INTRODUCTION
It
is important that teachers choose the most effective methods and approaches to
improve the results of teaching in general and develop the oral competence of
students in a particular way, Saeed Al-Sobhi (2018). The techniques used in
class enhance how well pupils retain knowledge and comprehension. Nevertheless,
as a part of language teaching theories, these methods are a combination of
practical experience, intuition, and creativity as well as some theoretical
consideration as new changes in language theories and in a new psychological
perspective on language learning (Liu & Shi, 2007).
The
various aspects that society offers every day, notably in terms of language,
culture, and new modes of learning, cause a general change in methods and
approaches. Students can design their own methods of learning information that
will be crucial according to their needs because techniques and approaches will
be a crucial aspect of language's development and progress. From a practical
experience, intuition, and creative perspective on language learning, in part
(Liu & Shi, 2007).
Each
ability is complemented by techniques and strategies that enhance the procedure
and help accomplish the initial objectives. Even if there won't be enough time
to evaluate them all during the process, scheduling a specific time to do so
will have a positive impact. According to Publishing (2015), a variety of
strategies for teaching writing have been used over the years. The distinctions
between the three primary approaches—the gender-based approach, the process-based
approach, and the product-based approach—have, however, received more attention
and discussion in recent years. However, some of them have shown to be the
most helpful throughout time because to the experience that instructors and
other professionals have gained.
The
process-based approach is viewed as a series of phases that assist the learner
in gaining comprehensive knowledge based on the organization and improvement of
the information. This strategy can be used to help students manage their
knowledge of the English language by giving them more tools to help each one of
them grow (Herlinda & Corresponding, 2015).
Modern
classrooms can benefit from the process approach to writing instruction. This
method combines numerous strategic components of unconventional and some more
traditional writing approaches, emphasizing model texts (like the product
approach) and writing processes, such as
planning
writing (like the process approach). Additionally, it imparts gender
information to pupils using gender approaches (Tudor, 2017). In short, the
technique consists of a series of stages that can be implemented one at a time
to both enhance writing and demonstrate improvement. It might also work well
with other methods to implement a better view. In addition, the process-based
approach's primary goal is to foster students' creativity and provide them the
freedom to build their own knowledge (Rohmatika, 2014).
Research
Background
The
effectiveness of the process-based approach in the teaching of writing as seen
from the level of students' creativity and its involvement in the evaluation of
writing was examined in a study conducted by Rohmatika (2014), and it was
discovered that creativity levels in writing ability are among the hardest for
students to master. This study's methodology was experimental with a
quantitative approach, and the researcher employed a variety of tools and
resources to gather data on verbal and written creativity. A total of 124
people were subjected to it, and they were divided into groups based on how
creative they were. In the end, the researcher concluded that while the process
and product approach did not significantly alter results, the process-based
approach produced superior outcomes since it allowed students to expand their
creative and organizational skills.
It
is mentioned that it is vital to introduce efficient techniques to increase the
writing ability that improves student academic outcomes in the work named
"The Impact of the Project Work and the Method of the Writing Process on
the Writing Production" published by Diaz (2014). This inquiry used a
"case study" methodology that was centered on a single case and
required a careful assessment. Students studying environmental engineering in
Colombia at level A2 of English were subjected to the study. The findings
revealed two distinct constraints, namely the length of the study and the
volume of data to be evaluated. The study also notes that the involvement of
the teacher is essential since he must oversee the process to implement this
kind of project in the development of writing.
Additionally,
several research favored the use of extra tools to enhance this critical
competency. For instance, Guzman & Moreno's investigation into "The
use of Plotagon to improve the ability to write in English in high school
students" (2019) revealed that students can produce better writing by
using interactive applications. This study was used to discover a brand-new
method for students to simultaneously enhance their writing and produce
original content.
