STRENGTHENING ENGLISH LEARNERS' WRITING SKILLS THROUGH

GENRE APPROACH IN HYDERABAD

Madeeha Khanam
Research Scholar, DR.A.P.J.Abdul Kalam University, Indore
Asst.Prof, Vardhaman Engineering College, Hyderabad
khanammadeeha@gmail.com,8374909971
Abstract:
The findings of this study suggest that teachers who embrace the current period can help
English language learners improve their writing skills. Using Genre approach with guided
practice, which highlighted other suggested activities that aid ELL students' writing when
writing procedures are incorporated in actual-classroom activity. The outcomes recommend
that increasing five steps practices to consist of students' use.
KEYWORDS:
Guided practices, ELLs, genre approach
INTRODUCTION TO WRITING SKILLS
Barker (2006) says that proper writing may be the most technically difficult form of
communication. It needs expertise, knowledge, and a dash of imagination. The letter must act
as your ambassador for your absence. (117) of all the 4 language skills, writing is seen as the
toughest but vital skill that ESL learners seek to develop. Although writing is theoretically the
highest level of talent, it is not impossible to achieve. Those who have enthusiasm and love
for writing can acquire mastery of writing skills through learning, through practice, through
wonder, and through producing. Writing allows the assessment of the precise, concise,
powerful and systematic use of one's language. Although the 4 language skills are related,
studying and writing are closely related. Reading involves understanding and writing
involves composing. Writing is the way one can compare or flesh out learning, and studying
is the way one can compare writing skills. Widdowson (1978) says that one way of
describing writing is to mention that the use of the visible medium is the graphic, logical, and
grammatical engine of language. That is, writing in a single experience is the making of
sentences as times of use. (62) The happiness that a mighty creator receives while writing is a
delight. When new thoughts and thoughts are formulated, the thoughts celebrate it. Every
powerful creator enjoys something unique. When thoughts celebrate joy, this seems to be a
form of motivation for the author and ultimately leads to the beginnings of new thoughts and
thoughts. Sunitha Mishra et al. (2004) in their book Communication Skills for Engineers owe
Byron, in which they announce that a drop of ink makes thousands, possibly hundreds of
thousands, think. (26) Writing is a thought-provoking, innovative and challenging hobby that
develops verbal skills. The skill of writing lies in provoking the reader to think, reconsider, or
even produce. Lack of knowledge of sentence systems in English, loss of learning, loss of
publicity of writing, negative vocabulary, concern about making grammatical mistakes, loss
of practice and lack of know-how in the tradition of writing all contribute to the negative
writing skills. In formal written communication, the author keeps the following points in
mind:
 Purpose of writing
 Audience
 Process of writing (collecting ideas, drafting & revising)
 Mechanics of writing (handwriting, spelling, punctuation)
 Grammar (rules of language aiming at accuracy)
 Syntax (sentence structures, style of writing)
 Content (relevance, coherence, clarity, originality, logic)
 Use of vocabulary (vocabulary, idioms, phrases, phrasal verbs.
 Organization (topics, sub-topics, paragraphs, supporting points, cohesion, unity)
Knowledge of writing gets complete when the author is conscious of the complex accents
during the method of manufacturing text. The important aspects while producing texts are as
follows
 Development of skills
 Development of strategies
 Generation and revision of ideas
 Editing of texts
 Development of introspective capacities and writing meta-awareness
Writing is an experience gained through perennial interest, passion, involvement and practice.
Experienced writers shift between different operations, enjoyment of different styles, employ
new techniques and methods, use language appropriately and effectively, and make readers
enjoy reading.
When any of the language skills is meant to be developed, the main target of teachers could
even be on developing the sub-skills. a number of the sub-skills to be focussed on during the
method of developing the talents of writing are as follows:
• To get a thorough understanding of basic grammatical structures including as ordering,
inflection, and concord.
• To use fundamental grammatical cohesion mechanisms like pronominal replacement
and comparison to grasp the relationship between elements of the text
• must be able to decipher fundamental subordination and coordination syntax
• To use fundamental lexical strategies like repetition, redundancy, and synonymy to
clarify the relationships between portions of the text
 To develop the power to arrange a text using some discourse markers and
paragraphing
 To arrange and sequence ideas
 To present ideas clearly, logically and coherently
 To understand different functions of writing
 To be ready to communicate effectively
 To know the way to connect sentences
  To construct coherent and cohesive texts, making use of a spread of devices that deal
with addition, comparison, substitution, synonyms, antonyms, ellipsis and addition
 To cultivate the habit of taking notes and developing hints, and establishing
