THE IMPLEMENTATION OF PROCESS-GENRE APPROACH TO TEACHING WRITING BUSINESS LETTER.
Hilda Gupitasari, 2013
The Implementation Of Process-Genre Approach To Teaching Writing Business Letter Universitas Pendidikan Indonesia | repository.upi.edu
THE IMPLEMENTATION OF PROCESS-GENRE APPROACH TO
TEACHING WRITING BUSINESS LETTER
(A Classroom Action Research on Twelfth Graders at One Vocational School in Cianjur)
A RESEARCH PAPER
Submitted to English Education Department of FPBS UPI as a Partial Fulfillment of the Requirements of Sarjana Pendidikan Degree
By
Hilda Gupitasari 0801185
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
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Hilda Gupitasari, 2013
The Implementation Of Process-Genre Approach To Teaching Writing Business Letter Universitas Pendidikan Indonesia | repository.upi.edu
THE IMPLEMENTATION OF PROCESS-GENRE APPROACH TO
TEACHING WRITING BUSINESS LETTER
(A Classroom Action Research on Twelfth Graders at One Vocational School in Cianjur)
Oleh Hilda Gupitasari
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Hilda Gupitasari 2013 Universitas Pendidikan Indonesia
Juni 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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Hilda Gupitasari, 2013
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HILDA GUPITASARI
THE IMPLEMENTATION OF PROCESS-GENRE APPROACH TO TEACHING WRITING BUSINESS LETTER
(A Classroom Action Research on Twelfth Graders at One Vocational School in Cianjur)
Approved by: First Supervisor
Dr.Wachyu Sundayana, M.A. NIP. 195802081986011001
Second Supervisor
Rojab Siti Rodliyah, S.Pd., M.Ed. NIP. 197308062002122001
Head of English Education Department Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001
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ABSTRACT
This study reported on the implementation of process-genre approach to teaching writing business letter. The purposes of this study were to find out the extent to which the implementation of process-genre approach can improve writing ability of twelfth graders in writing business letter as well as what their responses to the use of process-genre approach are.
This study was conducted based on Classroom Action Research (CAR) and it was designed into two cycles. Every cycle was composed of planning, acting, observing and reflecting. The participants were twelfth graders at one vocational school in Cianjur. The instruments employed were observation sheet, writing test and questionnaire.
The result of this study demonstrated that there was an improvement in students’ writing scores after conducting process-genre approach. The students’ mean score in cycle 1 was 75 with 16 students (57.1%) gained scores above KKM. Meanwhile, the students’ mean score in cycle 2 increased to 82.5 with 23 students (82.1%) got scores above KKM. Moreover, the questionnaire results also showed that process-genre approach could help the students in the process of writing application letter.
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TABLE OF CONTENT
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LIST OF FIGURES
1. Figure 2.1The Writing Process... 13
2. Figure 2.2 Martin’s Model of Genre... 18
3. Figure 2.3 A Genre Process Model of Teaching Writing... 21
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LIST OF TABLES
1. Table 2.1 An Example of Application Letter... 29
2. Table 3.1 The Indicators of The Study... 39
3. Table 3.2 Scoring Rubric developed by Rose... 41
4. Table 4.1 The Schedule of The Study... 45
5. Table 4.2 The Observation Sheet of Teacher’s and Students’ Activity in Cycle 1... 49
6. Table 4.3 The Observation Sheet of Teacher’s and Students’ Activity in Cycle 2... 58
7. Table 4.4 Writing Test in Cycle 1... 65
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LIST OF CHARTS
1. Chart 4.1 Students' Scores in Cycle 1... 67 2. Chart 4.2 Students' Score Comparison... 70 3. Chart 4.3 The Students' Mean Score Comparison in Every Cycle... 71 4. Chart 4.4 The Progress of the Students who Got the Score above
KKM in Every Cycle... 72 5. Chart 4.5 Students' Responses to the Implementation of
Process-Genre Approach... 75 6. Chart 4.6 Total Percentage of Students’ Positive Responses in
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CHAPTER I
INTRODUCTION
This chapter presents the introduction of this study. It covers background, research questions, aims of the study, scope of the study, significance of the study, research methodology, clarification of terms and organization of the paper.
