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ABSTRACT

RahmatFauziAlsa, 2013. The Effect of Genre-Based Teaching in Improving

 Students’ Writing Skill on Recount Text at Islamic

 Senior igh School Simpang Empat !asaman Barat

In English Teaching and Learning Process, writing is one of the most

difficult subjects than then others such as listening, reading and writing, because

writing needs the students to think an idea, develop an idea and finally write the

idea, it is called, “Phase of Thinking!

In writing, the students will write a te"t, moreover there are many kinds of

te"ts! #s an English Teacher, he or she will consider the way of students$ writing,

writing product or writing process! If an English Teacher chooses writing product,

it means the students$ score! In contrast, if an English teacher chooses writing

 process, it means the students$ skill! %hortly, as a teacher, it is better when he or

she chooses how to improve students$ skill, especially in writing!In this thesis, the researcher wanted to know the effect of students$ writing

skill on recount te"t by using &enre 'ased Teaching to indicate the Effect of

&enre 'ased Teaching in students$ knowledge and skill on recount te"t!

There are three aspects in writing starting from writing product, writing

 process and the knowledge of genre! In this thesis, the researcher used &enre

'ased Teaching to see the students$ improvement in writing the recount te"t!

'ased on the primarily observation at the first grade at Islamic %enior

(igh %chool %impang Empat Pasaman 'arat, there were three class with

 population for about ninety students where the mean score of students$ writing at

class )!* were the lower, it was +!*-, because of this reason, the researcher

chose class )!* as e"perimental class!

#s the result of this study after using &enre 'ased Teaching in the class, it

showed that mean score of students$ writing in post.test /0+!+1 was higher than

the mean score of students$ writing in pre.test /++!231! 4oreover, each

components of writing had improved started from content, organi5ation, language

use, vocabulary and mechanic!

%tatistically, it was showed that teaching writing through &enre 'ased

Teaching got improved students$ writing skill on recount te"t! This improvement

 proved that the students could empower their skill in writing!

6inally, it is recommended to all the English teachers to apply genre based

teaching in teaching and learning process in the class!

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ABSTRACT

Rahmat Fauzi Alsa, 2013.  !engaruh !engunaan Genre-Based Teaching

dalam "eningkatkan #eterampilan "enulis

 Sis$a-Sis$i pada Teks Recount di "adrasah %li&ah 'egri Simpang Empat !asaman Barat 

7alam proses belajar mengajar pelajaran bahasa inggris, menulis adalah

 bagian yang paling sulit daripada bagian lainnya seperti mendengarkan, membaca

dan berbicara, karena menulis menghendaki siswa.siswi untuk berfikir tentang

sebuah ide, mengembangkan sebuah ide dan menuliskan ide tersebut!

7alam pelajaran menulis, siswa.siswi akan menulis sebuah teks, lebih

daripa itu, ada banyak juga macam.macam teks lainnya! %ebagai seorang guru

 bahasa inggris, dia akan mempertimbangkan arah dari menulis siswa, hasil

menuliskah atau prosese menuliskah, jika seorang guru memilih hasil menulis, itu

 berarti nilai siswa, namun, jika jika seorang guru memilih proses menulis, itu berarti keterampilan menulis! %ingkatnya, sebagai seorang guru, dia lebih baik

ketika memilih bagaimana meningkatkan keterampilan siswa khususnya menulis!

7alam skripsi ini, peneliti ingin mengetahui pengaruh keterampilan

menulis siswa.siswi pada teks recount dengan menggunakan &enre 'ased

Teaching untuk menyelidiki pengaruh &enre 'ased Teaching dalam pengetahuan

dan keterampilan siswa.siswi terhadap Teks 8ecount!

#da lima aspek dalam menulis dimulai dari hasil menulis, proses menulis

dan pengetahuan genre! 7alam skripsi ini, peneliti menggunakan &enre 'ased

Teaching untuk melihat peningkatan siswa.siswi dalam menulis teks recount!

'erdasarkan kepada pra.penelitian pada kelas satu di 4adrasah #liyah

 9egri %impang Empat Pasaman 'arat, ada tiga kelas dengan populasi berjumlah

%embilan puluh orang, dimana rata.rata hasil menulis siswa pada kelas )!* adalah

yang terendah, yakni +,*-, karena alasan inilah peneliti memilih kelas )!*

sebagai kelas percobaan!

