphasis.

Control Group at Cacawan High School in Pre-Test and Post-Test using
the Lecture Discussion Approach
Table 8: T Test Result between the Level of Writing Competency of

Control Group at Cacawan High School in Pre-Test and Post
Test using the Lecture Discussion Approach
Mean Scores
t values
Difference Tabular
Post-Test
Compute
d t value
Pre-Test
Group Value
df = 28 Results
Mean
@∝
0.05
Control Not
79.84 78.31 1.53 -6.730 2.048
Group Significant
Table 8 exhibits the t test result between the level of writing competency of
control group at Cacawan High School in pre and post-tests using the lecture
discussion approach. This tells us that the computed t value of -6.730 is lesser
than the tabular value of 2.048 at the 0.05 level of significance with 28 as degree
of freedom. Thus, the null hypothesis is accepted and alternative hypothesis is
rejected. It means that there is no significant difference between the pre and
post-tests scores of control group using the lecture discussion approach. The
mean difference of 1.53 between the pre and post-test scores of the control
group signifies that in lecture discussion approach the results of the pre and post-
64
tests has no significant difference.
The finding in this present study is in contrast to the principle of the
Paragraph Theory of Alexander Bain (1972). It states that a well written
paragraph has an ideal structure that is measurable and describable in terms of
the criteria or standards set forth for paragraph writing. Bain defines a paragraph
as a collection of sentences with unity of purpose. According to him, a paragraph
must contain a topic sentence, one that is expected to indicate with prominence
the subject of the paragraph. The theory itself speaks out the principles that the
students must master the suggested principles in writing persuasive paragraph
where the lecture discussion approach doesn’t have. This theory also explains
that the finding of this present study lies on the idea that a paragraph should
follow the acceptable principles in writing such as unity, coherence and
emphasis. The junior high school students will be equipped with writing
competencies by following the principles being suggested by this theory.
In the statement of Quirino (2011), he pointed out that achieving emphasis
in a paragraph requires a higher level of thinking for it is not only dependent on
the structure and content of every sentence. He further explains that emphasis
on a higher plane could also depend on how the writer frames his ideas in
relation to his purpose of making emphatic statements capable of sharing ideas
in a brief compass. In other words, emphasis requires knowledge on style and
sentence structure that will highlight the ideas of the paragraph. These
statements are also in contradicted with the finding of this study because lecture
discussion approach in writing should follow the mentioned principles for the
enhancement of students writing competency.

65
In the study of, Parkson (2018), he found out the reasons why students
violated the principle of unity in persuasive writing such as momentarily forgets
the central point and introduces a sentence or two not sufficiently related to the
topic. Likewise, Enkvist (2018) recommended that the coherence is crucial to
effective writing, it is often considered an abstract, indefinable and a controversial
concept that is difficult to teach and difficult to learn; while, Clark (2015) found out
that emphasis can be achieved by using some devices such as the use of
emphasis by proportion, emphasis by pause, and emphasis by position. In the
emphasis by proportion, the subordinate ideas should be given less substance
while ideas which have greater importance should be given more substance.
The cited findings are also in contrast with the finding of this present study
as it explains the importance of unity, coherence and emphasis in writing
persuasive paragraph. In the lecture discussion approach, unity, coherence and
emphasis also play vital role in teaching persuasive writing but the approach
itself doesn’t have features that focus on the mentioned element of writing
activities.
The finding of Maranan (2015) is in line with how the lecture discussion
approach is being implemented among the Grade 10 students at Cacawan High
School. He reveals that there is no central idea that was being established within
the paragraph resulting to the disunity of sentences in the paragraph composition
which is usually apparent in the lecture discussion approach.
To enhance the writing competency of the students under the control
group, the principle of Constructivist Theory of Bruner must be followed. This
theory explains that development and learning occur through constructive

66
processes and that knowledge is constructed from experience. It also upholds
the idea that learning is active, engaging and interesting. This idea of learning is
able to form new ideas based on what their current knowledge as well as their
past knowledge. A cognitive structure is defined as the mental processes which
offer the learner the ability to organize experiences and derive meaning from
them. This cognitive structure allows the learners to organize concepts based on
their experiences upon a combination of what they already processed and what
they think should process next.
These concepts are related to the finding of this present study because
the acquisition of writing competency which is equivalent to development and
learning can occur among students if they are provided various experiences
where they are asked or required to write which are lack in the lecture discussion
approach. In relation to acquiring writing competency, students should be given
active, engaging, and interesting writing activities, which are all parts in the
process-genre approach because it involves planning, drafting (writing), revising
(redrafting), and editing.
9. Proposed Intervention Plan on the Level of Writing Competency of

