Application Of The Process Genre Approach For Improving Writing

481
APPLICATION OF THE PROCESS GENRE APPROACH FOR
IMPROVING WRITING
By
Fadhliatul Ghina*
University of Syiah Kuala, Banda Aceh
ABSTRACT
This study intended to find out if there was a significant difference in
writing ability between students who were taught writing using the
Process Genre Approach (PGA) and those who were taught writing
using the teacher’s usual approach. Two classes were taken using
random sampling, one for the experimental group (EG) and the other
for the control group (CG), with 24 students in each group from
eleventh graders in Nurul Ulum MA Peureulak. Data, from the results
of pre-tests and post-tests, was collected for quantitative analysis of the
students’ writing abilities. The results from the analysis showed that the
mean of the post-test scores from the EG was 67 whilst that from the
CG was 53. The results from the t-test showed that the students who
were taught using the PGA performed significantly better in writing
than those who were taught the standard way. Analysis of the students’
writing ability showed more than 20 % improvement in four aspects of
writing: organization, structure/grammar, content/idea and mechanics.
The EG achieved significant improvement in all aspects of their writing
ability than the CG so we can conclude that using the PGA can improve
EFL writing ability more than present standard teaching-learning for
EFL writing.
Key words: Process Genre Approach, Teaching Writing.
INTRODUCTION
English is one of the foreign languages taught formally in high
schools as a compulsory subject. The purpose of teaching EFL is to
*
Corresponding author: fadhliatulghina@yahoo.co.id

ENGLISH EDUCATION JOURNAL (EEJ), 7(4), 481-495, October 2016
482
enable students to express, communicate, and respond to ideas and
feelings in English. Based on the curriculum for Senior High Schools to
achieve the standard competency (Departemen Pendidikan National,
[Depdiknas], 2006: 308), one of the objectives of English is that the
students are expected to be able to develop competency of
communication in oral and written forms to achieve an informational
literacy level. The objective above for English means that, when
students graduate they should be able to communicate by speaking and
also by writing in English.
Basically writing, as one of the important elements in teaching EFL
in senior high school classrooms, has become a valuable tool for
engaging students in thinking, showing understanding, creating ideas,
communicating, and learning. Furthermore, the goal of teaching
writing to senior high school students; as stated in the new competency
based curriculum (Depdiknas, 2006: 319) is that senior high school
students are expected to be able to express meaning in short functional
texts and simple essays in the form of day-to-day narratives, spoofs and
analytical expositions, as reflected in the sentence: “Mengungkapkan
makna dalam tek fungsional pendek dan esei berbentuk narrative,
spoof dan analytical exposition dalam konteks kehidupan sehari-hari”.
Nevertheless, although writing sometimes seems easy, for most
people its process is not an easy task especially when it is EFL. EFL
writing is challenging for some people, especially for novice writers or
those who do not know how to produce good writing. It needs ideas
and ways to develop them into sentences, paragraphs and essays.
Writing EFL is not an easy job. Based on a preliminary study
conducted on February 24th
, 2014, the researcher found that more than
60% of the second grade students at Nurul Ulum SMA Peureulak in
Aceh Timur had difficulties in writing, especially in writing narrative,
spoof and analytical exposition texts. They had difficulty writing
sentences with good grammar and organizing the content of a
paragraph. The lack of sufficient practice caused them to have
difficulty in constructing sentences. This could be seen from their
mistakes in elaborating their ideas and arranging them into a good
paragraph. On the other hand, the students had difficulty expressing
their arguments in analytical exposition writing. After the writer
checked the students’ writing tasks, she found that the results were
poor. They could only get scores around 60 or 70 in the writing test
which is below the minimum passing grade.

