Process Approach in the Teaching of Writing for Undergraduate EFL Students

Background: This research aimed to investigate the implementation of a process approach for EFL undergraduate students in a private university in Bali. Methodology: The present study involved one lecturer and thirty students enrolled in Paragraph Writing Class. Observations were conducted in twenty-eight meetings of the total meetings to reveal - that strategies of process approach were implemented in each of the stages of writing, namely, prewriting, drafting, editing, revising and, publishing. Findings: The lecturer implemented all nine strategies where seven strategies were optimally conducted and all ten strategies were implemented by the students, where nine strategies were optimally conducted during the editing stage. In the publishing operation, the instructor implemented three of three strategies, and students implemented three of three strategies. Conclusion: Strategies of process approach were implemented by the lecturer and the students during the Paragraph Writing Course. It is implied that in an implementation of a process approach in a writing class, the lecturer and the students need to work together in most of the stages to create a good writing process.

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Exploring Academic Writing Needs of Indonesian EFL Undergraduate Students

10.31235/osf.io/g9y7r ◽

2019 ◽

Author(s):

Ratnawati ◽

Didih Faridah ◽

Syafiul Anam ◽

Pratiwi Retnaningdyah

Keyword(s):

Undergraduate Students ◽

Academic Writing ◽

Private University ◽

Writing Courses ◽

Need Analysis ◽

Writing Course ◽

Efl Students ◽

General Skills ◽

Students Attitudes ◽

The University

Academic writing is noteworthy competence to be accomplished for English as a foreign language (EFL) students to fulfill their academic needs at the university. To do so, Indonesian tertiary universities accommodate and foster this competence using academic writing course. The study, therefore, sought to look into: 1. what undergraduate EFL students’ perceptions of the importance of academic writing to their current study and future career, 2. what the students’ perceptions of the difficulties of academic writing, 3. what the students’ attitudes towards their previous and future academic writing courses. The present study investigates students’ needs emerging in academic writing during classroom practices to gain insightful and profound perspectives for forthcoming needs of the course. Data were collected through a five scaled questionnaire of need analysis distributed to thirty-four EFL students from a private university, and a focus group interview involving nine participants. Results indicate 61% (Mdifficulties=3.05) of students faced difficulties in both general skills and language problems of academic writing and a new course was expected to provide moves/steps for writing the sections in a research article. The present study then suggests that e-database resources are needed for academic papers models and references hence its efficiency and flexibility in prospective academic writing.

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IMPLEMENTING EXPERIENTIAL LEARNING IN WRITING CLASS

UAD TEFL International Conference ◽

10.12928/utic.v1.199.2017 ◽

2017 ◽

Vol 1 ◽

pp. 447

Author(s):

Ria Yulianti ◽

Achyana Izzatun Nisa

Keyword(s):

Experiential Learning ◽

Writing Process ◽

Learning By Doing ◽

Learning Method ◽

Language Abilities ◽

Knowledge And Skills ◽

Writing Class ◽

Text Types ◽

Good Writing ◽

Descriptive Writing

The objective of this paper is to describe the implementing of experiential leaning in writing class. Writing is the process of expressing ideas into a good writing and composing the ideas into a proper arrangement. Writing is one of language abilities that is taught in the school. The students should be mastered some text types in writing class, such as descriptive text. Descriptive text is a text which says what a particular thing, person or place is like. In the writing process, the students face some problems in writing, such as finding ideas, developing ideas, and arranging ideas into good composition. In this case, the teacher uses a new method to solve that problems. The teachers use experiential learning to enhance the students’ writing. Experiential learning is a learning method where the educators engage the students to learn through experience directly to enhance students’ knowledge and skills. It is also called learning by doing. The steps of implementing experiential learning are doing, reflecting, analyzing, generating and application. In descriptive writing, the students can describe the object easily because they use real experience. The students also feel more enthusiasm in learning process. Therefore, hopefully the students can expand their writing in good construction.