interrelationships of points and sub-points
 To develop the sense of individuality as writers
 To use different writing styles
 To form revision on written texts
STAGES IN WRITING
The major stages of writing include pre-writing, writing, and re-writing. During the
pre-writing phase, the author creates the first draft of the writing using the knowledge he/she
gathers from various sources or using his/her own thoughts, ideas or imagination. Since this
is often the initial phase of the writing process, perfection may not be possible. Inappropriate
use of words, grammatical errors, and improper presentation can occur at this stage.Before
the initial phase is formed, the writer may spend a significant portion of your time in various
pre-writing activities such as reading, finding sources, taking notes, pondering, brainstorming
ideas, and revising. Delays are natural for the author. He's kind of a surfer - he's biding his
time. Waiting for the right wave to ride. Kellogg (1999) (122)
WRITING
This phase takes place after the first draft. In this phase, the writers focus on the
general organization, the movement of ideas and the relationship of parts to the whole, and
the creation of the text.
Post Writing During this phase, the writer wants to make the draft as good as possible.
This is frequently the stage that leads to more writing progress. Much time is spent on the use
of appropriate words, the unity and expression of ideas, and the grammatical use of the
language. This level reflects the author's efforts to perfect what he/she writes. Ronald D.
Kellogg (1999) quotes James A. Michener as saying: “I did not consider myself an honest
writer. Anyone who wants to be sure of this should read one of my first drafts. But I'm one of
the greatest rewriters in the world”. (120) Writers explore and flesh out their thoughts and
concepts. Writing encourages reflection, learning and creation. Writing can be a recursive
process and therefore the author has the freedom to return to the previous stage at a later
point during writing, and refinement brings perfection during revision. As new ideas emerge,
they can be incorporated into the text. Thus, the revision paves the way for further planning
and brainstorming. Because the process approach involves many stages of writing, the writer
has many opportunities to hone their writing skills until they are satisfied with what they have
written.
WRITING SKILLS FOR TUTORIAL AND PROFESSIONAL SUCCESS
Good writing skills are one among the essential parameters for professional privileges
like recruitment and promotion. the company world needs good writers for global interactions
and the business world for business transactions. Even in countries like UK, USA, Canada
and Australia, where the language is English, good writers are in demand. In universities and
research centres, publication of research articles in national and international journals is far
insisted on. it's also to be noted that research papers communicated for publication in journals
of repute, despite their rich contents, are miserably rejected, just because they contain
grammatical errors which they're poorly presented in written form.
The National Commission on writing in its report submitted on November 15, 2009
has emphasized the importance of writing skills for one’s academic and professional growth.
The fourth report on writing summarizes the hearings of the teachers held across the country
in 2004. These hearings brought diverse educators and administrators together to debate the
steps to be taken to develop the writing skills of scholars in English. The discussion had its
focus on
 make writing the most agenda
 ensuring consumption of your time within the school curricula for practising writing
 ensuring authentic and objective assessment of writing
 providing the essential digital tools to students to develop their writing skills, using
technology
 creating a congenial atmosphere so on enable teachers to assist learners achieve the
target skill.
BACKGROUND OF THE STUDY
In Telangana , though English is taught right from the lower level of education both in
government and personal schools, students of faculties and colleges find writing quite
difficult. It has been observed that the proficiency level of ESL learners, especially from
regional medium schools, isn't up to the mark. Though they secure the utmost marks in
English exams, they're unable to border a couple of sentences of their own. Poor vocabulary,
rote, examination-oriented teaching and learning, lack of reading and insufficient practice in
writing are the most causes for the poor performance of learners in written language.
The researcher also acknowledged that too many instructions on the principles of
grammar had created in learners some kind of fear, while writing in English. However, they
expressed their curiosity to develop their learning skills. Many of the learners both at college
and College levels are familiar with the practice of memorising the essays dictated by
teachers in classes, reproduce them in exams and secure good marks. Quite strangely, their
proficiency level doesn't affect their end in the Board Examinations, but it affects their
academic and professional success. They’re unable to write down employment application,
even after completing their post- graduation. As a result, they become the miserable losers
within the world of opportunities.