Application of the Process Genre Approach for Improving Writing (F. Ghina)
483
From the teachers’ side, they also rarely used any special
technique, approach or method to improve the students’ ability when
teaching writing. During the writing programs in the classroom, the
teacher only asked the students to write freely without teaching them
what to write and/or how to write. The teaching-learning did not start
from collecting and organizing ideas commonly called brainstorming,
followed by clustering, reviewing and editing (Raimes, 1983: 10).
Sometimes a writing activity was given just as a task to do because the
teacher was absent or unable to come to the class, and the students’
writing was rarely corrected, or if it was the corrections just focused on
grammar and spelling. Content, purpose, and the form of the text were
usually ignored by the teachers. Therefore, the students rarely produced
any good pieces of writing with a certain aim and character.
Based on the above, the writer had a discussion with the English
teachers in the school. They then decided to change the way of teaching
by applying a teaching approach that provides more opportunities for
all students to learn how to write better EFL. The approach chosen was
the Process Genre Approach (PGA). The PGA is the combining of the
process and the genre approach. This approach as stated by Badger and
White (2000: 27) allows students to study the relationship between the
purpose and the form for a particular genre as they use recursive
processes of prewriting, drafting, revising and editing. By using these
steps, the teacher can develop students’ awareness of different text
types and of the composing process. They suggest that the teaching
procedure for the Process Genre Approach be divided into six steps: (1)
preparation, (2) modeling and reinforcing, (3) planning, (4) joint
constructing, (5) independent constructing, and (6) revising. These
steps are the unison between the elements of the process and the genre
approach.
The Problem for this Research
Based on the key issues presented above, the main question of this
study is formulated as follows: “Will the students taught by using the
Process Genre Approach achieve a better performance in writing than
those who are taught by using the conventional approach?”
The Objective of this Research
The main objective of this study is basically to find out whether
students who are taught by using PGA will perform better in writing
than students taught using the conventional approach.

484
Hypothesis
Ho: There is a similar performance in writing proficiency from
students taught using the PGA and those taught using the
conventional approach.
Ha: There is a better performance in writing by students taught using
the PGA than those taught using the conventional approach.
LITERATURE REVIEW
Writing is one of the skills in English usually used for
communication in which the messages are delivered in a written form.
According to Bram (2006: 7), to write means to produce or reproduce
written messages. Before we write, we need to determine what to write;
we should have something meaningful to convey. Still according to
Bram (ibid: 25), when dealing with writing, we make the best use of
sentences to express our messages. When we write, we intend to
interact with our readers using written language. Brown (2007: 335)
states that the written product is often the result of thinking, drafting,
and revising procedures that require specialized skills which not every
speaker develops naturally. Writing needs thinking that focuses
students on how to generate and express ideas.
Hogue and Oshima (1997: 2) state that writing takes study and
practice to develop the skills. For both native speakers and new learners
of EFL, it is important to note that writing is a process, not a product.
Writing is a progressive activity. It means that when students write
something down the first time, they have already thought about what
they are going to say and how they are going to say it. Then after
students finish writing, they can read over what they have written and
make changes and corrections. Therefore, writing is never a one-step
action; it is a process that has several steps. Many students say that
writing is a difficult skill. But it is actually an easy and enjoyable
activity if there is an appropriate method and an interesting teaching
technique.
Stages of Writing
According to Hogue and Oshima (1997: 4), the writing process can
be divided into four stages:
1. Prewriting is the first stage of the writing process and includes all
the things to do before starting to write out the first version of the
text. Prewriting is selecting what topic to write about and narrowing

485
the topic to a particular aspect of that general subject (Oshima &
Hogue, 2000: 4). It includes exploring the topic, choosing the topic,
and beginning to gather and organize details before starting to
write.
2. Planning is a systematic process of developing ideas and giving
them shape. As the first stage in the writing process, planning is a
series of strategies designed to find and formulate information in
writing (Trimmer, 1984: 25).
3. Drafting is a procedure for making a preliminary sketch in writing.
It is a series of strategies designed to organize and develop a
sustained piece of writing (Trimmer, 1984: 70). Drafting involves
getting ideas down on paper in roughly the format intended for the
finished work. When one identifies several subjects and gathers
information on the subjects from different perspectives, he or she
needs to select one subject, organize the information into
meaningful clusters, and then discover the links that connect the
clusters.
4. Revising is a procedure for improving writing in progress. It is
probably the most important stage of the writing process. “Revision
may require recollecting ideas or information, changing or
improving organization and it also includes editing: fixing spelling,
improving awkward sentences, changing word choices, changing
punctuation, and correcting mechanics” (Trimmer, ibid: 85).
The Process Genre Approach
The Process Genre Approach is a combination of the process and
the genre approaches. This new approach is a model for teaching
writing experiments proposed by Badger and White (2000: 157) due to
the weakness of the genre approach noted above. They affirmed
through their research that this dual approach works well if the writing
cycle begins with models, descriptions of the key linguistic features,
discussion of the social situation in which it happens, and analysis of
the recommended rhetorical patterns of each genre. Students’ writing is
then subjected to the sequence of drafts in the process approach.
This approach allows students to study the relationship between
purpose and form for a particular genre as they use the recursive
processes of prewriting, drafting, revising and editing. Using these
steps develops students’ awareness of different text types and of the
composing process (Badger & White, ibid: 158). In addition, they
present an example when a school student creates an advertisement

