THE EFFECTIVENESS OF PROCESS-GENRE APPROACH

IN TEACHING WRITING VIEWED FROM STUDENTS’

SELF-ESTEEM

An Experimental Research on the GradeEleven Students of

SMA Regina Pacis Surakarta in theAcademic Year of 2013/2014

A THESIS

Presented as a Partial Fulfilment of Requirement

for the Graduate Degree in English Education

By:

MARIA MONIKA WAHYU UTAMI

S891208024

ENGLISH EDUCATION DEPARTMENT

GRADUATE SCHOOL

FACULTY OF TEACHER TRAINING AND EDUCATION

SEBELAS MARET UNIVERSITY SURAKARTA

2015

ii

APPROVAL

THE EFFECTIVENESS OF PROCESS-GENRE APPROACH

IN TEACHING WRITING VIEWED FROM STUDENTS’

SELF ESTEEM

(An Experimental Research on the Grade Eleven Students of

SMA Regina Pacis Surakarta in the Academic Year of 2013/2014)

Written by:

Maria Monika WahyuUtami

NIM S891208024

This thesis is approved by the Consultants of Graduate School of English

Education of Teacher Training and Education Faculty of Sebelas Maret

UniversitySurakarta on11th

December 2014

First Consultant Second Consultant

Dr. Ngadiso, M.Pd Dra. DewiRochsantiningsih, M.Ed., Ph.D

NIP 196212311988031009 NIP 196009181987022001

Approved by

The Head of English Education Department

Graduate School of Sebelas Maret University Surakarta

Dr. Abdul Asib, M.Pd

NIP 195203071980031005

iii

LEGITIMATION FROM THE BOARD OF EXAMINERS

THE EFFECTIVENESS OF PROCESS-GENRE APPROACH

IN TEACHING WRITING VIEWED FROM STUDENTS’

SELF-ESTEEM

(An Experimental Research on the Grade Eleven Students of

SMA Regina Pacis Surakarta in the Academic Year of 2013/2014)

By:

Maria Monika WahyuUtami

NIM S891208024

This thesis was examined by the board of thesis examiners of English Education

Department, Graduate School, Teacher Training and EducationFaculty, Sebelas

Maret University Surakarta on Thursday, 8th

January 2015

Board of Examiners Signatures

Chairperson : Dr. Abdul Asib, M.Pd.

NIP 195203071980031005

Secretary : Dr. Sumardi, M.Hum.

NIP 197406081999031002

Examiner 1 : Dr. Ngadiso, M.Pd.

NIP 196212311988031009

Examiner 2 :Dra. DewiRochsantiningsih, M.Ed., Ph.D

NIP 196009181987022001

The Dean of The Head of

Teacher Training and Education Faculty English Education Department

Sebelas Maret University

Prof. Dr. M. Furqon H., M.Pd. Dr. Abdul Asib, M.Pd.

NIP 196007271987021001 NIP 195203071980031005

iv

PRONUNCEMENT

This is to certify that I myself write this thesis entitled ”The Effectiveness

of Process-Genre Approach in Teaching Writing Viewed from Students’ Self-

Esteem (An Experimental Research on the Grade Eleven Students of SMA Regina

Pacis Surakarta in the Academic Year of 2013/2014). It is not plagiarism or made

by others. Anything related to others’ works is written in quotation, the sources of

which are listed in the references.

If then this pronuncement proves incorrect, I am ready to accept any

academic punishment including the withdrawal or cancelation of my academic

degree.

Surakarta, 8th

January 2015

Writer

Maria Monika Wahyu Utami

S891208024

v

ABSTRACT

Maria Monika WahyuUtami. S891208024. 2014. The Effectiveness of Process-

Genre Approach in Teaching Writing Viewed from Students’ Self-Esteem.

Thesis. Consultant 1: Dr. Ngadiso, M.Pd, consultant 2: Dra.

DewiRochsantiningsih, M.Ed., Ph.D. English Education Department ofGraduate

School of SebelasMaret University.

This research was conducted to reveal whether: (1) Process-Genre

Approach is more effective than Product Approach in teaching writing; (2) the

students who have high self-esteem have better writing skill than those who have

low self-esteem; and (3) there is an interaction between teaching approaches and

the students’ level of self-esteem in teaching writing.

This research was conducted at SMA Regina Pacis Surakarta in the

academic year of 2013/2014. This is a quasi experimental research. The

population was grade eleven students. The sample was taken by using cluster

random sampling and involved two classes with 76 students. The sample

consisted of 38 students of experimental class and 38 students of control class.

The instruments used to collect the data were questionnaire on self-esteem and

writing test. Before the instruments were used, they were tried out in another class

in order to find out the validity and reliability of the questionnaire and the

readability of writing test. The result of writing test was then analyzed by using

descriptive statistics and inferential statistics (ANOVA and Tukey Test) in order

to test the research hypothesis.

