The Implementation of Process Based Approach in Teaching Writing on The Tenth Grade Students in Senior High School

Made Hendrawan Pangestu; P. A. K. Juniarta; G. Mahendrayana

doi:10.23887/ijerr.v5i1.42346

Authors

Made Hendrawan Pangestu Universitas Pendidikan Ganesha
P. A. K. Juniarta Universitas Pendidikan Ganesha
G. Mahendrayana Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.23887/ijerr.v5i1.42346

Keywords:

Process Based Approach, Teaching Writing, Distance Learning

Abstract

In the learning process, language is one of the most important communication tools for humans in conveying messages, feelings, and ideas from every human being (Dutta, 2020). Language also helps a person to form a word, clause, and sentence as the main communication tool. In addition, language can also be divided into four parts which are the basic skills of language, especially English, namely listening, speaking, reading, and writing. This study aims to analyze the implementation of the Process-Based Approach and the problems of it faced by English teachers in teaching writing to tenth grade students. The method used is descriptive research method using observation and interview techniques. The result of this study is that an English teacher uses a five-step process-based approach in teaching writing namely: pre-writing, compiling, revising, editing, and publishing. Then, there are three indicators, namely: lack of a process-based approach, teaching ability, and teaching habits. First, is the implementation of the revision and editing stages are still lacking. Second, time constraints make most students experience obstacles. Third, the teacher's habits can affect the character and abilities of students. That is the result of the research that there are still many techniques and ways to apply the five stages and also there are still some obstacles in the application of the approach.

References

Achurra, C. (2012). Teacher’ Self-Efficacy And Student Learning. The European Journal of Social & Behavioural Sciences, 2(2), 366–383. https://doi.org/10.15405/futureacademy/ejsbs(2301-2218).2012.2.17.

Al-Samarraie, H., & Hurmuzan, S. (2018). A review of brainstorming techniques in higher education. Thinking Skills and Creativity, 27. https://doi.org/10.1016/j.tsc.2017.12.002.

Alibakhshi, G., Nikdel, F., & Labbafi, A. (2020). Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language. Asian-Pacific Journal of Second and Foreign Language Education, 5(1). https://doi.org/10.1186/s40862-020-00102-1.

Argaheni, N. B. (2020). Sistematik Review: Dampak Perkuliahan Daring Saat Pandemi COVID-19 Terhadap Mahasiswa Indonesia. PLACENTUM: Jurnal Ilmiah Kesehatan Dan Aplikasinya, 8(2), 99. https://doi.org/10.20961/placentum.v8i2.43008.

Asriati, S., & Maharida, M. (2013). Improving The Students’ Writing Skill By Using Process Writing Approach At The Second Grade Students Of Smk Grafika Gowa Makassar. Jurnal Pendidikan Bahasa Inggris, 2(2). https://doi.org/10.26618/exposure.v2i2.788.

Aydoǧan, H., & Akbarov, A. A. (2014). The four basic language skills, whole language & intergrated skill approach in mainstream university classrooms in Turkey. Mediterranean Journal of Social Sciences, 5(9), 672–680. https://doi.org/10.5901/mjss.2014.v5n9p672.

Ayuningtyas, F., Hartati, S., & Sumadi, T. (2019). The Impact of Academic Press and Student Teacher Relationship on Childrens Emotional Adjustment. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 91. https://doi.org/10.31004/obsesi.v3i1.148.

Bal-Taştan, S., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V, & Pavlushin, A. A. (2018). The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2353–2366. https://doi.org/10.29333/ejmste/89579.

Başöz, T., & Çubukçu, F. (2014). Pre-service EFL Teacher’s Attitudes towards Computer Assisted Language Learning (CALL). Procedia - Social and Behavioral Sciences, 115. https://doi.org/10.1016/j.sbspro.2014.01.253.

Carter, N., Bryant-Lukosius, D., Dicenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545–547. https://doi.org/10.1188/14.ONF.545-547.

Cheng, A. (2021). The place of language in the theoretical tenets, textbooks, and classroom practices in the ESP genre-based approach to teaching writing. English for Specific Purposes, 64. https://doi.org/10.1016/j.esp.2021.07.001.

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018.

Dimitrios, B., Labros, S., Nikolaos, K., Maria, K., & Athanasios, K. (2013). Traditional teaching methods vs teaching through the application of information and communication technologies in the accounting field: quo vadis? European Scientific Journal, 9(28), 73–101. https://doi.org/10.19044/esj.2013.v9n28p%25p.

Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118(June), 105440. https://doi.org/10.1016/j.childyouth.2020.105440.

Dutta, S. (2020). the Importance of “English” Language in Today’S World. International Journal of English Learning & Teaching Skills, 2(1), 1028–1035. https://doi.org/10.15864/ijelts.2119.