1.1 Background
In language teaching context, writing is one of crucial skills which is necessary to be possessed by students. This skill involves the students in meaning-focused use, language-meaning-focused learning and fluency development (Nation, 2009) to tell the readers about something and position them to accept the information said (Knapp and Watkins, 2005). In learning this skill, students are frequently demanded to master diverse types of texts. For vocational school students, one of texts which has to be mastered by them is business letter. Writing business letter is actually useful as a preparation step for one’s future particularly in business field, such as for applying a job, working as a secretary, manager’s or director’s assistant (Chi, 2000).
Writing, however, is still regarded as the most complicated skill if compared to the others. As stated by Tangpermpoon (2008):
When compared with other fundamental skills such as listening, speaking and reading, writing is the most difficult skill because it requires writers to have a great deal of lexical and syntactic knowledge as well as principles of organization in L2 to produce a good writings (p.1)
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In the case of writing business letter, the problems often dealt with by students are mistakes in formatting, planning and using the language (Chi, 2000). Regarding mistake in formatting, most of students do not pay attention to the structure of letter, so this mistake type is often found in the exercises. In terms of mistake in planning, students usually do not put the ideas, information and figures clearly and properly, so those matters cannot help the readers to understand the letter correctly and persuasively. Concerning mistake in using the language, students always make a mistake in colloquial style. Furthermore, word choices for business expressions become a problem for them since they have not been familiar with (ibid).
Due to those problems, the teacher has to pay more attention to those matters and take into account a proper way to teach writing. One of ways out to overcome those matters is by employing process-genre approach in teaching writing. Process-genre approach is basically a synthesis of concepts both from process-based approach and genre-based approach (Badger & White, 2000; Kaur & Chun, 2005; Kim & Kim, 2005; Yan, 2005; Gao, 2007; Nordin & Mohammad, 2007; Babalola, 2012). Through process approach, recursive writing process such as prewriting, drafting, revision and editing are implemented while through genre-based approach, the ideas such as knowledge of the context, the purpose of writing and certain text features are adopted (ibid).
There were varieties of previous research on the use of process-genre approach to teaching writing which showed that this approach could improve students’ ability in writing. One of them is the effects of process-genre based
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approach on the written English performance of computer science students in a Nigerian Polytechnic by Babalola (2012). The findings of this study revealed that process-genre based approach to the teaching of writing had significant effect on the students’ written English performance. Another research was conducted by Gao (2007) who investigated the use of process-genre approach and finally recommended it to improve Chinese college English writing instruction. The result of the research showed that the English writing situation in Chinese universities and Chinese learners’ writing proficiency could be enhanced.
Regarding the elaboration above, this study is performed to find out the extent to which the implementation of process-genre approach can improve students’ writing ability in writing business letter and to investigate students’ responses to the use of process-genre approach to teaching writing business letter in twelfth grade of vocational school.
1.2 Research Questions
This study is proposed to answer the following questions:
1. To what extent can the implementation of process-genre approach improve students’ writing ability in writing business letter in twelfth grade of vocational school?
2. What are students’ responses to the implementation of process-genre
approach to teaching writing business letter in twelfth grade of vocational school?
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4 1.3 Aims of the Study
In relation to the issues investigated, the aims of this study are:
1. To find out the extent to which the implementation of process-genre approach can improve students’ writing ability in writing business letter in twelfth grade of vocational school.
2. To investigate students’ responses to the implementation of process
-genre approach to teaching writing business letter in twelfth grade of vocational school.
1.4 Scope of the Study
This study is limited to two primary points regarding process-genre approach. The first point is the extent to which process-genre approach can improve writing ability of twelfth graders in vocational school in writing business letter particularly application letter and the second point is
what students’ responses to the use of process-genre approach in teaching
writing business letter are.
1.5 Significance of the Study
This study has several significances for theoretical, practical, and professional benefits. Concerning theoretical benefit, this study can be employed as a contribution for the research about process-genre approach in teaching writing business letter particularly to vocational school students in Indonesia. In terms of practical benefit, this study can be useful
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for students, teachers, and also for readers. For students, this study is expected to help them develop skill especially in writing skill. For teachers, this study gives beneficial findings for them to provide appropriate approach for their students in teaching writing. For readers, this study provides alternative approaches they can apply in teaching writing. Regarding professional benefit, this study can help teachers to enhance language teaching in EFL classroom particularly in teaching writing at vocational school.
