The Effectiveness of Process-Genre Approach in Teaching Writing Viewed From Students’ Self-Esteem Journal

perpustakaan.uns.ac.id

digilib.uns.ac.id

THE EFFECTIVENESS OF PROCESS-GENRE APPROACH
IN TEACHING WRITING VIEWED FROM STUDENTS’ SELF-ESTEEM

Maria Monika Wahyu Utami1, Ngadiso2, Dewi Rochsantiningsih3
Sebelas Maret University, Surakarta
ika_rembang@hotmail.com
Abstract
Writing is considered an important skill the students should learn since it is one way to
express their idea and opinion. Teaching approaches to writing are numerous, and one of
them is process-genre approach. This paper reports on the results of a research which is
aimed to reveal the effectiveness of Process-Genre Approach in teaching writing viewed
from students’ self-esteem. The independent variables are teaching approaches (ProcessGenre Approach and Product Approach) and students’ level of self-esteem and the
students’ writing skill is the dependent variable. This experimental research involved two
classes of grade eleven students of science programs at SMA Regina Pacis Surakarta.
Each class consisted of 38 students. The writing test and questionnaire on self-esteem
were used as the instruments to collect the data of this research. Three research
questions and three null hypotheses were tested using the Analysis of Variance (ANOVA)

at 0.05 level of significance. The results demonstrate: (1) Process-Genre Approach is more
effective than Product Approach in teaching writing; (2) the students who have high selfesteem 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. Therefore, it is suggested to implement Process-Genre Approach since
the students can experience every stage of writing process in order to deliver the message
in their writing properly.
Key words: process-genre approach, product approach, writing, self-esteem
Introduction

students

In the final national examination, senior

informed

high

information.

school

students

in

Indonesia

read,

the

with
It

more

they

much
then

get

factual

helps

them

undergo listening, reading, and writing

elaborate their opinion or develop their

sections. Writing in this examination is

idea. Therefore, it can be said that

in the form of cloze test in which the

through this single activity, the teachers

students need not to write but to

are able to know the students’ complex

complete sentences in a paragraph by

abilities.

choosing appropriate words. This fact,

Bell and Burnbay (cited in Nunan,

however, does not discourage teachers

1998: 36) further states that writing is a

to teach writing since it is one way to

complex cognitive activity in which the

measure

writer is demanded to demonstrate

students’

understanding

of

genre, grammar, mechanics, vocabulary,

control

creativity, world knowledge, and even

simultaneously at the sentence level

critical thinking. Beside that, writing is

including control of content, spelling,

related

and letter formation and beyond the

to

reading.

The

more

the

1

commit to user

of

a

number

of

variables

perpustakaan.uns.ac.id

sentence

digilib.uns.ac.id

structure

integrate

listening while others need more time to

information into cohesive and coherent

think and produce a language. It is

paragraph and text. Kellog (2008: 7)

further said as a quiet reflective activity.

defines writing as a major cognitive

The last reason to teach writing is that

challenge,

of

writing is a skill. It is a basic language

memory, language, and thinking ability.

skill as important as speaking, listening,

Consequently, in order to be skillful on

and reading. The students need to know

writing, a high degree of verbal ability is

how to write a letter, how to put written

necessary to generate cohesive text that

reports. They also need to know some

clearly expresses the ideational content.

of writing’s convention like punctuation,

Moreover, writer should be equipped

paragraph construction. It is then the

with knowledge of correct spelling,

job of the teacher to give the students

punctuation, grammar, diction, thesis

those skills.

because

statement,

topic

and

it

is

a

test

sentences,

and

There is one approach in teaching

cohesive links within a paragraph, and

writing which can be used by teacher to

global organization of texts.

improve students’ writing skill named

The complexity of writing skill

Process-Genre Approach. This approach

therefore makes teaching writing so

is a hybrid since it is the combination of

important

Harmer

two approaches: process approach and

(2001: 79) presents the four reasons of

genre approach (Babalola, 2012: 2). The

teaching

in

English

students.

First,

proponents of this approach, Badger

functions

as

and White (2000: 157-158), state that

reinforcement since the students often

Process-Genre Approach regards writing

find it useful to write sentences using

as a process which includes knowledge

new language shortly after they have

of language, knowledge of the context

studied it. Second, it is for language

and purpose (as in genre approach), and

development. It is due to the fact that

skills in using language (as in process

the actual process of writing helps the

approach). This approach allows the

students learn as they go along. The

students

to

mental activity they have to go through

between

purpose

in order to construct proper written

particular genre as they use recursive

texts is the part of the ongoing learning

processes

experience. Third, teaching writing can

revision, and editing. Using these steps,

identify the students’ learning style

the students develop their awareness of

since only through writing the teacher

different

will find some students are good at

composing process (Belbase, 2012: 2-3).

teaching

writing

to

class.

