%0 Thesis
%9 Masters
%A  RIZKI ANUGRAH PR , 1923042029
%B TEACHER TRAINING AND EDUCATION FACULTY
%D 2022
%F eprints:65409
%I LAMPUNG UNIVERSITY
%T INVESTIGATING  SEMANTIC MAPPING BASED PROCESS GENRE APPROACH   TO PROMOTE STUDENTS’ WRITING ACHIEVEMENT  AT SMAN 3 METRO     
%U http://digilib.unila.ac.id/65409/
%X    This study aimed to determine the difference in students writing achievement  between those taught using the semantic mapping-based process genre  approach and those taught using semantic mapping and investigate the  student's perception of the semantic mapping-based process genre approach.  The research samples were 70 students in the tenth grade of SMAN 3 Metro.  This research used a quantitative approach to compare the two groups. The pretest,  the  post-test,  and  the  questionnaire  were  used  to  get  the  data.  The  analysis    data    for this study were an independent sample t-test in SPSS (Statistical  Program for Social Science) 26.0   The findings revealed that there was a significant difference in student writing  achievement between those taught using the semantic mapping-based process  genre approach and those taught using semantic mapping. On the semantic  mapping class pre-test, writing scores for 31 of the students were below 70. In  the semantic mapping based process genre approach class, 29 students got a  writing score below 70. Three students in the semantic mapping class got  writing score above 70. Seven students got writing score of 70 or higher in the  semantic mapping class based process genre approach. On the other hand, 24  students in the semantic mapping class got writing scores above 70 on the posttest.    The post-test comparison between the control and experimental classes  revealed a significant difference for each class because the significant level  was lower than the alpha level (0.004<0.05). It showed that the t-level is higher  than the t-table (-2.969>1.995). It also found that using a semantic mappingbased    process genre approach to teach writing was better than using original  semantic mapping to improve students' writing achievement. The researcher  discovered that students viewed the semantic mapping-based process genre  approach favorably. The students showed that they could be more involved in  class, and they had a chance to talk with their partners. Most of the students  who responded to the questionnaire strongly agreed with the statement that "the  semantic mapping illustrated key words and branches arrow was easy to follow  and understand." It was shown by 69% of the students who answered the  questionnaire.   Keywords: semantic mapping technique, writing achievement, recount text.