Therefore, there's an excellent got to help learners develop their communicative
competence in English generally and their writing skills especially. The method approach
with all its advantages fills the vacuum and enables learners to develop their writing skills in
English.
THE RESEARCH PROBLEM
The researcher’s need for this study “Developing Writing Skills in English of
Undergraduate Students of Engineering and colleges – A Process Approach” is meant to help
learners who hail from regional medium schools, and people who hail from rural / semi urban
areas without much exposure to the utilization of English develop their writing skills in
English. Intrinsically learners have opportunities to write down in English only during
examinations or rather for the sake of marks in English, they're unable to compose even a
couple of sentences in English of their own. On the entire, they're neither trained nor guided
within the process of writing.
What is required while writing in science and humanities is constant and concentrated
reading and careful analysis of the text written by others. Imagination, sentiments, emotions,
feelings and reasoning are involved while writing in humanities, and therefore the ultimate
concern is that the construction and deconstruction of meanings. Even paintings and pictures
are viewed as written texts in humanities, if they're properly studied and understood.
Statement of the matter
The mismatch between the marks secured by learners in English examinations and
their real proficiency level in English, and particularly in writing poses a significant problem
in their academic and professional carriers. Whatever subject learners choose after joining
colleges or universities, a sound knowledge of English is indispensable for them to possess a
rosy future.
The errors committed by learners while speaking English might go unnoticed, because
the main focus in speech is more on fluency and information/ ideas conveyed than on
accuracy. But the errors committed by learners while writing English are quite glaring and
they receive comments, because the main focus in written language is on accuracy. Mere
classroom teaching, especially adhering to the normal methods, doesn't provide learners with
ample opportunities to reinforce their writing skills. In Telangana, variety of learners, hailing
from regional medium schools, rural areas, choose arts and science courses. As such learners
don't have much exposure to the utilization of English; the researcher has chosen such
learners for the experimental study. The leading institutes Telangana, Vardhaman
engineering college, India –identified by the researcher for the research study. Most of the
scholars have diverse backgrounds in respect of medium of instruction at college level and
economical and social status of their parents. Such learners are in need of excellent writing
skills for his or her academic and professional success. Therefore, the aim of the researcher is
to assist the undergraduate students of arts and science colleges identified develop their
writing skills in English through the method approach.
The study addresses the paucity of research on the utilization of process approach of
undergraduate students of arts and science colleges. Task-based instruction has been
investigated by many researcher in ESL classrooms, but the method approach is, as a primary
and sincere attempt, adopted by the researcher to develop the writing skills in English of
scholars. Vardhaman College have an honest population of scholars hailing from different
academic and economic backgrounds. Their proficiency level in English also varies from
learner to learner.
Majority of the scholars of both the Experimental and therefore the Control Groups have had
their school education in regional medium schools. The research study is thus quite
significant, because the process approach is effectively used with well-planned activities on
writing during three weeks (from Dec to Jan 2022) and therefore the research yielded the
specified and fruitful output.
Research Questions
1. What are the most common strategies used by English professors in arts and science
colleges?
2. Are teachers aware of the strategies and approaches used in writing instruction?
3. How successful is the process method in enhancing undergraduate students' English
writing skills in arts and science colleges?
4. What are the students' thoughts on using a process approach to improve writing skills in
English at the institutions chosen for the research study?
5. How do teachers feel about adopting a process approach to help students improve their
English writing skills?
RELEVANCE OF THE STUDY:
Being aware of the difficulties most students in arts and science colleges have writing
in English, despite the fact that English is taught from primary education onwards, and the
importance of writing to learners' academic and professional success in the world of
opportunity, competitions and challenges, the researcher has chosen this topic and it is highly
desirable that learners coming from economically poor backgrounds are motivated and
enabled to develop their writing skills in English through a process-oriented approach. a
focused investigation and analysis of the process approach by the researcher gives hope that
this approach will open the eyes and pave the way for learners to gain confidence in writing
in English.
ROLE OF WRITING IN ESL