writing

picking up language by looking and

2

commit to user

study

of

text

the
and

relationship
form

prewriting,

types

and

for

a

drafting,

of

the

perpustakaan.uns.ac.id

In

this

digilib.uns.ac.id

is

phenomenon (Badger and White, 2000:

considered as a series of stages leading

159). The next stage is that the teacher

from a particular situation to a text,

guides

with

the

purpose of writing to the mode or

enabling

organization of the text, the field which

appropriate input of knowledge and

is the subject matter, and the tenor or

skills (Badger and White, 2000: 160).

the writer-readers relationship (Nordin

This approach may help the students

and Mohammad, 2006: 80). These three

realize that writing involves knowledge

stages are included in genre approach.

of language, knowledge of the context in

The following stages are included in the

which writing happens, the purpose for

process approach which starts from

the writing, and skills in using language.

planning. In this stage, the students

Therefore, this approach can improve

plan their writing by considering the

the

previous

the

students’

approach,

teacher

facilitating

progress

students’

writing

by

writing

skill

because

the

students

to

consideration

relate

in

the

context,

through this approach, the students are

purpose, mode, tenor, and field. Having

prepared

with

consisting

of

sufficient

input

planned their writing, the students write

knowledge

about

the

draft

of

their

writing.

Before

language, context, and purpose before

publishing, the students should acquire

they undergo the process of writing.

feedback both from peers and the

The

Process-Genre

Approach

teacher and do revision and editing to

involves six stages. The students are

finalize their writing. Publishing is the

firstly demanded to set up a certain

next activity in which the students

social situation or context of their

submit their writing to the teacher as

writing. In setting up the context, the

the final product. This approach is

students receive the input from the

cyclical

teacher or through model texts. Then,

students to return to previous cycle in

they have to formulate the purpose of

order to produce a good writing (Badger

their writing. The purpose of writing is

and White, 2000: 159).

embedded in genres, such as narrative

process

which

enables

the

There is another approach in

aims to entertain readers, descriptive

teaching

writing

called

Product

and

Approach.

Basically

writing

in

report

to

describe

the

this

characteristics of certain natural or

approach serves to reinforce writing in

social

second or foreign language in terms of

phenomenon,

exposition

to

convince or persuade readers, review to

grammatical

criticize art works like books, movie,

(Raimes cited in Tangpermpoon, 2008:

album, and explanation to explain the

2). Therefore, this approach is focused

process

on

of

natural

or

social

3

commit to user

and

appropriate

use

syntactic

of

forms

vocabulary,

perpustakaan.uns.ac.id

digilib.uns.ac.id

syntax, and cohesive device (Pinca cited

is similar to the model text. The last

in Badger and White, 2000: 153-154).

stage

Writing development is seen as the main

another

result of imitation of model text. This

(Badger and White, 2000: 153-154).

traditional

approach

encourages

is

the

students

similar

text

freely

by

write

themselves

the

Writing requires the students to

students to mimic a model text which is

perform their skill in expressing and

usually presented and analyzed at an

arranging their ideas into a written text

early stage (Gabrielatos cited in Hasan

which should be understandable for any

and Akhand, 2010: 78). The model text

readers. In the process of writing, some

is used for imitation, exploration, and

students feel confident to do it, the

analysis.

others feel challenged, the rest feel

This approach feeds the students

ignorant or burdened. These varied

words through teaching vocabulary. The

feeling may come up as the influence of

students then merely describe their

their self-esteem. Baumeister (cited in

situation using the same type of words

Heatherton and Wyland, 2003: 220)

and phrases. There is no advantage for

defines self-esteem as the evaluative

the students to be innovative in their

aspect

writing since the product content is

corresponding to an overall view of the

more important than the process of

self as worthy or unworthy. Another

learning to write (Jackson, 2006: 15).

similar

The students’ final product should be a

proposed

coherent, error-free text, and to achieve

Heatherton and Wyland, 2003: 220) who

that the students will initiate, copy, and

states that self-esteem as the personal

transform a model text (Nunan cited in

evaluation

Pasand and Haghi, 2013: 76).

worthiness.

Teaching writing using product

of

the

definition
by

of

self-concept

self-esteem

Coppersmith

or

judgment

Self-esteem

(cited in

of
is

is

the

further

perception rather than reality since it

four

stages:

refers to a person’s belief about whether

controlled

writing,

he or she is intelligent and attractive,

guided writing, and free writing. In the

for example, and it does not necessarily

first step, familiarization, the teacher

say anything whether the person is

makes the students aware of certain

actually

feature of particular text. Afterwards,

(Baumeister et al., 2003: 2). In fact, self-

the

students’

esteem is heavily influenced by external

learning activity by giving exercises on

world as stated by Heatherton and

grammatical

related

Wyland (2003: 220) that self-esteem is

vocabulary. In the next stage, guided

an attitude about the self and is related

writing, the students write a text which

to personal beliefs about skills, abilities,

approach

involves

familiarization,

teacher

controls

features

the

and

4

commit to user

intelligent

or

attractive

perpustakaan.uns.ac.id

social

digilib.uns.ac.id

relationships,

and

future

successful and worthy (Ugoji, 2013:

outcomes.

155).

