This research was conducted to reveal whether: (1) Process-Genre Approach is more effective than Product Approach in teaching writing; (2) the students who have high self-esteem have better writing skill than those who have low self-esteem; and (3) there is an interaction between teaching approaches and the students’ level of self-esteem in teaching writing.
This research was conducted at SMA Regina Pacis Surakarta in the academic year of 2013/2014. This is a quasi experimental research. The population was grade eleven students. The sample was taken by using cluster random sampling and involved two classes with 76 students. The sample consisted of 38 students of experimental class and 38 students of control class. The instruments used to collect the data were questionnaire on self-esteem and writing test. Before the instruments were used, they were tried out in another class in order to find out the validity and reliability of the questionnaire and the readability of writing test. The result of writing test was then analyzed by using descriptive statistics and inferential statistics (ANOVA and Tukey Test) in order to test the research hypothesis.
Considering the result of inferential statistics, the research revealed that: (1) process-genre approach is more effective than product approach in teaching writing; (2) the students who have high self-esteem have better writing skill than those who have low self-esteem; (3) and there is an interaction between teaching approaches and the students’ level of self-esteem in teaching writing.
As the conclusion, Process-Genre Approach is an effective approach to teach writing for grade eleven students of SMA Regina Pacis Surakarta in the academic year of 2013/2014. Affective factors such as self-esteem may also influence language learning. This affective factor is further closely related to teaching approach because self-esteem affects the students’ belief in their ability to undergo every stage of writing process. Therefore, it is recommended for English teachers to apply certain suitable teaching approach like Process-Genre Approach when teaching writing. This approach can help their students develop their writing skill and raise their self-esteem, which then influences the success of their study.
Keywords: process-genre approach, product approach, self-esteem, writing, experimental research.