Considering the result of inferential statistics, the research revealed that:

(1) process-genre approach is more effective than product approach in teaching

writing; (2) the students who have high self-esteem have better writing skill than

those who have low self-esteem; (3) and there is an interaction between teaching

approaches and the students’ level of self-esteem in teaching writing.

As the conclusion, Process-Genre Approach is an effective approach to

teach writing for grade eleven students of SMA Regina Pacis Surakarta in the

academic year of 2013/2014. Affective factors such as self-esteem may also

influence language learning. This affective factor is further closely related to

teaching approach because self-esteem affects the students’ belief in their ability

to undergo every stage of writing process. Therefore, it is recommended for

English teachers to apply certain suitable teaching approach like Process-Genre

Approach when teaching writing. This approach can help their students develop

their writing skill and raise their self-esteem, which then influences the success of

their study.

Keywords: process-genre approach, product approach, self-esteem, writing,

experimental research.

vi

ABSTRAK

Maria Monika Wahyu Utami. S891208024. 2014. Keefektifan Process-Genre

Approach dalam Pengajaran Menulis Ditinjau dari Self-Esteem Siswa. Tesis.

Pembimbing 1: Dr. Ngadiso, M.Pd, Pembimbing 2: Dra. Dewi Rochsantiningsih,

M.Ed., Ph.D. Program Studi Pendidikan Bahasa Inggris Program Pasca Sarjana

Universitas Sebelas Maret.

Penelitian ini dilaksanakan untuk mengetahui bilamana: (1) Process-Genre

Approach lebih efektif dibandingkan Product Approach dalam pengajaran

menulis; (2) siswa yang memiliki self-esteem yang tinggi memiliki ketrampilan

menulis yang lebih baik daripada siswa yang memiliki self-esteem yang rendah;

(3) dan ada interaksi antara pendekatan pengajaran dengan tingkat self-esteem

yang dimiliki siswadalam pengajaran menulis.

Penelitian ini dilaksanakan di SMA Regina Pacis Surakarta pada tahun

pelajaran 2013/2014. Penelitian ini merupakan penelitian quasi experimental.

Populasinya adalah siswa kelas sebelas. Sampel diambil dengan menggunakan

cluster random sampling dan melibatkan dua kelas dengan total siswa 76 siswa.

Sampel terdiri dari 38 siswa sebagai kelas eksperimental dan 38 siswa sebagai

kelas control. Instrumen yang digunakan untuk mengumpulkan data adalah

kuesioner tentang self-esteem dan tes menulis. Sebelum digunakan, instrumen ini

diujicobakan di kelas lain untuk mengetahui validitas dan reliabilitas kuesioner

dan readabilitas tes menulis. Skor siswa dalam tes menulis kemudian dianalisis

dengan statistika deskriptif dan statistika inferensial (ANOVA danTukey Test)

untuk menguji hipotesis. Berdasarkan hasil statistika inferensial, penelitian ini mengungkapkan

bahwa: (1) Pendekatan Process-Genre lebih efektif dibandingkan Product

Approach dalam pengajaran menulis; (2) siswa yang memiliki self-esteem yang

tinggi memiliki ketrampilan menulis yang lebih baik dibandingkan dengan siswa

yang memiliki self-esteem yang rendah; dan (3) ada interaks iantara pendekatan

pengajaran dan tingkat self-esteem siswa dalam pengajaran menulis.

Sebagai kesimpulan, Process-Genre Approach adalah pendekatan yang

efektif dalam pengajaran menulis bagi siswa kelas XI di SMA Regina Pacis

Surakarta pada tahun pelajaran 2013/2014. Faktor afektif atau psikologis seperti

self-esteem juga mempengaruhi siswa dalam belajar bahasa.Faktor ini berkaitan

pula dengan pendekatan pengajaran karena self-esteem mempengaruhi keyakinan

siswa akan kemampuan mereka untuk melalui setiap proses menulis. Oleh karena

itu, guru-guru bahasa Inggris disarankan untuk menggunakan pendekatan

pengajaran yang sesuai dan salah satunya adalah Process-Genre Approach dalam

pengajaran menulis. Pendekatan ini dapat membantu siswa mengembangkan

ketrampilan menulis dan meningkatkan self-esteem yang nantinya mempengaruhi

keberhasilan mereka dalam proses belajar.

Kata kunci: process-genre approach, product approach, self-esteem, menulis,

penelitianexperimental.

vii

MOTTO

I know when we eat and drink and find happiness in all our achievements,

this is from God

(Ecclesiasts, 3:13)

viiiviiiviii

DEDICATION

This thesis is dedicated to:

My supportive husband, Paulus Tundjung Prakosa, and lovely daughter, Lidwina

Janis Maheswari for loving me unconditionally.