Students who have high selfesteem

are

presumed

psychologically
(Branden

happy

cited

in

to

and

Teaching approach conducted in

be

the classroom has a close relationship

healthy

with the students’ self-esteem since the

Heatherton

and

choice

of

teaching

approach

can

Wyland, 2003: 219). They also feel good

influence how the students feel and

about themselves and are able to cope

evaluate themselves. Self-esteem affects

effectively with challenges and negative

the students’ belief on their skill to

feedback. Moreover, they live in a social

undergo

world in which they believe that people

Moreover,

value and respect them. Thus, most

influences the positive condition in

people with high self-esteem appear to

writing

lead

achievement. The positive relationship

happy

and

productive

lives

(Heatherton and Wyland, 2003: 219).

self-esteem

class

approach

and

the

also

students’

support each other. The teacher gives

negative filter to see the world and their

the students’ ideas and thought. The

dislike to color their perception of

teacher also emphasizes the importance

everything around them (Tennen and

of trusting and respecting each other,

Affleck cited in Heatherton and Wyland,

especially when they do peer-editing.

2003: 219). As the consequence, people

The

with low self-esteem are psychologically

important

distressed and even depressed. They

following the teacher’s guidance and

also

affects

the

a

teaching

processes.

strategies and opportunities to develop

loneliness.

use

writing

more

show

who

the

means that the teacher and students

It is different from those with
low

all

students
role

themselves

play

an

in

class

by

writing

shyness,

alienation,

asking for clarification in case they are

Henceforth,

self-esteem

confused. They should be curious and

enjoyment

of

life

eager to develop their writing skills and

(Heatherton and Wyland, 2003: 219).

learn the strategies to have writing skill.

Students’ self-esteem is a critical

They should also learn to respect their

factor in their academic achievement in

peers’ opinion or idea and do not blame

school, in their relationship with their

on their peers’ mistakes. Henceforth,

peers, and in their later success in life.

the students believe

Self-esteem arises automatically based

competent or capable in completing

upon

certain task.

a

person’s

belief

and

consciousness. It further indicates the
extent

to

which

persons

that they are

Considering the differences of

believe

students having high self-esteem with

themselves to be capable, significant,

those having low self-esteem, it can be

5

commit to user

perpustakaan.uns.ac.id

digilib.uns.ac.id

assumed that teaching writing using

interaction

Process-Genre Approach is suitable for

approaches and the students’ level of

the students having high self-esteem as

self- esteem in teaching writing.

between

teaching

they are willing to experience new
challenge, have natural curiosity, and

Methodology

eagerness to learn. Besides, they are
given

a

chance

to

express

The experimental research was

their

conducted in this research because this

knowledge, opinion, idea, and thought

research

to their peers in this teaching approach.

relationship

However, this method is not suitable for

approaches and self-esteem. There were

the students with low self-esteem as

three variables in this experimental

they are hesitant and shy to express

research.

themselves. They are afraid of making

variable, which is selected to determine

mistakes, facing failure, and getting

their effect on or relationship with

criticism. The Process-Genre Approach

dependent variable (Brown, 1991: 10).

emphasizes

Process-Genre Approach and Product

the

importance

on

aimed

to

explore

between

The

first

is

the

teaching

independent

feedback, and this discourages these

Approach

students since they will get many inputs

variables in this research. The second

from their teacher and peers. On the

variable is dependent variable. It is the

contrary,

like

variable observed to determine what

Product Approach can be suitable for

effect the other type of variable may

them. In this method they need not to

have on it (Brown, 1991: 10). Writing

share any idea, opinion, and thought.

became the dependent variable which

They merely do controlled exercises,

was

guided writing, and imitating model

variables, teaching approaches. The last

text. The chance to get success in this

variable is the moderator variable. It is a

approach is bigger than in Process-

special type of independent variable

Genre Approach.

which is used to determine how the

traditional

Based

on

method

the

were

affected

by

the

the

independent

independent

theoretical

relationship between the independent

description above, the hypotheses in

and dependent variables are affected or

this research are formulated as follows:

modified by the moderator variable

(1) Process-Genre Approach is more

(Brown, 1991: 11). Thus, students’ self-

effective than Product Approach in

esteem was the moderator variable

teaching writing; (2) the students who
have

high

self-esteem

have

The participants of this research

better

were two classes of science program

writing skill than the students who have

with 76 students. The classes were

low self-esteem; and (3)

randomly selected and it resulted that

There is an

6

commit to user

perpustakaan.uns.ac.id

digilib.uns.ac.id

XI.IPA1 was the experimental group and

test for the eight groups of data in this

XI.IPA3 was the control group. The

research.

instruments used for the research were

Table 1: Normality Test

lesson plans, questionnaire on selfesteem, and writing test. The students
in experimental class were subjected to
treatment

with

the

Process-Genre

Approach. The students in control class

No

Data

1
2
3
4
5
6
7
8

A1
A2
B1
B2
A1B1
A2B1
A1B2
A2B2

Number
of Data
38
38
38
38
19
19
19
19

Lo

Lt

α

0.061
0.093
0.112
0.108
0.131
0.144
0.093
0.167

0.144
0.144
0.144
0.144
0.195
0.195
0.195
0.195

0.05
0.05
0.05
0.05
0.05
0.05
0.05
0.05

Distribution
of Data
Normal
Normal
Normal
Normal
Normal
Normal
Normal
Normal

were taught by using Product Approach.