In schooling, writing is very essential until the mid-1970s, the importance of writing
continued to increase, and it continues to do so now. Writing classes used to be limited to oral
use, grammar, and vocabulary, but ESL students now have a broader range of topics to
choose from. English has also become a language that cannot be disregarded in the digital
era. According to studies, the performance of English learners is influenced by a number of
factors, including:  educational background, economic background, native language
proficiency, and prior English exposure. Writing is usually an extension of hearing and
speaking for second language learners. Both social and cognitive variables impact language
learning.
APPROACHES TO WRITING
Hyland (2003) says that the most suitable methodology should be utilized to empower
students "get composing and figuring out how to compose". (26)Composing, of the multitude
of abilities, is thought of as in fact generally troublesome. Control, organizing furthermore
correspondence are the three relating stages in the creation of composed language.
 Students particularly from provincial regions don't have a lot of openness to the
utilization of English and the effect of primary language is inescapable. Students feel more
great to articulate their thoughts in their first language than in the subsequent language.
Indeed, even the familiar speakers experience issues while composing. Most students
would rather not compose in English, as they fear making syntactic mistakes. There has been
a significant measure of exploration on composition. Many methodologies have been tested
to create the composing abilities in English of understudies who learn English as a
subsequent language.
An assortment of approaches and techniques in language instructing were tested all
through the 20th century. Hypothetically, these methodologies and standards for planning
programs, courses and materials in language instructing were expounded by Henry Sweet
(1845-1912),Otto Jespersen (1860-1943) and Harold Palmer (1877-1949), the early applied
language specialists. As per Richards et al, (2006) "a methodology or strategy alludes to a
hypothetically set of instructing strategies that characterize best practice in language
educating". (15) Language improves through changes in approaches and techniques.
A portion of the Approaches to Teaching of Writing
Demonstrating Approach
The primary trait of demonstrating approach is impersonation. Students consider
incredible abstract fills in as models. This methodology comprises of complex activities and
models. The fundamental concentration in this course of text development is on the
guidelines of punctuation.
Exploratory writing Approach
Exploratory writing approach accentuates manifestations and helpful composition.
Students in this approach are urged and given chances to make and build. The reason for
experimental writing is for the most part idyllic. Composing is seen as a cycle, not as a
simple text creation.
The Controlled-to-Free Approach
The Controlled-to-Free Approach is one of the methodologies recorded as a hard
copy. This methodology gives students practices on sentences and passage composing for
linguistic control and statements for transformation into blend of sentences. As students are
constrained by restricted structures, they compose an extraordinary arrangement, staying
away from mistakes. Here students are permitted to attempt some free creations at a
development level of capability.
The Free Writing Approach
In this methodology, the emphasis is more on amount than on quality. Students are
given the opportunity to compose at lengths on the points given and negligible rectifications
are doled out to students with accentuation on familiarity rather than on precision and
association. This methodology underlines content and familiarity, not structure. At the point
when the thoughts are composed, syntactic precision furthermore association follow slowly.
Students are propelled to compose uninhibitedly on the subjects given with practically no
worry for sentence structure and spelling. This methodology gives a lot of significance to
crowd and content.
The Paragraph-Pattern Approach
In Paragraph-Pattern Approach, the pressure is on association. Students are given
activities on passage composing. They convert mixed sentences into a passage. The rule of
this approach is that one develops and coordinates correspondence in various societies and
ways.
Here students get the amazing chance to put together, break down and rehearse the highlights
of a piece of composing.
The Grammar-Syntax-Organization Approach
In this methodology, composing abilities are mastered consecutively and composing
isn't seen as created at discrete abilities. Consequently, students are prepared to coordinate
when they work on language structure and grammar. Subsequently the reason for composing
is connected to the structures important to pass on message.
The Lexical Approach
As seen by Richards et al (2001), the conviction of lexical methodology is that "the
structure squares of language learning and correspondence are not sentence structure,
capacities, ideas, or some other unit of arranging and instructing however lexis, that is, words
and word mixes. Lexical approaches in language educating mirror a faith in the centrality of
dictionary to language structure, second language learning, and language use, and specifically