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Measuring the Impacts of Using the Process Approach to Teach Second-Year English Major Students Essay Writing

Language, Education and Culture Research ◽

10.22158/lecr.v1n2p32 ◽

2021 ◽

Vol 1 (2) ◽

pp. p32

Author(s):

Moussa Tankari ◽

Ayodele Adebayo Allagbé ◽

Abdou Maiguéro

Keyword(s):

Repeated Measures ◽

Positive Impact ◽

Process Approach ◽

Essay Writing ◽

Repeated Measures Design ◽

Writing Class ◽

Before And After ◽

English Major ◽

Efl Students ◽

Second Year

This paper aimed at measuring the impacts of using the process approach to teach second-year English major students at the English Department of Université de Zinder (henceforth, UZ) essay writing. Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants’ essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing findings, this study recommends that the process approach to (the teaching of) writing be adopted and used to teach writing in EFL classes across/in Niger.

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COOPERATIVE ASSESSMENT WRITING PRACTICES AT AN ACEHNESE PRIVATE UNIVERSITY: HELPING OR TROUBLING?

JL3T ( Journal of Linguistics, Literature and Language Teaching) ◽

10.32505/jl3t.v5i2.1209 ◽

2020 ◽

Vol 5 (2) ◽

pp. 107-119

Author(s):

Saiful Akmal ◽

Syarifah Dahliana ◽

Rani Fadhila

Keyword(s):

Private University ◽

Assessment Method ◽

Case Study Method ◽

Writing Practices ◽

Good Ability ◽

Peer Reviewing ◽

Writing Class ◽

Good Writing ◽

Academic Year

A good writing skill could be a benchmark of someone’s good ability in English. This study aims find the way how the practice of cooperative assessment can diminish errors and mistakes in students’ writing and to see students’ view towards cooperative assessment method in writing class. Qualitative approach by using case study method was selected, and the data were taken by means of observation, document analysis and interview towards the fourth semester students of Serambi Mekah University Banda Aceh, Indonesia in 2018/2019 academic year. The findings shown that there were three techniques of cooperative assessment that may lessen errors and mistakes in students’ writing, namely; peer review, lecturers’ feedback and classroom reviewing activity. In students’ view, cooperative assessment has some benefits (improving grammatical awareness, improving students’ vocabularies, and improving the structure of students’ writing) as well as drawbacks (peer errors in editing, and time consuming). Therefore, it is recommended that students make their errors and mistakes diary notes and lecturers are advised to start making grammar errors and mistakes checklists based on the learning objectives for students’ peer reviewing practice.

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Indonesian EFL Students’ Proficiency in Writing and Ability in Speaking across Personality Learning Styles

Studies in English Language Teaching ◽

10.22158/selt.v4n2p168 ◽

2016 ◽

Vol 4 (2) ◽

pp. 168

Author(s):

Bambang Yudi Cahyono ◽

Ira Mutiaraningrum

Keyword(s):

Learning Styles ◽

Undergraduate Students ◽

English Language ◽

English Language Teaching ◽

Essay Writing ◽

Cause And Effect ◽

Significant Difference ◽

Writing Course ◽

Scoring Rubrics ◽

Efl Students

This research aimed at examining Indonesian EFL students’ proficiency in writing and ability in public speaking across personality learning styles: extroversion and introversion. It involved 74 undergraduate students who took an Essay Writing course in the English Department of Universitas Negeri Malang, one of the leading universities in Indonesia. The students were distributed into three classes. They were taught how to write essays. Then, the students were made aware that they had to complete two tasks: writing and presenting a cause and effect essay on topics related to English language teaching. The students’ cause and effect essays were scored to know their proficiency in writing and their presentation was assessed to know their ability in speaking. Two scoring rubrics were used and two raters were involved in the scoring process for interrater reliability. The results of the research showed that the Indonesian EFL students’ proficiency in writing is strongly related to their ability in speaking for both groups of students. In addition, the Indonesian extrovert EFL students’ proficiency in writing is strongly related to their ability in speaking. The Indonesian introvert EFL students’ proficiency in writing is also strongly related to their ability in speaking. However, there is no significant difference of the proficiency in writing and ability speaking between the extrovert and introvert students.