The table shows that the data are in

The questionnaire on self-esteem was

normal distribution because all Lo is

analyzed to reveal its validity and

lower than Lt.
Homogeneity Test using Bartlett

reliability. It was then given to the
and

test was used to test the homogeneity of

control classes in order to find out their

the data. The data are homogenous if χo2

level of self-esteem. Afterwards, the

is lower than χt2

students were assigned to write after

homogeneity test of the data in this

the treatment. The data collected was

research is in Table 2.

students

firstly

in

both

analyzed

experimental

to

reveal

(0.05)

. The result of

Table 2: Homogeneity Test

its

S

Si2

Sample

Df

1/df

log S2

S12

26.673

A1B1

18

0.056

1.426

(df) log
S2
25.669

S2

2

36.702

A1B2

18

0.056

1.565

28.164

S3

2

61.930

A2B1

18

0.056

1.792

32.254

S4

2

54.912

A2B2

18

0.056

1.740

31.314

χo2

3.839

homogeneity and normality. Because the
data were homogeneous and normal,
the data were further analyzed by using
Analysisof Variance (ANOVA) at 0.05

2

level of significance and Tukey Test.

S

log
S2

45.054
1.654

B

119.069

117.402
χt

2 (0.05)

7.81

Research Finding and Discussion
This table shows that χo2 (3.838) is lower

After the writing test, the data
for this research was gathered and

than χt2

tested by using descriptive statistics.

homogeneous.

(0.05)

Since

Normality test was further applied on

(7.81) so the data are

the

data

were

proven

the students’ writing scores both in

normal

experimental and control classes in

hypotheses of this research were tested.

order to reveal whether the sample was

The

distributed normally. The data is in

Multifactor

normal distribution if Lo is lower than Lt

ANOVA, and the result is described in

at the level of significance α = 0.05.

Table 3.

Table 1 describes the result of normality

7

commit to user

and

hypothesis

homogeneous,

test

Analysis

used
of

A

the

2x2

Variance

perpustakaan.uns.ac.id

digilib.uns.ac.id

writing skill than those who have low

Table 3: A 2x2 Multifactor Analysis of
Variance ANOVA
Source of
variance
Between
columns
Between
rows
Columns by
rows
Between
groups
Within
groups
Total

self-esteem.

SS

df

MS

F0

Ft(.05)

362.579

1

362.579

8.048

3.97

208.895

1

208.895

4.637

F0 interaction (37.43) is higher than Ft at

1686.368

1

1686.368

37.430

the level of significance α = 0.05 (3.97),

2257.842

3

752.614

3243.895

72

45.054

5501.737

75

The third conclusion is because

H0 is rejected and there is an interaction
between the two variables: teaching
approaches and the students’ level of
self-esteem. Therefore, the effect of

Table 4: Mean Scores

teaching approaches on the students’

B1

A1
87.316

A2
73.526

80.421

writing skill depends on the students’

B2

74.579

79.632

77.105

level of self-esteem.

80.947

76.579

Since H0 for the three hypotheses
in this research were rejected, the

From the result of ANOVA test, it
can

be

concluded

that

F0

calculation was continued to Tukey test

between

and the result was seen in Table 5.

columns (8.048) is higher than Ft at the

Table 5: The Summary of Tukey
Test

level of significance α = 0.05 (3.97) so
that H0 is rejected and the difference
between columns is significant. Because
the writing mean score of the students
who were taught by using Process-Genre

Between
group
A1 – A2

q0

qt(0.05)

Significance

Meaning

4.019

2.86

Significant

A1> A2

B1 – B2

3.045

2.86

Significant

B 1> B 2

A1B1 – A2B1

8.955

2.96

Significant

A1B1> A2B1

A1B2 – A2B2

3.281

2.96

Significant

A2B2> A1B2

Approach (80.947) is higher than that of
the students who were taught by using
Product

Approach

Process-

Test, it is proven that q0 between

Genre Approach is more effective than

columns (4.019) is higher than qt (2.86),

Product Approach in teaching writing to

the

the grade eleven students in this school.

between columns is significant. It means

The

the

mean

score

between rows (4.637) is higher than Ft at

using Process-Genre Approach to grade

the level of significance α = 0.05 (3.97)

eleven

so that H0 is rejected and the difference

from that by using Product Approach.

between rows is significant. Because the

The mean score of students taught by

mean of the students’ writing scores

using Process-Genre Approach (80.947)

who have high self-esteem (80.421) is

is higher than the mean score of those

higher than that of those who have low

taught

self-esteem (77.105), the students who

(76.579). Thus, Process-Genre Approach

self-esteem

have

is

of

that the effect of teaching writing by

high

conclusion

difference

F0

have

second

(76.579),

Referring to the result of Tukey

better

8

commit to user

students

by

using

differs

significantly

Product

Approach

perpustakaan.uns.ac.id

digilib.uns.ac.id

is more effective than Product Approach

difference of the mean score between

in teaching writing.

