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.

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

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 on11thDecember 2014

First Consultant

Second Consultant

Dr. Ngadiso, M.Pd
NIP 196212311988031009

Dra. DewiRochsantiningsih, M.Ed., Ph.D
NIP 196009181987022001

Approved by
The Head of English Education Department
Graduate School of Sebelas Maret University Surakarta

Dr. Abdul Asib, M.Pd
NIP 195203071980031005

ii

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
Teacher Training and Education Faculty
Sebelas Maret University

Prof. Dr. M. Furqon H., M.Pd.
NIP 196007271987021001

The Head of
English Education Department

Dr. Abdul Asib, M.Pd.
NIP 195203071980031005

iii

PRONUNCEMENT
This is to certify that I myself write this thesis entitled ”The Effectiveness
of Process-Genre Approach in Teaching Writing Viewed from Students’ SelfEsteem (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

iv

ABSTRACT
Maria Monika WahyuUtami. S891208024. 2014. The Effectiveness of ProcessGenre 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.

v

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.

vi

MOTTO

I know when we eat and drink and find happiness in all our achievements,
this is from God
(Ecclesiasts, 3:13)

vii

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

viii
viii

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

ix

TABLE OF CONTENT
Pages
TITLE........................................... ...................................................................
APPROVAL........................................... .........................................................
LEGITIMATION............................................................................................ .
PRONUNCEMENT.........................................................................................
ABSTRACT.....................................................................................................
ABSTRAK........................................... ............................................................
MOTTO........................................... ................................................................
DEDICATION........................................... ......................................................
ACKNOWLEDGEMENT ...............................................................................
TABLE OF CONTENT ...................................................................................
LIST OF TABLES........................................... ................................................
LIST OF FIGURES........................................... ..............................................
LIST OF APPENDICES........................................... .......................................

i
ii
iii
iv
v
vi
vii
viii
ix
x
xii
xiii
xiv

CHAPTER I INTRODUCTION....................................................................
A. Background of the Study ................................................
B. Problem Identification ...................................................
C. Problem Limitation .........................................................
D. Problem Statements ........................................................
E. Objectives of the study....................................................
F.
Significance of the Study ................................................

1
1
6
7
7
7
8

CHAPTER II LITERATUREREVIEW .........................................................
A. Writing.............................................................................
1. Nature of Writing ........................................................
2. Nature of Writing Skill...............................................
3. Aspects of Writing .....................................................
4. Characteristics of Good Writing ................................
5. Difficulties of Writing ................................................
6. Principles of Teaching Writing …………………… .
B. Process-Genre Approach.................................................
1. Nature of Process-Genre Approach ...........................
2. Procedure of Process-Genre Approach ......................
3. Advantages of Process-Genre Approach....................
4. Disadvantages of Process-Genre Approach ...............
C. Product Approach….… ..................................................
1. Nature of Product Approach ......................................
2. Procedure of Product Approach .................................
3. Advantages of Product Approach ..............................
4. Disadvantages of Product Approach ..........................
D. Self-Esteem…………………. ........................................
1. Definition of Self-Esteem .........................................
2. Factors Influencing Self-Esteem ...............................
3. Characteristics of Self-Esteem ..................................

10
10
10
12
14
15
17
20
22
22
25
32
33
34
34
35
37
38
39
39
42
43

x

4. Self-Esteem and Students’ Behaviour in School .. ....
Review of Related Studies .............................................
Rationale ………………… ............................................
Hypotheses……………… ..............................................

45
47
52
58

CHAPTER III RESEARCH METHODOLOGY..........................................
A. Context of the Research.. ................................................
1. Place of the Research .................................................
2. Time of the Research.. ...............................................
B. Method and Design of the Research ...............................
C. Population, Sample, and Sampling .................................
D. Technique of Collecting the Data ...................................
E. Technique of Analyzing the Data ...................................
F.
Statistical Hypotheses .....................................................

59
59
59
59
60
62
64
68
73

CHAPTER IV RESEARCH FINDING AND DISCUSSION ......................
A. Implementation of the Research.. ...................................
B. Description of the Data.. .................................................
C. Prerequisite Tests ............................................................
1. Normality Test ............................................................
2. Homogeneity Test .......................................................
D. Hypothesis Test...............................................................
E. Discussion of the Research Finding................................