On
the other hand, Writing & Networks (2005) noted that activities geared
toward web-based social networking tools, offer good possibilities to carry out
the preliminary writing phases, peer evaluation, and review of the writing
process. This strategy can be paired with other teaching materials; in this
scenario, the students can use the available technology to collaborate on a
project or just complete a task. In conclusion, by following a process where
they can investigate and enhance the knowledge received, students can
significantly improve their use of the English language. Similar to this, there
are typically numerous phases involved in writing. Three steps make up a normal
sequence: prewriting, writing, and review. However, certain processes—such as
thinking, planning, writing, and editing—use four steps and according to
Onazawa (2010), some people follow a five-step process: prewriting, writing,
reviewing, editing, and evaluation.
The
phases in this strategy might be changed depending on the difficulty level and
the urgency of the task. In a similar vein, there are instances where teachers
introduce new procedures that speed up the development of writing skills.
Additionally, the process-based approach to teaching writing can be used—and is
best used—in several educational paradigms. An ideal teaching outcome can be
obtained by teaching various students utilizing the same process approach but
different writing instruction models. in 2009 (Sun & Feng).
However,
it is stated that "writing is an extremely complex cognitive activity in
which the writer is required to demonstrate control of the variables at the
same time" (Sekhar & Rao, 2018). One of the four abilities that must
be mastered to utilize English correctly is writing. As was already mentioned, to
produce a decent outcome, this skill needs the application of various secondary
skills.
Even
for native speakers of a language, writing often appears to be the most
difficult skill because it requires not only the graphic representation of
speech but also the development and presentation of thoughts in a structured
manner (Hossain, 2015). Writing is the productive ability in written mode,
which is further complicated than it initially appears. According to Sekhar and
Rao (2018), "writing is the system of written symbols, which represent the
sounds, syllables, or words of the language, with different mechanisms: capital
letters, spelling, and punctuation, as well as form
and
function of words" (p. 3). Schmandt-Besseart & Erard (2008) also noted
that writing is a crucial tool for influencing the future in addition to
providing means to recover the past.
There
is information available regarding the writing process, where teachers can find
various tools to enhance the outcome. However, most studies have revealed that
the procedure is crucial for the accurate presentation of the subject and the
reader's concept transmission. The effect it has on L1 can also be confirmed in
the various outcomes shown in the earlier documents. Since there is always
something new to learn and discuss, the study of this subject should go on
because it will assist students learn how to structure and produce good essays.
The
aim of this study is to evaluate the effects of the Process-Based Approach on
the learners’ performance of the writing skill.
MATERIALS AND
METHODS
The
development of this study was based on the quantitative method as it allowed
the research to reach the set objectives. The quantitative method can be useful
for academicians and investigators in all research area specifically those who
are studies in the social science area. In this regard, the investigators
endeavor to illustrate and explain more about these a practical approach in
methodology till the other researchers apply appropriate method or approach
based on their investigations and expand the world of science in the correct
way based on their knowledge and investigations (Mehrad & Tahriri, 2019,
p.6). For example, in this research the results were illustrated and showed how
the approach applied can modified the writing process, providing a better
overview of the criteria graded such as content, grammar and vocabulary and
organization.
Materials. Various resources
were employed throughout the research to gather information and support the
main goal of this document. First, according to the various criteria that the
research presents, rubrics from a secondary institution were the research was
carried out were assessed and chosen. A certified rubric was also a key tool to
employ; the Cambridge Writing rubric for B1 level was appropriate for the
research and the students' level. Additionally, since the inquiry is focused on
the writing process, a variety of tools were employed to support the
methodology, including a template for brainstorming, a "Hamburger"
essay organizer template, a Pre-test, and a Post-test to gauge the degree of
improvement. It was a standardized test from Cambridge University, Preliminary
test (PET). The writing section was selected for the purpose of this study.
A
planner was made after the materials were assembled in order to coordinate the
research and the time required to complete the entire study. As a result,
pupils in high school's 10th grade started using a two-week planner.
Experimental
design.