groups is significant. It means that the

It is also proven that q0 between

writing scores of the students with low

rows (3.045) is higher than qt (2.86), the

self-esteem who are taught by using

difference of the mean score between

Process-Genre

rows is significant. It means that the

significantly from those who are taught

writing skill of the students who have

by using Product Approach. The mean

high self-esteem differs significantly

score of students with low self-esteem

from those who have low self-esteem.

who were taught by using Product

The mean score of students having high

Approach (79.632) is higher than the

self-esteem (80.421) is higher than the

mean score of those who were taught by

mean score of those having low self-

using Process-Genre Approach (74.579).

esteem (77.105). Therefore, students

Therefore, Product Approach is more

who have high self-esteem have better

effective

writing skill than those who have low

students with low self-esteem.

teach

differ

writing

to

the

Based on the result of Tukey test

self-esteem.

on number 3 and 4, it is revealed that

The next finding is that q0 of the
interaction

to

Approach

between

A 1B 1

and

Process-Genre

A2B1

more

effective

difference of the mean score between

students with high self-esteem while

groups of high self-esteem is significant.

product approach is more effective to

It means that the writing scores of the

teach writing to the students with low

students with high self-esteem who are

self-esteem. Henceforth, there is an

taught

interaction

using

Process-Genre

teach

is

(8.955) is higher than qt (2.96), the

by

to

Approach
writing

between

to

the

teaching

Approach differ significantly from those

approaches and the students’ level of

taught by using Product Approach. The

self-esteem in teaching writing.
Through this research, Process-

mean score of students with high selfesteem taught by using Process-Genre

Genre

Approach (87.316) is higher than the

effective than Product Approach in

mean of those who were taught by using

teaching writing cause it helps students

Product

Thus,

understand that whenever they are

more

assigned to write, they should undergo

Approach

Process-Genre
effective

to

(73.526).

Approach
teach

is

writing

to

the

the

Approach

process

of

is

proved

considering

more

social

context, defining the purpose of their

students with high self-esteem.

writing, developing the draft, revising

The last finding is that q0 of the
A2B2

and editing the draft, rewriting based on

(3.281) is higher than qt (2.96), the

the feedback, and publishing the final

interaction

between

A 1B 2

and

9

commit to user

perpustakaan.uns.ac.id

product.

digilib.uns.ac.id

This

knowledge

or

The

fact

that

writing

using

understanding is so important that

Process-Genre Approach requires a lot

equip the students the strategies to

of time is actually the true way of

develop their idea or opinion in order to

writing. It is supported by MacDonald

communicate it to other people. Thus,

and MacDonald (1996: 8) who state that

this is in line with what Nordin and

writing is not a single event but a

Mohammad (2007: 81) states that the

process. Although this is such a lengthy

implementation

process, it assures a clearer, more

of

Process-Genre

Approach ensures the usefulness and

logical,

power of process writing pedagogy

Henceforth,

which

trained to develop their writing skill and

include

prewriting,

drafting,

feedback, and revising.

and

thoughtful

the

product.

students

are

truly

this is emphasized by Badger and White

In every stage of writing using

(2000: 157) who states that Process-

Process-Genre Approach, the students

Genre Approach benefits the students

learn how to write systematically. The

as they are helped to understand the

students consider the foundation of

importance of skills involved in writing.

their writing in the initial stage. The

During

the

writing

process,

initial step of Process-Genre Approach

started from setting up the situation up

is the students set up a purpose by

to

considering the social context of their

students

writing and then start figuring out the

feedback.

subject matter and organization of their

essential because it does help students

upcoming composition. In this stage,

reflect,

the students learn that they should

writing to be better and acceptable by

consider

and

the readers. Moreover, feedback helps

purpose in which their writing is about

students to discover or understand

to be presented before starting to write

some linguistic features they need to

it. This benefits the students as stated

have in writing certain genre and the

by Nordin and Mohammad (2007: 82)

strategies they need to make some good

that

the

writing. The focus of teaching is then on

students understand that writing takes

the writer rather than the text. Thus, the

place in a social situation and is a

teacher focuses on how the students

reflection of a particular purpose. It is

learn how to write a good piece of

also supported by Troyka (1987: 3) who

writing. The teacher ensures that each

states

the

social

through

that

this

writing

communicating

a

situation

approach,

is

a

message

publishing
are

the

composition,

given

Feedback

reshape,

and

chance
in

the

to

get

writing

develop

is

their

way

of

student can develop their writing skill.

for

a

This consequently benefits the students

purpose.

as they acquire or master the skills

10

commit to user

perpustakaan.uns.ac.id

needed

to

digilib.uns.ac.id

develop

their

idea

and

feedback wholeheartedly as writing a

opinion into a good writing. This is

good

supported by Nordin and Mohammad

challenging

(2006: 76) who state that focus of

these

writing is on how a text is written, not

undergo and withstand during all stages

on the final product.