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The Use of Genre-Based Cycle with L1 Rhetorical Structure in L2 Writing Class: An Exploratory Study

Studies in English Language Teaching ◽

10.22158/selt.v4n4p518 ◽

2016 ◽

Vol 4 (4) ◽

pp. 518

Author(s):

Tzu-Shan Chang

Keyword(s):

Teaching And Learning ◽

Literacy Skills ◽

L2 Writing ◽

Rhetorical Structure ◽

Writing Class ◽

Writing Course ◽

Before And After ◽

Efl Students ◽

Argumentative Essays ◽

Writing Competence

This paper demonstrates the systemic functional approach (SFL) with the L1 rhetorical structure in a genre-based writing class and then examines the effectiveness of this study’s approach in developing Chinese EFL writers’ competence in writing argumentative essays. This EFL writing course follows the SFL approach, the genre-based cycle of teaching and learning, to provide students with repeated opportunities to practice literacy skills gained in previous cycles until they master different genres. The genre-based cycle formed the writing instruction along with the L1 rhetorical structure as a strategy; Chinese EFL sophomores (n = 44) were instructed in this writing class. Qualitative and quantitative data were collected: Interviews and ratings of students’ writing from two raters before and after the instruction. The results presented that most participants had made statistically significant progress in their writing competence, particularly in structuring paper. The incorporation of L1 rhetorical structure into the genre-based cycle offered participants a framework to organize their arguments in L2 writing. When EFL students’ home languages/cultures are treated as the resources within the context of a genre-based cycle, their prior knowledge of L1 rhetorical structure transits to more accurate construction of L2 essays.

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Designing a Wiki-Based Course for Enhancing the Practice of Writing Skills in the 21st Century

Engaging 21st Century Writers with Social Media - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0562-4.ch016 ◽

2016 ◽

pp. 259-279

Author(s):

Ahmed Abdulateef Al Khateeb

Keyword(s):

Social Support ◽

Saudi Arabia ◽

Medical Students ◽

21St Century ◽

Academic Writing ◽

Collaborative Writing ◽

Process Approach ◽

English For Specific Purposes ◽

Writing Course ◽

Teaching Of Writing

This chapter describes an intervention of a wiki-based course to enhance the practice of academic writing through the process approach. This course was experimented on a freshmen year class of medical students learning English for specific purposes at a university in Saudi Arabia. This chapter draws on the relevant theories and their relationship to the practice of wikis in learning academic writing. Wikis have been introduced into the teaching of writing to afford collaborative assistance and social support. Accordingly, the chapter demonstrates the structure of the course and details the systematic organization between the in-class teaching and on-wiki practice. The intervention of a wiki-based writing course gives emphasis on the background of the tasks assigned. It points out the essential characteristics of the structure of wiki interface that would enable learners to accomplish the process-oriented wiki-mediated collaborative writing (PWMCW) tasks. This new practice reveals the evaluation of this course with its writing tasks, based on the learners' perspectives.

