Isnawati, Lilis Farida (2011) Utilizing process genre approach to improve the writing skill of the eight graders of MTs Surya Buana Malang / Lilis Farida Isnawati. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Thesis Graduate Program in English Language Teaching State University of Malang. Advisors (1) Dr. Johannes Ananto Prayogo M.Pd. M.Ed (2) Prof. Dr. Siusana Kweldju M.Pd. Key words writing approach process genre recount action research Writing holds an increasingly important role in the communication today. Besides it helps the students to learn as it reinforces the grammatical structure idioms and vocabulary that have been learnt. Based on the finding of the preliminary study the teaching writing in the grade eighth of MTs Surya Buana Malang could not be considered successful. The students writing score in the preliminary study was low. Of 23 students only four students were able to pass the minimum passing level of 70. Therefore the researcher was greatly motivated to overcome the problem by implementing Process Genre Approach in teaching writing. This approach is a combination of the process and genre approaches that allows students to study the relationship between purpose and form of a particular genre as they use the recursive processes of prewriting drafting revising and editing. These steps develop students awareness of different kinds of text type and of composing processes. The problem of research was how can Process Genre Approach improve the writing skills of the eighth graders of MTs Surya Buana Malang in writing recount text This study used action research design. The researcher and her collaborative teacher worked together in designing the lesson plan setting the criteria of success implementing the action observing the action and making reflection. The subjects of this study were VIII A students of MTs Surya Buana Malang of the 2010/2011 academic year. This study was conducted by following the procedures of the action research i.e. planning implementing observing and reflecting. To collect the data the researcher used some instrument such as observation checklists field notes and students writing product. The main activity of the teaching and learning process was BKoF (Building Knowledge of the Field) MoT (Modelling of the Text) JCoT (Joint Construction of the Text) and ICoT (Independent Construction of the Text). In BKoF and MoT the students were given a recount text then the students analyzed the generic structure language features and the connectors used in the text. After that the researcher gave a modeling on how to write a recount paragraph using clustering outlining and drafting In JCOT in groups the students wrote a recount paragraph following the procedure in modeling. In ICOT the students wrote a recount text independently using the modeled procedure. The findings of the research showed that using Process Genre Approach in teaching writing could improve the students writing skill. The improvement was indicated by the attainment of the criteria of success that was the students average score of 70 and 60% of the students participated. The students average score increased into 66.08 after the implementation of Process Genre approach in Cycle 1 and 78.13 after Cycle 2. The data from the observation check list also showed that at the end of Cycle 1 59% of the students participated actively and after the implementation of the approach in Cycle 2 the participation increased into 77%. Based on the findings it was suggested that the English teachers apply the Process Genre Approach in teaching writing especially recount text and used teaching media that suited their students ability. To the future researchers particularly those who are interested in applying process genre approach in their Classroom Action Research it is suggested that they use the result of the present study as reference and they should use second rater to avoid subjectivity. Furthermore they should model how to revise and edit a text using revising and editing guide before asking the students to do self revising and editing. Peer and teacher conference is necessary to do to improve students motivation. Finally they should be cautious with time management.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 24 Aug 2011 04:29 |
| Last Modified: | 09 Sep 2011 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58543 |
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