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THE APPLICATION OF PROCESS GENRE APPROACH IN IMPROVING STUDENTS’ WRITING ABILITY (AN EXPERIMENTAL STUDY FOR SECOND GRADE STUDENTS AT NURUL ULUM PEUREULAK)

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Pengarang FADHLIATUL GHINA - Personal Name

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Fadhliatul Ghina, 2015, The Application of Process Genre Approach in Improving Students’ Writing Ability (An Experimental Study for Second Grade Students at Nurul Ulum Peureulak). Thesis, Graduate Program in Engliah Language Education of Syiah Kuala University Banda Aceh. Advisors: (I) Prof. Dr. Bahrein T. Sugihen, M.A, (2).Dr. Sofyan Abdul Gani,M.A. Key words: process genre approach, teaching writin1009200080020g. This study is intended to find out if there is a significant difference in writing ability between the students who were taught by using the process genre approach and those who were not taught by using the process genre approach. The method used in this study was experimental research. The population of this study were all of the second year students of Nurul Ulum Peureulak consisting of 83 students. Two classes were taken randomly through random sampling as the samples for experimental group and control group that consist of 24 students for each group. In addition, the data were collected through quantitative analysis. The quantitative data were obtained from the result of pre-test and post-test scores of the students writing ability. The result of quantitative data shows that the mean of the post-test scores of the experimental group was 67 while the mean of the post-test scores of the control group was 53. By comparing t-test score and t-table score, it shows that the result of t-test is 4.8 while the result of t-table at a level of significance with is 1.68. It means the t-test score is higher than the t-table score (4.8 > 1.68). It can concluded that the students who were taught by using the process genre approach achieve a better performance in writing ability than those who were not taught by using process genre approach. Meanwhile, based on the data analysis from students’ writing ability has progression more than 20 % for all aspects involving four aspects: organization, structure, content/idea and mechanics. It can be inferred that the experimental class achieves a significant improvement on their writing aspect of ability.

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