486
describing his or her used laptop in order to sell it, so the following
things should be considered. This writing is intended to sell the laptop.
It should be attractive to some people who are interested in buying it. It
must have certain information and it should follow the traditions for
description used when a laptop is offered for sale. Then, the person
should follow the procedures for drafting, revising and editing as well
as using rhetorical language skills which are best suited to this genre.
Teaching Procedures for the Process Genre Approach in Teaching
Writing
Typically, the teaching procedures using PGA are divided into the
following six steps: (1) preparation, (2) modeling and reinforcing, (3)
planning, (4) joint constructing, (5) independent constructing and (6)
revising as described by Yan (2007: 1). These six steps are described
as follows.
1. Preparation. The teacher begins preparing the students to write by
defining a situation that will require a written text and placing it
within a specific genre, such as a persuasive essay arguing for and
against an issue of current interest. This activates schemata and
allows students to anticipate the structural features of this genre.
2. Modelling and reinforcing. In this step the teacher introduces a
model of the genre and lets students consider the social purpose of
the text, including who the audience will be. For example, the
purpose of an argumentative essay is to persuade the reader to act
on something. Next, the teacher discusses how the text is structured
and how its organization is developed to accomplish its purpose.
The students may make some comparisons with other texts to
reinforce what they have learned about this particular genre.
3. Planning. In this step many meaningful activities activate students’
schemata about the topic including brainstorming, discussing, and
reading associated material. The aim is to help the students to
develop an interest in the topic by relating it to their past
experiences.
4. Joint constructing. In this step the teacher and the students work
together to start writing a text. While doing so, the teacher uses the
writing processes of brainstorming, drafting, and revising. The
students contribute information and ideas, and the teacher writes the
generated text on the board or in a computer. The final draft
provides a model for students to refer to when they work on their
own individual compositions.

487
5. Independent constructing. At this stage students have examined
model texts and have jointly constructed a sample text in the genre.
They now undertake the task of composing their own texts on a
related topic. Class time can be set aside for students to compose
independently so that the teacher is available to help, clarify, or
consult with them individually about the process. The writing task
can be continued as a homework assignment.
6. Revising. Students will eventually have a draft that will then
undergo final revision and editing. This does not necessarily mean
that the teacher has to collect all the papers and mark them one by
one. Students may check, discuss, and evaluate their work with
fellow students i.e. use peer evaluation, as the teacher again guides
and facilitates.
Analytical Exposition Texts
Analytical exposition text is one genre that focuses on analyzing
texts or issues. Hartono (2005: 20) states that an analytical exposition is
a text focusing on persuasion by presenting an argument. The generic
structure of an analytical exposition text consists of the following
structures:
a. Thesis: introducing the topic and indicating the writer’s position.
The writer also outlines the main argument to be presented.
b. Arguments: setting out a series of information and arguments that
support the thesis.
c. Reiteration/Summary: in this stage, the writer restates and
summarises his point of view.
RESEARCH METHODOLOGY
Research Design
An experimental design was used in this study to find out the effect
of the Process Genre Approach for teaching writing. Experimental
research is conducted in order to predict a phenomenon or to explain
some kind of cause by manipulating a variable(s). McMillan (2008:
218) states that the aim of experimental research is not only to collect
and describe data but also to find out the cause and effect.
Therefore, there are two variables in this study: (1) the dependent
variable is the students’ writing ability; and (2) the independent
variable is the Process Genre Approach (PGA). The independent
variable is the treatment for the experimental group (EG) which is

