1. Introduction
In learning language skill, writing has important roles in delivering ideas, concept and thought.
Langan (2001) supports that there are two reasons why writing skill is very important. The reasons are that, first, writing ability is a basic need for English learners to support their academic success.
Second, English writing skill is a practical need to support future carrier. Besides that, writing is important because it is used in business, creativity, and scholarly pursuits (Kestha and Harb, 2013).
Despite of the importance of writing skill, there are number of students who are having low writing competency due to the approach of teaching writing used. Mostly, the approach of teaching writing used is product approach. Eliwarti and Maarof (2014) state that the use of product approach gives little role in process of producing writing such as planning, drafting, revising, etc. Besides that, the product approach is criticized because it is no longer suitable with the current learning situation
International Journal of Social Science Research eISSN: 2710-6276 [Vol. 2 No. 2, June 2020]
http://myjms.moe.gov.my/index.php/ijssr
THE EFFECT OF PROCESS-APPROACH ON STUDENTS’
WRITING ACHIVEMENT
Ni Putu Yuyun Rumanti1* and Ni Putu Ayu Sintya Dewi2
1 2 Post Gradude Program, Ganesha University of Education, Singaraja, INDONESIA
*Corresponding author: yuyunrumanti@gmail.com
Article Information:
Article history:
Received date : 4 January.2020 Revised date : 16 May.2020 Accepted date : 17 May 2020 Published date : 17 June 2020
To cite this document:
Rumanti, N., & Sintya Dewi, N. (2020).
THE EFFECT OF PROCESS- APPROACH ON STUDENTS’
WRITING ACHIVEMENT.
International Journal Of Social Science Research, 2(2), 162-167.
Abstract: Students’ writing achievement in Indonesia is still low due to number of problems. Focusing on product or the use of product approach is seen as a significant factor of students’ low writing achievement. Product approach is seen not suitable for the current trend of teaching writing because it merely focuses on the final product. Therefor this study intended to explore the effect of process approach on students writing achievement. This study used pre-test post-test design by involving 60 students in one selected school in Bali. The result showed that the students’ writing achievement in post-test is significantly different with the pre-test. The students after given treatment had a better writing achievement. Analysis and discussions are furtherly discussed.
Keywords: teaching, writing, process approach.
Marhaeni (2014) state that in order to maximize the students’ writing, teacher need to view that writing is a systematic and gradual process. In the process approach, writing is seen as a creative act that requires time as well as suggestions and criticism to produce better results (Sun & Feng, 2009). Brown (2000) argues that the process approach in writing is a reflection of the idea that writing is a thought process in which a writer goes through a thought process before he produces the final paper based on their thinking. By looking at the importance and benefit of process approach, this study will investigate the effect of process approach on students’ writing competency.
2. Literature Review
Some experts have shared their opinion in defining process approach of teaching writing.
According to Onozawa (2010), process writing is an approach to writing, where language learners focus on the process by which they produce their written products rather than on the products themselves. In the end, learners surely need to and are required to complete their products, yet the writing process itself is stressed more.
In process writing, there are several writing stages. Commonly those stages are prewriting, drafting, editing, revising, and publishing (Bayat, 2014). In prewriting stage, ideas are generated, and the topic and target reader are determined (Karatay, 2011). During the drafting stage, specified ideas are put on paper. Ideas and the organization are addressed again in the revision stage (Simpson, 2013). In the editing stage, mistakes in logical coherence among sentences and paragraphs are corrected. Finally, in the publishing stage, the produced text is shared with others.
2.1 Problem Statement
Is there any significant difference of students’ writing competency before and after process approach is implemented?
3. Method
The research design of the current study is one group pre-test post-test design. In this study, sample was given a pre-test to find out the extent of the students' initial abilities before being given a treatment (process writing approach supported with journal). After the initial test was given, then treatment was given to the students. After giving the treatment, then all students were given a post- test. Later the result of pre-test and post-test are compared to find out the extent of the effect of process approach on students’ writing competency.
3.1 Materials
In collecting the data, students’ writing and scoring rubric were used. The students were asked to write a particular topic and their works were assessed with scoring rubric adopted from Brown (2007)
3.1.1 Samples
The study was conducted one junior school in North Bali. This study involved 8th grade students which consisted of 60 students.
