The Effect of Using Process-Genre Approach on Writing Achievement of the Ninth Graders across Personalities.

ABSTRACT Agesta, Silvira. 2017. The Effect of Using Process-Genre Approach on Writing Achievement of the Ninth Graders across Personalities. Thesis. Graduate Program in English language Teaching of Universitas Negeri Malang. Advisors: (I) Prof. Bambang Yudi Cahyono, Ph.D. (II) Dr. Sintha Tresnadewi, M. Pd. Keywords: Process-Genre Approach, Personality, Writing. The aim of this study is to examine the effectiveness of process-genre approach on students writing achievement, and the effect of process-genre approach on students writing achievement across students’ personality. The problems of this study are “Do the students who are taught using process-genre approach have a better achievement in writing report text than those who are not taught by using process genre approach”, “Is there any difference in the writing achievement in writing report text of the students who are taught by using process-genre approach between extrovert and introvert students”, and “Is there any interaction between the use of process-genre approach and the students' personalities towards the students' writing achievement” The quasi-experimental design was employed in this study. The subjects of this study were taken from the ninth grader of SMPN 3 X Koto Singkarak, West Sumatera that focused on writing report text. The experimental and the control groups were selected randomly from the available classes. Class IX A1 was the experimental group and class IX A2 was the control group. In collecting the data, the instruments used were writing prompts for pretest and posttest as the main data and personality questionnaire was used to classify the students’ personality. Prestest was administered to both the control and the experimental group before treatment to check whether the students in both groups were homogeneous or not. For the treatment, the experimental group were taught writing report text by using process-genre approach, and the control group were taught writing report text without using process-genre approach. Both of those groups were given the same material and have the same number of meetings. Then, posttests were given to both groups after the treatment. The findings of this study revealed that the students taught by using process-genre approach had better writing achievement than the students who were not taught using process-genre approach as shown by p-value 0.006 was smaller that the 0.05 level of significance. Moreover, the result of the first research question indicated that there was a significant effect of process-genre approach on student writing achievement. The significant effect covered four writing aspects, for instance organization, vocabulary, grammar, and mechanics. However, with regard to the second research question, the study revealed that there was no significant difference in the writing achievement of the students who were taught by using process-genre approach between extrovert and introvert students with p-value 0.337 was higher than the 0.05 level of significance. Finally, there was no interaction between the use of process-genre approach and students’ personalities on the students' writing achievement (sig. 0.246 Based on these research findings, it can be concluded that the use of process-genre approach affected the student writing ability positively, and the student personality did not influence the effect of process-genre approach. Therefore, the process-genre approach is recommended for teaching writing. Future researchers are suggested to conduct further research on other dimensions of personality, types of learning styles, and to see the relationship between the use of process-genre approach and other writing strategy which may affect the students’ writing achievement. . Meanwhile, the implementation of the questionnaire reached to 92.61%. The RTT was implemented in teaching reading encompasses the following some modification steps; (1) in Predicting stage; a. show pictures of the story, b. ask students to make prediction in this case complete the mind mapping and complete the sentences. (2) In clarifying stage, a. distribute the text and ask them to read the text, b. guide the students to make clarifications for their prediction, c. strengthen students’ vocabulary using vocabulary card. (3) In questioning stage , a. ask the students to read again the text then identify some key information, b. guide the students to generate some questions following the clues which have been given. (4) In summarizing stage, guide the students make summary following the graphic which have been given. With the findings, it is suggested that the teacher who has the same problems with the researcher can apply the RTT as an alternative technique in improving students’ reading comprehension. For students, it is suggested for them to make it accustomed to discussing or sharing their ideas with their friends when they are comforted with the problem in reading comprehension. The problem that could be solved cooperatively through discussion is not only reading skill problems but also to other skills such as writing, speaking and listening and for other text types. For the institution in this case for SMP Kristen Woloan. The school should provide sufficient materials or media and occasion for teacher to implement the RTT, Moreover, future researchers are suggested that they conduct a study on the implementation of RTT in the teaching of other skills, to other different level and to other text types for the improvement of the teaching and learning English. 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