488
directly caused by the researcher for the purpose of determining the
effect on the dependent variable. The effect that the researcher was
interested in was the students’ writing ability. Meanwhile, a standard
teaching approach for writing was used with the control group (CG).
The study was aimed to prove whether or not the students who got the
PGA treatment achieved a better performance than the students who
got the standard approach.
Population and Samples
Population
The usual purpose of educational research is to learn about a large
group of people by studying a much smaller group of people.
“Population is the largest groups we wish to learn something about”
(Borg and Gall, 1989: 213). The target population of this study was all
83 second grade (year 11) students in three classes at Nurul Ulum MA
(Madrasah Alia) Peureulak Aceh Timur.
Samples
One class with 24 students was chosen at random as the EG. Another
class, also with 24 students, was also chosen at random as the CG.
Location of the Research
This research was done at the Nurul Ulum Madrasah Alia or private
Islamic High School in Peureulak, Aceh Timur because she wanted to
study the use of the PGA as an approach for teaching writing. Research
about teaching writing using the PGA had never before been done at
Nurul Ulum Peureulak and the English teacher supported this study.
Data and Sources of the Data
To collect the data for this research study the researcher used tests.
She gave a pre-test to both groups on the same day but at different
times. In teaching writing to the EG the researcher used the PGA as the
treatment.
In the first meeting, the researcher gave a pre test to each class to
find out the writing ability of each student at the outset of the study. In
this test, the students were given some topics about interesting issues at
their school such as football as a popular sport. Each student must
choose one topic to write a paragraph about; an analytical exposition
text eight to eleven sentences (100-150 words) in length. The time
allocation for the test was 180 minutes, 90 minutes for the EG and 90

489
minutes for the CG. In the second meeting, the researcher as the teacher
of the experimental class used the PGA (Process Genre Approach).
Firstly, she gave material to the students to introduce analytical
exposition paragraphs with their generic structure, emotive words,
present simple tense and she introduced the PGA.
There are several steps in the PGA for teaching-learning writing.
The first step was preparation; the teacher opened the class with a
greeting and explained about the material that was to be learned. Then
she divided the students into groups of four. The second step was
modeling and reinforcing, the teacher distributed a sheet about
analytical exposition texts to the students and asked them to read and
answer the questions. Then, the teacher asked the students to focus on
the generic structure (thesis, argument and reiteration) for the analytical
exposition genre. The third step was planning, after the students had
read the tasks. The teacher asked the leader of each group to share their
ideas to all the members of the class. Here, the topic for discussion was
“the importance of the English language”. After that, she explained
more about analytical exposition texts. Then, she asked the students to
gave her a suitable title for the task and she wrote the keywords
‘international language’ on the board. Next, the students gave their
suggestions for a title using these words.
The fourth step was joint constructing. In this step, the students
discussed ideas about the words ‘international language’ grouping the
ideas using brainstorming. Next, the teacher wrote the students
responses on the board and guided them to produce an analytical
exposition text writing together. The fifth step was independent
construction; the students began to write their own individual texts. The
last step was revising, when the students finished their writing. The
teacher asked them to revise their texts working in pairs. These
revisions focused on mechanics, punctuation and capitalization not
content or ideas.
Similar activities were also conducted in the third, fourth, fifth and
sixth meetings. After the last meeting of teaching using the PGA with
the EG, the post-test was given to both groups. The aim of this test was
not only to measure the progress of the students but also to find out the
post-test result. That is to find out whether the PGA can produce a
better result than the conventional teaching-learning approach. The test
which was given for the post-test was the same as the test that was
given for the pre-test.

490
Research Instruments
The instrument used to collect the data for this research was a set of
tests, a pre-test and a post-test.
Data Analysis
To analyze the data, the researcher used quantitative analysis. The
data analysis was conducted by organizing the data from the pre-tests
and the post-tests. Based on these results, the researcher made a
frequency distribution table and then analyzed the data to get the mean,
the variance, the standard deviation, and the t-test results.
The mean was used to find the average scores of the classes.
Sudjana (2002: 67) says the formula for the “mean” is:
Mean = =
-
x
n
X
å
According to Sudjana (2002: 94), standard deviation is used to
investigate the variability in the results. The formula is:
( )
1
2
2
2
-
÷
÷
ø
ö
ç
ç
è
æ
-
=
å
å
n
n
x
x
n
s
FINDINGS AND DISCUSSIONS
Findings
As this is experimental research, organizing and analysing the
research data is a fundamental step and necessary for the purpose of
this study.
Table 1. Raw scores from the EG and the CG.
Experimental Group Control Group
No Sample
Score
Sample
Score
Pre-Test Post-Test Pre-Test Post-Test
1 A 31 42 Aa 30 46
2 B 50 72 Bb 36 60
3 C 46 65 Cc 40 48
4 D 43 61 Dd 45 50

