PROCESS-GENRE WRITING

APPROACH and PERFORMANCE of

GRADE 10 JUNIOR HIGH SCHOOL
STUDENTS at CACAWAN HIGH
SCHOOL:
BASIS for PROPOSED WRITING
INTERVENTION PLAN

Researcher: Alphashalom L. Rodil

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.
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:
2.1 unity;
2.2 coherence; and
2. 3 emphasis?
3. What is the level of writing
competency of control group at
Cacawan High School in post-test
in terms of:
3.1 unity;
3.2 coherence; and
3.3 emphasis?
4. What is the level of writing
competency of experimental
group at Cacawan High School
in Post-Test in terms of:
4.1 unity;
4.2 coherence; and
4.3 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?
6. Is there 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?
7. Is there a significant difference
between the level of writing
competency of experimental group
at Cacawan High School in pre-test
and post-test using the Lecture
Discussion Approach?
8. Is there a significant difference
between the level of writing
competency of control group at
Cacawan High School in pre-test
and post-test using the Process-
Genre Writing Approach?
9. Based on the results of the
study, what intervention is
proposed by the researcher?
CONCEPTUAL MODEL
 RESEARCH LOCALE &
RESPONDENTS
This study was conducted at Cacawan High
School, a newly established secondary
public school in the Municipality of
Pinamalayan, Oriental Mindoro.

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.
RESEARCH INSTRUMENT

Pre-test
Post-test
Pre-test Administration
(Experimental Group)
Post-test Administration
(Experimental Group)
Pre-test Administration
(Control Group)
Post-test Administration
(Control Group)
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA

Table 1 Table 7
Table 2 Table 8
Table 3 Table 9
Table 4
Table 5
Table 6
 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
Exemplary 90 above 0 0.00% O
Coherence

Skilled 85-89 0 0.00% VS Fairly

Competent 80-84 6 20.69% S 78.07 Satisfactory
Beginning 75-79 23 79.31% FS (Beginning)
Unacceptable below 75 0 0.00% DME
Exemplary 90 above 0 0.00% O
Emphasis

Skilled 85-89 1 3.45% VS Fairly

Competent 80-84 15 51.72% S 78.83 Satisfactory
Beginning 75-79 8 27.59% FS (Beginning)
Unacceptable below 75 5 17.24% DME
Fairly
Overall Mean 78.31 Satisfactory
(Beginning)
 Description
Percentage

Percentage
Frequency

Verbal
Score
Level of Verbal
Mean
Competency Description

Exemplary 90 above 0 0.00% O

Skilled 85-89 2 6.90% VS Fairly
Unity

Competent 80-84 7 24.14% S 78.00 Satisfactory

Beginning 75-79 20 68.96% FS (Beginning)
Unacceptable below 75 0 0.00% DME
Exemplary 90 above 0 0.00% O
Coherence

Skilled 85-89 3 10.35% VS Fairly

Competent 80-84 6 20.69% S 78.90 Satisfactory
Beginning 75-79 20 68.96% FS (Beginning)
Unacceptable below 75 0 0.00% DME
Exemplary 90 above 2 6.90% O
Emphasis

Skilled 85-89 2 6.90% VS Fairly

Competent 80-84 8 27.58% S 79.17 Satisfactory
Beginning 75-79 17 58.62% FS (Beginning)
Unacceptable below 75 0 0.00% DME
Fairly
Overall Mean 78.69 Satisfactory
(Beginning)
 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
Unity

Satisfactory
Competent 80-84 10 34.48% S 79.83
(Competent)
Beginning 75-79 16 55.17% FS
Unacceptable below 75 0 0.00% DME
Exemplary 90 above 0 0.00% O
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
Unacceptable below 75 0 0.00% DME
Exemplary 90 above 0 0.00% O
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
Unacceptable below 75 0 0.00% DME
Satisfactory
Overall Mean 79.90
(Competent)
 Description
Percentage

Percentage
Frequency

Verbal
Score
Level of Verbal
Mean
Competency Description

Exemplary 90 above 13 44.83% O

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
Unacceptable below 75 0 0.00% DME
Exemplary 90 above 11 37.93% O
Coherence

