TABLE OF CONTENT
PAGE
I. ABSTRACT

01

II. AIMS OF THE RESEARCH
1. Aims

01

2. Definitions of terms

02

III. RATIONALE AND JUSTIFICATION

03 - 04

IV. LITERATURE REVIEW

04 - 05

V. METHODOLOGY AND RESEARCH SCHEDULE
1. Independent and Dependent Variables

06

2. Research Design

06 - 07

4.2. Qualitative Method

11

5. Research Schedule

12

VI. EXPECTED FINDINGS

13

VII. CONCLUSION

13

APPENDICES
BIBLIOGRAPHY

14

QUESTIONNAIRE

15

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I. ABSTRACT
Writing is the most difficult skill out of the four, which is challenging the

1.2. To what extent does teaching with genre-based approach help the students
improve their personal recount writing?
1.3. . How do the students feel about the use of genre-based approach in writing
personal recount?
2. Definitions of terms
Genre: A genre, for Martin (1984) is “a staged, goal-oriented, purposeful
activity in which speakers engage as members of our culture”. Less technically,
genres are the ways people make meaning with one another in stages to achieve
their purposes (Callaghan & Rothery, 1988). Derewianka (1992, cited in Gwee,
1997 p.9) defined “genre” as the schematic structure of a text which helps to
achieve its purpose.
Genre-based

approach:

Genre-based

approach

is

fundamentally

underpinned by a socially-based theory of language. According to Halliday’
(1985), genre-based approach is a systemic-functional model of language which
see grammar as a “resource for making meaning”. This approach focuses on the
communicative purpose of writing in a specific social context. Therefore,
different text types have different purposes and audiences, and practitioners of the
genre approach attempt to make students aware of the differences between the
genres to aid their writing.

well organized, and even produce texts with an inappropriate genre. As a result,
their scores are unsatisfactory even though they are hard-working. Furthermore,
the students are not highly motivated to learn English except for preparing for
tests or examinations. English is one of the compulsory subjects in their schoolleaving exam whose questions are multiple choice.
With those issues in mind, I would like to help my students lessen the
difficulties in writing personal recount which is required in the textbook of grade
11 students. I think that the genre-based approach may be effectively applied to
teach my students, who have been rarely exposed to authentic writing, to create
better personal recounts.
IV. LITERATURE REVIEW
Teaching and learning writing has been challenging English as Foreign
Language (EFL) teachers and learners. This skill is still considered to be the most
onerous and demanding out of the four. In spite of those permanent problems,
there are ways to refine the teaching of the skill to help language students better

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their wording and writing. Over the last 20 years, much of the teaching of writing
that occurs in the EFL classroom has been dominated by product and process
approaches. On the other hand, genre approach also became quite popular in the
1980s, yet it did not gain many supporters until the beginning of the last decade.
It was noted that student writers could benefit from studying different types of
written texts. Although the literature exposes us to some different approaches and
various genres, this review is concentrated in the use of genre-based approach to
teach personal recount.
Genre approach is still a controversial issue though it is never a dull one.
According to Kay and Dudley-Evans (1998 p.310), genre approach enables
students to improve their writing skill and produce the right text that suits their
intended goal of communication. It also helps expose them to the knowledge of

personal recount writing of students in Mai Anh Tuan High School, Nga Son.
V. METHODOLOGY AND RESEARCH SCHEDULE
1. Independent and Dependent Variables

The use of
genre-based
approach

To help
students write
better personal
recount

Independent variable

Dependent variable

Teacher uses genre approach to
teach students to write personal
recounts

Students’ improvement in
writing personal recounts. This
is measured by pre-test and
post-tests.

2. Research design
This study is designed to discover if the genre-based approach would
positively affect students’ writing and how it does so. One class of grade 11
students are given writing instruction using the genre approach. Pre and post tests


students

Discourse

Mai Anh Tuan High

- Writing pre-test

- Age: 17

Analysis

- English

- Mean

ability: pre-

- Frequency

intermediate

count

School face in writing
personal recount?

- Writing post-test


in writing personal
recount?

3. Data collection procedure
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- Percentage


The data collection procedure is indicated in the following flow chart.
Pre-intermediate
grade 11
students

Writing Pre-test

Student
questionnaire

The use of genre
approach

Writing post-test 1

The use of genre
approach

Writing post-test 2

Comparing the results of


- Students are familiarized with the subject matter by doing some preactivities

(expanding headlines, adding detail, using emotive language, etc.)