1.6 Research Methodology 1.6.1 Research Design
The method employed in this study was Classroom Action Research (CAR). In this method, there are four basic steps namely planning, acting, observing and reflecting (Kemmis and McTaggart, 1988, as cited in Burns, 2010). Action research consists of several cycles in which each cycle is composed of several meetings depending on the stages in process-genre approach.
1.6.2 Research Site and Participants
The research was undertaken at one vocational school in Cianjur. The participants involved in this study were an English teacher, a student from Indonesia University of Education conducting the action research
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and 28 twelfth graders. The twelfth graders had been chosen since application letter is taught at this grade.
1.6.3 Data Collection
In this study, the data collection was composed of three instruments namely observation sheet, writing test and questionnaire.
Regarding observation, it was conducted to gain the data
regarding not only the teaching and learning process but also teacher’s
way in teaching writing as well as students’ action during learning process as an evaluation and reflection for the teacher in the next cycle. Concerning writing test, it was given in the end of each cycle. It was purposed to measure the progress of students’ writing scores in every cycle. In terms of questionnaire, it was distributed to the students in the end of each cycle. It consisted of several close and open-ended questions.
It was aimed at investigating students’ responses to the implementation of
process-genre approach to teaching writing business letter.
1.6.4 Research Procedure
In this study, there were several steps to collect the data. First, the observation on the spot was carried out and some instruments including writing test and questionnaire were prepared. Second, the teaching and learning process was conducted by using process-genre approach and it
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was observed by observer using the format of observation sheet. Third, writing test was given to the students to find out the extent to which the
enhancement in students’ scores after conducting process-genre approach.
Fourth, the reflection made based on the result of observation in the class was then employed to improve the instructional activities in the next cycle. The last, questionnaire was distributed to the students to investigate their responses to the implementation of process-genre approach to teaching writing business letter.
1.6.5 Data Analysis
The data were analyzed both qualitatively and quantitatively. Qualitative data were gathered from the observation sheet and students’ answers to open-ended questions in the questionnaire while quantitative data were gathered from students’ writing scores and students’ answers to close-ended questions in the questionnaire. The data from observation sheet were analyzed and interpreted to describe the activities during the implementation of process-genre approach. The result of students’ writing test was analyzed using scoring rubric. Meanwhile, the data from questionnaire were analyzed using percentage formula and some procedures determined.
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8 1.7 Clarification of Terms
Some terms are clarified to comprehend the notion underlying the title of this investigation.
1. Process-genre approach is a combination of process models and genre theories (Badger & White, 2000; Kaur & Chun, 2005; Kim & Kim, 2005; Yan, 2005; Gao, 2007; Nordin & Mohammad, 2007; Babalola, 2012).
2. Business letter is “used as a main channel of business correspondence”
(Arvani, 2006:1).
3. Classroom action research is an action consisting of four basic steps in a cycle of research namely planning, acting, observing and reflecting (Kemmis and McTaggart, 1988, as cited in Burns, 2010).
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9 1.8 Organization of the Paper
This research paper is organized into five chapters as follows: Chapter I: Introduction
This chapter contains background, research questions, aims of the study, scope of the study, significance of the study, research methodology, clarification of terms and organization of the paper.
Chapter II: Theoretical Foundation
This chapter covers some relevant theories concerning writing, writing approaches, application letter and previous research on process-genre approach.
Chapter III: Methodology
This chapter provides methodology consisting of research design, the research site and participants, data collection, research procedure and data analysis.
Chapter IV: Findings and Discussion
This chapter explains the findings of the study based on the result of data analysis and presents the discussion as well.
Chapter V: Conclusion and Suggestions
This chapter concludes this study and gives the suggestions for the other studies in the same field.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter provides the methodological aspects of this study to answer the questions previously stated in Chapter 1. It covers several aspects: the research design, the research site and participants, data collection, research procedure and data analysis.
3.1. Research Design
The method employed in this study was Classroom Action Research (CAR). Classroom action research is purposed to find out and solve the students’ real problems in a classroom. As stated by Kemmis and McTaggart (1988, as cited in Cohen, 2007):
Action research is a form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of the own social or educational practices, as well as their understanding of these practices and the situations in which these practices are carried out (p.5)
In the context of the study, classroom action research was aimed at the implementation of process-genre approach in teaching writing business letter. This action research consists of four basic steps in a cycle of research namely planning, acting, observing and reflecting (Kemmis and McTaggart, 1988, as cited in Burns, 2010). The cycle is illustrated as follows.