491
Table 1 continued…
5 E 46 71 Ee 36 46
6 F 56 73 Ff 34 42
7 G 56 64 Gg 36 52
8 H 43 67 Hh 34 53
9 I 60 81 Ii 38 40
10 J 47 68 Jj 52 65
11 K 40 65 Kk 41 42
12 L 36 60 Ll 45 58
13 M 45 62 Mm 42 56
14 N 52 74 Nn 35 50
15 O 36 63 Oo 60 74
16 P 48 66 Pp 45 58
17 Q 64 78 Qq 42 62
18 R 46 54 Rr 44 45
19 S 45 72 Ss 40 65
20 T 34 57 Tt 41 44
21 U 50 65 Uu 54 66
22 V 48 75 Vv 57 67
23 W 50 67 Ww 35 45
24 X 58 86 Xx 50 60
The raw scores set out above are the results from the tests of writing
from both the EG and the CG before and after the PGA treatment was
given to the EG.
Results of Independent t-test on Pre-tests of the EG and the CG
The pre-test was given to gain information about the students’
writing scores before the treatment was implemented. In this case, the
scores were analyzed using the independent t-test to find out whether
there was a significant difference between the pre-test results from the
EG with those from the CG. As the t-test was smaller thanthe t-table
this showed there was no significant difference in the results from the
two groups
Table 2. Results from the Pre-tests from both the EG and the CG.
EG Sgab t-test df t-table CG
N 24
2.22 1.25 46 0.05 1.68
24
47 44
S2
67 50
s 8 7

492
Results of Independent t-tests on Post-tests of both EG and CG
After gathering the data from the post-tests, a similar analysis was
done as with the pre-tests. This aimed to find out whether the PGA
influenced the students’ writing performance. It was specially designed
to investigate whether the students taught using the PGA got
significantly better results than those taught using the teacher centered
method.
Table 3. Result from the Post-tests from both the EG and the CG.
EG Sgab t-test df t-table CG
N 24
2.69 4.8 46 0.05 1.68
24
67 53
S2
84 90
s 9 9
As t-test was larger than t-table this showed that there was a
significant improvement in the results from the EG with the PGA
treatment compared to the results from the CG.
Discussions
The first discussion is about the results from the t-test analysis.
Having calculated the mean scores of the pre-test results for both the
EG and the CG, the difference between these mean scores was
compared by doing an independent sample t-test. From Table 2 above,
the mean pre-test score from the EG was 47 while that from the CG
was 44. When the mean scores of the two groups are compared through
the independent sample t-test, the result of the t-test was 1.25 while the
result of the t-table at the confidence level 0.05 was 1.68. Thus t-test
was lower than t-table. This result indicated that there was no
significant difference between the results from both groups. In other
words, the EG and the CG were the same in terms of their initial ability
in writing.
Then, the same procedure was done with the post-test scores. From
Table 3, the mean of the post-test scores from the EG was 67 while that
from the CG was 53. When the two means are compared through the
independent sample t-test as shown in Table 3, it shows that the result
of the t-test was 4.8, while the result from the t-table at the confidence
level 0.05 was 1.68. Thus the differences between the two means was
significant since t-test exceeded t-table. Therefore, the students who
were taught by using the PGA performed significantly better in writing

493
than those who were taught using the conventional approach. This
result is similar to results from previous studies conducted by
Nurhasanah (2004) where the post-test results were significantly higher
than both the pretest results and the results from the control groups.
The second discussion is related to what aspects of writing were
performed better by the students in this study after the PGA treatment.
The results showed that the EG made significant improvements in four
aspects of writing viz: organization, content/ideas, structure/grammar
and mechanics.
Based on the results, all aspects of writing including organization,
content/idea, grammar/structure and mechanics were improved. The
aspect of writing that improved the most was structure and the lowest
was organization. The structure aspect was highly improved because
the students worked in groups and got assistance from their pair
partners about mistakes in their writing. In this study the aspect that
improved the least was the aspect of organization. This may have been
caused by difficulty in writing good sentences for important ideas.
Also, the students usually wrote without using a good topic sentence to
provide direction.
In fact, learning writing using the PG approach is easy to
understand. it made the students very active in their groups and in
discussions, sharing ideas with their friends. This is what Yan (2001)
also found, the PGA approach makes this feasible, as background
material is read during the prewriting activities. Then, through this
approach, the students were directed to find out the schematic structure
and the language features of an analytical exposition text. Next, another
advantage of the PGA is that most of the students were actively
involved, both doing group work, pair work and individual work. In
addition, the teaching-learning process using the PGA for writing
helped the students to share their ideas with their friends in their groups
before writing their own individual texts. This gave them a lot of
information about the topic that they had to write about.
CONCLUSIONS AND SUGGESTIONS
Conclusions
After conducting the research and analyzing the data as set out
above, two main conclusions can be drawn on what has been found out
about the application of the Process Genre Approach for improving
students’ writing ability; they are: (1) the students who were taught