Fadlurrohim, I., Husein, A., Yulia, L., Wibowo, H., & Raharjo, S. T. (2019). Memahami Perkembangan Anak Generasi Alfa Di Era Industri 4.0. Focus : Jurnal Pekerjaan Sosial, 2(2), 178–186. https://doi.org/10.24198/focus.v2i2.26235.

Farahian, M., Avarzamani, F., & Rajabi, Y. (2021). Reflective thinking in an EFL Writing course: To what level do portfolios improve reflection in writing? Thinking Skills and Creativity, 39. https://doi.org/10.1016/j.tsc.2020.100759.

Fitria, T. N. (2020). Teaching English through Online Learning System during Covid-19 Pandemic. Pedagogy: Journal of English Language Teaching, 8(2), 138–148. https://doi.org/10.32332/pedagogy.v8i2.

Gafur, A. (2020). Implementing Process Approach to Improve The Ability Of Writing Narrative Text Of The Balikpapan State Polytechnic Students. Jurnal Sosial Humaniora Dan Pendidikan, 4(2). https://doi.org/10.32487/jshp.v4i2.878.

Hamed, I., Denisov, P., Li, C.-Y., & Elmahdy, M. (2022). Investigations on speech recognition systems for low-resource dialectal Arabic–English code-switching speech. Computer Speech & Language, 72. https://doi.org/10.1016/j.csl.2021.101278.

Huberman, A., & Miles, M. (2012). Understanding and Validity in Qualitative Research. In The Qualitative Researcher’s Companion. https://doi.org/10.4135/9781412986274.n2.

Imelda, C. 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). https://doi.org/10.29333/iji.2019.12320a.

Irawan, D. (2017). Developing process approach-based reading textbook for grade IV students. Jurnal Prima Edukasia, 5(2). https://doi.org/10.21831/jpe.v5i2.13745.

Jin, X., Tigelaar, D., Want, A. van der, & Admiraal, W. (2022). Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education. Teaching and Teacher Education, 112. https://doi.org/10.1016/j.tate.2022.103652.

Karaca, M., & Uysal, H. H. (2021). The development and validation of an inventory on English writing teacher beliefs. Assessing Writing, 47. https://doi.org/10.1016/j.asw.2020.100507.

Kaya, B., & Ateş, S. (2016). The effect of process-based writing focused on metacognitive skills-oriented to fourth grade students’ narrative writing skill. Egitim ve Bilim, 41(187), 137–164. https://doi.org/10.15390/EB.2016.6752.

Khaulani, F., Noviana, E., & Witri, G. (2019). Penerapan Metode Brainstorming Dengan Bantuan Media Gambar Grafis Untuk Meningkatkan Hasil Belajar Pkn Siswa Kelas V SD Negeri 009 Pulau Kecamatan Bangkinang Kabupaten Kampar. Jurnal PAJAR (Pendidikan Dan Pengajaran), 3(1), 18–25. https://doi.org/10.33578/pjr.v3i1.6305.

Kind, V. (2019). Development of evidence-based, student-learning-oriented rubrics for pre-service science teachers’ pedagogical content knowledge. International Journal of Science Education, 41(7), 911–943. https://doi.org/10.1080/09500693.2017.1311049.

Klimova, B. F. (2012). The Importance of Writing. Paripex - Indian Journal Of Research, 2(1), 9–11. https://doi.org/10.15373/22501991/jan2013/4.

Kusumaningtyas, A., & Setyawafi, E. (2015). Teacher performance of the state vocational high school teachers in Surabaya. International Journal of Evaluation and Research in Education (IJERE), 4(2), 76–83. https://doi.org/10.11591/ijere.v4i2.4495.

Lai, A., A. F., C., & Lee, G. Y. (2019). An augmented reality-based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory. British Journal of Educational Technology, 50(1), 232–247. https://doi.org/10.1111/bjet.12716.

Lan, W., & Lam, R. (2020). Exploring an efl teacher’s beliefs and practices in teaching topical debates in mainland China. Iranian Journal of Language Teaching Research, 8(1), 25–44. https://doi.org/10.30466/ijltr.2020.120806.

Mehr, H. S. (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. https://doi.org/10.5539/ijel.v7n2p158.

Nartiningrum, N., & Nugroho, A. (2021). English Teachers’ Perspectives on Challenges, Suggestions, and Materials of Online Teaching amidst the Global Pandemic. IJEE (Indonesian Journal of English Education), 1(1), 101–119. https://doi.org/10.15408/ijee.v1i1.17886.

Noge, M. D. (2019). Penerapan Model Pembelajaran Bilingual Preview-Review Berbasis E-Flashcard Untuk Meningkatkan Aktivitas Dan Prestasi Belajar Bahasa Inggris Siswa SMP. Journal of Education Technology, 2(1), 13. https://doi.org/10.23887/jet.v2i1.13801.

Onozawa, C. (2010). A study of the process writing approach. Research Note, 10, 153–163.

