IMPLEMENTING PROCESS GENRE APPROACH TO DEVELOP STUDENTS’ WRITING ABILITY AT SMP NEGERI 8 MALANG

ABSTRACTNihayah, Anik. 2009. Implementing Process Genre Approach to DevelopStudents’ Writing Ability at SMP Negeri 8 Malang. Thesis, Study Programof English Language Education, Faculty of Letters, State University ofMalang. Advisor: Dr. Nur Mukminatien, M.Pd.Key words: Writing, Process Genre ApproachOn the basis of the findings of the preliminary study, the teaching ofwriting in SMPN 8 Malang, especially in 8A class, has not facilitated students tobe skillful in writing yet. From the score range 1-4, students mean scores are 1.29on content, 1.62 on organization, and 1.55 on language use. Since the demand ofthe national examination in which most tasks are concerned on reading skill, theteacher devoted more time to teach reading rather than to teach other skills,especially writing. The teacher used to ask students directly to write withoutteaching them the ways of doing it. Therefore, students’ writing containsenormous mistakes. Based on the findings, overcoming the problems of the classwas required. In solving the problems, process genre approach was applied. Theapproach is the combination of the process approach and genre based approach, inwhich the students gain the benefit of the relationship between purposes andgeneric structures of any particular genre as well as the use of the processes ofpre-writing, drafting, revising, and editing. There are three major stages in theapproach: modeling of the text, joint construction, and independent construction.The research problem is “How can the implementation of process genreapproach improve students’ writing ability?” To answer the problem,collaborative classroom action research (CCAR) was employed. The collaborativeteacher assisted the researcher in conducting the study. It was implemented inclass 8A which consists of 44 students. However, only 42 students were taken asthe subjects of the study due to students’ regular presences during the researchimplementation. The procedures of the research consist of four steps: planning,implementing the action, observing and scoring, and analysis and reflection. Incollecting the data, field notes, observation checklists, scoring rubrics, andstudents’ final writing were used.The research findings indicate that the implementation of process genreapproach can improve students’ writing ability. The improvement is indicated bythe increase of students’ mean scores from the preliminary test to the final test:1.29 to 3.15 on content, 1.62 to 3.01 on organization, and 1.55 to 2.98 onlanguage use.Based on the effectiveness of the implementation of process genreapproach, it is suggested to the teacher to implement the approach to teachingwriting, especially in narrative texts. In spite of the fact that the research isfocused on narrative texts, attempting to implement it in other types of texts withsome modification and adjustment is also recommended. For the furtherresearcher, it is suggested that they conduct other research related to theintegration of reading and writing in process genre approach in different classes,different texts, and different levels