: Improving Students’ Writing Skill by Using Process Approach (A Classroom Action Research

ABSTRACT
Ery Retno Wulandari, S.890908113: Improving Students’ Writing Skill by Using Process Approach (A Classroom Action Research at the Second Semester of the English Department STKIP PGRI NGAWI in the Academic Year of 2009/2010). First Consultant: Prof. Dr. Sri Samiati T.; Second Consultant: Dr. Abdul Asib, M.Pd. Thesis. Surakarta: Graduate School Sebelas Maret University.
The main objectives of the research are (1) to identify the use of process approach to improve students’ skill in writing recount text for the second semester students of the English Department STKIP PGRI Ngawi; (2) to know the extent of process approach to improve students’ skill in writing recount when the teacher applies this technique in teaching and learning process; and (3) to know the strengths and the weaknesses of process approach in improving the students’ writing skill in writing recount text.
The classroom action research was employed in this research. The subject of the research was 30 of second semester students of the English Department STKIP PGRI Ngawi in the Academic Year of 2009/2010. This action research was conducted in two cycles. Each consisted of planning, implementing, observing, and reflecting the action. In collecting data, the researcher used observation, interview, questionnaire, and test. The questionnaire and interview were given to the students before and after the teaching-learning process was done. The tests were in the form of pre-test and post-test. The researcher used a scoring rubric and inter-rater scoring to obtain valid scores.
The research findings are described in line with the problem statements as follows: first, process approach improves the students’ writing skill, especially in recount text. Since it covers five stages i.e. prewriting, first draft composing, feedback, second draft writing, and proofreading helps the students to compose their writing better.
Second, process approach gives much improvement to the students’ writing skill. This is proved by the significant increase of the mean score of the post- test cycle 1 and post-test cycle 2. Besides, by implementing process approach in teaching writing, the students’ behavior in learning writing changes gradually and the application of process approach is also helpful to increase the students’ motivation in learning it. Being taught using process approach, the students’ interest in writing improved. They were also actively involved in the teaching-learning process. Their group work also improved since the researcher gave them group work project to finish their works.
Based on the result of the research, it can be concluded that the use of process approach improves students’ writing skill. Therefore, it is recommended that teachers apply process approach in teaching writing.