%ebagai hasil yang diperoleh setelah menggunakan &enre 'ased Teaching

di dalam kelas, dapat dilihat bahwa rata.rata hasil post.test menulis siswa.siswi

adalah 0+,+, ini lebih besar daripada pre.testnya yang hanya mendapat hasil

++!23, lebih daripada itu, setiap komponen dari menulis juga meningkat mulai dari

isi, kerangka, penggunaan tata bahasa, kosakata dan mekanisme penulisan!

%ecara statistik, dapat dilihat bahwa mengajar menulis melalui &enre

'ased Teaching mampu meningkatkan keterampilan menulis siswa.siswi padaTeks 8ecount! Peningkatan ini menunjukkan bahwa siswa.siswi dapat

meningkatkan kemampuan menulis mereka!

Terakhir, hal ini direkomendasikan kepada seluruh guru bahasa inggris

untuk menggunakan Pembelajaran 'erdasarkan &enre dalam proses belajar

mengajar!

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ACKNOWLEDGEENT

This thesis is aimed at fulfilling one of the re:uirements in order to

complete %* program at the English 7epartment in Tarbiyah 6aculty I#I9 Imam

'onjol Padang! The title of this thesis is “The Effect of &enre 'ased Teaching inImproving %tudents$ ;riting %kill on 8ecount Te"t at Islamic %enior (igh %chool

%impang Empat Pasaman 'arat!

In finishing this thesis, the researcher got a lot of help and guidance from

many lecturers! 6irst of all, the researcher would like to e"press his sincere

gratitude and appreciation to his advisors, 'esral %!Pd, 4!Pd, and <uhardi, 4!Pd,

for his professional helps, valuable suggestions, command, correction, and times

to support the researcher in completing this thesis!

%econdly, the researcher would like to thank to his e"aminers, 7r!

7armayenti, 4!Pd, and Elismawati, 4!Pd!, for their valuable suggestion,

correction and support in completing this thesis,

Thirdly, the researcher would like to thank to =hairman of English7epartment of Tarbiyah 6aculty, 7r! 4artin >ustati 4!Pd!, and all the member for

their times and support!

Then, the researcher would like to thank to the 7ean of Tarbiyah 6aculty

of I#I9 Imam 'onjol Padang and all the staff members of the faculty!

The researcher would also like to e"press his gratitude to 4rs!<anti, %!Pd!I

/English teacher of 4#9 %impang Empat1 for her permission and opportunity to

carry out the research, and to the students in class ) * in academic year ?-*?@?-*3

for their participation in the research!

The researcher would also to e"press his sincere appreciation of my

colleagues and friendsA #de %ilvana %!Pd!I!, 8e5il 9ovaldi =haniago %!Pd!I!, #inil

4ardiyah %!Pdi!, (ijraini %!Pdi!, 9urfadila %!Pdi!, <osri5al %!Pdi!, 4arsusilawati

%!Pdi!, 9urhayati %!Pdi!, #de (idayatul (usna %!Pdi!, 4! 6ahmi Irfan, 8io

6ransisco, and 'ustanil Blum, for their times, support, prayed, and helped!

6inally, the researcher also would like to e"press for his lovely familyA

7rs! #li5ar 8'! /6ather1, %anti 7efison /4other1, (usnul 6ikri 4! /'rother1, 4!

6adhli /'rother1, 4! Taufi: /'rother1, 8abani /&randmother1, %ilvia 9urdin

/#unt1, 9ovri5al /Bncle1, 8ahmi <ulita /4y Lovely ;ife1 and 6a5iratul (umaira

/4y %weatheart1, for their believed, loved, support and prayed!

The researcher reali5es that this thesis may be having several weaknesses!

Therefore, any comment and suggestion, and criticism are e"pected to come up, in

order to make a great one!

Padang, ?+ #ugust ?-*3

  The 8esearcher

Rahmat Fauzi Alsa

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TABLE OF CONTENTS

ABSTRACT........................................................................................................i

ACKNOWLEDGEENT...............................................................................iii

TABLE OF CONTENTS.................................................................................i!