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Figure 3.1 Steps of Classroom Action Research
Cyclical AR model based on Kemmis and McTaggart (1988, as cited in Burns, 2010)
In line with planning, the researcher conducts investigation first prior to carrying out the research. It is done to identify what problems dealt with by the teacher in teaching situation are and what potential improvements making possible to solve those problems are (Kemmis and McTaggart, 1988, as cited in Burns, 2010). Regarding acting, it is the implementation of
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planning to the teaching situation. In terms of the observing, it is conducted by the observer to observe all the activities occurred during the research and the effects of the action given during the research. Concerning reflection, the effects of the action are reflected, evaluated and described to improve the situation in the next cycle (ibid).
The classroom action research consists of several cycles in which each cycle is composed of several meetings depend on the stages in process-genre approach. The spiral of cycles will recur until a satisfactory result has been achieved and stop until the time is felt enough (Kemmis and McTaggart, 1988, as cited in Burns, 2010).
3.2. Research Site and Participants
The research was undertaken at one vocational school in Cianjur. The participants involved in this study were an English teacher, a student from Indonesia University of Education who was conducting the action research and 28 twelfth graders. The twelfth graders had been chosen since application letter is taught at this grade.
3.3. Data Collection
In this study, the data collection is composed of three instruments namely observation sheet, writing test and questionnaire.
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3.3.1. Observation Sheet
The observation was conducted during the implementation of action research in the class. In this study, the researcher was helped by an English teacher as the observer. The observer carried out the observation by filling in the observation sheet and taking notes required for reflection. Regarding observation, it was conducted to gain the data regarding not only the teaching and learning process but also teacher’s way in teaching writing as well as students’ action during learning process as an evaluation and reflection for the teacher in the next cycle.
3.3.2. Writing Test
Writing test was used to measure the progress of students’ writing scores. It was administered in the end of each cycle after process-genre approach was implemented. The students were called for writing application letter based on job vacancy information given. The result of the test would be analyzed to investigate the extent to which the improvement in students’ writing scores after employing process-genre approach in teaching writing business letter.
3.3.3. Questionnaire
The questionnaire was distributed to students in the end of each cycle. It consisted of several close and open-ended questions. It was
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purposed to investigate students’ responses to the implementation of process-genre approach to teaching writing business letter.
3.4. Research Procedure
This study employed Classroom Action Research (CAR) in which the role of English teacher was performed by the researcher while the observer was taken by the English teacher. In implementing action research, this study presented two cycles in which each cycle consisted of four meetings and every meeting was about 90 minutes. In this study, classroom action research involved in four stages including planning, acting, observing and reflecting described as followed:
3.4.1 Planning
This stage was prepared before the action was given to the classroom. In this stage, the concept of cycle was arranged. After finding out the students’ problems in learning English particularly in writing business letter, the process-genre approach was decided to be applied in solving those problems. The researcher and the teacher then discussed the material, media and time of teaching process together. Afterwards, several items were prepared such as lesson plan based on Standard Competence and Basic Competence (SKKD) for vocational school, observation sheet for the observer and scoring rubric for checking the students’ writing.
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3.4.2 Acting
Acting was the implementation of planning stage. This stage was composed of a series of action conducted by practitioners in which the English teacher acted as an observer and the researcher acted as the English teacher in carrying out the teaching and learning process based on the lesson plan prepared previously.
3.4.3 Observing
Observing was conducted when the acting stage was taking place. It was aimed at collecting the information as regard teaching and learning process in class. The English teacher as an observer carried out the observation by filling in the observation sheet and taking notes required for reflection.
3.4.4 Reflecting
Reflecting was made by both the teacher and the observer based on the result of the observation during instructional process. It was done to examine, analyze, describe and conclude the effects of the action in class. The reflections then became the basis for creating the lesson plan and improving the teaching and learning process in the next cycle.
In this study, there were two indicators of classroom action research taken from research questions. Table 3.1 below shows the percentage of indicators which had to be achieved in every cycle.
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Table 3.1 The Indicators of Classroom Action Research Accomplishment
No . Indicator of CAR Cycle 1 Cycle 2
1. Improving students’ writing ability in writing business letter by implementing process-genre approach
50 % 80%
2. Giving responses to the implementation of process-genre approach to teaching writing business letter.
50% 80%
The first indicator could be achieved through writing test in which 80% of students were expected to get mean score above KKM (75). While the second indicator could be obtained from questionnaire results in which 80% of students were expected to give the positive responses to the implementation of process-genre approach. Those positive responses were implied by answering “yes” to the questions in the questionnaire. The next section will explain how to analyze observation sheet, writing test and questionnaire.
