Genre-based and Process-based on Writing Skill
A Comparative Study
Abstract
The ability to write a text is important for students to develop. However, not everyone can carry out and make this skill an easy and popular activity. Various groups of students who study at university are important to make this writing activity a pleasure, as it will aim to convey ideas more broadly. Not only that, but they will also compile their final project or thesis as students. In this case, it is important to be carried out, especially in sharpening thinking patterns, conveying ideas, and providing new experiences in learning English, especially in writing activities. This research covers an implementation of learning writing through a genre-based and process-based approach. It uses a research method with a type of comparison that distinguishes between two independent variables. The result of this study, based on the significance of a t-test score, is 0.887, which is higher than 0.05, meaning that there is no significant difference between learning by using a process-based approach and a genre-based approach on writing skill. The researcher used a sample by dividing the class into two groups using a post-test score.
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References
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Albesher, K. B. (2022). Teachers’ views on using the writing process approach to improve ESL learners’ writing skills. International TESOL & Technology Journal, 17(2), 77.
Alodwan, T. A. A., & Ibnian, S. S. K. (2014). The Effect of Using the Process Approach to Writing on Developing University Students’ Essay Writing Skills in EFL. International Journal of Linguistic and Communication, 2(2), 147–163.
Asri, A. K., Hidayatullah, M. H., & Virgiyanti, D. F. (2023). Writing Portfolio on Students’ Writing English Skill: the Experimental Study. Pioneer: Journal of Language and Literature, 15(2), 357–370. https://doi.org/10.36841/pioneer.v15i2.3731
Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153–160. https://doi.org/10.1093/elt/54.2.153
Bayat, N. (2014). Sürece dayali yazma yaklaşi mi ni n yazma başari si ve kaygi si üstündeki etkisi. Kuram ve Uygulamada Egitim Bilimleri, 14(3), 1123–1141. https://doi.org/10.12738/estp.2014.3.1720
Cope, B., & Kalantzis, M. (1993). The Powers of Literacy: A Genre Approach to Teaching Writing. Routledge.
Crowley, S. (1998). Composition in the university: Historical and polemical essays. University of Pittsburgh Press.
Deane, P., Odendahl, N., Quinlan, T., Fowles, M., Welsh, C., & Bivens-Tatum, J. (2008). Cognitive Models of Writing: Writing Proficiency As a Complex Integrated Skill. ETS Research Report Series, 2008(2), i–36. https://doi.org/10.1002/j.2333-8504.2008.tb02141.x
Dirgeyasa, I. W. (2016). Genre-Based Approach: What and How to Teach and to Learn Writing. English Language Teaching, 9(9), 45. https://doi.org/10.5539/elt.v9n9p45
Emzir. (2010). Metodologi Penelitian Pendidikan Kuantitatif dan Kualitatif. PT Raja Grafindo Persada.
Faraj, A. K. A. (2015). Scaffolding EFL Students’ Writing through the Writing Process Approach. Journal of Education and Practice, 6(13), 131–142.
Gunawan, M. (2015). Statistik Penelitian Bidang Pendidikan, Psikologi, dan Sosial. Parama Publishing.
Hassan, A., Kazi, A. S., Shafqat, A., & Ahmed, Z. (2020). The Impact of Process Writing on the Language and Attitude of Pakistani English Learners. Asian EFL Journal, 27(43), 260–277.
Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes (Steinberg). Lawrence Erlbaum.
Mauludin, L. A. (2020). Joint construction in genre-based writing for students with higher and lower motivation. Southern African Linguistics and Applied Language Studies, 38(1), 46–59. https://doi.org/10.2989/16073614.2020.1750965
Mundir. (2012). Statistik Pendidikan: Pengatar Analisis Data untuk Penulisan Skripsi dan Tesis. STAIN Jember Press.
Nordin, S. M., & Mohammad, N. (2006). The best of two approaches: Process/Genre based approach to teaching writing. The English Teacher, XXXV, 75–85.
Onozawa, C. (2010). A study of the process writing approach. Gunma University Academic Information Repository, 10, 153–163.
Parveen, S., Iqbal, A., Javaid, Z., & Campus, F. (2018). A Comparative Study of Process , Product and Process Genre Theory in Writing of Essay at Intermediate Level. 7(4), 681–689.
Raftari, S. (2023). Title Product, Process , and Genre Approaches to Writing : A Comparison Authors. The Iranian EFL Journal. 9(5), 9-19.
Rashtchi, M., Porkar, R., & Saeed, S. F. G. M. (2019). Product-Based, Process-Based, and Genre-Based Instructions in Expository Writing: Focusing on Efl Learners’ Performance and Strategy Use. European Journal of Education Studies, 6(6), 115–136. https://doi.org/10.5281/zenodo.3427842
Rusinovci, X. (2015). Teaching Writing Through Process-Genre Based Approach. US-China Education Review A, 5(10), 699–705. https://doi.org/10.17265/2161-623x/2015.10a.006
Sugiyono. (2007). Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung: Penerbit Alfabeta.
Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: PT Alfabet.
Zemach, D. E., & Rumisek, L. A. (2005). Academic Writing: From Paragraph to Essay. Macmillan.
Published
2025-06-30
How to Cite
MUSDALIFAH, Musdalifah.
Genre-based and Process-based on Writing Skill.
Pioneer: Journal of Language and Literature, [S.l.], v. 17, n. 1, p. 29-41, june 2025.
ISSN 2655-8718.
Available at: <https://unars.ac.id/ojs/index.php/pioneer/article/view/6396>. Date accessed: 05 dec. 2025.
doi: https://doi.org/10.36841/pioneer.v17i1.6396.
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