Pre-experimental study of this kind was conducted because the topic was aimed
at a one set of students who demonstrated their capacity to respond to the
skill being examined and how they could acquire a new technique to improve the
initial findings, to evidence and compare the results before and after the
procedure was applied. For instance, a Pre-test was used at the start of the
research to get a general idea of the students' prior knowledge and to identify
the many parts that they need to apply and enhance. Following that, a writing
process was established that considered some strategies and followed a
procedure to improve the result over the original.
Participants. The participants
in this study were high school learners from 10th grade which level
of English was intermediate according to the Common European Framework.
Data
collection.
As mentioned before the writing section from the Preliminary Test from
Cambridge Exams was used as a pre-test and as a post-test to collect the
information. The students had to write formal essays from familiar topics
before the implementation of the process-based approach to improve the writing
skill and after the experimentation to compare the results and see the effects
of the experimentation.
RESULTS
AND DISCUSSION
In
this section the results are presented and discussed in relation to the aim of
this study. There is certainly evident the results change from the Pre-test to
the Post-test. First, each section that was mentioned on the rubric is over 5
points, that is why at the end there is a final grade over 15 points. On the
Content and Communication aspect the students got an average of 3.25 points out
of 5 which is not low level, but they need to improve. By contrast on the
Post-test, the grades increased to 4.00 points out of 5 that shows a good
improvement after applying the Process-based approach. The organization aspect
which is
significant
in the research since the approach mentioned before is directed to organization
and writing structure, obtained good results as the learners got an average of
3.00 point in the Pre-test and then got 4.5 points in the Post-test. The
36 students
showed that they surely improved their knowledge and accomplished the main goal
of the research. This result was achieved by using a “Hamburger Structure”
activity which was helpful for organizing their ideas in a sequential way. So,
they were able to create a draft with an overview of their final essay. The
language aspect was focused on the way students used a variety of vocabulary
and expressions to set their ideas, additionally, a grammar overview was graded
too. The results on the Pre-test were a 3.00 out of 5, which went higher on the
Post-test to a 4.00 out of 5.00 points. It showed that students used on the
final product the different expressions and linking words they could use in their
developed essays.
PARAMETERS
|
|
|
Pre-test
|
Post-test
|
Expected Average
|
|
Content
and Communication
|
3,25
|
4,00
|
5.00
|
|
Organizarion
|
3,00
|
4,50
|
5.00
|
|
Language
|
3,00
|
4,00
|
5.00
|
|
Total
|
9,25
|
12,5
|
15,00
|
Table
1.
Pre-test and pos-test results
Sequerira
(2012) mentioned that teaching is a set of events outside of students, designed
to support the internal learning process. During this process, students could
increase prior knowledge and obtain more information about the assigned topics
to be written. In addition to that, Ababio (2013) stated that "The main
objective of teaching is that teacher makes sure that students learn what they
have been taught". The use of different activities using the Process-Based
Approach motivated and engaged the students to improve their writing skills
which agrees with previous studies that suggest the use of this approach for
the development of different learning and language skills. Francisco (2013),
the current condition of foreign language teaching can be described as a
situation of struggle between traditional learning and innovation. When
learners are immersed in a series of classroom activities that interest them,
they feel motivated to learn and the teaching process becomes attractive for
both, learners and teachers. As already mentioned, the teaching process
involves many things that the teacher is responsible for, therefore, he or she
has to improve this process by adding new methodologies and approaches. The
teaching process is constantly changing, and teachers are the main key that
must be updated and available to change the way of teaching for students to
maintain knowledge temporarily.
CONCLUSIONES
The
Process-Based Approach has a deeper connection with the Writing Skills. During
this process students showed a noticeable improvement on the presentation and
content of the final product which evidence that by using this set of
strategies the Writing Skills will be develop in a higher level. By applying
this approach, the learners will be able not only to improve their writing
level, but they will also enhance their vocabulary, grammar, and most of all
general knowledge about multiple topics. In short, this approach and skill
belong together to make the results greater as well as the understanding of the
language.
BIBLIOGRAPHIC
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