3.5. Data Analysis
The data were analyzed both qualitatively and quantitatively. Qualitative data were gathered from the observation sheet and students’ answers to open-ended questions in the questionnaire while quantitative data
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were gathered from students’ writing scores and students’ answers to close-ended questions in the questionnaire.
3.5.1 Data Analysis from Observation Sheet
Regarding observation, it was conducted to gain the data regarding not only the teaching and learning process but also teacher’s way in teaching writing as well as students’ action during learning process as an evaluation and reflection for the teacher in the next cycle. The data from observation sheet were then analyzed and interpreted to describe them.
3.5.2 Data Analysis from Writing Test
In this study, students’ writing was assessed by two raters namely the researcher and the English teacher. It was conducted to achieve the objectivity of the assessment itself. The test score result was then gained based on the mean from total scores of two raters.
There were some aspects assessed from the result of students’ writing test including genre, register, discourse, grammar and graphic features. This study used scoring rubric developed by Rose (2007, as cited in Emilia, 2011) to measure the outcomes of writing test. The scoring rubric can be seen in table 3.2 below.
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Table 3.2 Scoring Rubric developed by Rose (2007, as cited in Emilia, 2011)
ASPECTS SCORE
GENRE
PURPOSE 0-10
STAGING 0-10
REGISTER
FIELD 0-8
TENOR 0-8
MODE 0-8
DISCOURSE
PHASE 0-4
LEXIS 0-4
CONJUNCTION 0-4
REFERENCE 0-4
APPRAISAL 0-4
GRAMMAR 0-20
GRAPHIC FEATURES
SPELLING 0-5
PUNCTUATION 0-5
PRESENTATION 0-5
The Formula of the scoring is:
Where: S = Score
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3.5.3 Data Analysis from Questionnaire
In this study, questionnaire was applied to gain the information about students’ responses to the implementation of process-genre approach to teaching writing business letter. There were two types of questions used in the questionnaire, namely close and open-ended questions.
The answers of close-ended questions were analyzed by using percentage formula. The data were interpreted based on the students’ answers. The formula to calculate the percentage of the answers as followed:
P =
(Riduwan, 2009 as cited in Stepani, 2011)
Where P = Percentage
fo = frequency observed n = number of sample
Meanwhile, the answers of open-ended questions were analyzed by using the following procedure (Dornyei, 2003):
a. Clarifying the questions
b. Clarifying sentence completion task c. Clarifying short-answer questions
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d. Analyzing students’ responses by marking any distinct content element, substantive statements or key points
e. Forming broader categories allowing researcher to compare with another response
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CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter provides the conclusion and suggestions. Conclusion is drawn based on the discussion in the previous chapter, while suggestions are offered as a contribution for English teachers and further researchers.
5.1 Conclusion
This study was concerned with the implementation of process-genre approach to teaching writing business letter. The aim of this study was to find out the extent to which process-genre approach can improve writing ability of twelfth graders in vocational school in writing business letter particularly application
letter. Furthermore, this study was also purposed to investigate students’
responses to the use of process-genre approach to teaching writing business letter. The findings of this study demonstrated that there was an improvement in
students’ writing scores after conducting process-genre approach. The students’ mean score in cycle 1 was 75 with 16 students (57.1%) gained scores above KKM.
Meanwhile, the students’ mean score in cycle 2 increased to 82.5 with 23 students
(82.1%) got scores above KKM. It can be seen from the data gained that more than 80% of students obtained scores above KKM (75) after implementing process-genre approach in teaching writing business letter.
Moreover, students’ responses to the implementation of process genre
(32)
81 Hilda Gupitasari, 2013
The Implementation Of Process-Genre Approach To Teaching Writing Business Letter Universitas Pendidikan Indonesia | repository.upi.edu
The students revealed that process-genre approach is able to help them in comprehending the application letter. Besides, they found out not only how to write the text but also what purpose of the text is as well as what forms of the language in the text are. Most of them also admitted that both teacher feedback and peer feedback given are helpful and useful for them. In addition, by employing process-genre approach, students felt already much better in process of writing application letter.