My beloved late parents, Martinus Karyono and Caecilia Ristiyani, for being

inspirational role models in my life

ix

ACKNOWLEDGEMENT

Glory is for the Heavenly Father who has poured His grace and mercy

abundantly on the writer so that she is able to complete this thesis. The writer

would also like to express her deepest gratitude to:

1. The Dean of Teacher Training and Education Faculty of SebelasMaret

University, Prof. Dr. M. Furqon Hidayatullah, M.Pd for his permission to

write this thesis.

2. The Director of Graduate School of SebelasMaret University, Prof. Dr. Ir.

Ahmad Yunus, MS. for his permission to write and complete this thesis.

3. The Head of English Education Department of Graduate School, Dr. Abdul

Asib, M.Pd for his encouragement to write this thesis.

4. The first consultant of this thesis, Dr. Ngadiso, M.Pd, and the second

consultant, Dra.DewiRochsantiningsih, M.Ed., Ph.D, for being conscientious

and patient during the writing process of this thesis.

5. All lecturers of Graduate School of English Education of SebelasMaret

University for their willingness and passion in sharing their valuable

knowledge and experiences.

6. The previous principal of SMA Regina Pacis Surakarta, Sr. Moekti K.

Gondokusumo, OSU, M.Ed, who has given the writer opportunity to pursue

the graduate degree and the present principal, Dra. Sr. FerdinandaNgao, OSU

for her continuous support and encouragement.

7. All the teachers of SMA Regina Pacis Surakarta who are always willing to

help and support the writer in thin and thick times.

8. All of the grade eleven students who were involved in this research.

The writer does hope that this research can benefit and inspire the others

who are interested in language teaching to always love teaching and be innovative

in teaching English.

Surakarta, 8th

January 2015

Maria Monika WahyuUtami

x

TABLE OF CONTENT

Pages

TITLE........................................... ................................................................... i

APPROVAL........................................... ......................................................... ii

LEGITIMATION............................................................................................ . iii

PRONUNCEMENT......................................................................................... iv

ABSTRACT..................................................................................................... v

ABSTRAK........................................... ............................................................ vi

MOTTO........................................... ................................................................ vii

DEDICATION........................................... ...................................................... viii

ACKNOWLEDGEMENT ............................................................................... ix

TABLE OF CONTENT ................................................................................... x

LIST OF TABLES........................................... ................................................ xii

LIST OF FIGURES........................................... .............................................. xiii

LIST OF APPENDICES........................................... ....................................... xiv

CHAPTER I INTRODUCTION.................................................................... 1

A. Background of the Study ................................................ 1

B. Problem Identification ................................................... 6

C. Problem Limitation ......................................................... 7

D. Problem Statements ........................................................ 7

E. Objectives of the study.................................................... 7

F. Significance of the Study ................................................ 8

CHAPTER II LITERATUREREVIEW ......................................................... 10

A. Writing............................................................................. 10

1. Nature of Writing ........................................................ 10

2. Nature of Writing Skill............................................... 12

3. Aspects of Writing ..................................................... 14

4. Characteristics of Good Writing ................................ 15

5. Difficulties of Writing ................................................ 17

6. Principles of Teaching Writing …………………… . 20

B. Process-Genre Approach................................................. 22

1. Nature of Process-Genre Approach ........................... 22

2. Procedure of Process-Genre Approach ...................... 25

3. Advantages of Process-Genre Approach.................... 32

4. Disadvantages of Process-Genre Approach ............... 33

C. Product Approach….… .................................................. 34

1. Nature of Product Approach ...................................... 34

2. Procedure of Product Approach ................................. 35

3. Advantages of Product Approach .............................. 37

4. Disadvantages of Product Approach .......................... 38

D. Self-Esteem…………………. ........................................ 39

1. Definition of Self-Esteem ......................................... 39 2. Factors Influencing Self-Esteem ............................... 42

3. Characteristics of Self-Esteem .................................. 43

xi

A. Implementation of the Research.. ................................... 75

B. Description of the Data.. ................................................. 77

C. Prerequisite Tests ............................................................ 85

1. Normality Test ............................................................ 86

2. Homogeneity Test ....................................................... 86

D. Hypothesis Test............................................................... 87

E. Discussion of the Research Finding................................ 91

CONCLUSION, IMPLICATION, AND SUGGESTION .... 106 A. Conclusion.. .................................................................... 106

