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This study is aimed to investigate whether the use of different teaching approach (process-based approach and gender-based approach) conducted by the teacher will give significant different result on students’ writing skill. The researcher carried out the study at SMAN 3 Rangkasbitung, Academic period 2014/2015. This research used quasy experimental research design. There were two experimental classes divided into two groups. First group were taught by Process based approach and the second group were taught by Genre Based Approach. Fourty eight students were appointed as the sample of this study by using purposive sampling method. The resulted data were analyzed and compared using Two Ways Analysis of Variance (TWO WAY ANOVA). The result of analysis indicates that the achievement of the students are different. Although there is no statistically difference effect of students who taught using process based approach and students who taught using genre based approach on students’ writing skill, but the mean score of the students between the two groups showed different result. Students who taught by Genre Based Approach got 73. 20 which is higher than students who taught by Process Based Approach, that only got 72.45. In the other hand, the attittudes of the students toward writing skill was being analyzed, too. The result showed that students with negative attittude showed better result when they were taught by process based approach. This can be seen from the result of its mean score, students who taught by Process Based Approach got 68.00 which is higher than students who taught by Genre Based Approach, that only got 65.33. Besides, students who have positive attittude performed better when they were taught by genre based approach. It can be seen that the mean score of students who taught by Process Based Approach which got 76.92 is less then students who taught by Genre Based Approach which got 81.08. While, students who have negative attittude performed better when they were taught by process based approach. The research also reveals that there is significant interaction between teaching approach and students’ attittude on their writing skill. This proven by the p-value (0.030) is less than α (0.05). Based on the findings, it is suggested that genre based approach can be used by teacher to help the students with positive attittude on their writing skill while process based approach can be used to help students with negative attittude.on their writing skill.