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This article is composed based on an analysis of thesis proposal introductions written by EFL learners in UNP who enrolled Paper Thesis Writing course. During the course, the learners were taught by Cognitive Genre-Based Approach (CGBA). The approach focuses on improving learner’s writing ability in terms of the idea development and grammatical features. The analysis was conducted through analyzing 10 selected proposal introductions. The finding shows that the learners’ idea development was sufficiently improved after being treated such approach as well as its organization. They had properly organized the ideas starting from stating the research topic, problems and purposes. Besides, some of them had already mentioned several gaps found in previous researches to support the current research problem. In addition, a few had already stated the rationale why the topic was proposed. Nevertheless, it was found that their grammatical features were still seriously troublesome. There were many grammatical errors found on those introductions. It can be inferred that GBCA is appropriate to improve the idea development and organization since the course was supposed to discuss the content of a proposal. Hence, there should be additional opportunities to emphasize the grammatical features.

Idea Development And Organization Of Thesis Proposal Written By A Group Of EFL Learners Learning Writing Through Cognitive Genre-Based Approach