Descriptive Writing Skills

Nunan, 2003:231) as cited in Ismail (2016), writing is a physical and a mental activity intended to express and astonish. Hence, writing is inevitably an important skill compared to the other macro skills in English language. Hashemnezhad and Hashemnezhad(2012), writing is a significant learning tool as it as facilitates students’ understanding of ideas and concepts. The writing skill is classified as productive skill as it involve the learners in both mental and physical activities in order to express their thoughts, feelings, and knowledge fruitfully. According to Ismail (2016), “listening and speaking are considered as the receptive skills and speaking and writing are considered as productive skills”. There are various genres in writing as the descriptive, narrative, formal and more. Baker (2013), “descriptive writing is a genre of writing which asks the students to describe a person, place, object, experience, situation, emotion, etc.”, as cited in (Ismail, 2016). As cited by Nesamalar, Saratha & The, (2001) in Pour-Mohammadi, Abidin, and Fong (2012), most of the students in Malaysian context are weak in writing. This because,

This enable the student to realise and correct the errors in their writing immediately and produce a good essay. Hyland(2003), defines the process approach as focusing more on the varied classroom activities which promote the development of language use; brainstorming, group discussion, re-writing’ as cited in (Dennis and Ojeka, 2014). This motivates and encourage the students to produce an excellent writing. Pica (1986) cited in Akinwamide and Kolade (2012), process approach emphases on the writer's potential for self-correction as a means of achieving success in