The Effect of Teaching Writing Using Process-Based Approach and Product-Based Approach on the Quality Of SMA Students’ Hortatory Writing

Abstract

This research entitled ‘The Effect of Teaching Writing Using
Process-Based Approach and Product-Based Approach on the Quality of
SMA Students’ Hortatory Exposition’ had been conducted at SMAN 12
Ambon to see how these two approaches took their effect on the samples.
The research underwent three major steps: pre-test, treatment, and posttest.
The sample of research was two science classes of grade eleven.
These two classes chosen as the samples as their previous year
achievement on English had closely similar means. Since the data
distribution was normal and homogenous then the research continued by
taking parametric statistics to analyse post-test so independent t-test was
applied for analysing the post-test to see the effect difference. The
analysis on the post-test showed that there was no effect difference on the
quality of students’ hortatory exposition between the students taught
using process-based approach and the students taught using productbased
approach. This was caused by students’ low skill and unfamiliarity
to English and the short duration of experiment.

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