75
75
77
85
86
86
87
91

CONCLUSION, IMPLICATION, AND SUGGESTION ....
A. Conclusion.. ....................................................................
B. Implication and Suggestion.............................................

106
106
107

E.
F.
G.

CHAPTER V

REFERENCES.............................................................................................. ......112
APPENDICES.....................................................................................................116

xi

LIST OF TABLES
Table 2.1 Characteristics of High and Low Self-Esteem ..............................
Table 2.2 Teaching Writing Using Process-Genre Approach and Product
Approach ......................................................................................
Table 3.1 Time Schedule of the Research .....................................................
Table 3.2 2 x 2 Factorial Design ...................................................................
Table 3.3 Likert Scale ...................................................................................
Table 3.4 Score of Self-Esteem Questionnaire ............................................
Table 3.5 Scoring Rubric for Writing Test ..................................................
Table 3.6 Multifactor Analysis of Variance ANOVA ..................................
Table 4.1 Summary of the Implementation of the Research .........................
Table 4.2 Frequency Distribution of Data A1 ...............................................
Table 4.3 Frequency Distribution of Data A2 ...............................................
Table 4.4 Frequency Distribution of Data B1 ................................................
Table 4.5 Frequency Distribution of Data B2 ................................................
Table 4.6 Frequency Distribution of Data A1B1 ...........................................
Table 4.7 Frequency Distribution of Data A2B1 ...........................................
Table 4.8 Frequency Distribution of Data A1B2 ...........................................
Table 4.9 Frequency Distribution of Data A2B2 ...........................................
Table 4.10 Normality Test ..............................................................................
Table 4.11 Homogeneity Test .........................................................................
Table 4.12 2x2 Multifactor Analysis of Variance ...........................................
Table 4.13 Mean Scores ..................................................................................
Table 4.14Summary of Tukey Test .................................................................

xii

43
54
59
61
65
63
67
72
75
78
79
80
81
82
83
84
85
86
87
87
88
89

LIST OF FIGURES
Figure 2.1
Figure 4.1
Figure 4.2
Figure 4.3
Figure 4.4
Figure 4.5
Figure 4.6
Figure 4.7
Figure 4.8

Process-Genre Model of Teaching Writing ..................................
Histogram and Polygon of Data A1 ...............................................
Histogram and Polygon of Data A2 ...............................................
Histogram and Polygon of Data B1 ...............................................
Histogram and Polygon of Data B2 ...............................................
Histogram and Polygon of Data A1B1 ...........................................
Histogram and Polygon of Data A2B1 ...........................................
Histogram and Polygon of Data A1B2 ...........................................
Histogram and Polygon of Data A2B2 ...........................................

xiii

25
78
79
80
81
82
83
84
85

LIST OF APPENDICES
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Appendix 18
Appendix 19
Appendix 20
Appendix 21
Appendix 22
Appendix 23
Appendix 24
Appendix 25
Appendix 26
Appendix 27

Syllabus .................................................................................
Lesson Plans of Experimental Class ...................................
Lesson Plans of Control Class ..............................................
Blue-print of Self-Esteem Questionnaire ..............................
Questionnaire on Self-Esteem....................................... ........
Validity of Questionnaire on Self-Esteem ............................
Reliability of Questionnaire on Self-Esteem ........................
Valid and Reliable Questionnaire on Self-Esteem................
Blue-print of Writing Test ....................................................
Readability of Writing Test...................................................
Students’ Scores of Self-Esteem ...........................................
Writing Scores ......................................................................
Descriptive Statistics.............................................................
Normality Test ......................................................................
Homogeneity Test .................................................................
ANOVA ................................................................................
Tukey Test ............................................................................
The Example of Student’s Writing in Experimental Class ...
The Example of Student’s Writing in Control Class ............
SuratIjinPenelitian.................................................................
SuratKeteranganMelakukanPenelitian ..................................
Table of F Distribution..........................................................
Table of Critical Values for the Lilliefors Test .....................
Table of Standard Normal Distribution ................................
Table of Bartlett ....................................................................
Table of Critical Values for F Distribution (ANOVA).........
Table of Critical Values for Studentized Range (q)..............

xiv

116
120
183
246
247
249
255
259
261
262
263
265
269
277
285
286
288
289
290
291
292
293
294
295
296
297
299