They further

in writing process with all its hindrance

explain that when the focus is on the

and challenge. This fact is actually in

students’

development

line

strategies

of

writing,

the

teacher’s

Heatherton and Wyland, 2003: 219)

attention

is

directed

to

providing

states that students with high self-

encouragement,

skills

and

information,

and

piece

of

writing

experience.

students

with

is

are

what

such

a

Henceforth,

motivated

Branden

to

(cited

in

esteem are those who feel good about

cooperation with every student since

themselves

and

are

able

each of them gets their own idea to be

effectively

challenges

and

developed in writing process.

feedback. The students with high self-

to

cope

negative

The students who have high self-

esteem also have varying degree of

esteem are proven to have better writing

openness to experience, optimism, and

skills. These students have ability to

lack of defensiveness (Mruk, 2006: 168).

cope

challenge

and

criticism

from

The students with high self-

others. They are not easily offended and

esteem

discouraged when other people do not

because they have high motivation to

appreciate or when there is some new

learn, love of work, and competitiveness

challenge they must overcome. During

with self. Consequently, when students

the process of writing composition, the

are given lots of writing practice, they

students

like

see it as the opportunity to learn how to

having some ideas or giving opinion on

write better and to be a good writer.

certain cases, writing what they have in

This positive view will then encourage

mind

understandable

them

getting

assignment as they do not see it as a

face

into

composition,
correction

some

an
and

for

their

challenges

some

mistakes

have

to

better

complete

writing

any

skills

writing

in

burden, but as a means to learn more.

grammar, diction, organization and so

Because of that, every time they make

forth. Although this process takes a lot

mistakes, they are not discouraged. On

of energy and thought, the students

the contrary, they can accept their

with high self-esteem are open and

mistakes or weaknesses. These students

willing to receive any suggestion and

tend to work harder because they are

feedback from their friends and teacher

optimistic that success is due to effort.

and

rewrite their draft as many as

These students also view that they are

needed. Besides, they will take the

not competing with their friends in

11

commit to user

perpustakaan.uns.ac.id

digilib.uns.ac.id

producing a good writing or to be the

explore their thought and recall their

best writer, but they compete with their

knowledge and memory in order to plan

own self to produce a good writing

their idea and write the draft. During

which can be read and understood by

the writing composition, the students

their readers. Therefore, students with

get some beneficial feedback in order to

high self-esteem are willing to work

develop

hard to make it. It goes in line with

feedback given, the students learn how

Hayes (cited in Weigle, 2002: 25) who

to use grammar correctly, correct or

recognizes the important roles that

appropriate diction, and organization of

motivation and affection play in writing.

the text in order to deliver their idea or

A writer’s goals, beliefs, attitudes, and

opinion or message. The feedback given

benefit or cost estimates may influence

by the teacher and friends is different

the way the writer goes about the task

from one student to another student

of writing and the effort that will be put

because they are writing different texts

into the writing task. When the students

based on their plan or draft. The

believe

students,

that

withstand

they

initial

are

capable

failure

then,

writing.

develop

From

their

the

own

other

writing individually and independently.

disappointment of life, they will be

This goes in line with the nature of

productive

60).

Process-Genre Approach as a hybrid

Humphreys (1993: 3) vividly describes

approach, which considers writing as a

that the students with high self-esteem

process which includes knowledge of

have

on

language, knowledge of the context and

present time, acceptance of mistakes

purpose and skills in using language.

and

The teacher facilitates the students’

(Slavin,

eagerness

failures,

to

love

and

to

their

1995:

learn,

of

focus

work,

and

competitiveness with self.

progress by giving input or knowledge

Process-Genre Approach focuses

and skills (Badger and White: 2000: 157-

primarily on the writer and aims to help
students

understand

composing

The students with high self-

process. When Process-Genre Approach

esteem have positive attitudes in life

is applied in writing class, students

because

should be the ones who are active and

worthy. This feeling is then realized

persistent

recursive

through their daily attitudes. In facing

process of writing. From the beginning

everyday life with its ups and downs,

of composing process, the students are

they have high curiosity which further

given freedom to set up the situation,

drives them to love working, challenge,

purpose of their writing, the text type,

and learning. These students are not

and the audience. These students then

easily discouraged because they have

in

the

160).

undergoing

12

commit to user

they

feel

competent

and

perpustakaan.uns.ac.id

digilib.uns.ac.id

ability to accept mistakes, failures, and

develop their initial draft to be a final

feedback from others. They feel good

writing which is well-formed and worth

about

are

reading. They are confident to share

them

their idea, knowledge, opinion in their

themselves

fearless,

and

because

this

they

makes

spontaneous and open to any change.

