The Effectiveness of Process Genre and Product Genre Approaches to Teach Writing to Introvert and Extrovert Students (The Case of the Tenth Year Students of State Senior High School 1 Wirosari-Grobogan in the Academic Year of 2013/2014)
This present study aims to investigate the effectiveness of Process Genre
and Product Genre Approaches to teach writing to introvert and extrovert
students. A quasi-experimental study with 2x2 factorial designs was conducted
to gain answers. Data were collected by using Myers Briggs Type Indicator,
observation notes and a pre-and-posttest. Data were analyzed by using T-test,
Two-Way Anova, and Tukey test. The findings revealed that first, Process
Genre Approach was significantly effective to be used to teach writing to both
the introvert and extrovert students; while, the Product Genre Approach was
only effective to be used to teach writing to the extrovert students. Second,
quantitatively, the Process Genre Approach was not significantly more effective
to be used to teach writing compared to the Product Genre Approach. Third,
the studentsâ€Ÿ personalities significantly influenced their writing quality, in
which the extrovert studentsâ€Ÿ writings were better than the introvert studentsâ€Ÿ
writings. Fourth, there was a significant interaction occurred between the
teaching approaches and the studentsâ€Ÿ personalities on their writing quality.
Based on the study results, the researcher suggests English teachers to consider
using Process Genre Approach in their writing classes and identify each
studentâ€Ÿs personality in the very beginning of lessons, acknowledging that the
studentsâ€Ÿ personalities significantly influence the studentsâ€Ÿ writing quality.
Keywords: Process Genre Approach; Studentâ€™s Personality; Writing Instruction
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