Grade 10 Students at Cacawan High School Using the Process Genre
Writing Approach
The findings of the present study revealed that process genre writing
approach is relevant and effective in improving the level of writing competency of
students in writing persuasive paragraph in terms of unity, coherence and

67
emphasis based on the result of the statistical treatment of the students score in
pre and post-tests.
In view of those abovementioned findings and notions, the researcher
proposed an intervention plan on the level of writing competency of Grade 10
students at Cacawan High School using the process genre writing approach.
This intervention plan could be beneficial not only for Grade 10 students but also
to other grade level who would like to employ process genre writing approach.
68
Proposed Intervention Plan Using the Process Genre Writing Approach
Activity/Strategy Description Genre Objectives Success Indicators

 Increased motivation to
To provide students
Ask – answers to WWWH, write and to lead to more
with a means to
W=2, H=2. elaborate story content.
develop story ideas,
 Addressed the main
organize them into a
Reflect – students sketch or components of a story
story-structure
Ask, Reflect and Text paint ideas for their story. Story and produced more
sequence, and
elaborate text
produce elaborate text
Text – students write the text of  Improved the story
addressing WWW,
the story. content (but not with
W=2, H=2 acrostic
story quality) with the
questions.
use of the strategy
Suspend judgment,
STOP and DARE
Take a side,
To remind students to  Increased the number of
Organize ideas,
plan in advance, set essay elements and
Plan more as you write,
writing goals, quality of written work
Persuasive generate, organize, (categories included
Develop your topic sentence,
and evaluate content, focus development,
Add supporting ideas,
and lastly to write a organization, fluency,
Reject at least one argument for
complete essay. and conventions) and
the other side,
total words written.
End with a conclusion.
Cognitive Pre-planning and revising Compare or To develop knowledge  Increased tendency to

Self-Regulation writing strategy. Contrast and motivation to use, pre-plan and in
Instruction (CSRI) without external improvement in text
prompting or support, quality.
cognitive strategies for
planning, drafting, and
revising texts.
69
 Applied the explicit

Three steps strategy General planning strategy with All genres To help students guide strategy instruction and
three steps – plan, write, revise. and organize their the deliberate practice of
writing activities and self-regulation activities.
integrate them into a  Revised and planned the
structure. stories using students’
knowledge.
To guides students
POW Pick my ideas All genres decide what to write  Wrote more complete
Organize my notes about, organize and higher quality stories
Write and say more possible writing ideas in terms of story
in a plan, and modify elements, improved
and upgrade while story length, and overall
writing. higher quality.
 Improved story
completeness (number
of elements), length and
quality)
POW +WWW, Involves answering questions Story To help students  Provided positive impact
What=2, prior to writing. Each question generate possible on students’ knowledge
How = 2 focuses on a particular element ideas for a story. about writing.
commonly found in stories, such  Enhanced students’ self-
as “Who are the main efficacy
characters?”  Demonstrated
improvements in the use
of story elements and,
for the majority of the
participants, length and
quality.
 Gained more knowledge
about writing.
70
Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
The main concern of this chapter is to present the summarized findings,
conclusions and recommendation based from the analyzed data collected from
the Grade 10 students of Cacawan High School in the pre and post-tests score
before and after the implementation of process genre writing and lecture
discussion approaches.
Summary of Findings
Statements as follows are the summary of findings of this study:
1. Level of Writing Competency of Control Group in Pre-Test at Cacawan

High School
The level of writing competency of control group in Pre-Test at Cacawan
High School in terms of unity, coherence, and emphasis were described as fairly
satisfactory or beginning as indicated by their respective means of 78.03, 78.07,
78.83; and an overall mean of 78.31 also described as fairly satisfactory or
beginning.
2. Level of Writing Competency of Experimental Group in Pre-Test at

Cacawan High School
The level of writing competency of experimental group in Pre-Test at
Cacawan High School in terms of unity, coherence, and emphasis were

71
described as fairly satisfactory or beginning as indicated by their respective
means of 78.00, 78.90, 79.17; and an overall mean of 78.69, described as fairly
satisfactory or beginning.
3. Level of Writing Competency of Control Group in Post Test at Cacawan

High School
The level of writing competency of control group in Post-Test at Cacawan
High School in terms of unity, coherence, and emphasis were described as
satisfactory or competent with their respective means of 79.83, 79.97, 79.92; and
an overall mean of 79.90, described as satisfactory or competent.
4. Level of Writing Competency of Experimental Group in Post Test at

Cacawan High School
The level of writing competency of experimental group in Post-Test at
Cacawan High School in terms of unity and emphasis were described as
outstanding or exemplary with their respective means of 89.76, 89.93; while in
terms of coherence the students were described as very satisfactory or skilled
with a mean of 89.07; and an overall mean of 89.59 described as outstanding or
exemplary.

