Professional Documents
Culture Documents
INTRODUCTION
1.0 Introduction
Writing is hard for everyone, even for the great writers. It is even more difficult to
write in a foreign language. Isaac Bashevich Singer, winner of the 1978 Nobel Prize for
Today, most students seem to fear writing essays regardless of whether their
essay is usually the subject of procrastination when they have to do it. This is because
focussed thought. In order to write, students must have something to say. Hence, students
do not merely express knowledge by writing, they also discover knowledge. Moreover,
one of the more important aspects of recent educational reform efforts is increased
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In an extract from the LingualLinks Library (1999) states that writing skills help
the learner gain independence, comprehensibility, fluency and creativity in writing. If the
learner have mastered these skills, they should be able to write effectively and others,
Besides that, the most important factor in writing is that students need to be
personally involved in order to make the learning of lasting value (Kenneth Beare, 2005).
On the other hand, Menon (1987) claims that “teachers need to personally feel
that writing is a very important skill to teach in school and one that requires careful
planning because otherwise it will end being frustrating for teachers as well as for the
allows writers to explore thoughts and ideas and make them visible and concrete. Writing
encourages thinking and learning for it motivates communication and makes thought
available for reflection. When thought is written down, ideas can be examined,
Besides, according to the Chun Ling Sun (2009), English writing as a basic
language skill for second language learners is being paid close attention to. How to
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achieve better results in English teaching and how to develop students’ writing
write effectively by many teachers; especially in ESL classroom. The examples of these
approach and the “process approach” or simply known as “process writing” or “writing
process”.
In the “free writing approach” learners write for a period of time in class on a
topic of interest to them. This writing can take many forms, including quick writes, which
are time-limited, done individually, and not only always shared; and dialogue journals,
written to a teacher, a classmate or other partner who then responds (Peyton & Staton,
knowledge, with attention focused on the appropriate use of vocabulary, syntax, and
cohesive devises (Pincas, 1982) whereas the “genre-based approach” regards writing as
predominantly linguistic but they emphasize that writing varies with the social context in
which it is produced (Flowerdew 1993: 307 as cited in Badger, R. & White, G. 2000).
However, the approach that is invented to facilitate students in writing and has
been utilized vastly in most English Language classrooms is the “process writing”. The
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“process approach” to writing is not a new approach. It has been around since the early
1970s. This approach treats all writing, as creative act while requires time and positive
feedback to be done well. It focuses on the writing product rather than the final product
(Grabe & Kaplan, 1996). Besides that, the “process approach” also refers to a teaching
approach that focuses on the process a writer engages in when constructing meaning to
This teaching approach may include identified stages of the writing process such
as: pre-writing stage, drafting or actual writing stage, the revising stage, editing stage and
successive drafts of a piece of work before it receives its final evaluation. Hence, this
Many educators are positive towards the process approach and think that the
students will benefit greatly from this approach (Raimes 1983, Stewart and Cheung 1989,
White and Arndt 1991). In addition teachers found the effectiveness of this approach in
teaching writing skills through their research and studies. However the feedback from
students on this approach has not been seen. Thus, this study is mainly designed to gather
the feedback of low English proficiency students on the ‘Process Approach’ in the
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1.1 Statement of Problem
Minister of Education states that as the end of the Secondary School English Language
Programme, students are expected to be able to write and understand written English in
the school and in real life situations outside the school. Therefore, in order to develop
skills will be determined by the kind of approaches used by the teacher in teaching of
writing. No doubt writing is a complex process and there is no definite answer on how to
teach writing in ESL classroom. Thus, it remains one of the most difficult areas for the
teacher and learner of English (Simpson, 2004). So, a few factors have been identified on
complexity of writing are psychological, linguistic and cognitive problems. His points of
views were supported by Hadfield and Hadfield (1993) cited in Simpson (2004) whereby
they also note the same three areas of difficulty for the learner in relation to the writing
skill. They further explained that the psychological problems occurs because writing is a
solitary activity where the students are required to write without knowing the benefit of
writing and with no face interaction which makes the writing difficult.
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They added on stating that the linguistic problem faced by the students is through
oral communication. Since verbal speech is spontaneous and less attention paid to the
sentence structure, grammar and vocabulary, they end up writing as how they speak.
On the other hand, they also pointed out that cognitive problems emerge when the
students have not mastered the written form of the language as well as have not learned
certain structures, which are relevant socially and professionally. Besides that, students
just cannot help feeling nervous and pressured whenever they are to perform a writing
task. Raimes (1983) describes that her ESL students’ faces were painted with anguish and
Moreover, teachers always assume that writing problems stem only from students
lack of knowledge, difficulties encountered during the composing process and negative
Apart from that, as any writing teachers has experienced, students are frequently
worried about the prospect of writing in English. They worry about expressing their ideas
clearly within the boundaries of correct usage, grammar, spelling, sentence structure and
punctuation Simpson (2000). Due to this, students develop a fear of writing and think that
everything they write is riddled with errors. These fears hinder them and frequently make
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Besides that, Gomez and Gan Lay Huah (1991) claim that most teachers prefer to
implement the traditional way of teaching writing, that is by assigning the topic and
instructing the students to produce a piece of writing within the given period of time. This
creates terror in students as they do not know where and how to start.
