The Effectiveness of Process-Genre Approach as a Teaching Method of Academic Writing

Abstract

This research aims to determine the effectiveness of a Process-Genre Approach in teaching O-level students academic writing. The researcher has done experimental research by using mix method approach and randomly selected two groups for the investigation. The chosen groups were designated as experimental and control groups, respectively. These two groups were given a proficiency test (pre-test) at the beginning of the research, and the results were recorded so their post-test results could be compared. After pre-test administration, the experimental group was taught for four weeks utilizing a process-genre method, whereas the control group was taught using the usual process technique. To evaluate the effectiveness of the process-genre strategy, the post-test (achievement test) outcomes for both groups were compared. Graphs were used to illustrate the results of the students' achievements as well as the differences between the two groups, which made it simpler to understand the study's findings. Based on the significant disparities in post-test findings between the two groups, the study's hypothesis proved the effectiveness of the process-genre approach. The results show that using a process-genre approach stimulated the students' interest in writing activities. It may help them become proficient writers and inspire them to write more.