writing

This fact is clearly stated by Humphreys

themselves

(1993: 3) that high self-esteem people

during the process of producing a piece

are the ones who have natural curiosity,

of writing. They consider any mistake

eagerness to learn, love of challenge,

and

emotional expression and receptivity,

Consequently, these students will take

spontaneity, competitiveness with self,

any feedback wholeheartedly. They are

acceptance of mistakes and failure,

not discouraged for any feedback which

opportunities of failure and mistakes,

is given in almost every stage of writing

fearlessness, willingness to listen to

using Process-Genre Approach. Writing

feedback, and love of work. Mruk (2006:

using Process-Genre Approach is such a

158) also supports by stating that the

kind of challenge for students who learn

students with high self-esteem typically

English as a foreign language. Challenge

exhibit

both

itself is powerful because it mobilizes

They

who we are at the deepest or most

experience a high degree of worthiness

authentic levels (Mruk, 2006: 29). In a

feel good about themselves in general,

word, Process-Genre Approach support

relatively open to new experiences, feel

the students with high self-esteem to be

accepted and acceptable, to be pleasant

actively engaged in writing process

to be around and so forth. Students who

since

are also high in competence are also

challenge, and work.

a

positive

competence

likely

to

and

have

degree

of

worthiness.

skills

these

as

they

can

make

one

way

students

love

accept
mistakes

to

learn.

learning,

As its name, Product Approach

necessary to succeed in life, initiative,

focuses on the students’ writing as the

openness, spontaneity, a secure identity.

product of writing class. However, in

Process-Genre Approach best fits

this approach, the students write their

the students who have high self-esteem.

own composition in the last stage, free

This is due to the fact that the students

writing. From the beginning of writing

with

class,

self-esteem

are

that

failure

if

they

are

high

the

because

able

to

the

teacher

plays

such

an

undergo all stages in writing process

important

willingly

that

familiar with certain genre by giving the

Process-Genre Approach focuses on the

model text and by explaining the related

writing process, rather than the writing

grammar and vocabulary. Based on the

product. They are eager to learn how to

model text, the students then learn the

because

they

realize

13

commit to user

role

to

make

students

perpustakaan.uns.ac.id

grammar,

digilib.uns.ac.id

expression,

vocabulary

insecurity, anxiety, depression, and so

used in the genre. After, they have

forth. Related to this, Product Approach

mastered the knowledge of language,

is suitable for the students with low

they start writing but guided by the

self-esteem because this approach does

teacher. This process does not challenge

not require the students to explore and

students because they just follow what

develop their own idea independently.

is instructed by the teacher and try to

Instead, the students learn how to use

understand what is explained by the

vocabulary and sentence structures for

teacher. It is very important for them to

each

thoroughly understand the teacher’s

appropriately. Moreover, the students

explanation about the related genre,

need not to get any feedback because

grammar, and vocabulary because in the

their main task is to write like the

end of writing class, they should write a

model text with different topic. Thus,

piece of writing which is similar to the

the challenge in writing with Product

model given in the beginning. This is the

Approach is less than that with Process-

essence

using

Genre Approach. According to Mruk

the

(2006: 29), a challenge actually involves

students’ final product, a piece of

facing a task that has an uncertain

writing. This is line with the nature of

outcome and taxes the students in

Product Approach stated by Raimes

terms of their current abilities. It gives

(cited in Tangpermpoon, 2008: 2) that it

them the opportunity to reach higher

focuses on grammatical and syntactic

levels or fall back to lower ones. The

forms.

writing

students with low self-esteem will avoid

process is put off until towards the very

any challenge as their success cannot be

end

predicted. However, they would like to

of

Product

teaching

Approach:

or

writing
focusing

Consequently,

of

the

the

writing

process

(Tangpermpoon, 2008: 5).
The

students

with

rhetorical

pattern

or

genre

take any action or task which they can
low

self-

predict their success to complete it.

esteem are lack of competence and

Consequently, this makes the students

worthiness. As the consequence, they

with low self-esteem comfortable when

are shy, fear of making mistakes or

they

failures, sensitive to any criticism or

Approach as these students can predict

feedback, try to avoid any challenges,

that they can be successful in this

have low motivation. This goes in line

writing class.

with Mruk (2006: 153) who states that

are

To

taught

sum

by

using

up,

there

Product

is

an

low self-esteem is usually associated

interaction

with such things as caution, timidity,

approaches in writing and the levels of

lack of initiative, conflict, avoidance,

students’ self-esteem on their writing

14

commit to user

between

teaching

perpustakaan.uns.ac.id

skill.

Product

digilib.uns.ac.id

Approach

is

more

Related to these findings, any

effective to teach writing for students

English

who have high self-esteem and Product

apply Process-Genre Approach when

Approach is more effective to teach

teaching

writing for students who have low self-

recommended that the teachers match

esteem Thus, the implementation of

certain

teaching approaches to teach writing

psychological traits of the students,

depends on the level of students’ self-

such

esteem since there is an interaction

creativity, and the like so that the

between these two variables.

teachers can motivate the students to

are encouraged to

writing.

teaching

as

enjoy
Conclusion and Recommendation

teachers

the

It

approach

self-esteem,

learning

is

also

with

the

motivation,

process.