to multiword lexical units or "lumps" that are learned and utilized as single "things". (132)
Lexis assumes a primary part in lexical methodology. Collocation additionally assumes an
imperative part in hypotheses of language in light of lexical approach.
The Communicative Approach
In the informative methodology, the principle center is around the crowd, and students
are urged to act like journalists. This methodology was generally welcomed and all around
respected for its accentuation more on familiarity rather than on precision. Despite the fact
that composing is seen as a fundamental correspondence movement, composing courses in
view of this methodology have not yet been methodically created as a technique or as a
hypothesis in ESL composing.
Task Based Approach
This methodology is movement based, pointing towards an objective. Students, in this
methodology, are helped to accomplish the objective ability through objective situated
undertakings. This methodology is student focused and targets satisfying the requirements of
educators and students in obtaining the objective expertise. Students, through exercises are
engaged with a progression of exercises like creation, control, creation and connection in the
objective language with much spotlight on activation of information on punctuation. Task-
based methodology gives instructors and students some immediate experience.
In this methodology, students are assisted with fostering their composing abilities
through different exercises, for example, portraying, describing, abstracting and summing up,
and every movement welcomes the association of students. Through genuine exercises,
students are made to comprehend the reason for composing and figure out through critical
thinking. In this methodology significant and informative assignment assume an
indispensable part in language learning and more significance is given to the cycle of
involving language for open purposes, not to the development of right structures of language.
Notwithstanding its essential job in language showing teaching method, it is seen by some
pundits that this methodology requires efficient and precise linguistic program plans.
Long (1985) characterizes an assignment as "a piece of work". (89) Task is an action
that targets accomplishing some objective. Ellis (2003) characterizes an academic
undertaking as "a work plan that expects students to process language practically to
accomplish a result that can be assessed as far as regardless of whether the right or suitable
propositional content has been passed on. To this end, it expects them to concentrate on
importance and to utilize their own etymological assets, albeit the plan of the assignment
might incline them toward pick specific structures. A task is planned to bring about language
utilize that looks similar, immediate or backhanded to the way language is utilized in reality.
Like other language exercises, an undertaking can lock in useful or open, and oral or
composed abilities and furthermore different mental cycles". (16)
The Genre Approach
The accentuation in kind methodology is on the view that composing shifts as per a
social setting. Classification is socially an objective situated interaction. Swale (1990)
characterizes classification as comprising of a gathering of "informative occasions" (58) that
"share set of open purposes". (58)
The shortcoming of classification approaches as seen by Badger and White (2003) is
that the abilities utilized for delivering a text are under assessed in this methodology and that
the job of students is seen as "inactive". (157) According to Badger and White (2000), kind
methodologies are "an expansion of item draws near". (155)
The Product Approach
Numerous analysts have talked about the qualities of the item approach. In item
approach, composing is principally considered to be etymological information with the
attention on suitable use of jargon, punctuation and firm gadgets.Support (1988) characterizes
item approach as a way to deal with composing which inspects "the elements of composed
texts". (8) She says that this methodology incorporates the abilities of "getting the sentence
structure right, having a scope of jargon, accentuating seriously, utilizing the shows of
format accurately, e.g in letters, spelling precisely, utilizing a scope of sentence structures,
connecting thoughts and data across sentences to foster a subject, creating and putting
together the substance obviously and convincingly".(8)
Hyland (2003) says that in item approach, composing is viewed as a legitimate and
Wellorganized arrangement of words, sentences and provisos, as per rules of a language. In
this methodology, composing expertise is created through activities like filling the
spaces,finishing the sentences, changing tenses and other such comparable exercises. Jordan
(1987) says that the student in the item approach is given a model and various activities are
given to show its "significant elements". (165) Then students are urged to express "a
comparative or equal text". (165)
 Tickoo (2003) sees that in the item approach, consideration is paid to the result of a
student's composing without aiding him/her to learn "the cycles" which "fruitful authors use".
(63) He additionally says that this methodology assists students with knowing the standards
of language and use them.
Pincas (1982) features the four periods of figuring out how to write in item approach.