Experimental and Control Groups at Cacawan High School in Pre-Test
Approach
No significant difference between the pre-test scores of experimental and

72
control group using the process genre writing and lecture discussion approaches
was found as indicated by the computed t value of 0.616 which is lesser than
tabular value of 2.048 at 0.05 level of significance with 28 as degree of freedom,
hence the null hypothesis is accepted and alternative hypothesis is rejected. The
mean difference of 0.38 between the pre-test scores of the experimental and
control group indicates no bearing in terms of the writing competencies of each
group before the implementation of the two approaches in writing. This finding
further implies that Grade 10 students were grouped equally in terms of their
writing competencies.

Experimental and Control Groups at Cacawan High School in Post-Test
Approach
A significant difference between the level of writing competency of
experimental and control groups at Cacawan High School in post-test using the
process-genre writing approach and lecture discussion approach was found as
indicated by the computed t value is 15.817 which is greater than tabular value of
2.048 at 0.05 level of significance with 28 as degree of freedom, thus, the null
hypothesis is rejected and alternative hypothesis is accepted. The mean
difference of 9.75 between the post-test scores of the experimental and control
group denotes that the process genre writing approach used by the experimental
group underscored against the lecture discussion approach used by the control
group.
73

Experimental Group at Cacawan High School in Pre-Test and Post-Test
using the Process-Genre Writing Approach
A significant difference between the level of writing competency of
experimental group at Cacawan High School in pre and post-tests using the
process-genre writing approach was found as indicated by the computed t value
is 17.467 which is greater than tabular value of 2.048 at 0.05 level of significance
with 28 as degree of freedom hence, null hypothesis is rejected and alternative
hypothesis is accepted. The mean difference of 10.90 between the pre and post-
test scores of the experimental group signifies that the process genre writing
approach is more effective strategy in teaching persuasive writing among Grade
10 students in terms of unity, coherence and emphasis.

Control Group at Cacawan High School in Pre-Test and Post-Test using
the Lecture Discussion Approach
No significant difference between the level of writing competency of
control group at Cacawan High School in pre and post-tests using the lecture
discussion approach was found as indicated by computed t value of -6.730 which
is lesser than the tabular value of 2.048 at 0.05 level of significance with 28 as
degree of freedom thus, the null hypothesis is accepted and alternative
hypothesis is rejected. The mean difference of 1.53 between the pre and post-
test scores of the control group signifies that that students gained a bit increase
in the mean score in the post test after the implementation of lecture discussion
74
approach as compare to their performance in the pre-test before the
implementation of the said approach.
9. Proposed Intervention Plan on the Level of Writing Competency of

Grade 10 Students at Cacawan High School Using the Process Genre
Writing Approach
Intervention plan on the level of writing competency of Grade 10 students
using the process genre writing approach is being proposed containing activities,
objectives and success indicators which is beneficial not only for Grade 10
students but also to other grade levels in the junior high school.
Conclusions
In the light of the forgoing findings the following conclusions were drawn:
1. The level of writing competency of control group in Pre-Test at
2. The level of writing competency of experimental group in Pre-Test
at Cacawan High School in terms of unity, coherence, and emphasis were
3. The level of writing competency of control group in Post-Test at
described as satisfactory or competent.
4. The level of writing competency of experimental group in Post-Test
at Cacawan High School in terms of unity and emphasis were described as
outstanding or exemplary.
75
5. No significant difference between the pre-test scores of the
experimental and control group indicates any bearing in terms of the writing
competencies of each group before the implementation of the two approaches in
writing which implies that Grade 10 students were grouped equally in terms of
their writing competencies.
6. The significant difference between the post-test scores of the
experimental and control group denotes that the process genre writing approach
used by the experimental group underscored against the lecture discussion
approach used by the control group.
7. The significant difference between the pre and post-test scores of
the experimental group signifies that the process genre writing approach is more
effective strategy in teaching persuasive writing among Grade 10 students in
terms of unity, coherence and emphasis.
8. There is no significant difference between the level of writing
competency of control group implies that students in the control group gained a
bit increase in the mean score in the post test after the implementation of lecture
discussion approach as compare to their performance in the pre-test before the
implementation of the said approach.
9. Intervention plan is devised to complement with the process genre
writing approach in writing persuasive paragraph to improve the level of writing
competency of the students.