If

the

students can do so, the school will get a

Based on the hypothesis testing,

benefit,

that

is,

the

students

can

the research revealed three findings.

perform good academic achievement

First, the students taught by using

and behave appropriately.

Process-Genre Approach

have better

The other researchers can use

writing skill than those taught by using

this experiment as the reference to

Product Approach. Therefore, Process-

conduct a research in teaching English,

Genre Approach is more effective than

specifically in improving the students’

Product Approach in teaching writing.

writing skill. They can relate students’

Second, the students who have high

writing skill with other affective factors.

self-esteem have better writing skill

It is hoped that the other researchers

than those who have low self-esteem.

should utilize the result of this study on

Third, there is an interaction between

bigger scope for a similar research in

teaching approaches and the students’

teaching English. At last, this research is

level of self- esteem in teaching writing.

hoped to encourage other researchers to

This can be seen from the finding of

create another hybrid approach which

this research that the students who are

benefits the students to improve their

taught

Process-Genre

writing skill or other English skills. It

Approach have better writing skill than

will help the students have a good

those who are taught by using Product

mastery of English.

by

using

Approach. These students have high
level

of

self-esteem.

However,

the

References

students with low self-esteem have

Babalola, Halira Abeni Litinin. (2012).
Effects of Process-Genre Based
Approach on the Written English
Performance of Computer Science
Students in Nigerian Polytechnic.

better writing skill when they are taught
by using Product Approach.

15

commit to user

perpustakaan.uns.ac.id

digilib.uns.ac.id

Journal of Education and Practice,3
(6), 1–5.
Badger, Richard and White, Goodith.
(2000). A Process Genre Approach to
Teaching Writing. ELT Journal, 5 (2).
Oxford University Press.
Baumeister, Roy F; Campbell, Jennifer D;
Krueger, Joachim I.; Vohs, Kathleen
D. (2003). Does High Self-Esteem
Cause
Better
Performance,
Interpersonal Success, Happiness, or
Healthier Lifestyle? Psychological
Science in the Public Interest, 4 (1), 138.
Belbase, Madhav Raj. (2012). The
Process-Genre Approach: Some Ideas
for Teaching Writing in Nepal.
Retrieved on 18 November 2013
from http://neltachoutari.wordpress
.com
Brown,
James
Dean.
(1991).
Understanding Research in Second
Language
Learning.
Cambridge:
Cambridge University Press.
Brown, H. Douglas. (2004). Principles of
Language Learning and Teaching;
Fourth
Edition.
San
Francisco:
Longman, Inc.
Harmer,
Jeremy.
(2001).
English
Language Teaching. San Francisco:
Longman
Hasan, Md. Kamrul and Akhand, Mohd.
Moniruzzaman. (2010). Approaches
to Writing in EFL/ESL Context:
Balancing Product and Process in
Writing Class at Tertiary Level.
Journal of NELTA, 15, 77-88.
Heatherton, Todd F. and Wyland, Carrie
L. (2003). Assessing Self-Esteem. a
Handbook of Models and Measures,
219-233. Washington DC: American
Psychological Association XVII.
Humphreys, Tony. (1993). Self-esteem,
the Key to Your Child’s Future.
Dublin: Gill & McMillan.
Jakson, Robert John. (2006). Genre
Process Writing and Testing. Journal
of Education and Practise, 2 (3), 1218.
Kellog, Ronald T. (2008). Improving the
Writing Skills of College Students.

Journal of Writing Research, 1 (1), 126.
MacDonald, Andrew and MacDonald,
Gina. (1996). Mastering Writing
Essentials. New Jersey: Prentice Hall
Regent.
Mruk, Christopher J. (2006). Self-Esteem
Research, Theory, and Practice. New
York: Springer Publishing Company
Nordin, Shahrina Md and Mohammad,
Norhishambt. (2006). The Best Two
Approaches: Process/Genre Based
Approach to Teaching Writing. The
English Teacher, 35, 75-85
Nunan,
David,
(1998).
Language
Teaching
Methodology.
London:
Prentice Hall.
Pasand, Parastou Gholami, and Haghi,
Eshrat Bazarmaj. (2013). ProcessProduct Approach to Writing: The
Effectof Model Essays on EFL
Leaners’
Writing
Accuracy.
International Journal of Applied
Linguistics & English Literature, 2 (1),
75- 79.
Slavin, Robert E. (1995).Cooperative
Learning: Theory, Research, and
Practice. USA: A Simon & Schuster
Company.
Tangpermpoon,
Thanatkan.
(2008).
Integrated Approaches to Improve
Students Writing Skills for English
Major Students. ABAC Journal, 28
(2), 1-9.
Troyka, L.Q. (1987). Handbook for
Writers. New Jersey: Prentice Hall
Inc.
Ugoji, Florence Ngozi. (2013). SelfEsteem,
Depression
and
Stigmatization as Determinants of
Educational Attainment of Pregnant
Adolescents in Delta State Nigeria.
International Journal of Humanities
and Social Science, 3 (3), 154-160.
Weigle, Sara Cushing. (2002). Assessing
Writing. New York: Cambridge
University Press.

16

commit to user