5.2 Suggestions
Having finished conducting the research, there are several suggestions that might be useful for teachers and next researchers in implementing process-genre approach to teaching writing.
In teaching writing by employing process-genre approach, the teachers are suggested to be well-prepared before conducting the teaching learning process. In addition, they should facilitate and guide the students during writing process. Moreover, the teachers also have to determine time allocation for carrying out process-genre approach in order to make the instructional process more conducive.
For researchers in similar area of study, there are also several suggestions. Firstly, the researchers can implement process-genre approach not only in vocational school but in senior high school as well. Secondly, the researchers can conduct this approach in other grades such as in tenth and eleventh grade. Thirdly, process-genre approach can be applied in teaching other texts such as
(33)
82 Hilda Gupitasari, 2013
The Implementation Of Process-Genre Approach To Teaching Writing Business Letter Universitas Pendidikan Indonesia | repository.upi.edu
recount, narrative, report, or argumentative text. The last, in coducting this study, the cycle need to be added in order to gain more significant result.
(34)
83 Hilda Gupitasari, 2013
The Implementation Of Process-Genre Approach To Teaching Writing Business Letter Universitas Pendidikan Indonesia | repository.upi.edu
REFERENCES
Alwasilah and Alwasilah. (2007). Pokoknya Menulis. Bandung: PT Kiblat Buku Utama.
Anonymous. (2012). Resumes & Cover Letters. [Online]. Available: http://www.gojobs.gov.on.ca/ [28 Ocober 2012].
Arvani, M. (2006). “A Discourse Analysis of Business Letters Written by Iranians & Native Speakers”. The Asian ESP Journal. 1, ( 2). 1-6.
Babalola. H. A. L. (2012). “Effects of Process-Genre Based Approach on the Written English Performance of Computer Science Students in Nigerian
Polytechnic”. Journal of Education and Practice, 3, 1-6.
Badger, R. & White, G. (2000). “A Process Genre Approach to Teaching
Writing”. ELT Journal 54 (2), 153-160.
Burns, A. (1999). Collaborative Action Research for English Language Teachers. United Kingdom: Cambridge University Press.
___________. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York: Taylor & Francis Group.
Chi, N. L. (2000). ED-HANU Writing Business Letter. [Online]. Available:
http://web.hanu.vn/en/mod/forum/discuss.php?d=106. [01 November
2012].
Crosby, O. (1999). Resumes, Applications, and Cover Letters. [Online]. Available: www.bls.gov/opub/ooq/1999/summer/art01.pdf [08 January 2013].
Cohen, L, et al. 2007. Research Methods in Education (Sixth Edition). New York: Routledge.
Derewianka, B. (2004). Exploring How Texts Work. Victoria: Primary English Teaching.
Dornyei, Z. (2003). Questionnaires in Second Language Research: Construction, Administration, and Processing. Mahwah, New Jersey: Lawrence Erlbaum Associates.
(35)
84 Hilda Gupitasari, 2013
The Implementation Of Process-Genre Approach To Teaching Writing Business Letter Universitas Pendidikan Indonesia | repository.upi.edu
Emilia, E. (2005). A Critical Genre-Based Approach to Teaching Academic Writing in a Tertiary EFL Context in Indonesia. (Unpublished Dissertation). The University of Melbourne.
________. (2010). Teaching Writing. Developing Critical Learners. Bandung: RIZQI Press.
________. (2011). Pendekatan Genre-Based dalam Pengajaran Bahasa Inggris: Petunjuk untuk Guru. Bandung: RIZQI Press.
Gibbons, P. (2002). Scaffolding Language Scaffolding Learning: Teaching Second Language Learners in The Mainstream Classroom. Portsmouth, NH: Heinemann.
Gao, J. (2007). “Teaching Writing in Chinese Universities: Finding an Eclectic Approach”. Teaching Articles. 50 (2).
Harmer, J. (2007). How to Teach English. England: Pearson Education Limited. Hyland, K. (2003). Second Language Writing. New York: Cambridge University
Press.
Kaur, S. & Chan, P. S. (2005). Towards a Process-Genre Based Approach in the Teaching of Writing for Business English. [Online]. Available:
http://www.esp-world.info/Articles_11/Sarjit-poon2.htm. [28 October
2012].
Kim, Y. and Kim, J. (2005). “Teaching Korean University Writing Class: Balancing the Process and the Genre Approach”. Asian EFL Journal 7 (2), 68-89.