+ Modeling
In this stage, teacher designs and provides a detailed scaffold for the text
type,
personal recount by:
- explicitly introducing a model text.
- identifying how the text is structured (3 parts: Introduction, Sequence of
events,

conclusion)

- identifying what “language features” should be included.
- identifying the function of each part of the recount.
+ Joint Construction
Before writing independently, students are asked to participating in group
writing. The class is divided into groups of 5 or 6 to construct texts that are
similar to the model based on the topic given. The teacher walks around to help
the groups by making suggestions or correcting their mistakes.
+ Independent Writing

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Students are asked to independently write their own essays based on one of
the topics given by the teacher.
3.3. The writing tests


personal recounts. The progress of the students will also be recorded frequently in
the teacher’s diary.
4. Data analysis
4.1. Quantitative method
After marking the students’ writing tests, the researcher will have the
scores analysed by using a counting method called Frequency Count and The
mean. The results will then be reported in a table as frequencies and percentages.
This quantitative will also be utilized to deal with the responses to the closeended questions. From these the researcher can have a general view on students’
prior ability and their improvement after applying the genre approach. They will
also help the researcher make sense of the changes in the students’ attitude
towards the use of the new method.
4.2. Qualitative method
Critical Discourse Analysis will be used to analyze students’ test papers,
teacher’s lesson plans, open-ended questions and teacher’s diary. This analysis
will help the researcher identify the problems the students face as well as their
proficiency level. It will also help the researcher with an understanding of his
students’ progress and attitude towards the genre approach used in teaching
personal recount writing.
5. Research schedule
Number
1

Activities
Choose the subjects
Design a placement test

Date to carry out
.October, 2018 – week 1


Mark test papers and give .December, 2018: week 1

8

comments
Teach writing recounts using .February, 2019:

9

genre approach
Design and deliver post-test 2

from week 2 – week 4
.March, 2019: week 1

10

.Mark test papers

.April, 2019: week 2

11
12

.Deliver the questionnaire
.Data analysis
.December, 2010: week 3
.Write a report with conclusion .December, 2010: week 4

VI. EXPECTED FINDINGS


Lê Hồng Phong

REFERENCES
BIBLIOGRAPHY

1. Anderson, K. & Anderson, M. (1995). Text Types in English. Australia:
Macmillan Education.
2. Badger, R. & White, G. (2000). A Process Genre Approach to Teaching
Writing.

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ELT Journal, 54, 153-160.
3. Chandrika, G. (2001). Teaching The Recount Genre Using The Genre Based
Approach.
SEAMEO Regional Language Centre.
4. Cope, B. & Kalantzis, M. (Eds.). (1993). The Powers of Literacy: A Genre
Approach
to Teaching Writing. Pittsburgh, PA: University Pittsburgh Press
5. Gwee, S. (1997). Teaching The Recount Genre Using The Genre Approach.
A Project Presented to SEAMEO Regional Language Centre.
6. Kay, H. & Dudley-Evans, T. (1998). Genre: What Teachers Think.
ELT Journal, 52, 308-313.
7. McNiff, J. & Whitehead, J. (2005). Action Research For Teachers.
London: David Fulton.
8. Sidaway, R. (2006). The Genre-Based Approach to Teaching [Online].
Available: />9. The text book of English 11.


A Learn the grammar terms
(e.g. nouns, verbs,
adjectives, clauses, etc)
B Learn to use synonyms and
antonyms
C Learn the language features
(e.g. tenses, transition
signals, etc)
D Be exposed to different
model texts
E Learn to analyze texts
F Do a lot of grammar
correction
4. Which of the following writing tasks do you prefer? Tick () the appropriate
boxes (you can choose as many as you want).
Writing about a free topic without clues given.
Following a given model.
Writing a composition with a series of pictures and key words/ phrases given.

Writing a composition with words/ phrases provided.
In questions 5 – 7, tick () the column with the heading that best summarizes
your reaction to each statement.
Strongly
Agree
Not
Disagree
Strongly
Statements
agree


Yes
No
10. During the modeling stage, I comment on:
always
usually seldom
never
A The purpose of the writer
B The main idea of the model
C The structure and language
features
11. Are you confident about writing personal recount essays?
Very confident
Not very confident
A little confident
Not confident
Give reasons:
………………………………………………………………………………
…………………………………………………………………………………

Đề tài nghiên cứu khoa học, Sáng kiến kinh nghiệmcua cá nhân tôi

Tên đề tài Sáng kiến

Năm

Xếp Số, ngày, tháng, năm của

cấp

loại quyết định công nhận, cơ

Số 871, ngày 18/12/2012 –

2012

B

trong giời học Tiếng Anh

Giám đốc sở GD&ĐT

Mốt bài tập giúp học sinh nhớ cách dùng câu điều 2013

B

Thanh hóa
Hiệu trưởng trường THPT

kiện lớp 11

Mai Anh Tuấn

Using of the pic tures to improve my grade 11

2015

B

students’s listening comprehension
Using cooperative learning to motivate the 10


the grade 11 gifted students at
Mai Anh Tuan high school

A

TO HELP GRADE 11 STUDENTS IN MAI ANH 2019
TUAN HIGH SCHOOL
WRITE BETTER PERSONAL RECOUNT
USING THE GENRE-BASED APPROACH

A

Đang gửi
hội đồng khoa học ngành.
Đang gửi
hội đồng khoa học ngành.

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