76
Recommendations
The following are hereby recommended in reference to the forgoing
conclusions:
1. Since the level of writing competency of the control group is fairly
satisfactory or beginning, other contemporary techniques instead of lecture
discussion approach may be used by the teachers in teaching persuasive writing
in terms of unity, coherence, and emphasis.
2. Continuous implementation of process genre writing approach
should be done by the teacher, to test whether this approach is an effective
strategy in teaching persuasive writing in terms of unity, coherence, and
emphasis.
3. Further analysis on how the lecture discussion approach is being
implemented may be done to determine its drawbacks as method in teaching
persuasive writing in terms of unity, coherence and emphasis.
4. Process genre writing approach should be promoted or used as
strategy in teaching other genre of writing activities as it brought as positive effect
in the level of writing competency of the students.
5. Strategies/method used in grouping the students in this present
study should be used or implemented to the other study using the same design.
6. Utilizing process genre approach in teaching persuasive writing in
terms of unity, coherence and emphasis should be used to realize the objectives
and purposes of this genre of writing to the learning experience of the student;
while lecture discussion approach must be enhanced and make this as

77
supplementary approach for those who are below average students.
7. Switching of group members between the experimental group using
the process genre approach and control group using the lecture discussion
method is hereby recommended to test the effectiveness of the respective
approaches to other group of students with different learning styles and abilities.
8. Process genre writing approach should be utilized and be
implemented in conducting lessons in writing to all groups of students in terms of
learning style so as to generate improved level of writing competency.
9. Activities in the proposed intervention plan should be done eagerly
to reach the maximum learning experience of the students in the different genre
of writing in English subjects.
10. Future researchers should conduct further studies in other genre of
writing to investigate the effectiveness of process genre writing approach to both
elementary and secondary levels.

78
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81
Appendix A
Letter of Request to Conduct the Study

82
83
Appendix B
Persuasive Writing Pre-Test /Post Test
Part I : Objective Test
Directions: Answer the following questions based on the concepts of

persuasive writing by choosing the letter of correct answer (1
point)
________1. What is the purpose of persuasive writing?

A. To inform
B. To persuade
C. To tell a story
D. To tell 'how-to'
________2. What is the main intention of the author when writing a persuasive
paper?
A. To raise awareness about issues in the world.
B. To convince the reader to write their own counter argument.
C. To convince the reader to agree with the author about an
issue through use of facts.
D. To convince the reader to agree with the author about an
issue through the use of fictional facts.
________3. Which of the following statements is true about persuasive writing?

A. Persuasive writing is non-fiction writing used to convince the
reader to agree with the author about an issue
B. Persuasive writing is fictional writing used to convince the
reader to agree with the author about an issue or topic.
C. Persuasive writing is used strictly for commercial scripts to
convince the audience to buy a company's product
D. Persuasive writing is used to inform the reader about an
issue. The author will provide the reader with both sides to
the issue, and allow the reader to take a side. The author will
provide no facts favoring either side.
________4. What is the sentence that tells the idea or point of view of the
whole essay?
A. Main idea
B. Topic sentence
C. Thesis statement
D. Funky paragraphs
84
________5. How does the author share their opinion about an issue through
persuasive writing?
A. By sharing their personal opinion
B. By supporting their opinion through the use of facts
C. By making up fictional information to trick the reader.
D. By sharing the opinions of others that are similar to theirs.
________6. What are the components of a persuasive essay?

A. Argument
B. Argument, Details, Thesis
C. Topic sentence, Details, Concluding Sentence
D. Introduction, Thesis Statement, Body Paragraphs,
Conclusion
________7. How many body paragraphs do you need, at least, in a persuasive

essay?
A. 1
B. 2
C. 3
D. 4
________8. Which two paragraphs are the most similar?

A. Introduction and Conclusion
B. Conclusion and Body Paragraphs
C. Introduction and Body Paragraphs
D. None of the paragraphs are similar.
________9. Which sentence in this introduction paragraph is the thesis

statement? “The average family spends Php15000 a year on
clothes for school. In this economy, that seems like a lot of money!
Many people argue that students should wear uniforms to school
instead of their own clothes. Wearing school uniforms saves
families money, reduces bullying, and allows students to focus on
academics instead of style. For these reasons, all students should
be required to wear uniforms to school.”
A. In this economy, that seems like a lot of money!
B. For these reasons, all students should be required to wear
uniforms to school.
C. Many people argue that students should wear uniforms to
school instead of their own clothes.
D. Wearing school uniforms saves families money, reduces
bullying, and allows students to focus on academics instead
of style.
________10. Which statement best supports the argument that all schools
should be walking distance from students’ homes?
85
A. Students can sleep later.

