THE EFFECT OF USING PROCESS-GENRE APPROACH ON THE TENTH GRADE STUDENTS’ DESCRIPTIVE TEXT WRITING ACHIEVEMENT AT SMA NEGERI 1 PAKUSARI

Abstract

Writing is one of the language skills that should be mastered by the students. It plays an important role in the process of learning English. For Indonesian students, writing has been considered as the most difficult skill to master. It is because writing is not only about organizing and generating ideas using appropriate choice of vocabulary, grammar, punctuation, but also turning the ideas into readable text. In this case, the teacher needs to use an appropriate approach in teaching writing. As a combination of process approach and genre based approach, process-genre approach has been recently regarded as an effective approach to teach writing. Thus, the researcher came to the idea to conduct an experimental research to know the effectiveness of process-genre approach in teaching writing. The aim of this research was to investigate whether or not there was a significant effect of using process-genre approach on the tenth grade students’ descriptive text writing achievement at SMA Negeri 1 Pakusari. The research design used was quasi-experimental research with post-test only control group design. The population of this research was all the tenth grade students of SMA Negeri 1 Pakusari. Before selecting the sample, it should be ensured that the population was homogenous. For the sake of this, the researcher used the students’ previous scores on English midterm test to know the homogeneity of the population which was analyzed by using Levene test. The result of Levene test showed that the population was homogeneous so the researcher chose the sample randomly by using cluster random sampling. Through a lottery, class X-1 was selected as the experimental group which received the treatment; and class X-2 was selected as the control group which received no treatment. In this case, the control group was taught by using product approach which is usually used by the English teacher in teaching writing. The data of this research were obtained from the writing post test. The result of the writing post test was analyzed by using independent sample t-test. Based on the analysis of post-test score, the mean score of the experimental group was 71.2742 while the mean score of control group was 63.2581. Moreover, based on the output of independent sample t-test, the significant value was 0.042 which was lower than 0.05. Since the value of significance (2-tailed) was lower than 0.05, it indicated that the null hypothesis (H 0 ): “There is no Significant Effect of using Process-Genre Approach on the Tenth Grade Students Descriptive Text Writing Achievement at SMA Negeri 1 Pakusari” was rejected. On the other hand, the alternative hypothesis: “There is a Significant Effect of using Process-Genre Approach on the Tenth Grade Students Descriptive Text Writing Achievement at SMA Negeri 1 Pakusari” was accepted. Based on explanation above, it was concluded that there was a significant effect of using process-genre approach on the tenth grade students’ descriptive text writing achievement at SMA Negeri 1 Pakusari. By applying process-genre approach, it was easier for the students to start their writing because they did not only know the genre of text but also know the process of the writing started from planning the ideas, drafting, revising, editing and publishing. Therefore, it is recommended for the English teacher to teach writing by using process-genre approach.