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Investigating writing difficulties in essay writing: Tertiary students’ perspectives

English Language Teaching Educational Journal ◽

10.12928/eltej.v4i1.2371 ◽

2021 ◽

Vol 4 (1) ◽

pp. 61

Author(s):

Suhaimah Bulqiyah ◽

Moh. Arif Mahbub ◽

Dyah Ayu Nugraheni

Keyword(s):

Undergraduate Students ◽

Academic Writing ◽

Teaching And Learning ◽

Structured Interview ◽

Writing Difficulties ◽

Essay Writing ◽

Writing Course ◽

Efl Students ◽

Language And Education ◽

Cognitive Problems

This study is primarily designed for investigating the tertiary students’ perspectives on the writing difficulties of essays. This study was conducted in explanatory research in which quantitative and qualitative data were obtained from the web-based questionnaire and semi-structured interview, then analyzed separately. 21 undergraduate students have enrolled in the survey and 6 of them were invited to the interview section. This research reveals tertiary students' problems in essay writing course are categorized into: affective problems which raise from students’ and lecturers’ attitude while teaching and learning Essay Writing Course, cognitive problems that considered as the difficulties in the areas of writing viewpoint, transferring language, and the process of writing, and linguistic problems in the area of lexico-grammar, vocabulary, and the structure of the essay. Due to the findings, those aspects of academic writing should be serious attention for both EFL students and teachers to overcome the problems. The findings of this study have implications for EFL writing course designers as basic data of material improvement and for researchers particularly in the realms of language and education.

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ENHANCING WRITING SKILL THROUGH WRITING PROCESS APPROACH

Journal on English as a Foreign Language ◽

10.23971/jefl.v5i1.88 ◽

2015 ◽

Vol 5 (1) ◽

pp. 9 ◽

Cited By ~ 1

Author(s):

M. Zaini Miftah

Keyword(s):

Action Research ◽

Writing Process ◽

Process Approach ◽

Essay Writing ◽

Writing Class ◽

Writing Skill ◽

Field Notes ◽

Writing Process Approach ◽

Set Up ◽

Writing Task

The study is aimed at developing the implementation of Writing Process Approach (WPA) to enhance the students’ skill in writing essay. The study employed Classroom Action Research. The subjects of the study were 15 university students enrolled in the writing class. The data were gained from writing task, observation and field notes. The findings show that the implementation of WPA with the proper model procedures developed can enhance the students’ skill in writing essay. Before the strategy was implemented, the percentage of the students achieving the score greater than or equal to C (56-70) was 40.00% (6 students of the class). However, after the strategy was implemented in Cycle I, it enhanced enough to 60.00% (9 students of the class), but this result did not meet the criteria of success set up in the study. Next, in Cycle II it increased slightly to 86.67% (13 students of the class). Thus, the enhancement of the students’ skill in writing essay can be reached but it should follow the proper model procedures of the implementation of WPA developed.Keywords: writing process approach, writing skill, essay writing

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UNIVERSITY STUDENTS� NEEDS OF WRITING COURSE MATERIALS: A CASE OF INDONESIA

English Review Journal of English Education ◽

10.25134/erjee.v8i2.2988 ◽

2020 ◽

Vol 8 (2) ◽

pp. 31

Author(s):

Ilham Ilham ◽

Bachrudin Musthafa ◽

Fazri Nur Yusuf

Keyword(s):

Undergraduate Students ◽

Academic Writing ◽

English Language ◽

Private University ◽

English Language Teaching ◽

Teaching Writing ◽

English Department ◽

Writing Courses ◽

Writing Course ◽

Grammar Knowledge

The aim of this study is to explore the target needs (i.e. necessities, lacks and wants) of the students to inform academic writing courses materials. A case study design was employed as this design to provide in-depth data information. To collect the data, questionnaire and interviews were used. Twenty-three undergraduate students of English department at a private university in Mataram West Nusa Tenggara who take academic writing course in the 2019-2020 academic year participated in the study. The result of the study showed that the students need to learn the types of writing texts, vocabulary and construct sentences into paragraph, have good skills in writing different genres since they are lack of grammar knowledge and vocabularies, and improvement on the aspect of teaching writing. This finding may promise implications for updating the current curriculum and materials as practiced for tertiary level English department students in an attempt to keep up with the latest changes in the methodologies of English language teaching. This study recommends that lecturers and universities should conduct a need analysis regularly and updated the curriculum with such insightful needs.

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