THE EFFECTIVENESS OF THE GENRE PROCESS APPROACH IN LEARNING TO WRITE NON-LITERATURE TEXTS FOR MIDDLE/EQUIVALENT HIGH SCHOOL STUDENTS

The genre process approach is a synthesis of three main approaches to writing texts, namely the product approach, process approach, and genre approach. This research aims to determine the effectiveness of the genre process approach in learning to write non-literary texts, namely explanatory texts. The steps of the genre process approach include introducing the text, understanding language use, analyzing the text, reflecting on understanding, developing writing ideas, compiling a writing framework, writing a draft, and revising. This research uses quantitative methods with a group pre-test and post-test experimental design. The population is 116 students at SMP Negeri 1 South Halmahera. The sample used a simple random sampling technique so that a total of 89 students were obtained. The sample was divided into two groups, namely the experimental group of 42 people and the control group of 47 people. The data was processed with the help of the IBM SPSS Statistics 25 application. Before the data was analyzed, normality and homogeneity tests were carried out. Data analysis was carried out using an independent sample t-test and a paired sample t-test. The independent sample t-test on the pre-test results was 0.115. This means that there is no difference in initial abilities between the experimental group and the control group. The independent sample t-test on the post-test results was 0.860. This means that there is a real difference in the learning outcomes of the experimental group and the control group. The pre-test and post-test averages of the experimental group were 61.33 and 79.52, while the pre-test and post-test averages of the control group were 56.64 and 70.81. The results of the effectiveness test show a figure of 4.02, so it can be concluded that the genre process approach is effective in improving students' skills in writing explanatory texts. Keywords - Genre Process Approach, Non-Literary Text, Explanatory Text, Learning