THE INFLUENCE OF USING GENRE BASED APPROACH TOWARDS STUDENTS WRITING SKILL IN NARRATIVE TEXT OF THE ELEVENTH GRADE AT SMAN 4 KOTA BUMI

ALISYA, PRATIWI (2026) THE INFLUENCE OF USING GENRE BASED APPROACH TOWARDS STUDENTS WRITING SKILL IN NARRATIVE TEXT OF THE ELEVENTH GRADE AT SMAN 4 KOTA BUMI. Diploma thesis, UIN RADEN INTAN LAMPUNG.

	PDF Download (3MB)
	PDF Restricted to Repository staff only Download (3MB)

Abstract

ABSTRACT Students’ writing skill in narrative text at the eleventh grade of SMAN 4 Kotabumi was still relatively low. Based on preliminary observation, many students experienced difficulties in generating ideas, organizing the generic structure of narrative text (orientation, complication, and resolution), and applying appropriate language features such as the simple past tense, conjunctions, and vocabulary. Students also lacked confidence in expressing their ideas in written form, which affected the quality of their writing. Therefore, this research aimed to find out whether the Genre-Based Approach could significantly improve students’ writing skill in narrative text at the eleventh grade of SMAN 4 Kotabumi. This research used a pre-experimental design with one group pre-test and post-test design. The sample of the research consisted of 30 students of the eleventh grade. The data were collected through writing tests, namely pre-test and post-test. The pre-test was administered before the treatment to measure students’ initial writing ability, while the post-test was given after the implementation of the Genre-Based Approach. The treatment was conducted through five stages: Building Knowledge of the Field, Modeling and Deconstructing the Text, Joint Construction of the Text, Independent Construction of the Text, and Linking to Related Texts. The data were analyzed by using paired sample t-test to determine whether there was a significant difference between students’ pre-test and post-test scores. The results of the research show that the implementation of the Genre-Based Approach significantly improves students’ writing skills in narrative text. The mean score increased from 53.43 in the pre-test to 72.17 in the post-test. Furthermore, the result of the paired sample t-test reveals a significance value of 0.000, which is lower than 0.05 (0.000 < 0.05), indicating that there is a statistically significant difference between the pre-test and post-test scores. Therefore, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. It can be concluded that the Genre-Based Approach has a significant positive effect on students’ writing skills, particularly in organizing ideas, applying appropriate language features, and developing coherent narrative texts.

Actions (login required)

View Item