494
using the PGA got higher scores than those who were taught with the
conventional approach, (2) the EG had significant improvement in their
writing proficiency in four aspects viz: organization, content/idea,
structure/grammar and mechanics. These main points are discussed
below.
First, according to the findings, the students taught using the PGA
got better results in writing compared to those who were taught with
the conventional approach.
Second, the results also showed that there was much improvement
in various aspects of writing from the EG students in particular in
organization, content/idea, structure and mechanics. This can be seen
from the percentage of students’ proficiency before and after teaching
writing by using the PGA. The first aspect organization increased 17 %,
the second aspect - content/ideas rose 21 %, the next structure/grammar
went up 22 %, and the last aspect mechanics went up 21 %. Thus, from
all aspects there was an increase overall of 20% with the biggest
improvement in the grammar/structure aspect with an increase of 22 %.
Suggestions
Based on the conclusions above, the Process Genre Approach is
more effective to improve the writing skills of Senior High School
students than the conventional approach for teaching-learning writing.
Therefore, the researcher would like to offer some suggestions to other
EFL teachers and other researchers.
To teachers, EFL teachers at Senior High Schools should use the
PGA as an alternative for teaching language to improve students’
writing and students’ proficiency in EFL writing skills. Teaching EFL
is not easy; teachers must always be creative and should use new
approaches or methods for teaching especially methods appropriate to
the situation, the topics and the level of education and interest of the
students. New approaches should make the students more interested
and motivated in the teaching-learning process. Before teachers
conduct the teaching-learning processes, they should choose an
appropriate approach first. Because the approach is one of the main
factors that will affect the success of the teaching- learning process.
To other researchers, the researcher hopes that the finding from this
study can be used as one of the starting points for future studies of
similar problems. There are too, many other approaches for teaching
English that could also be studied to find out their effectiveness for
teaching-learning writing when applied to the students.

495
REFERENCES
Badger, R., & White, J. (2000). Product, Process and Genre
Approaches to Writing. EAP Journal, 54(2), 153-160.
Borg, W., & Gall, M. (1989). Educational Research (5th eds.). New
York: Longman.
Bram, B. (2006). Write Well. Yogyakarta: Kanisius.
Brown, H. D. (2007). Teaching by Principle: An Interactive Approach
to Language Pedagogy (4th Eds.). New York: Pearson Education.
Depdiknas.(2006). Standar Isi Mata Pelajaran Bahasa Inggris Sekolah
Menengah Atas. Jakarta: Menteri Pendidikan Nasional Indonesia.
Hartono, R. (2005). Genre Based Writing (Unpublished Masters
Thesis). Semarang State University, Semarang.
Hougue, A. & Oshima, A. (1997). Introduction to Academic Writing.
New York: Pearson Education.
McMillan, J. H. (2008). Educational Research: Fundamental for
Customer. New York: Pearson Education Inc.
Nurhasanah. (2004). The Implementation of Process Genre Approach
in Teaching Writing (Unpublised Master’s thesis). Universitas
Syiah Kuala, Banda Aceh.
Raimes, A. (1983). Technique in Teaching Writing: Teaching
Techniques in English as a Second Language. New York: Oxford
University Press.
Sudjana. (2002). Metode Statistika (5th eds.). Bandung: Tarsito.
Trimmer, J. F. (1984). Writing with A Purpose. Boston: Houghton
Miffin Company.
Yan, G. (2007). English Teaching Forum: A Process Genre Approach
Model for Teaching Writing. Retrieved from
http://exchanes,state.gov./forum/vol43/no3/p18.htm

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