Knap, P. and Watkins, M. (2005). Genre, Text, Gramar: Tecnologies for Teaching and Assessing Writing. Sydney: University of New South Wales Press. Mackey, A. & Gass, S. M. (2005). Second Language Research: Methodology and
Design. Mahwah, NJ: Lawrence Erlbaum Associates.
Nation, I. S. P. (2008). Teaching ESL/EFL Reading and Writing. New York: Routledge.
Nordin, S. & Norhisham. (2006). “The Best of Two Approaches: Process-Genre
Approach to Teaching Writing”. The English Teacher, 35, 75-85.
Noviantoro, N. (2011). The Use of Process-Genre Approach to Teaching Writing at Indonesian Vocational School. (research paper). Indonesia University of Education, Bandung.
(36)
85 Hilda Gupitasari, 2013
The Implementation Of Process-Genre Approach To Teaching Writing Business Letter Universitas Pendidikan Indonesia | repository.upi.edu
Ontario Public Service. (2011). Writing a Cover Letter and Resume: Tips, Tools and Resources, Ontario: OPC.
Richards, J. and Renandya, W. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press. Stepani, M. (2011). The Implementation of Task-Based Language Teaching
(TBLT) in Teaching Writing. (research paper). Indonesia University of Education, Bandung
Tangpermoon, T. (2008). “Integrated Approaches to Improve Students Writing Skills for English Major Students”. ABAC Journal, 28 (2), 1-9.
Williams, J. (2004). Teaching Writing in Second and Foreign Language Teaching Classrooms. USA: The McGraw-Hill Companies.
Weigle, S. C. (2002). Assessing Writing. Cambridge: Cambridge University Press.
Yan, G. (2005). “A Process Genre Model for Teaching Writing”. English Teaching Forum, 43 (3).
(1)
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter provides the conclusion and suggestions. Conclusion is drawn based on the discussion in the previous chapter, while suggestions are offered as a contribution for English teachers and further researchers.
5.1 Conclusion
This study was concerned with the implementation of process-genre approach to teaching writing business letter. The aim of this study was to find out the extent to which process-genre approach can improve writing ability of twelfth graders in vocational school in writing business letter particularly application letter. Furthermore, this study was also purposed to investigate students’ responses to the use of process-genre approach to teaching writing business letter.
The findings of this study demonstrated that there was an improvement in students’ writing scores after conducting process-genre approach. The students’ mean score in cycle 1 was 75 with 16 students (57.1%) gained scores above KKM. Meanwhile, the students’ mean score in cycle 2 increased to 82.5 with 23 students (82.1%) got scores above KKM. It can be seen from the data gained that more than 80% of students obtained scores above KKM (75) after implementing process-genre approach in teaching writing business letter.
Moreover, students’ responses to the implementation of process genre approach to teaching writing business letter showed mostly positive responses.
(2)
The students revealed that process-genre approach is able to help them in comprehending the application letter. Besides, they found out not only how to write the text but also what purpose of the text is as well as what forms of the language in the text are. Most of them also admitted that both teacher feedback and peer feedback given are helpful and useful for them. In addition, by employing process-genre approach, students felt already much better in process of writing application letter.
5.2 Suggestions
Having finished conducting the research, there are several suggestions that might be useful for teachers and next researchers in implementing process-genre approach to teaching writing.
In teaching writing by employing process-genre approach, the teachers are suggested to be well-prepared before conducting the teaching learning process. In addition, they should facilitate and guide the students during writing process. Moreover, the teachers also have to determine time allocation for carrying out process-genre approach in order to make the instructional process more conducive.
For researchers in similar area of study, there are also several suggestions. Firstly, the researchers can implement process-genre approach not only in vocational school but in senior high school as well. Secondly, the researchers can conduct this approach in other grades such as in tenth and eleventh grade. Thirdly, process-genre approach can be applied in teaching other texts such as
(3)
recount, narrative, report, or argumentative text. The last, in coducting this study, the cycle need to be added in order to gain more significant result.
(4)
REFERENCES
Alwasilah and Alwasilah. (2007). Pokoknya Menulis. Bandung: PT Kiblat Buku Utama.
Anonymous. (2012). Resumes & Cover Letters. [Online]. Available: http://www.gojobs.gov.on.ca/ [28 Ocober 2012].
