Skripsi
THE IMPLEMENTATION OF PROCESS-GENRE APPROACH IN TEACHING WRITING (An Experimental Research to the Tenth Graders of SMA N 1 Tegal in the Academic Year 2014/2015)
Key words: Process-Genre Approach, Writing, Narrative Text
In the case of teaching writing, a teacher often found that the students faced some difficulties in writing a text. The difficulties dealt with developing their ideas and organizing them into a text. When their teacher asked them to write, they used disorder structure, inappropriate use of vocabulary, incorrect use of grammar, the misuse format and mechanics, and difficulty to delivering ideas. Due to those problems, a teacher has to apply a proper way to teach writing. One of strategies is that teaching writing should concentrate on both the product and the process of writing. Consequently, the use of process-genre approach (PGA) is implemented as an appropriate means to teach writing skill.
In this research, the problems of the research are formulated as follows: (1) how is the implementation of PGA in teaching writing narrative text to the tenth graders of SMA N 1 Tegal?; (2) is the implementation ofPGA effective to teach writing narrative textto the tenth graders of SMA N 1 Tegal?; (3) how effective is the implementation of PGA in teaching writing narrative text?; (4) is there any significant difference in writing achievement between the students who are taught using PGA and those who are not?; (5) what are the students’ responses on the implementation of PGA in teaching writing narrative text?
True experimental research with two-group design was employed in this research. The population of this research is the whole of the first graders of SMA N 1 Tegal who are totally 256 students from 8 classes. The sample was taken by using cluster random sampling. Each group of samples consists of 30 students. To get the data, the writer conducted pre-test and post-test. The types of the test instrument in this research were writing test and questionnaire. The writing test consisted of materials of writing based on the syllabus. The form of the test was writing narrative textand questionnaire was conducted to support the data.
The result of this research was found that the gained of t-test is 0.000 dropping below 0.05. It means that the implementation of PGA to teach writing is effective. Since the correlation of both pre-test and posttest is 0.587, it could be classified into moderate class. Moreover, the gained of t-test also showed that the mean of experimental group is 70.63, and the control group is 64.17.It could be seen that there is significant difference in writing achievement between the students who are taught using process-genre approach and those who are not. Furthermore, the result of questionnaire showed 74.16% students like using process-genre approach in writing activity.
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