Scribd
Upload
33 views

Implementing Portfolio

The document discusses implementing the process approach to teaching writing. It outlines the stages of the process approach as prewriting, drafting, revising and editing, and publishing. The methodology section describes how the researcher observed an English teacher and interviewed them. Key findings include that the teacher focused on prewriting activities but students had little time to complete drafting in class. Revising and editing stages were not conducted due to time constraints. Publishing occurred in a later lesson. The conclusion summarizes the stages and suggestions are made for teachers to fully explain concepts and have students work through all stages.

Uploaded by

api-302732435
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
33 views

Implementing Portfolio

The document discusses implementing the process approach to teaching writing. It outlines the stages of the process approach as prewriting, drafting, revising and editing, and publishing. The methodology section describes how the researcher observed an English teacher and interviewed them. Key findings include that the teacher focused on prewriting activities but students had little time to complete drafting in class. Revising and editing stages were not conducted due to time constraints. Publishing occurred in a later lesson. The conclusion summarizes the stages and suggestions are made for teachers to fully explain concepts and have students work through all stages.

Uploaded by

api-302732435
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 18

IMPLEMENTING THE PROCESS APPROACH

IN TEACHING WRITING

Srihidayanti
[email protected]

(Indonesia University of Education)

introduction
Process
Approach

The

process

of the writers

going through the

Linguistics skills such as

production

planning

and

of the text

drafting

Emphasize

introduction
gathering ideas
organizing ideas
Students
difficulties

developing details
choosing correct words

(Laksmi, 2006)

structuring ideas in correct sentence

The implementation of the process approach is potential to help


students learn to communicate their ideas in written form (Graves,
cited from Laksmi, 2006)

introduction

Advantages
Effective approach in primary school (Ho, 2006)
Foundation for writing instruction (Laksmi, 2006)
Making significance progress in writing (San & Fen, 2009)
Improvement of student writing (Chaisiri, 2010)
Various textbooks available and applicable for teachers (Onozawa, 2010)

introduction

Purpose:

implementation of
process approach in teaching writing
to investigate the

Stages of process approach to teaching writing

1.
c
Prewriting 2. Drafting
c
4.
c
Publishing

3. Revising
c
and Editing

Brown (2001), Harmer (2004), Tompkins (2008), and Gebhard (2009)

Stages of process approach to teaching writing

1.
c
Prewriting 2. Drafting
c
4.
c
Publishing

3. Revising
c
and Editing

Brown (2001), Harmer (2004), Tompkins (2008), and Gebhard (2009)

Stages of process approach to teaching writing

1.
c
Prewriting 2. Drafting
c
4.
c
Publishing

3. Revising
c
and Editing

Brown (2001), Harmer (2004), Tompkins (2008), and Gebhard (2009)

Stages of process approach to teaching writing

1.
c
Prewriting 2. Drafting
c
4.
c
Publishing

3. Revising
c
and Editing

Brown (2001), Harmer (2004), Tompkins (2008), and Gebhard (2009)

Stages of process approach to teaching writing

1.
c
Prewriting 2. Drafting
c
4.
c
Publishing

3. Revising
c
and Editing

Brown (2001), Harmer (2004), Tompkins (2008), and Gebhard (2009)

Methodology

Site and Participant


An English teacher of Vocational High School in Cimahi

Data Collection
Observation : non-participant observation
Interview : semi-structure interview

Data Analysis
The row data were categorized based on the theory of process
approach in teaching writing purposed by Brown (2001), Harmer
(2004), Tompkins (2008), and Gebhard (2009)
The conclusion of the results was formulated

findings
Prewriting Activities
Considering a topic

Considering the genre

Considering purpose

Considering the content structure

Considering audience

findings

The students were not given an opportunity or


enough time to complete their tasks in the class

Drafting
The drafting stage was done by the students at
home, since the teacher told them as part of their
homework
The finding is supported by Gebhard (2009) who states that students
can write an essay in a class first, and then finish it at home in the
leisure time

findings

Revising
&
Editing

The teacher did not conduct this stage


The teacher feel the time is limited
The teacher does not concern about
revising and editing

findings

Publishing

The teacher employed publishing


in the second meeting

conclusion
Prewriting
Drafting
Revising & Editing
Publishing

suggestion
Teacher

appropriately

entire stages of implementation

explanation about the concept of revison

completely
by themselves
by classmates

Researcher

to investigate other institution level

You might also like