L"ST OF TABLES ...........................................................................................!i

L"ST OF A##END"CES ................................................................................!ii

Cha$t%& " "NTROD'CT"ON.....................................................................1

1.1 'ackground of the problem!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!*

1.2 Identification of the problem!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!C

1.3 Limitation of the problem!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!C

1.4 6ormulation of the problem!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!0

1.5 Purpose of the research!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!0

1.6 %ignificance of the research!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!0

1.7 7efinition of the >ey Terms!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Cha$t%& "" RE("EW OF RELATED L"TERAT'RE...............................)

2.1 ;riting!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!D

2.1.1  9ature of ;riting!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!D

2.1.2  The 6undamental of ;riting!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!*-

2.1.3  %tages in ;riting!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!**

2.2 Teaching ;riting!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!*3

?!?!* The =oncept of Teaching ;riting!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!*3

2.2.2 Evaluation of ;riting!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!*0

2.3 Te"t Type /&enre1!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!*2

2.3.1 The &enre 'ased #pproach!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!?-

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2.3.2 The Pedagogic 8eason of &enre 'ased in Teaching!?*

2.3.3 &enre 'ased Teaching!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!??

2.3.4 The Procedure of &enre 'ased Teaching!!!!!!!!!!!!!!!!!!?3

2.3.5 Teaching ;riting in %enior (igh %chool!!!!!!!!!!!!!!!!!!?2

2.4 8ecount Te"t!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!3*

2.5 The =onceptual 6ramework!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!33

2.6 8elevant %tudy!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!3+

2.7 (ypothesis #ction!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!30

Cha$t%& """ RESEARC* ET*OD..........................................................3+

3.1 7esign of The 8esearch!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!32

3.2 Population and %ample!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!+-

3.2.1 Population!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!+-

3.2.2 %ample!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!+-

3.3 The Instrumentations!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!+*

3.4 Place and Time!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!+?

3.5 Techni:ue of 7ata =ollection!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!+?

3.6 Procedure of the 8esearch!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!++

3.7 Techni:ue of 7ata #nalysis!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!+0

Cha$t%& "( F"ND"NG AND D"SC'SS"ON...............................................)

4.1 8esearch 6inding!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!+D

4.2 (ypothesis Testing!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!C2

4.3 7iscussion!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!C2

Cha$t%& ( CONCL'S"ON AND S'GGEST"ON...................................-1

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5.1 =onclusion!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!0*

5.2 %uggestion!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!0?

B"BL"OGR*A#

A##END"CES

L"ST OF TABLES

Table *A # %tudent$ ;riting %core on the 6irst &rade!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!+

Table ?A 7escription of ;riting uality in 9on.;eighted 8ubric!!!!!!!!!!!!!!!!!!!!!!!!*

Table 3A Procedure of Fne.&roup Pretest@Posttest 7esign!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!3D

Table +A E%L =omposite Profile!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!+*

Table CA Procedure of 8esearch!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!++

Table 0A Pre.Test %core of E"perimental =lass!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!+2

Table A Post.Test %core of E"perimental =lass!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!C-

Table DA 7escription of Pre.Test and Posttest %core of E"perimental =lass!!!!!!!!!!C-

Table 2A 6re:uency of uestionnaire!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!C*

Table *-A The =alculation of 4eans %core of Pretest@Posttest!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!CC

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L"ST OF A##END"CES

#ppendi" *A Pretest and Posttest %core in E"perimental =lass!!!!!!!!!!!!!!!!!!!!!!!!!!!!!03

#ppendi" ?A Pretest %core of E"perimental =lass!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!0+

#ppendi" 3A Posttest %core of E"perimental =lass!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!00

#ppendi" +A 4ean and %tandard 7eviation of Pretest!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!0D

#ppendi" CA 4ean and %tandard 7eviation of Posttest!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!02

#ppendi" 0A #nalysis of Pretest.Posttest of E"perimental =lass!!!!!!!!!!!!!!!!!!!!!!!!!!!-

#ppendi" A #nalysis of %P%% for 6irst 7ata!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!?

#ppendi" DA #nalysis of %P%% for Pre.Test and Post.Test!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!D-

#ppendi" 2A ;riting Test!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!D0

#ppendi" *-A 'lue Print of uestionnaires!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!D

#ppendi" **A uestionnaire!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!D2

#ppendi" *?A Instructional 7esign!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!2?

#ppendi" *3 The E"ample of %tudents$ ;riting!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!**

#ppendi" *3A T.Table!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!**2

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