Acquaintance, controlled composition, directed composition and free composing are the four
stages. In the first stage, students come out as comfortable with specific literary highlights. In
charge and directed composing diminishing control as an endeavour to plan for the free
composing work in which they have practice on the genuine exercises recorded as a hard
copy.
INSTRUCTOR INTERACTIONS WITH LEARNERS
Research recommends that the achievement pace of any test review rely vigorously upon
the cooperation of the educator with students. There are more than 200 homeroom perception
instruments focussing on the way that educators connect with students. North of twenty
perceptions instruments has been grown uniquely for concentrating on study hall
collaboration in second language classes (Long and Sato 268). These collaborations depend
on the accompanying focal points between the instructor and the student.
 Instructor questions
 Instructor blunder rectifications
 Amount of instructor discourse
 Instructor clarifications
 Instructor „wait-time‟ for understudy reactions
For examination later, information can be gathered on any of these focal points which
become valuable information to your exploration. The most effective way to gather this
information is to record students‟ responses, either sound or video. With video accounts, non-
verbal signals, for example, motions, non-verbal communication and so forth can be added
something extra for perceptions later. What's more with sound accounts, it is valuable
assuming you have an accomplice to interpret the information. On occasion, we can totally
preclude sound video accounts and resort to open-finished criticism in the type of meetings or
surveys.
EDUCATOR ERROR CORRECTION
The most common way of obtaining another dialect is ridden with the most common
way of making blunders. Subsequently, the obligation lay on the language educator to know
whether they have made a mistake furthermore, assist them with remedying it and not
recurrent the blunder. Nystrom (169-188) characterized blunders pointed out by four essential
instructors at Phonological, Lexical, Morphological, Syntactical, Discourse, Tongue and
Content which was a greater amount of discourse mistake remedy and for a similar blunder
rectification styles were given as far as models right structure, drills rehash broken structures,
prompts right structure, clarifies right structure, rehashes brief, advises understudies what to
say, diminishes headings, grows bearings.
LEARNER-TO-LEARNER CONNECTIONS
In homeroom research one of the significant kinds of associations is among students and
students.In open philosophy, expanding accentuation is set on language learning errandsthat
include pair work and gathering work. In one area of the instructional method,
communication designs and learning results have been concentrated widely throughout the
most recent 40 years. This region is named extensively agreeable learning.
Helpful learning is a gathering learning movement coordinated so that learning is reliant upon
the socially organized trade of data between students in gatherings and in which each student
is considered responsible for their own learning and is spurred to expand the learning of
others (Olsen and Kagan 8).
Research investigations of agreeable learning in exceptionally assorted school settings and
across a wide scope of content regions have uncovered that understudies finishing helpful
learning bunch assignments will quite often have higher scholastic grades, higher confidence,
more prominent quantities of positive social abilities, fewer generalizations of people of
different races or ethnic gatherings, and more noteworthy perception of the substance and
abilities they are considering (Stahl 1). In the present research concentrate on the test, the
bunch was prepared with modules planned on the idea of helpful learning.
METHOD
Any research project, whether in science or the humanities, must be built on the
grounds of strong theoretical experimentation. The "best suitable technique to address an
issue concerning language acquisition or instruction is to perform an experiment," according
to some (Brown and Rodgers 195)
"A circumstance in which one examines the relationship between two variables by purposely
generating a change in one and observing to see if this change creates a change in the other"
is how an experiment is defined (Anderson 196). This notion of an experiment may be
applied to language instruction to better understand how students learn.
METHODOLOGY 
  Thirty first-year students of VARDHAMAN COLLEGE OF ENGINEERING were
invited to participate in an experimental writing class that used genre pedagogy to teach the
student participants to write biographical recounts. To offer the student participants a lot of
opportunities to practice more in writing skills, this extracurricular writing activity was
conducted outside their regular classes in second semester May 2022. During the regular
school day, all other language skills are still considered key elements in mainstream English
coursebooks.  
Students provided essays and questionnaires for data collection and analysis. We
collected student essays about the topic "Write about a famous sportsman". This essay was
analyzed using Droga and Humphrey's (2003) three evaluative criteria for recount genres.
Students analyzed texts on: 