B. It gives more people jobs.
C. It reduces pollution and increases physical activity.
D. No students can use the excuse that they missed the bus.
Part II: Proofreading Skills Test
To determine the score of the students, please refer to Scoring Rubric at

Chapter III, Table D.
Directions: Use the given scoring rubric below to evaluate the elements of a
piece of the given persuasive paragraph.
We’re going to have fun learning to be authors who can write many
different kinds of things. Sometimes authors work with other authors to produce a
piece of writing. Authors who write together work in a cooperative group. Group
of people who work together to produce a piece of writing is called a cooperative
writing group. They enjoy sharing ideas. Sometimes we’ll work cooperatively to
write sales pitches and persuasive paragraphs. When we write sales pitches and
persuasive paragraphs, I’ll write our ideas on a chart for the whole class.
Everyone will contribute ideas to our class sales pitch and persuasive paragraph.
Sometimes authors work alone. After we practice together, you’ll produce a piece
of writing of your own.
For the next few lessons, you’ll be learning about persuasive writing.
When you write a piece of persuasive writing, you try to make your reader think
the same way you think. You want your reader to believe what you say. A sales
pitch is an example of persuasive writing. A sales pitch is like an ad or a
commercial message on television. The makers of a product want you to buy

86
what they’re selling. When you write a sales pitch, you try to make your audience
want to buy what you’re selling.
Part III: Persuasive Writing Prompt
Directions: Edit and write a final copy of the given paragraphs at the part II of this
test.
To determine the score of the students, please refer to Scoring Rubric at

Chapter III, Table E.
87
Appendix C
Certificate of Validation
88
89
90
Appendix D
Lesson Plan – Process-Genre Writing Approach
I. Objective/s: To create a persuasive paragraph with focus on unity, coherence

and emphasis using Process-Genre Writing Approach.
II. Pre-Teaching Activities

a. Warm-Up
b. Greeting
c. Checking of Attendance
III. Process-Genre Writing Approach Teaching Activities

A. Preparation (Preparing Students to Write)
*Let the student to write by defining a situation that will require a text and
placing it with specific genre
B. Modeling and Reinforcing
*The teacher introduces a model of genre and lets the students to
consider the social purpose of the text.
C. Planning
*Activate the students’ background knowledge about the topic including
brainstorming, discussion and reading.
D. Joint Constructing
*Let students begin writing a text by making draft.
E. Independent Constructing
*Let the students examined the model and have jointly constructed a text
in the genre. They now compose their own text on related topic.
F. Revising
*Let the students check, discuss and evaluate their work with their fellow
students using the rubrics through the guide of the teacher.
IV. Post-Teaching Activities

A. The students conclude or summarize the lesson guided by the teacher.
B. Giving feedback to the students toward the process-genre writing
approach and their learning achievement in writing.
C. Scoring the written output of the students using the rubrics.
D. Giving reward and recognition to students with good writing performance.
V. Assignment
Give new topic for the next writing activity.
91
Appendix E
Lesson Plan – Lecture Discussion Approach
I. LEARNING COMPETENCIES:
a. EN10WC-Ia12.1: Identify features of persuasive texts
b. EN10WC-Ic12.2: Formulate a statement of opinion or assertion
c. EN10WC-Ie12.3: Compose a persuasive text of three paragraphs expressing
one’s stand on an issue
II. OBJECTIVES:
At the end of lesson, the students are expected to:
a. identify the features of persuasive text;
b. determine the steps in persuasive writing; and
c. write a sample of persuasive text.
III. SUBJECT MATTER

a. Topic: How to Write a Persuasive Writing?
b. Reference: Celebrating Diversity Through World Literature, English 10
Learner’s Material pp.
c. Materials: laptop, video clip, book, visual aids
V. PROCEDURES
A. Daily Routine
Prayer
Checking of Attendance
B. Motivation
The learners will watch a video clip about an advertisement of gadget.
Let the learners decide if they are going to buy or not the endorsed product.
C. Presentation of the lesson

Process the learners’ answer in order to find out that they are being persuaded
by the video clip.
D. Discussion
The teacher will discuss the information about persuasive writing, its features and
the steps in writing a persuasive.
The learners will answer the given guide questions.
The teacher will present also an example of persuasive text.
The learners will read the given text and analyze the given features and steps in
writing it.
E. Generalization
What is persuasive writing?
92
How to write a persuasive text?

F. Application
The learners will write their own persuasive paragraph applying the learnings
from the discussion.
G. Evaluation
Answer the following questions.
1. It intends to convince readers to believe in an idea.
2. This part should consist of all the arguments that support your idea.
3. This part should restate the main argument and supporting points.
4. This should grab the reader’s attention and provide background information
about the subject.
Identify whether the following statements state truth or false.
1. Consider the present tense form of the verb in persuasive writing.
2. You are not allowed to use strong adjectives.
3. Be consistent on the personal pronouns being used.
4. Make an emotional appeal to your reader.
5. Don’t use rhetorical questions as part of your writing.
93
Appendix E
Persuasive Paragraph Writing Activities Tool
Name:_____________________________________________
Rubric Score:________________
Activity 1: Creating Persuasive Attention Catchers Activity
Directions: Create a lead (attention catcher) for each of the following topics.
Persuasive Leads
Anecdote : Tell a short story (1-4 sentences) related to the given topic.
Question : Ask a question that pushes the reader toward your position
(don’t’ just repeat the topic)
1. Should students be allowed to bring cellular phones or electronic gadget to