Palmer, C., & Bolderston, A. (2006). A Brief Introduction to Qualitative Research. Canadian Journal of Medical Radiation Technology, 37(1), 16–19. https://doi.org/10.1016/s0820-5930(09)60112-2.

Rodríguez, S., Regueiro, B., Blas, R., Valle, A., Piñeiro, I., & Cerezo, R. (2015). Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education. European Journal of Education and Psychology, 7(2), 107. https://doi.org/10.30552/ejep.v7i2.106.

Rusinovci, X. (2015). Teaching writing through process-genre based approach. US-China Education Review A, 5(10), 699–705. https://doi.org/10.17265/2161-623X/2015.10.006.

Saputra, H. (2015). Teaching Writing By Using Process Genre Approach To the Eighth Grade Students of Smp Negeri 22 Palembang. Edukasi: Jurnal Pendidikan Dan Pengajaran, 2(1), 1–12.

Sarfraz, S., Mansoor, Z., & Tariq, R. (2015). Teachers’ and Students’ Perceptions of the Communicative Language Teaching Methodology in the CALL Environment: A Case Study. Procedia - Social and Behavioral Sciences, 199. https://doi.org/10.1016/j.sbspro.2015.07.604.

Setyowati, L., & Sukmawan, S. (2016). EFL Indonesian Students’ Attitude toward Writing in English. Arab World English Journal (AWEJ), 7(4). https://doi.org/10.24093/awej/vol7no4.24.

Shein, P. P. (2012). Seeing With Two Eyes: A Teacher’s Use of Gestures in Questioning and Revoicing to Engage English Language Learners in the Repair of Mathematical Errors. Journal for Research in Mathematics Education, 2(43). https://doi.org/10.5951/jresematheduc.43.2.0182.

Shodiq, I. J., & Zainiyati, H. S. (2020). Pemanfaatan Media Pembelajaran E-Learning Menggunakan Whastsapp Sebagai Solusi Ditengah Penyebaran Covid-19 Di Mi Nurulhuda Jelu. Al-Insyiroh: Jurnal Studi Keislaman, 6(2), 144–159. https://doi.org/10.35309/alinsyiroh.v6i2.3946.

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

Sun, B., & Fan, T. (2022). The effects of an AWE-aided assessment approach on business English writing performance and writing anxiety: A contextual consideration. Studies in Educational Evaluation, 72. https://doi.org/10.1016/j.stueduc.2021.101123.

Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90. https://doi.org/10.1016/j.system.2020.102221.

Suputra, D. (2021). Teaching English Through Online Learning (A Literature Review). The Art of Teaching English as a Foreign Language, 1(2), 65–70. https://doi.org/10.36663/tatefl.v1i2.104.

Syahputra, Y. S., Santosa, R., & Supriyadi, S. (2017). Teacher’S Willingness Towards the Implementation of Scientific Approach: From Theory To Implementation. Journal of English Education, 2(2), 132–137. https://doi.org/10.31327/jee.v2i2.409.

Syawaluddin, & Iswari, M. (2015). Penerapan Model Pembelajaran Saintifik untuk Meningkatkan Aktivitas dan Hasil Belajar enerapan Model Pembelajaran Saintifik untukMeningkatkan Aktivitas dan Hasil Belajar Bahasa Inggris Topik Prosedur Teks Kelas IX SMP. Jurnal Konseling Dan Pendidikan, 2(1), 55–61. https://doi.org/10.31004/obsesi.v3i1.136.

Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189–1209. https://doi.org/10.1111/bjet.12748.

Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247.

Tsai, M.-N., Liao, Y.-F., Chang, Y.-L., & Chen, H.-C. (2020). A brainstorming flipped classroom approach for improving students’ learning performance, motivation, teacher-student interaction and creativity in a civics education class. Thinking Skills and Creativity, 38. https://doi.org/10.1016/j.tsc.2020.100747.

Utami, D. (2015). Pengaruh Metode Brainstorming Terhadap Kemampuan Berpikir Kritis Pada Pembelajaran IPA. Jurnal Pendidikan Dasar, 6(2), 232. https://doi.org/10.21009/jpd.062.05.

Wei, L., Lin, H.-H., & Litton, F. (2018). Communicative Language Teaching (CLT) in EFL Context in Asia. Asian Culture and History, 10(2). https://doi.org/10.5539/ach.v10n2p1.

Winarni, R., Slamet, S. Y., & Syawaludin, A. (2021). Development of Indonesian language text books with multiculturalism and character education to improve traditional poetry writing skills. European Journal of Educational Research, 10(1). https://doi.org/10.12973/eu-jer.10.1.455.

Yildirim, T. (2014). Teaching writing. Teaching Language Skills, August 2016, 113–134. https://doi.org/10.1007/978-3-319-38834-2.

Zaretsky, E. (2020). English spelling acquisition by English Language Learners from Spanish-speaking background: The role of cognitive and linguistic resources and L1 reading status. Cognitive Development, 55. https://doi.org/10.1016/j.cogdev.2020.100918.