UTILIZATION OF GENRE-BASED FOR WRITING SKILLS OF PRE-SERVICE TEACHERS IN PHILIPPINE WOMEN'S UNIVERSITY CALAMBA

This study examined the effectiveness of the Genre-Based approach (GBA) in enhancing the writing skills of pre-service teachers at Philippine Women’s University Calamba. Utilizing a quasi-experimental design, it assessed whether GBA can significantly improves students’ writing performance in cognitive awareness, linguistic awareness, rhetorical awareness, and genre awareness.The study involved an experimental group using GBA and a control group following traditional writing instruction. Both groups underwent pretest and posttest asessing their literature analysis skills across four areas using a 40- item multiple choice test. Results revealed significant improvements in both groups with the experimental group displaying greater progress. Mean differences in the experimental group were: cognitive awareness (-2.08,p=.000), linguistic awareness (16.25, p=.004), rhetorical awareness (-26.67,p= .000), and genre awareness (-13.33, p= .009). The control group also gains: cognitive awareness (-10.42, p = .001), linguistic awareness (-15.83, p = .000), rhetorical awareness (-10.00, p = .013), and genre awareness (-13.33, p =.003). Findings indicate that integrating GBA into writing instruction enhances student performance, particularly for those needing additional support. GBA serves as a valuable supplement to traditional approaches, fostering foundational writing skills. Further research is recommended to explore its long term effects and integration with other instructional approaches. Overall, GBA proves to be an effective strategy for strengthening students’ written communication, making it viable option for educators in teacher training programs.