“teacher teach-student learn way” (Muhammad Kamal Nawawi, 1989). This traditional
way of teaching writing has been criticized for it does not allow active participation of
the students and only emphasize on the teacher who function as an authoritative figure. In
fact, students are forced to write as they have low interest in writing. Here, teachers are
On top of that, Jenny Bedwell (2009) stated that a number of reasons on why
students find it difficult to write are most probably students have had negative
experiences of writing in the past, perhaps they see it as a waste of class-time, which
could be spent for better purpose such as practicing their oral skills, or perhaps they
As a result of all these problems, the “process approach” is clearly seen as the
approach that treats all writing as a creative act, which especially requires time and
positive feedback to be done well. In process writing, the teacher moves away from being
someone who sets students a writing topic and receives the finished product for
correction without any intervention in the writing process itself (Stanley, 2004).
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According to Graham Stanley (2003), feedback plays an important role in this
approach. It takes a lot of time and effort to write and so, it is only fair that student
build students’ confidence level as to create good feeling for the next writing class.
Normally, in the process approach, the feedback comes from the teacher who
comments on the piece of students’ written work and most of time the students accept
them. Understanding the importance of providing feedback does not necessarily enables
teachers to provide appropriate feedback. Teachers have to find the right way of
providing feedback to learners and gain feedback from the students as well.
Looking at all these, it is believed that students basically rely on feedback given
by teachers on their piece of written work in this process. But do teachers know what
students feel about this process and which aspects of the process approach interest them
the most? Hence this study will provide feedback of the low English proficiency students
on the process approach in teaching writing skills as to find out on which aspects or
skills. In fact getting these students to participate in writing activities in class can be an
arduous task. Despite our best efforts as teachers to make prospect of writing a fun and
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collaborative activity, it is often met with groans of reluctance. Though the process
approach has been used to help these students to write effectively and improvements have
been seen yet the feedback on the use of this approach in the classroom from the students
has not been collected. Thus, the objectives of this study are to gather feedback of low
English proficiency students in teaching writing skills and to identify the aspects or
This particular study will help to find answers to the following questions
ii) Which stages or aspects of the process approach that the students
Process
achieve something.
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Approach
The term “approach” in the field of teaching is clearly defined as the theoretical
assumption about the nature of language and the nature of language learning. It
means that before language teachers decide on the methods that they are going to
Writing
Writing is defined as both a process and a product where the writer creates plans,
writes various drafts, revises, edits and publishes. This process of writing is
usually recursive and at times unsystematic. Finally, what the audience reads is a
(Nunan, 2003)
“Process Approach”
The “process approach” refers to a teaching approach that focuses on the process
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Feedback
output form (or information about the result of) an event or phenomenon in the
past will influence the same event/phenomenon in the present or future. When
an event is part of a chain of cause-and effect that forms a circuit or loop, then
allowing teachers and students into a more meaningful interaction and more purposeful
writing. Writing tasks based on this approach involve thinking of ideas to write, selecting
what to include, plan, writing a draft, revising and editing the draft before the final
For that reason, it is hoped that this study will provide useful insights and
feedback of low English proficiency students on the process approach for teachers
teaching writing skills. Furthermore, it also gives directions to the teachers to discover
the strengths and weaknesses of their students in writing in respect to teaching of writing
in classroom.
On top of that, this study can also help teachers teaching writing skills to improve
their teaching style and be more creative besides enable them to make evaluation and
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judgment over the “process approach” from the feedback given by the students.
Therefore, teachers should not only look into “process approach” in writing at how to
generate ideas and how to organize them to think and develop their writing skills when
producing a written piece of work like an essay, report or a letter from their perspectives
but also need to gain feedback on the approach from the students’ point of view.
This study was conducted using a sample consisting of 30 students who have low
proficiency in English. The duration of the study spans three months especially for data
collection to be fully completed. One of the major factors in prolonging the research time
was the erratic and irregular attendance of students during the time the classroom study
was conducted. The implication of this ‘setback’ was that the research had to be
In addition, another limitation of this study is the low level of proficiency among
students which in turn creates a thick ‘linguistic barrier’. Students were having
and motivation was also notably affected by this inability. The researcher had to rely on
translations at times in order to complete the study. This has led to more time spent in
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Not only that, the dearth and scarcity of materials related to the subject of enquiry
also affected the course of the study. As the research needs support from academic
writings such as respectable published research-based journals and articles, it hinders the
credibility to the research at hand. Other alternatives had to be secured such as getting
individuals.
On the same note, even when said materials are gained, there are still
complications arising out of the contextual difference inherent in the literature review as
they are mainly based on overseas research. This sometimes poses a problem as the
researcher is unable to draw a common conclusion from the materials. This is due to
Financial concerns, although not quite a ‘prominent factor’ in the determining the
success of the research, it is nonetheless a practical factor which does affect progress of
1.7 Summary
“process approach” helps students to write more with fewer errors. He claimed that the
teaching of writing that emphasizes on correct structures, rigid organization and grammar
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prevent students from “knowing how writers behave and the process involves. Hence, by
using the process approach to teach writing skills to low English proficiency students, the
effectiveness of using this approach can probably be seen through the ability of the
students to write and the feedback given by the teacher to improve their writing skills.
In other words, no doubt that the “process approach” helps in enhancing students’
writing skills in ESL classroom and at the same time helps teachers to improve their
teaching style as well as to be more creative in teaching writing but the feedback of these
students are yet to be collected. Thus, this particular study will be on the feedback of the
low English proficiency students on the process approach in teaching writing skills. So,
the next chapter will be the literature review of the study in detail on the matter
mentioned above.
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