school?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
My lead shows that my position is (circle one) Pro (for) Con(against)
2. Should college be free?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
My lead shows that my position is (circle one) Pro (for) Con (against)
3. Should people under the age of seventeen have an 11:00 PM curfew?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
My lead shows that my position is (circle one) Pro (for) Con (against)
4. Should people be punished for illegally downloading movies and music?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
94
5. Should smoking cigarettes be banned in all public places?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Activity 2: Introductory Persuasive Writing Paragraph Review
Directions: Read the introductory paragraphs. Based on the preview of main

points, determine what the next paragraphs will be about.
1. The other day when I was walking to school, I saw a street cleaner sit in the
truck while his partner did all of the work. Both of those people were getting paid.
People need to take street cleaning more seriously. Street cleaning is important
because it decreases the pollution, it gives our city a better look, and it increases
employment.
What will the first body paragraph be about?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
What will the second body paragraph be about?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
What will the third body paragraph be about?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Have you ever really needed to go somewhere and did not have
95
transportation? People under the age of 14 should be able to drive. They should
be able to drive because they might have woken up late and no one is home.
Another reason is that on winter days it might be so cold that people could get
bad frost bites. And also, they would be able to help with errands and picking up
brothers and sisters.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Should students get a reward if they stay out of trouble and do well in school?
They should give us a football team because we’ve had good behavior all year
since school started. It would keep us out of trouble and we have many talented
athletes in football at our school.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

________________________________________________________________
________________________________________________________________
________________________________________________________________
96

________________________________________________________________
________________________________________________________________
________________________________________________________________
4. Do students learn more when they are hungry? I don’t think so. We should
have a vending machine at our school because people get hungry in the middle
of the day, it would raise money for sports and clubs, and students would learn
more.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. Eight out of twelve students in my reading class believe we should start a

debate team. I believe a debate team would help us turn our negative energy into
positive energy. It also would help us stay off the streets and out of harms way. A
debate team would not only teach us discipline but it would help us better our
vocabulary.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
97

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Activity 3: Arguing Both Sides 1
Directions: Create three main points for each side of the following arguments.
1. Should college athletes get paid for their services?
College athletes should get paid. College athletes should not get paid.
1.
1.
2.
2.
3.
3.
98
2. Should homework be abolished?
Homework should be abolished. Homework should not be abolished.
1. 1.
2. 2.
3. 3.
3. Should sugary snacks be banned from school?
Sugary snacks should be banned. Sugary snacks should not be banned.
1. 1.
2. 2.
3. 3.
99
4. Should older students have scheduled recess time?
Older students should have recess. Older students should not have recess.
1. 1.
2. 2.
3. 3.
Activity 4: Arguing Both Sides 2 (Looking at Both Sides of the Argument)
Directions: Write both pros and cons for each proposal.
I. Should children be allowed to drive when they turn thirteen?
Pros Cons
1. 1.
2. 2.
3. 3.
100
II. Should students get paid money for having good grades?
Pros Cons
1. 1.
2. 2.
3. 3.
III. Should students be allowed to have phones in school?
Pros Cons
1. 1.
2. 2.
3. 3.
IV. Should the school day be reduced to three hours long?
Pros Cons
1. 1.
2. 2.
3. 3.
101
V. Should unpermitted streaming or downloading of music or movies be illegal?
Pros Cons
1. 1.
2. 2.
3. 3.
VI. Should students have to maintain “C” grades or better to participate in sports
and clubs?
Pros Cons
1. 1.
2. 2.
3. 3.
VII. Should candy and soda come with the school lunch?
Pros Cons
1. 1.
2. 2.
3. 3.
102
VIII. Should students have to walk in lines when traveling as a class?
Pros Cons
1. 1.
2. 2.
3. 3.
Activity 5: Arguing Both Sides 3
Directions: Write three points for one side of each argument and at least one
point on the other side.
1. Should passengers in cars be required by law to wear seatbelts?
Pro (Yes) (Con (No)
1. 1.
2. 2.
3. 3.
2. Should students have the choice of milk or soda with their lunches?
Pro (Yes) (Con (No)
1. 1.
2. 2.
3. 3.
103
3. Should students be required to take gym class everyday?
Pro (Yes) (Con (No)
1. 1.
2. 2.
3. 3.
4. Should violent video games only be sold to adults?
Pro (Yes) (Con (No)
1. 1.
2. 2.
3. 3.
5. Should schools be closed if the temperature drops below zero degrees?
Pro (Yes) (Con (No)
1. 1.
2. 2.
3. 3.
104
6. Should animals be used for scientific research or to test products?
Pro (Yes) (Con (No)
1. 1.
2. 2.
3. 3.
Activity 6: Boxes and Bullets
Introduction
Attention Catcher:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Position (Thesis):
________________________________________________________________
________________________________________________________________
Main Point #1:

________________________________________________________________
________________________________________________________________
Main Point #2:

________________________________________________________________
________________________________________________________________
Main Point #3:

________________________________________________________________
________________________________________________________________
105
Body Paragraph #1
Position + Main Point #1:

________________________________________________________________
________________________________________________________________
________________________________________________________________
 ___________________________________________________________
___________________________________________________________
__________________________
___________________________________________________________
___________________________________________________________
__________________________
 ___________________________________________________________
___________________________________________________________
__________________________
 ___________________________________________________________
___________________________________________________________
__________________________
___________________________________________________________
___________________________________________________________
__________________________
 ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________
 ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________
106
Body Paragraph #2

________________________________________________________________
________________________________________________________________
________________________________________________________________
 ___________________________________________________________
___________________________________________________________
__________________________
___________________________________________________________
___________________________________________________________
__________________________
 ___________________________________________________________
___________________________________________________________
__________________________
 ___________________________________________________________
___________________________________________________________
__________________________
___________________________________________________________
___________________________________________________________
__________________________
107
Body Paragraph #3

________________________________________________________________
________________________________________________________________
________________________________________________________________
 ___________________________________________________________
___________________________________________________________
__________________________
___________________________________________________________
___________________________________________________________
__________________________
 ___________________________________________________________
___________________________________________________________
__________________________
 ___________________________________________________________
___________________________________________________________
__________________________
___________________________________________________________
___________________________________________________________
__________________________
108
Conclusion
Restate position: In conclusion

________________________________________________________________
________________________________________________________________
________________________________________________________________
Main Point #1:

________________________________________________________________
________________________________________________________________
________________________________________________________________
Main Point #2:

________________________________________________________________
________________________________________________________________
________________________________________________________________
Main Point #3:

________________________________________________________________
________________________________________________________________
________________________________________________________________
Clinching Statement:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Have two other students read your outline…
Comments from Reader One:

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Comments from Reader Two:

________________________________________________________________
109
Activity 7: Persuasive Essay Application

Directions: Read the persuasive essay below and do the task in relation to the
given essay.
1.
Lockers for Everyone
What would you think if you had to put your personal belongings in a
crate, and every time you turn around something of yours were stolen? That is
why I think students should have lockers. To protect their things, keep their
things somewhere clean, and so they won’t have to complain about carrying
everything at once.
Students should have lockers because it will stop people from stealing
their stuff. For example, the children won’t have to worry about their books,
homework assignments, and personal belongings being stolen. The reason for
this is that the children will have their own lockers plus their own locks, which
only they have the combination to. This will reduce cases where things are being
stolen.
Students also should have lockers so they will have a clean place to put
their books. What I mean by this is that many desks are rusty and have gum
stuck under them. Also, if you put you stuff into a crate then it is easily collecting
dust. This connects to my argument because their stuff will be kept very clean in
a neat environment if students are given lockers to use.
My final reason why I think students should have lockers is so students
won’t complain about caring everything at once. The things that they may be
caring everyday are very heavy. This is important because students may suffer
health problems from having to carry all their stuff everywhere. Why carry books
everyday why you can eliminate the pain by having a locker to store the things
you don’t need? Also, they’re always whining about having to carry all their
books. If we had lockers everyone would be happier.
In conclusion I think students should have lockers. If we have lockers
stealing in school would go down, it would create a safe and clean place for
students to put their things, and students would complain less and be healthier.
If we had lockers, the school would be a happier place for everyone. If you don’t
want your things stolen, contact your principal and demand lockers for your
school.
Let’s do the task!
1. Circle the attention catcher.

2. Underline the position statement (thesis).
3. Double underline each main point as it appears in the essay.
4. Circle the clinching statement.
5. What are the three main points in this essay?
110
2.
Persuasive Essay
Imagine a child as young as ten years old on the website Facebook chatting with
a grown man or grown woman. Should parents let their children as young as ten
years old be on Facebook? I think parents should not let their children or child
be on Facebook because on Facebook there are a lot of things that are said and
done that a child of that age should not be able to see.
If a parent approves of a child being on Facebook it is very inappropriate.
Because that child may tell a story about their age and someone much older may
see it and think their telling the truth and start sending them messages and the
child might not like it at all.
When a child that young is on a website like Facebook they might get
excited and go overboard. For example, the child might tell where they live, their
address, and a lot more information that is not needed.
In conclusion I think parents should not let children under age get on
Facebook because many different things can happen.
1. What did the writer forgot to include in the introduction?
________________________________________________________________
________________________________________________________________
2. What is the author’s first main point and how could it be improved?
________________________________________________________________
________________________________________________________________
3. What is the author’s second main point and how could it be improved?
________________________________________________________________
________________________________________________________________
4. What three things should be included in a concluding paragraph?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. What is the author missing from his concluding paragraph?

