ABSTRAK    The primary goals of the research are (1) to prove that the Process OrientedApproach can improve the students’ skill in writing by enhancing the verb drillingin composing narrative text for the eighth grade students of SMPN 19 Surakarta inthe academic year of 2013/2014; (2)  to prove  that  the Process Oriented Approachcan make the students to be more interested in writing process in the classroom.    The classroom action research was applied  in  this research. The subject ofthe research was 32 second semester students of eighth grade SMPN 19 Surakartain  the  academic  year  of  2013/2014. This  action  research was  conducted  in  threecycles.  Each  consisted  of  planning,  implementing,  observing,  and  reflecting  theaction. The writer  used  quantitative  and  qualitative  data  in writing  this  research.The quantitative data were taken from the students’ writing tests scores both fromfirst  and  second  corrector.  The writing  test was  to write  narrative  text  that wasscored based on organization, content, grammar, vocabulary, and mechanics. Thequalitative data were  taken  from  the score of questionnaires given  to  the studentsbefore  and  after  the  treatment.  The  researcher  also  conducted  interviews  to  thestudents to know the problems they had in writing.    The  research  findings  are  described  as  follows:  (1)  the  students’  skill  inwriting narrative  text  is  improved when  the verb drilling  is maximally  applied  inevery meeting  of  teaching-learning  process  in  the  classroom. After  the  series  ofsteps  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  isimproved; (2) the student’s interest changes step by step in studying writing whenthe Process Oriented Approach  is applied. They feel helpful  to compose narrativetext 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  theyrewrite  their final product before  it  is scored. This writing process makes  them  tobe more interested in composing their own text.    This  research  also  finds  the  strengths  and  the  weaknesses  of  ProcessOriented  Approach.  The  strengths  are:  Process  Oriented  Approach  which  iscombined  with  the  frequent  verb  drilling  helps  the  students  to  compose  betterwriting;  the  students  are  given  opportunity  to  work  cooperatively  and  thinkcritically  through editing process;  the  students  can  increase  their  freedom  idea  inwriting text; the steps of writing text can be understood in easier ways; and it canimprove  students’ motivation  and passion  in  following  the  learning process. The  weaknesses  of  Process  Oriented Approach  are:  it  takes more  time  to  write  andcomplete one writing product; and  in  editing, difficulties arise when  the  studentsdo 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  ofProcess Oriented Approach is able to improve students’ writing skill. That is whyit is suggested to be applied in classroom teaching-learning process.