THE IMPLEMENTATION OF PROCESS-GENRE APPROACH TO TEACHING WRITING BUSINESS LETTER.

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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)

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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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

Juni 2013

Hak Cipta dilindungi undang-undang.

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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

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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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vi Hilda Gupitasari, 2013

TABLE OF CONTENT

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vii Hilda Gupitasari, 2013

2.2.2 Process-Based Approach ... Error! Bookmark not defined. 2.2.3 Genre-Based Approach ... Error! Bookmark not defined. 2.2.4 Definition of Process-Genre Approach ... Error! Bookmark not defined.

2.2.5 The Steps of Process-Genre Approach ... Error! Bookmark not defined.

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2.3. Application Letter ... Error! Bookmark not defined. 2.4. Parts of Application Letter ... Error! Bookmark not defined. 2.5. Previous Research on Process-Genre Approach ... Error! Bookmark not defined.

CHAPTER III RESEARCH METHODOLOGY ... Error! Bookmark not defined.

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viii Hilda Gupitasari, 2013

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5.1 Conclusion ... Error! Bookmark not defined. 5.2 Suggestions ... Error! Bookmark not defined.

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ix Hilda Gupitasari, 2013

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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x Hilda Gupitasari, 2013

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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1

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

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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).

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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

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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

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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

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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

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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

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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).

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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

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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)

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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)

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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

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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

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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

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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.

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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

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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’

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Table 3.2 Scoring Rubric developed by Rose

(2007, as cited in Emilia, 2011)

ASPECTS SCORE

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

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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

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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.

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