 A biographical recount genre requires students to give an account of the most

important events in the life of a particular historical character. 
 Students' control over recount genre schematics. Orientation, chronological order, and
re-orientation comprise these phases.
  The students' ability to control the language features of the recount genre. As
examples, they include: identifying the main human participants, distinguishing
between physical, relational, and mental processes, circumstantial adverbs of time,
and using verb tenses in the past.

QUESTIONNAIRE FOR STUDENTS

A Vietnamese version of a questionnaire, consisting of two parts, part A and part B, was
administered to forty-five first-year students right after they completed an instructional
module on the recount genre, in order to elicit their attitudes toward genre pedagogy's
teaching-learning cycle. It was constructed using close-ended questions based on Likert's
work that was published in the late 1920s regarding five agreement extensions: strongly
agree, agree, uncertain, disagree, strongly disagree. 
A questionnaire was designed to gather information about students' attitudes toward (1) the
three phases of the teaching-learning cycle, and (2) recount genres. It included 33 items
divided into two parts and distributed as closed-ended questions (A, B). The first part
contains 26 items addressing the three key phases of teaching-learning cycles, and the second
part contains seven items addressing recounts. 

RESULTS:
The majority of student participants displayed all of the traditional phases of a
biographical recount essay, including an orientation, a sequence of events, and a
reorientation. Specifically, they identified a famous person as the key participant in the
orientation and then offered the reasons for his renown in their orientation. They unfurled the
important stages in the renowned person's life in a temporal order in the sequences of event
phases, employing suitable circumstantial adverbs of time and proper verb tenses.
According to the schematic structure, most participants demonstrated both the
orientation and sequence phases of a biographical recount. Hence, their essays reveal their
social purpose: to describe a famous sports figure.

The sequences of events phases exhibit the same good understanding and execution of
typical biographical recount features by unfolding major phases in the life of a famous person
chronologically, using proper circumstantial adverbs of time, and assuming proper verb
tenses.

Further, they were also successful using proper past tenses of verbs and circumstantial
adverbs of time within the biographical recount genre by focusing on a single main
participant, using a variety of processes such as material processes (a process of doing),
mental processes (a process of sensing), or relational processes (a process of being).

Most students successfully controlled the biographical recount genre over the course
of their essays.

The majority of student participants (91.1 percent) thought the context exploration
exercises were required and valuable for them in the later stages of learning writing.
Approximately 60.8 percent of respondents agreed that these actions may assist them in
realising the social goals of the writer and the intended readers of the retell genre. Students'
perceptions regarding the first subphase of recall genre modelling were generally good.

Although some students expressed uncertainty and disagreement with specific

alternatives in this subphase, they were limited in number. The criteria for evaluating various
contexts of a scenario were not well received, with good comments (i.e. the hesitation of the
respondents dropped from high proportion 33.3 percent to low proportion 10 percent ).

The questionnaire demonstrates that the activities in the text exploration of the recall
genre might help students learn to write. 88.9 percent of them agreed with these activities,
with 55.6 percent strongly agreeing and 33.3 percent agreeing. As a result of their strong
conviction, they agreed to the remaining six items (from item 1 to item 6). Only 8 students
were unsure about items 1, 2, 3, 4, and 6, while 8/30 students were unsure about item 5, with
4/45 students disagreeing. The text exploration subphase was extremely beneficial and crucial
for them to master writing.

This was validated by their favourable answers to parts of the necessary recall genre's
social aims, linguistic qualities, schematic organisation, and so on. Some students still
showed scepticism, if not outright opposition, to this subphase. Nonetheless, the unfavourable
responses from respondents were minimal. Almost all students indicated good views
regarding the first phase of the cycle after being educated about it.

CONCLUSION
The results indicated that both positive and negative attitudes were expressed toward
the recount genre, but that positive responses outnumbered negative ones. In spite of this, the
rest of the criteria (items 2 through 6) did not meet the expectations of the researcher,
primarily regarding their ability to write a biographical recount and their suitability for future
English studies at university.

To successfully implement this teaching-learning cycle of the genre-based program,

English teachers should introduce their own classrooms with sample reading texts that have
the characteristics of these specific types of texts. In this study, it was identified that one of
the difficulties faced by EFL students when developing writing skills was a lack of basic
knowledge of the text-type as a whole, and therefore a lack of knowledge of how to articulate
their ideas. By looking at a sample "expert" and "selective" recount genre, students were able
to understand its purposes, its language features, and its schematic structure.nt writing of their
own. In other words, teachers should not be too rigid in applying the three phases into their
classroom. Teachers can ignore their role as scribes in the case of more capable students who
understand the modelling phase well. Revision and correction of text that approximates the
sample should be done instead. Teachers should still act as scribes in the joint negotiation
phase for those students who have yet to master the sample reading text's structure.  

After the intervention, students' performance improved on all levels, with students of
average intelligence leading the way. However, the writing strategies or approaches should
not be judged differently; rather, they should be examined as a whole. As a result, a
coordinated strategy is required to address the learners' challenges. As a result, university
lecturers should be aware of the writing processes and allow enough time for students to
complete writing exercises in the classroom. Additionally, learners must have a working
grasp of the genre, as it is required while writing a written composition.
 The research implications for teachers to further consider and enhance their
pedagogical practises in teaching writing were emphasised as the efficacy of the activities
based on the process approach.
"If learning to read and write is to constitute an act of knowing, the learner must embrace the
role of creative subjects from the beginning," Friere (1977) writes. It is not a question of
memorization and repetition of a specific syllabus, words, and phrases, but rather of critically
thinking on the writing process and on writing itself, as well as the fundamental meaning of
language." (29)
To summarise, teachers of writing should be aware that they may use the methodical,
stage-by-stage, and principled procedures of the process approach to encourage students.
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