111
CURRICULUM VITAE
Personal Information
Name : Alphashalom L. Rodil
Address : Cacawan, Pinamalayan,

Oriental Mindoro
Contact Number : 09462128880
Date of Birth : February 5, 1990
Place of Birth : Socorro, Oriental Mindoro
Age : 29 years old
Nationality : Filipino
Religion : Christianity
Civil Status : Married
Occupation : Secondary School Teacher
Email : lunaalphashalom@yahoo.com
Parents : Baltazar C. Luna & Sally G. Luna
Educational Background
Level School Attended Year Attended
Elementary Daan Elementary School 1996-2002
Secondary Bayuin National High School 2002-2006
College Abada College 2006-2011
Graduate Studies Mindoro State College of 2017-2019

Agriculture and Technology
112
Trainings and Seminars Attended
Trainings and Seminars Inclusive Dates
Seminar on Transforming Thesis into a December 22, 2018

Publishable Manuscript
English Language Proficiency for Classroom September 28- 30,

Teachers and School Heads: A Module on & October 1, 2018
Strengthening English Language Communication
in the Public Classroom
Seminar on Federalism: Its Relevance to October 14, 2017

Philippine Education, Peace and Development
Seminar-Workshop on Career Guidance February 7-8, 2017

Advocacy Program
Teaching MAPEH Alignment, Integration and November 2-4, 2016

Creative Teaching for K-12 Seminar Workshop
113

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1

THE PROBLEM AND ITS BACKGROUND

Writing as communication skill is fundamental in the academic success of

writing, which entails teachers to use specific approaches in equipping students

with the competency in writing. Such macro perspectives are tantamount in

making the curriculum more responsive and contributory to students’ success.

measured using a structured methodology that becomes the basis in adjusting

provided in the curriculum guide in English.

specifically in making students equipped with the writing competency hinges

process. In this competency, students are expected to create written

masterpiece that are syntactically correct, semantically acceptable and ethnically

surprising for them to encounter difficulties in writing various forms of

as unity, coherence and emphasis for their students.

Besides these complexities, the focus of writing instruction among the

teaching how to write a composition are giving focus on grammar and

express their ideas.

fundamental in equipping students with the writing competencies. That in this

principles. If unity in paragraph writing or composition is concerned with

the competency of students in achieving unity in writing, it is a must for teachers

to illustrate, how oneness of ideas is done and achieved in paragraph or

composition writing. Such skill of mastering the concept of unity in writing a

composition will contribute to writing a paragraph/composition that develops that

Considering students’ full knowledge on the principle of coherence in

writing a paragraph or composition, they should understand that coherence

illustrative example of coherence in which the steps in washing could not be

interchanged with one another.

In view of students’ competency in achieving emphasis in writing a

The aforesaid discussions on the writing skills of students as supported by

activities in school. This scenario leads to poor performance in writing as this is

being reflected from the organization, presentation, and grammatical correctness

of their outputs in writing.

When it comes to organization of their paragraph based on the principles

of writing such as unity, coherence and emphasis, students have evident

scope or parameters of their paragraph.

In the same way, students have difficulties in the presentation of ideas in

well as the students have also experienced problems on the grammatical

correctness of the paragraph, subject-verb agreement, choice and use of words,

proper use of punctuations, spelling and other grammatical conventions and

principles in writing grammatical sentences for paragraph.

In view of the specific problems of students in writing, the researcher

Grade 10 students in Cacawan High School for this approach focuses on

transferring the intended message of the writer. The process-genre writing

approach has been generally accepted and extensively used as teaching

approach in paragraph and essay writing. This principle about process-genre

They found out that implementing an integrated approach of process-genre in

seen as complementing each other throughout the whole writing process.

As a method of writing, it emphasizes the process rather than the

writing in terms of planning, drafting (writing), revising (redrafting), and editing.

Planning includes several activities such as brainstorming in the form of

write without having to edit or revise. Part of it is responding where teachers or

capitalization. As to how students should be graded, students are given the

criteria for evaluation, depending on the purpose of which a numerical score or

The previously mentioned problems and situations of students in writing

effectiveness of the process-genre approach in writing and performance of the

Statement of the Problem

This study aimed to determine the effectiveness of the process-genre

in Cacawan High School.

Specifically, the following questions are answered:

1. What is the level of writing competency of control group at Cacawan

High School in pre-test in terms of:

1.2 coherence; and

2. What is the level of writing competency of experimental group at

Cacawan High School in pre-test in terms of: