Writing Process Approach Research Articles

Conferencing: A Catalyst for Developing Children’s Writing

AbstractThe writing process approach is recognized as an effective instructional practice for engaging children in the writing process and developing emerging writing skills. The writing conference is an integral component of the writing process. One-on-one conferencing sessions create differentiated instructional spaces for teachers to respond to the individual needs of learners. Understanding how teachers leverage conferencing sessions to effectively engage and support young learners’ writing remains a limited area of research. This case study documents one experienced teacher’s conferencing practices with 19 first-grade writers. Findings show conferencing conversations worked in an integrated, multidimensional way to support young writers. Conferencing dimensions leveraged children’s funds of knowledge, questioning and affirming statements, and writers’ craft components to nurture relationships and offer feedback aligned with children’s zone of proximal development.

Squeezed in: Writing Instruction Over Time

The purpose of this study was to understand the nature of writing instruction across time and grade bands. We used quantitative and qualitative analyses of teacher interviews and video records of classroom instruction of English language arts writing instruction in 97 fourth- through eighth-grade classrooms in 2010 and 2018. Video records showed a decline in writing instruction across time and grade bands. Teacher lessons focused on the first five Common Core Writing Standards with little attention to the latter five. The lessons included aspects of a writing process approach that used instructional scaffolding, models, student practice, and teacher feedback. Lessons were less likely to include the use of authentic texts, text analysis, and student discussion. Teacher interviews pointed to curricular constraints, a view of writing as peripheral, and comfort with teaching writing as hindrances to quality writing instruction. These findings demonstrate a need for curricular and instructional resources to support teachers in offering consistently quality writing instruction.

Teach Writing by Process Writing Approach

The college entrance examination (gaokao) has placed higher demands on students' writing skills, and traditional writing instruction methods no longer meet the needs of talent cultivation today. The process writing approach is one of the most popular methods for teaching writing. This article, based on a comparison of the product writing approach and the process writing approach, focuses on the characteristics and specific implementation stages of the process approach. Finally, two suggestions are proposed in the hope of assisting frontline teachers in improving English writing instruction in junior and senior high schools.

How to Use Process Writing Approach in High school Writing Teaching

Process Writing Approach emphasizes the whole process of writing namely pre-writing, drafting, revising and sharing. Compared with traditional writing approach, Process Writing Approach focuses more on thinking and discussion before writing as well as revising and sharing with others after writing. This paper explores how to make full use of Process Writing Approach to bring students’ initiative into full play and let them gradually derive pleasure from English writing and thus really reaches the aim of improving students’ ability to write in English.

IMPROVING OF READING COMPREHENSION FOR STUDENT LEARNING THROUGH THE USE OF SIMULATION MODELS CREATIVE PROCESS OF APPROACH AT CLASS XI MIPA2 OF SMAN 28 BONE.

In general, this research aims to boost reading comprehension study using a narrative approach to the creative process simulation models at class XI MIPA2 . Specifically this study aims to: Increasing the activity of a class XI MIPA 2 for student in the learning SMAN 28 Bone of narrative reading comprehension through the use of process simulation model creative approach. Improve student learning outcomes in teaching reading comprehension through the use of a narrative approach to the creative process simulation models at class XI MIPA2. Based on the analysis of the learning activities of students in reading comprehension in the first cycle, it was concluded that the achievement of the learning activities of students in reading comprehension through the use of process simulation model creative approach average Enough (65.23%). This is evident from the indicator appears, either at the stage of pre-reading, while reading and post-reading stage. Based on the results of the data analysis cycle I do reflection. Reflection on learning to read in understanding had done using a simulation model of the creative process approach. The data indicate that the activity of the teacher and the student learning process needs to be improved. This is consistent with the observation by observation format for teachers and students. Efforts is necessary to motivate teachers so that students are motivated to respond to the learning provided by the teacher. Based on the analysis of the learning activities of students in reading comprehension in the second cycle, it was concluded that the achievement of students in a learning activity descriptions based on the application essay writing process approach to simulation model of creative good average (75.40%). This is evident from the indicator that appears, either at the stage of pre-reading, while reading, and post-reading stage. Based on the results of the second cycle of data analysis done reflection. Reflection made ​​to pemebelajaran reading comprehension using process simulation model creative approach. Efforts are made teacher is need to improve on the current stage of learning reading and post-reading stage. The above data can be explained that the learning outcomes of students reading comprehension class average score 82.43 with 93.33% percentage of mastery learning. The percentages are in excellent qualifications. Data shows that 14 students scored Very Good, 14 students got good grades (good), and 2 students scored Include, the third cycle is no longer there students in categories of less or less once, thus there are only 2 people capable students under either category. Thus there are 2 people or 6.66% of students capable students under either category. Actual outcomes in the learning progress compared with the achievement of results at the previous meeting. Thus the success of data researchers in the learning process, according to the observations through format signs analysis of teaching and learning activities In the third cycle has shown an increase from the previous cycle. Based on the reflection is done, then the acquisition of the data will be displayed in the figure below, which shows the progress of student achievement in reading comprehension learning through the application of process simulation model creative approach on Indonesian subjects who started on pra-action, first cycle, second cycle, and the cycle III

The Effects of Cloud-Based Instruction Using a Process Writing Approach on High School Students’ English Writing Skills

The Effects of Cloud-Based Instruction Using a Process Writing Approach on High School Students’ English Writing Skills

Implementing the Process Writing Approach to Teach Paragraph Writing at Birzeit University

The Process Writing Approach focuses on the process of writing rather than the product. The purpose of the research was to explore the effectiveness of the Process Writing Approach in developing EFL students’ paragraph writing skill at Birzeit University/ Palestine. After reviewing previous literature on the topic, the researcher decided to utilize this approach in intermediate English (1201) in the first semester 2021/2022. Participants were randomly placed in an experimental group and a control group. A pre/posttest quasi-experimental approach was employed. Experimental procedures of teaching paragraphs lasted 8 weeks, and paragraphs were evaluated at the beginning and the end of the study. The data obtained from the pre/post writing tests were analyzed descriptively by running a t-test to calculate the differences between the mean scores of the two groups. The post-test findings revealed statistically significant differences in favor of the experimental group. Accordingly, employing the Process Writing Approach proved to be extremely helpful in developing paragraph writing of EFL students. The study recommended adopting the same approach to develop intermediate-level students' writing and utilizing it in teaching essays and various genres as well.

Mind-mapping Strategy in Process Writing Approach: Idea Extension Evidence for Introductory Paragraph

Extending ideas in essay writing is challenging for many ESL students, let alone the low ones. The students need help writing ideas, even in the introductory paragraph. Mind mapping strategy could help students develop ideas by forming wh-questions using identified keywords. Hence, this research is conducted to determine the evidence of a mind-mapping strategy in extending ideas for writing introductory paragraphs in the Malaysian University English Test (MUET) Writing Task 2 (Extended Essay). Also, it intends to explore the students’ steps in the mind-mapping strategy to extend ideas in the introductory paragraph writing process. The research design is a sequential explanatory mixed-method approach where data were gathered through a needs assessment survey, diagnostic tests, and semi-structured interviews. Process writing activities were designed as a treatment after the survey, and pre-test scores supported the necessity to employ the mind-mapping strategy to the experimental group. Conversely, a control group was formed to contrast the strategy with free writing activities. Test scores of the two groups after eight weeks of the treatment were compared using Klimova’s (2014) writing components. The diagnostic pre and post-test scores on ideas extension showed evidence of the strategy. The qualitative findings also augmented the strategy’s usefulness in five aspects: 1) as an idea generation strategy; 2) using keywords and wh-questions; 3) clear step-by-step processes; 4) improved idea development; and 5) the importance of a good beginning. Further study could expand the strategy’s advantages in idea extension and content paragraph organisation for the MUET writing tasks and other essay writing processes.

Using the Process Writing Approach based on Padlet Application (PA) to Enhance EFL Argumentative Writing Competence

This research looked at how using a process writing technique using the Padlet application (PA) influenced the argumentative writing of undergraduates majoring in English as a foreign language (EFL). Sixty students in their fourth-year in English language and translation major made up the study's subjects. Then, they were randomly assigned to one of two groups (N=30 total): the experiment group or the control group. Participants' ages varied between 19 and 20. There was no attempt to control the subjects' sex identities. Quasi-experimental techniques were used to gather quantitative data in this study through pre- and post-tests. The Padlet app and a process writing methodology were used to instruct the experimental group in argumentative text writing, while more conventional methods were used to instruct the control group. For two and a half months, researchers worked with EFL majors to find ways to strengthen their argumentative writing. The experimental group's performance in writing argumentative prose using the process writing approach based on the Padlet application was substantially higher than that of the control group, as determined by an independent sample T-test. The students were also quite enthused about utilizing Padlet application.

Teaching English for Academic Purposes Through Project-Based Learning Method and Process Writing Approach

English for Academic Purposes (EAP) has gained more prominence in the field of English Language Teaching (ELT) since its initiation in the 1980s. In Malaysia, a country where English is its second language, EAP is widely taught in many tertiary institutions. This is due to its main aim which is to focus on the communicative skills needed for academic purposes in formal educational settings to accomplish academic tasks such as delivering presentations, participating in academic discussions as well as writing academic and research essays. At USIM, EAP BIA3012 is a compulsory course introduced with the aim to develop students’ English proficiency and provide students with appropriate skills demanded in completing academic tasks at the tertiary level. The EAP course conducted at USIM employs the project-based learning (PBL) method, coupled with the process writing approach. This paper describes the application of both approaches in the implementation of EAP. The research project assigned to students will be explicated through its anatomy or structure according to PBL. Additionally, process writing, an approach to teaching writing that allows the students to undergo a journey of co-constructing texts under the guidance of the teachers, will also be clearly explained. In particular, this paper will outline the complicated and non-linear nature of writing shown through these elements—generating ideas, focusing, reviewing, evaluating, structuring, drafting—which are taught and completed through a project assigned to students.

Using Writing Process Approach (WPA) to Improve the Eight Grade Students’ Ability in Mastering Writing Descriptive Text

The aim of this study was to find out if there any significant differences between the students are taught descriptive text writing by using WPA and those without. This study used experimental research design. The population of this study was all eight grade students of SMP Negeri 1 Simeulue Barat, and the total population was 32 students. The sample of this study was the students of classes VIIIA and VIIIB. There were divided into two groups: the experimental and control groups. This study also used non random sampling. The data was collected from pre-test and post-test. The t-test analysis technique in this study used the SPSS 18 for windows. The mean of this study of post-test of the experimental group is 74.37, while the control group is 58.12. The writer obtained the results of in the t-count = 4.42, while t-table =2.05. So, the provisions in the different test if the t-count is higher than t-table then difference is real and the alternative hyhothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Therefore, in this study there was a significant difference in the achievement of writing descriptive text by using WPA. The use of WPA in teaching writing descriptive text is effective to be applied in the context at SMP Negeri 1 Simeulue Barat. Finally, the researchers suggest to teachers that students should use WPA in teaching descriptive text.

Description Of Error Use Of Indonesian Speaking In Stories Completed Of Elementary School Students

The purpose of this study was to describe the Indonesian spelling errors of sixth grade students at SDN 029 Tarakan in writing essays. This becomes a reflection material for teachers, students and schools to make improvements and pay more attention to students' writing skills. Teachers must know the errors in using EBI (Indonesian Spelling) contained in the stories written by students so that mistakes do not occur in other learning. This research also helps students in improving their writing skills. This study uses a qualitative method, namely document review. The results of this study obtained 1) Errors in the use of letters in student essays amounted to 33% of error cases. 2) Word writing errors in students' stories are 27% of error cases. 3) Errors in using punctuation in students' stories are 40% of error cases. The results of this study are expected that teachers who teach focus on providing knowledge, practice and application of the writing process approach, especially Indonesian spelling in essays. And the teacher is able to strive and foster student interest in writing so that students' works are also increasing.

Students' Perceptions: Using Writing Process Approach in EFL Writing Class

The writing process approach (WPA) is a way to solve the problems of how the students express their ideas in producing essays systematically. The use of WPA needs to be examined from the students' perceptions because students' perception of the use of WPA influences students' writing ability. This study aims to investigate the students' perceptions on the application of WPA in EFL writing classes. This study applied a qualitative approach using a questionnaire and semi-structured interview with a written list of questions as a guide which focused on students' perceptions in the application of the WPA in their writing class. The data of the interview was analyzed by qualitative by using content analysis. The questionnaire results showed that most students had a highly positive and positive perception, while no students had a negative perception of the application of WPA based on the percentages. The results of interviews were concluded in four themes. Firstly, most students reported that they have highly positive opinions on WPA and considered the planning. Secondly, peer feedback is revising strategies as most useful. Thirdly, they stated that the steps in WPA were specific, systematic, and helpful. Lastly, they perceived that their writing product had improved after the application of WPA in writing class. The findings from the interviews corresponded with the findings from the questionnaire, which revealed that students had positive perceptions on the application of WPA in writing class; therefore, WPA can be suggested as the alternative approach to improve students' writing ability.

Using Process Writing Approach (PWA) to Teach Writing Descriptive Text

The research aim was to find out whether or not there was a significant difference in students' writing performance from descriptive passage among learners who practiced using the Process Writing Approach and those who were not. The design of that research used quasi-experimental. Participants were selected from X TKJ 3 being the experimental group and X TKJ 2 being the control group. Instruments of this study used a written test. There were five topics about the descriptive text in which students chose one of the issues. A paired sample t-test and independent-sample t-test were used to investigate the data. The outcome acquired from the paired sample t-test confirmed that students' writing achievement increased in the descriptive text after using the process writing approach. Independent-samples t-test analysis revealed that pvalue (0.008) was lower than άvalu (0.05). Further analysis indicated a significant difference in students' writing performance from a descriptive passage within learners who practiced using the Process Writing Approach.

MENINGKATKAN KETERAMPILAN MENULIS, KETERAMPILAN BERKOMUNIKASI LISAN, DAN MOTIVASI BELAJAR SISWA MELALUI PENDEKATAN PROSES MENULIS [IMPROVING WRITING SKILLS, ORAL COMMUNICATION SKILLS, AND STUDENT LEARNING MOTIVATION THROUGH THE WRITING PROCESS APPROACH

<p class="1eAbstract-text">The writing process approach is used to help students to write more competently through stages of the approach. The design of Static-Group Pretest-Postest is used to investigate the increase on students' writing skills, oral communication skills and learning motivation in Indonesian classes. The subject of the study was 41 Grade 8 students consisting of 21 students in experiment group and 20 students in control group. The study was conducted by implementing the writing process approach as the treatment in experiment class and conventional approach in the control class. The data was analysed using descriptive statistics and Wilcoxon test by comparing the results between pretest and posttest, and Mann Whitney test was used to find the difference between two groups. The findings show that there were increase on writing skills in middle category (N gain =0.48; p =0.000), oral communication skills in middle category (N gain = 0,47; p = 0,000), and learning motivation in low category (N gain = 0,25; p = 0,000) after the implementation of the writing process.</p><p class="1eAbstract-text"> </p>

Writing Process Approach and Its Effect on Students’ Writing Anxiety and Performance

This study aims at investigating the effect of the process approach on student writing anxiety and performance. Teachers should find ways to cope with anxiety as it is known as the negative predictor of students’ writing performance. Fifteen students participated in this study. They were assigned to write an argumentative essay under the topic ‘should national exam be banned?”. The treatment was given following the writing stages, from outlining to publishing. SLWAI questionnaire was distributed before and after the treatment to measure the effectiveness of the process approach on students’ anxiety. The findings indicated that students writing anxiety decreases from 71.27 to 63.20, which means that the anxiety level goes down from high to moderate anxiety. The second findings informed us that there is a significant difference in students writing performance after the treatment with the level of significant .000. It can be said that the writing process approach has a significant effect on students writing anxiety and performance. The pedagogical implication is also discussed.

Collaborative writing and process writing approach: The effect and students perception

Over the last few years, the researchers and practitioners have acknowledged the potential benefits attained from collaborative writing activity which was based on the well- known theories of social constructivist and output hypothesis. Grounding from these theories, this study examined the collaborative writing combined with writing process approach to find out the effect of the task on students' ability in writing an explanation essay and students perception about the task. Two intact classes involving 30 students in each class participated in this study. One class as the experimental group completed the writing task using process writing in pairs while the other class completed the task individually. The students in experimental group were given a questionnaire right after the treatment to pool their views on the task. Post-test by administering the writing test was conducted to see the effect of the treatment. Data analysis revealed that students employing collaborative writing using process writing had better writing ability than students working individually. It was also found that most students felt that they gained many benefits from doing collaborative writing. These findings suggested that collaborative writing combined with process writing can be implemented in EFL writing pedagogy to improve students' writing ability.
 HIGHLIGHTS
 1. Collaborative writing has the positive effect on the overall writing ability and on each element of writing skill.2. Collaborative writing not only encouraged the students to share the knowledge they had to other members but also it gave them remarkable input they needed in improving thewriting skill.

The Role of Mobile-assisted Language Learning (MALL) in Enhancing the Writing Skills of Intermediate IEP Students: Expectations vs Reality

Despite extensive research into the effectiveness of mobile-assisted language learning (MALL) in ESL/EFL language learning, there is insufficient evidence to conclude that supplementing conventional teaching methods of the writing process approach with MALL significantly improves the English writing performance of native Arabic speakers. This study investigates the role of mobile-assisted language learning in enhancing the writing skills of forty female intermediate-level Intensive English Program (IEP) students at an intermediate level at Kuwait University. Participants were tested using a variety of mobile applications and websites (i.e. the Microsoft Word application, an English dictionary application, and internet search engines). The researcher utilized questionnaires, observation notes, and other qualitative methods from student assignments for data collection. Results of the data analysis indicate that smartphones are indeed an effective teaching tool, with multiple positive effects on student agency. However, due to its nature and complexity, a cautious approach was used to interpret the findings of this study. The ultimate goal of the research was to compare the traditional approach to the teaching of process writing to a mobile-assisted approach. Study findings are discussed in details and options for future research are explored. Overall, results suggest that learner autonomy is improved by engaging in the writing process both inside and outside of the classroom. The results also suggest implications for increasing motivation and peer collaboration via the use of mobile technology.

Difficulties faced by the undergraduate students in the process writing approach

The purpose of this study is to identify in which stage/stages of Process Writing Approach students have difficulties most. This posttest-experimental study was applied to the 50 first-year students studying Translation and Interpretation of English at KA±rA±kkale University in spring term of 2017-2018 Academic Year. The students were to produce an essay with the help of Process Writing Approach at the end of procedure which includes theoretical and practical application of the approach. Their essays were assessed with a checklist prepared by the researcher according to the steps of the approach. At the end of the analysis, it is found that students have success in the application of the approach in their writing class. Furthermore, it is seen that students have difficulties in the application of the second stage, Drafting, of the approach. Process Writing Approach is a difficult and time-consuming approach in writing. It is proven in this study that Drafting and Revising are very problematic for students. Thus, teachers should warn students to do enough preparation before production stage. Also, it is likely that having separate lectures on organization of paragraphs before the application of the approach will be useful for students. Keywords: Process Writing Approach; writing

The Effectiveness of Using a Deductive-Cum-Process Writing Process Approach to Teach Tone Formality

This study aims to investigate the usefulness of a deductive-cum-process writing approach to raise native Cantonese-speaking ESL students’ awareness of the inappropriate use of informal language in academic writing. Achieving tone formality by incorporating appropriate syntactic and semantic elements poses great difficulties to freshmen at the City University of Hong Kong. Furthermore, the effectiveness of using a deductive approach to teach word usage has been inconclusive despite numerous studies on this issue (e.g., Alzubi, 2015; Tammenga-Helmantel, 2014; Vogel et al., 2011). In the current study, seven types of informal language expressions and corresponding formal alternatives were first taught, followed by peer review and individual teacher-student consultations to reinforce the teaching.The experimental group consisted of 19 students taking an academic writing course in the summer semester 2017-2018. The end-of-course writing examination showed that the experimental group used significantly fewer informal expressions than did the control group in three measures—the total number of informal expressions and two component measures (p?0.05). Questionnaire findings confirmed the usefulness of the current teaching approach, as perceived by the majority of the participants. Qualitative analysis revealed several types of informal expressions that were most difficult for the participants to identify and to make correction.