Arvani, M. (2006). “A Discourse Analysis of Business Letters Written by Iranians & Native Speakers”. The Asian ESP Journal. 1, ( 2). 1-6.
Babalola. H. A. L. (2012). “Effects of Process-Genre Based Approach on the Written English Performance of Computer Science Students in Nigerian
Polytechnic”. Journal of Education and Practice, 3, 1-6.
Badger, R. & White, G. (2000). “A Process Genre Approach to Teaching
Writing”. ELTJournal 54 (2), 153-160.
Burns, A. (1999). Collaborative Action Research for English Language Teachers. United Kingdom: Cambridge University Press.
___________. (2010). Doing Action Research in English Language Teaching: A
Guide for Practitioners. New York: Taylor & Francis Group.
Chi, N. L. (2000). ED-HANU Writing Business Letter. [Online]. Available:
http://web.hanu.vn/en/mod/forum/discuss.php?d=106. [01 November
2012].
Crosby, O. (1999). Resumes, Applications, and Cover Letters. [Online]. Available: www.bls.gov/opub/ooq/1999/summer/art01.pdf [08 January 2013].
Cohen, L, et al. 2007. Research Methods in Education (Sixth Edition). New York: Routledge.
Derewianka, B. (2004). Exploring How Texts Work. Victoria: Primary English Teaching.
Dornyei, Z. (2003). Questionnaires in Second Language Research: Construction,
Administration, and Processing. Mahwah, New Jersey: Lawrence Erlbaum
(5)
Emilia, E. (2005). A Critical Genre-Based Approach to Teaching Academic
Writing in a Tertiary EFL Context in Indonesia. (Unpublished Dissertation).
The University of Melbourne.
________. (2010). Teaching Writing. Developing Critical Learners. Bandung: RIZQI Press.
________. (2011). Pendekatan Genre-Based dalam Pengajaran Bahasa Inggris:
Petunjuk untuk Guru. Bandung: RIZQI Press.
Gibbons, P. (2002). Scaffolding Language Scaffolding Learning: Teaching
Second Language Learners in The Mainstream Classroom. Portsmouth,
NH: Heinemann.
Gao, J. (2007). “Teaching Writing in Chinese Universities: Finding an Eclectic Approach”. Teaching Articles. 50 (2).
Harmer, J. (2007). How to Teach English. England: Pearson Education Limited. Hyland, K. (2003). Second Language Writing. New York: Cambridge University
Press.
Kaur, S. & Chan, P. S. (2005). Towards a Process-Genre Based Approach in the
Teaching of Writing for Business English. [Online]. Available:
http://www.esp-world.info/Articles_11/Sarjit-poon2.htm. [28 October
2012].
Kim, Y. and Kim, J. (2005). “Teaching Korean University Writing Class: Balancing the Process and the Genre Approach”. Asian EFLJournal 7 (2), 68-89.
Knap, P. and Watkins, M. (2005). Genre, Text, Gramar: Tecnologies for Teaching
and Assessing Writing. Sydney: University of New South Wales Press.
Mackey, A. & Gass, S. M. (2005). Second Language Research: Methodology and
Design. Mahwah, NJ: Lawrence Erlbaum Associates.
Nation, I. S. P. (2008). Teaching ESL/EFL Reading and Writing. New York: Routledge.
Nordin, S. & Norhisham. (2006). “The Best of Two Approaches: Process-Genre
Approach to Teaching Writing”. The English Teacher, 35, 75-85.
Noviantoro, N. (2011). The Use of Process-Genre Approach to Teaching Writing
(6)
Ontario Public Service. (2011). Writing a Cover Letter and Resume: Tips, Tools
and Resources, Ontario: OPC.
Richards, J. and Renandya, W. (2002). Methodology in Language Teaching: An
Anthology of Current Practice. Cambridge: Cambridge University Press.
Stepani, M. (2011). The Implementation of Task-Based Language Teaching
(TBLT) in Teaching Writing. (research paper). Indonesia University of
Education, Bandung
Tangpermoon, T. (2008). “Integrated Approaches to Improve Students Writing Skills for English Major Students”. ABAC Journal, 28 (2), 1-9.
Williams, J. (2004). Teaching Writing in Second and Foreign Language Teaching
Classrooms. USA: The McGraw-Hill Companies.
Weigle, S. C. (2002). Assessing Writing. Cambridge: Cambridge University Press.
Yan, G. (2005). “A Process Genre Model for Teaching Writing”. English