ABSTRAK
    The primary goals of the research are (1) to prove that the Process Oriented
Approach can improve the students’ skill in writing by enhancing the verb drilling
in composing narrative text for the eighth grade students of SMPN 19 Surakarta in
the academic year of 2013/2014; (2)  to prove  that  the Process Oriented Approach
can make the students to be more interested in writing process in the classroom.
    The classroom action research was applied  in  this research. The subject of
the research was 32 second semester students of eighth grade SMPN 19 Surakarta
in  the  academic  year  of  2013/2014. This  action  research was  conducted  in  three
cycles.  Each  consisted  of  planning,  implementing,  observing,  and  reflecting  the
action. The writer  used  quantitative  and  qualitative  data  in writing  this  research.
The quantitative data were taken from the students’ writing tests scores both from
first  and  second  corrector.  The writing  test was  to write  narrative  text  that was
scored based on organization, content, grammar, vocabulary, and mechanics. The
qualitative data were  taken  from  the score of questionnaires given  to  the students
before  and  after  the  treatment.  The  researcher  also  conducted  interviews  to  the
students to know the problems they had in writing.
    The  research  findings  are  described  as  follows:  (1)  the  students’  skill  in
writing narrative  text  is  improved when  the verb drilling  is maximally  applied  in
every meeting  of  teaching-learning  process  in  the  classroom. After  the  series  of
steps  like  planning,  outlining,  drafting,  revising  or  editing,  and  finally  rewriting,
the mean  score  of  the  students’  post-test  from Cycle  1, Cycle  2  and Cycle  3  is
improved; (2) the student’s interest changes step by step in studying writing when
the Process Oriented Approach  is applied. They feel helpful  to compose narrative
text by undertaking this method. They can have some verb drillings every meeting,
they  can work  in  group  actively,  they  can  try  to  analyze  peer’s work,  and  they
rewrite  their final product before  it  is scored. This writing process makes  them  to
be more interested in composing their own text.
    This  research  also  finds  the  strengths  and  the  weaknesses  of  Process
Oriented  Approach.  The  strengths  are:  Process  Oriented  Approach  which  is
combined  with  the  frequent  verb  drilling  helps  the  students  to  compose  better
writing;  the  students  are  given  opportunity  to  work  cooperatively  and  think
critically  through editing process;  the  students  can  increase  their  freedom  idea  in
writing text; the steps of writing text can be understood in easier ways; and it can
improve  students’ motivation  and passion  in  following  the  learning process. The  
weaknesses  of  Process  Oriented Approach  are:  it  takes more  time  to  write  and
complete one writing product; and  in  editing, difficulties arise when  the  students
do not have good English mastery and  they are demanded  to analyze  their peers’
work.
    Based  on  the  result  of  the  research,  the writer  concludes  that  the  use  of
Process Oriented Approach is able to improve students’ writing skill. That is why
it is suggested to be applied in classroom teaching-learning process.