Skilled 85-89 18 62.07% VS Very

Competent 80-84 0 0.00% S 89.07 Satisfactory
Beginning 75-79 0 0.00% FS (Skilled)
Unacceptable below 75 0 0.00% DME
Exemplary 90 above 17 58.62% O
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
Unacceptable below 75 0 0.00% DME
Outstanding
Overall Mean 89.59
(Exemplary)
 Mean Scores
t values

Discussion
Tabular

Difference
Approach

Approach

Compute
Process-
Group

d t value
Value

Lecture
Writing
Genre
df = 28 Results

Mean
@
0.05
Experimental Not
78.69 78.31 0.38 0.616 2.048
Significant
Control
 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
89.59 79.84 9.75 15.817 2.048 Significant
Control
 Mean Scores
t values
Tabular

Post –Test

Difference

Compute
d t value
Group

Pre-Test
Value
df = 28 Results

Mean
@
0.05
Experimental
89.59 78.69 10.90 17.467 2.048 Significant
Group
 Mean Scores
t values
Tabular

Difference
Post-Test

Compute
d t value
Group

Pre-Test
Value
df = 28 Results

Mean
@
0.05

Control Not
79.84 78.31 1.53 -6.730 2.048
Group Significant
Activity/ Objective Success
Description Genre
Strategy s Indicators
 Increased
motivation to
To provide write and to
students with lead to more
Ask – answers to a means to elaborate
WWWH, W=2, H=2. develop story story content.
ideas,  Addressed the
Reflect – students organize them main
sketch or paint into a story- components
Ask, Reflect
ideas for their story. Story structure of a story and
and Text
sequence, produced
Text – students and produce more
write the text of the elaborate text elaborate text
story. addressing  Improved the
WWW, W=2, story content
H=2 acrostic (but not with
questions. story quality)
with the use of
the strategy
 Suspend judgment,
Take a side,
To remind  Increased the
Organize ideas,
STOP and students to number of
Plan more as you
DARE plan in essay elements
write,
advance, set and quality of
writing goals, written work
Develop your topic
generate, (categories
sentence, Persuasive
organize, and included focus
Add supporting
evaluate development,
ideas,
content, and organization,
Reject at least one
lastly to write a fluency, and
argument for the
complete conventions)
other side,
essay. and total words
End with a
written.
conclusion.
Cognitive Pre- Compare To develop  Increased
Self- planning or knowledge tendency
Regulation and Contrast and to pre-
Instruction revising motivation plan and
(CSRI) writing to use, in
strategy. without improvem
external ent in text
prompting quality.
or
support,
cognitive
strategies
for
planning,
drafting,
and
revising
texts.
  Applied the
Three steps General planning All genres To help explicit strategy
strategy strategy with three students guide instruction and
steps – plan, write, and organize the deliberate
revise. their writing practice of self-
activities and regulation
integrate them activities.
into a structure.  Revised and
planned the
stories using
students’
knowledge.
To guides
POW Pick my ideas All genres students decide  Wrote more
Organize my notes what to write complete and
Write and say more about, organize higher quality
possible writing stories in terms of
ideas in a plan, story elements,
and modify and improved story
upgrade while length, and overall
writing. higher quality.
 Improved story
completeness
(number of
elements), length
and quality)
POW Involves answering Story To help  Provided positive
+WWW, questions prior to students impact on
What=2, writing. Each generate students’
How = 2 question focuses on possible knowledge about
a particular element ideas for writing.
commonly found in a story.  Enhanced
stories, such as students’ self-
“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.
SUMMARY OF FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS

Findings
Conclusions
Recommendations
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.
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 described as fairly
satisfactory or beginning.
 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.
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.
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
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
Significant Difference between the
Level of Writing Competency of
Experimental Group at Cacawan
High School in Pre-Test and Post-
Test using the Process-Genre
Writing Approach
Significant Difference between
the Level of Writing Competency
of Control Group at Cacawan
High School in Pre-Test and
Post-Test using the Lecture
Discussion Approach
Proposed Intervention Plan on
the Level of Writing
Competency of Grade 10
Students at Cacawan High
School Using the Process
Genre Writing Approach
1. 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.

2. The level of writing competency of

experimental group in Pre-Test at Cacawan
High School in terms of unity, coherence, and
emphasis were described as fairly satisfactory
or beginning.
3. 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.
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.
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.
1. 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
make sure that 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 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.