The Effect of Process Approach on Students’ Writing Competency at SMK Negeri 1 Kubutambahan Bali

Authors

  • Gede Sukanaya Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.23887/jere.v4i2.24163

Keywords:

Process approach, EFL, writing

Abstract

This study is intended to explore the effect of process approach on students’ writing competency at SMK Negeri 1 Kubutambahan Bali. This study was experiment with pretest-posttest design. This study involved 30 students and the experiment was conducted three months. The data were collected through writing test. The data were analyzed using descriptive and inferential analysis.. The result shows that the students’ mean score in pretest was 6.3 and the students’ mean score in posttest was 7.7. The result of t test shows a significant difference between pretest and posttest with Sig. (2-tailed) = 0.000. It is suggested that English teacher should be focusing on the process of writing instead of product especially for English students who are still having low language proficiency. The result of the study implies that writing is a process. Writing is a process. In the process, the role of revision, which includes comments and suggestions are very helpful for students in improving their writing.

References

Adula H. (2018). The Practice of Process Approach in Writing Classes: Grade Eleven Learners of Jimma Preparatory and Jimma University Community Preparatory School in Focus. International Journal of English and Literature, 9(5), 39-49.

Alabere, R., and Shapii, A. (2019). The Effects of Process-Genre Approach on Academic Writing. J. Eng. Educ. Society. 4(2), 89-98.

Khanjani, A., Vahdany,F., Jafarigohar, M. (2018). Effects of Journal Writing on EFL Teacher Trainees’ Reflective Practice. Research in English Language Pedagogy, 6(1),56-77.

Alodwan, T. and Ibnian, S. (2014). The Effect of Using the Process Approach to Writing on Developing University Students’ Essay Writing Skills in EFL. Review of Arts and Humanities, Vol. 3, No. 2, pp. 139-155.

Anwar, M., & Ahmed, N. (2016). Students’ Difficulties in Learning Writing Skills in Second Language. Lahore, 2(4), 727-735.

Arici, A. and Kaldirim, B. (2015). The Effect of the Process-based Writing Approach on Writing Success and Anxiety of Pre-service Teachers. Anthropologist, 22(2): 318-327

Bayat, N. (2014). The Effect of the Process Writing Approach on Writing Success and Anxiety. Educational Sciences: Theory & Practice, 14(3), 1133-1141.

Dokchandra, D. (2018). The Effects of Process Writing Approach on Performance of an Overcrowded EFL Writing Class at a University in Thailand. The 1st Annual International Conference on Language and Literature (AICLL), 191–206. DOI 10.18502/kss.v3i4.1931

Downs, D. (2015). Revision is central to developing writing. In L.A. Kassner & E. Wardle (Eds.) Naming what we know: Threshold concepts of writing studies. Boulder, CO: University Press of Colorado.

Eliwarti and Maarof, D. (2014). The Effects of Types of Writing Approaches on Efl Students’Writing Performance. SELT 2014, Padang, June 11-12, pp.112-119.

Eliwarti and Maarof, D. (2017). The Students’ Perceptions of the Strategies in the Process Approach. International Journal of Educational Best Practices, 1(1), 73-91.

Faraj, A. (2015). Scaffolding EFL students’ writing through the writing process approach. Journal of Education and Practice, 6, 131–141.

Ghufron, M. (2016). Process-Genre Approach, Product Approach, and Students’ Self-Esteem in Teaching Writing. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 2(1), 37-54.

Hidayati, H. (2018). Teaching Writing to EFL Learners : An Investigation of Challenges Confronted by Indonesian Teachers. LANGKAWI Journal, 4(1), 21–31.

Imelda, Cahyono, B. Astuti, U. (2019). Effect of Process Writing Approach Combined with Video-Based Mobile Learning on Indonesian EFL Learners’ Writing Skill across Creativity Levels. International Journal of Instruction, 12(3), 325-340.

Kestha. S. & Harb., I. (2013). The Effectiveness of Blended Learning Program on Developing Palestinian Tenth Graders' English Writing Skills. Educational Journal. Vol 2, No. 6,, 208-221.

Kusnandar, V. (2019). Tingkat Literasi Pelajar Indonesia Masih Rendah”, diunduh dari https://databoks.katadata.co.id/datapublish/2019/09/30/tingkat-literasi-indonesia-masih-rendah. Accessed November 2019

Li, X., Chu, W., & Ki, W. (2014). The effects of a wiki-based collaborative process writing pedagogy on writing ability and attitudes among upper primary school students in Mainland China. Computers & Education, 77, 151–169.

Marhaeni, A.A.I.N. (2014). Toward Authentic Language Assessment: A Case in Indonesian EFL Classrooms.The European Conference on Language Learning (pp. 1-15)

Mayristanti, (2016). The Effect of Using Flashcards on Students’Vocabulary Achievement (Thesis). SyarifHidayatullah State Islamic University.

Mehr, H. (2017). The Impact of Product and Process Approach on Iranian EFL Learners’ Writing Ability and Their Attitudes toward Writing Skill. International Journal of English Linguistics, 7(2), 158-166.

Miftah, Z. (2015). Enhancing Writing Skill Through Writing Process Approach. Journal on English as Foreign Language, 5(1), 9–24.

Pacello, J. (2019). Cultivating a Process Approach to Writing: Student Experiences in a Developmental Course. Journal of the Scholarship of Teaching and Learning, 19(2),187-197.

Palpanadan, S. Salam, A. & Ismail, F. (2014). Comparative Analysis of Process Versus Product Approach of Teaching Writing in Malaysian Schools: Review of Literature. Middle-East Journal of Scientific Research 22 (6): 789-795

Papilaya, R. (2018). Effect of process approach combined with internet resources through mobile phone on EFL students’ ability in writing. (Unpublished master's thesis). Universitas Negeri Malang, Malang.

Patel, F., and Jain, P. (2008) English Language Teaching (Methods, Tools & Techniques). Sunrise: UK.

Rahmatunisa, W.(2014). Problems Faced by Indonesian EFL Learners in Writing Argumentative Essay.” Journal of English Education, 3(1), 1–9.

Samsudin, Z. (2015). Comparing the Process Approach with the Product Approach in Teaching Academic Writing to First-year Undergraduates. Proceedings of the International Seminar on Language Teaching ISeLT, pp. 1-22.

Shaarawy. H. (2014). The Effect of Journal Writing on Students’ Cognitive Critical Thinking Skills. International Journal of Higher Education, 3(4), 120-128.

Valentina, J. (2017).Indonesia falls in 2017 English proficiency index. The Jakarta Post. [online] Available at:https://www.thejakartapost.com/life/2017/12/13/indonesia-falls-in-2017-english-proficiency-index.html [Accessed January 25th. 2020].

Downloads

Published

2020-06-02

How to Cite

Sukanaya, G. (2020). The Effect of Process Approach on Students’ Writing Competency at SMK Negeri 1 Kubutambahan Bali. Journal of Education Research and Evaluation, 4(2), 203–207. https://doi.org/10.23887/jere.v4i2.24163

Issue

Section

Articles