3.1.3 Procedures
In this study, there are two variables namely independent and dependent variable. The independent variable is the treatment or in this study process approach while the dependent variable is the students’ writing competency.
3.2 Measurement
The calculation was conducted automatically by utilizing SPSS program 3.3 Data Analysis
A descriptive and inferential statistics were used to analyse the data. A descriptive analysis seeks the mean score and standard deviation while the inferential statistics calculates the paired sample t test.
4. Results and Discussion
The result of descriptive analysis of pre-test and post-test can be seen in Table 1.
Table 1. The Result of Descriptive Statistics
Mean Score Standard Deviation
Pre-test 79.68 4.06
Post-test 81.43 4.55
From Table 1, it can be seen that the mean score in pre-test is 79.68 with 4.06 standard deviation while the students’ writing mean score in post-test is 81.43 with 4.55. It can be said that the students’ writing score in post-test is higher than students’ writing score in pre-test. The next analysis conducted was t test. This include testing the normality assumption of data as can be seen in Table 2.
Table 2. The Result of Paired Sample t Test
Normality Test Mean Difference Sig. (2-tailed) Pre-test .074 (Normally Distributed)
-1.75000 .002
Post-test .200 (Normally Distributed)
By looking at Table 2, the data are normally distributed because the result extended .005. The mean difference between pre-test and post-test is -1.75 and the result of Sig. (2-tailed) is .002. The result of Sig. (2-tailed) indicated that there is a significant mean difference between students’
writing score in pre-test and post-test in which the score in post-test is higher than pre-test. The next analysis conducted was effect size test to quantifying the difference between the pre-test and post-test. The result can be seen in Table 3.
Table 3. The Result of Effect Size Test
Pre-test Post-test
Mean Score 79.68 81.43
Standard Deviation 4.06 4.55
Sample Size 60 60
Effect Size (Cohen d) (81.43 - 79.68) ⁄ 4.311966 = 0.405847.
The result of effect size test found that the value of Cohen d is 0.405847. This value is categorized medium effect. It can be said that the process approach has medium effect on students’ writing competency. There is other factor that influence students’ writing competency besides the use of process approach.
In this study, it was identified that the students’ writing achievement after the implementation of process approach (M=81.43) was better than before the implementation of process approach (M=.79.68). A similar finding was also identified by Alodwan and Ibnian (2014); Arici and Kaldirim (2016); Dokchandra (2018). They identified that process approach significantly affected students’ writing competency. The result of using process approach also significantly affect students’ writing attitude and anxiety (Bayat. 2014). The students were confident in developing their writing when this approach was implemented. Alwasilah (2005) claims that activities in process approach such as collaborative writing, peer editing, drafting, and teacher-student conferencing are strategies of empowering students to be independent learners and writers.
In implementing process approach, there must be difficulties faced by children in early stages. As stated by Hasan & Akhand (2010), the students faced problems in brainstorming and organizing their ideas cohesively as they were not familiar with the process approach. This also leads that the use of process approach is time consuming. Dokchandra (2018) also identified that sometimes students are hardly constrained to follow the fixed sequence of writing stages linearly because they have to move back and forth among different writing steps in order to come up with better ideas.
The next weakness is because of too much concern on the process, writing can become impractical and over-lengthy in class. The emphasis on multiple drafts can make the work on a particular text boring to students, especially when they know that the audience is still the teacher (Eliwarti &
Maarof, 2014).
5. Conclusion
This study investigated the effect of process approach on students’ writing competency. It was found that the students’ writing competency was better after the technique was implemented.
Students’ writing was improved in many aspects of writing such as content, grammar, and vocabulary. However, there was also weakness in implementing process approach such as students faced difficulties during the early stage and process approach requires a lot of time.
Despite of pros and cons of using process approach in teaching writing, English teachers should have their own way of thinking and designing and different teaching style or strategy of teaching writing. In teaching practice, to apply the approach/technique or strategy effectively and efficiently teachers need to know: who the learners are, what their current level of language proficiency is, and what sort of communicative needs they have. By doing this, the teacher can help the students to maximize their potential especially in learning to write in English.
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