B. Implication and Suggestion............................................. 107

4. Self-Esteem and Students’ Behaviour in School .. .... 45

E. Review of Related Studies ............................................. 47

F. Rationale ………………… ............................................ 52

G. Hypotheses……………… .............................................. 58

CHAPTER III RESEARCH METHODOLOGY.......................................... 59

A. Context of the Research.. ................................................ 59

1. Place of the Research ................................................. 59

2. Time of the Research.. ............................................... 59

B. Method and Design of the Research ............................... 60

C. Population, Sample, and Sampling ................................. 62

D. Technique of Collecting the Data ................................... 64

E. Technique of Analyzing the Data ................................... 68

F. Statistical Hypotheses ..................................................... 73

CHAPTER IV RESEARCH FINDING AND DISCUSSION ...................... 75

CHAPTER V

REFERENCES.............................................................................................. ......112

APPENDICES.....................................................................................................116

xii

LIST OF TABLES

Table 2.1 Characteristics of High and Low Self-Esteem .............................. 43

Table 2.2 Teaching Writing Using Process-Genre Approach and Product

Approach ...................................................................................... 54

Table 3.1 Time Schedule of the Research ..................................................... 59

Table 3.2 2 x 2 Factorial Design ................................................................... 61

Table 3.3 Likert Scale ................................................................................... 65

Table 3.4 Score of Self-Esteem Questionnaire ............................................ 63

Table 3.5 Scoring Rubric for Writing Test .................................................. 67

Table 3.6 Multifactor Analysis of Variance ANOVA .................................. 72

Table 4.1 Summary of the Implementation of the Research ......................... 75

Table 4.2 Frequency Distribution of Data A1 ............................................... 78

Table 4.3 Frequency Distribution of Data A2 ............................................... 79

Table 4.4 Frequency Distribution of Data B1................................................ 80

Table 4.5 Frequency Distribution of Data B2................................................ 81

Table 4.6 Frequency Distribution of Data A1B1 ........................................... 82

Table 4.7 Frequency Distribution of Data A2B1 ........................................... 83

Table 4.8 Frequency Distribution of Data A1B2 ........................................... 84

Table 4.9 Frequency Distribution of Data A2B2 ........................................... 85

Table 4.10 Normality Test .............................................................................. 86

Table 4.11 Homogeneity Test ......................................................................... 87

Table 4.12 2x2 Multifactor Analysis of Variance ........................................... 87

Table 4.13 Mean Scores .................................................................................. 88

Table 4.14Summary of Tukey Test ................................................................. 89

xiii

LIST OF FIGURES

Figure 2.1 Process-Genre Model of Teaching Writing .................................. 25

Figure 4.1 Histogram and Polygon of Data A1 ............................................... 78

Figure 4.2 Histogram and Polygon of Data A2............................................... 79 Figure 4.3 Histogram and Polygon of Data B1 ............................................... 80 Figure 4.4 Histogram and Polygon of Data B2 ............................................... 81 Figure 4.5 Histogram and Polygon of Data A1B1........................................... 82 Figure 4.6 Histogram and Polygon of Data A2B1........................................... 83 Figure 4.7 Histogram and Polygon of Data A1B2........................................... 84 Figure 4.8 Histogram and Polygon of Data A2B2........................................... 85

xiv

LIST OF APPENDICES

Appendix 1 Syllabus ................................................................................. 116

Appendix 2 Lesson Plans of Experimental Class ................................... 120

Appendix 3 Lesson Plans of Control Class .............................................. 183

Appendix 4 Blue-print of Self-Esteem Questionnaire .............................. 246

Appendix 5 Questionnaire on Self-Esteem....................................... ........ 247

Appendix 6 Validity of Questionnaire on Self-Esteem ............................ 249

Appendix 7 Reliability of Questionnaire on Self-Esteem ........................ 255

Appendix 8 Valid and Reliable Questionnaire on Self-Esteem................ 259

Appendix 9 Blue-print of Writing Test .................................................... 261

Appendix 10 Readability of Writing Test................................................... 262

Appendix 11 Students’ Scores of Self-Esteem ........................................... 263

Appendix 12 Writing Scores ...................................................................... 265

Appendix 13 Descriptive Statistics............................................................. 269

Appendix 14 Normality Test ...................................................................... 277

Appendix 15 Homogeneity Test ................................................................. 285

Appendix 16 ANOVA ................................................................................ 286

Appendix 17 Tukey Test ............................................................................ 288

Appendix 18 The Example of Student’s Writing in Experimental Class ... 289

Appendix 19 The Example of Student’s Writing in Control Class ............ 290

Appendix 20 SuratIjinPenelitian................................................................. 291

Appendix 21 SuratKeteranganMelakukanPenelitian .................................. 292

Appendix 22 Table of F Distribution.......................................................... 293

Appendix 23 Table of Critical Values for the Lilliefors Test ..................... 294

Appendix 24 Table of Standard Normal Distribution ................................ 295

Appendix 25 Table of Bartlett .................................................................... 296

Appendix 26 Table of Critical Values for F Distribution (ANOVA)......... 297

Appendix 27 Table of Critical Values for Studentized Range (q).............. 299