audience. Students will learn the possible existence of other viewpoints. The difference of the two approaches drawn by Steele 2004 is presented in table 2.1 below:
Table 2.1 A comparison between Product and Process Writing Steele, 2004:1
Process Writing Product Writing
Text as a resource for comparison
Imitative model text Ideas as starting points
Organizing of ideas are more important than ideas themselves
More than one draft One draft
More global. Focused on purpose, theme, text type, i.e.
reader is emphasized Features highlighted including
controlled practice of those features
Collaborative Individual
Emphasis on creative process Emphasis on end product
Furthermore, Hasan and Akhand 2010 suggest that certain elements in class will influence the use of writing approach applied. These elements include teachers,
students, and the genres of the text. They add that both product and process approaches have benefits in teaching learning writing process in English as Second Language or
English as Foreign Language context. Process approach will let students generate their ideas into comprehensive manner then organize them in a systematic way which support
the students in writing fluency, while product approach becomes important for students in realizing the competence level in which they require based on the task, age, and
maturity. Finally, it seems that the use of collaborative approaches both product and process approaches may be required and adapted by teachers in English as Second
Language or English as Foreign Language.
Moreover, they also suggest that there are some ways of cooperating between product and process approach such as doing the guided brainstorming and top down
approach which require students to extract important ideas or points after they are given texts, providing specific guided questions, discussing some aspects of model text given
related to structure even the language features, and stating some levels of writing that students should require.
d. Stages in Writing Process
Harmer 2004:4 defines writing process as the stage which writers take to create their idea to become their final written product. This process is affected by some
components. They are the content related to the subject matter written, the type of writing shopping lists, letters, or reports, and the medium used in writing e-mail,
SMS, or Chat. He also proposes the four basic writing stages. The stages are: 1
Planning This stage involves writers to plan what they are going to write. The plan should
consider the purpose of their writing, the audience, and the content structure. These main issues will influence the type of text chosen, the language used, and the organizing
information. Seow 2002:204 says that the teacher can use some activities to incorporate the stage during writing class. The activities include the group
brainstorming, clustering, rapid free writing, and WH- Question.
2 Drafting
Drafting requires writers to try producing their first draft. In this stage, they focus on their fluency while writing and are not worried to reach grammatical accuracy or the
neatness of their first draft. 3
Editing Reflecting and Revising When writers finish their final drafts, they should read and check through on what
they have written. They can check the grammatical accuracy, the organization information, and the language choice. The other readers editors can help to comment
and make some suggestions. 4
Final Draft After editing their first draft, writers start to make change they consider to be
necessary and produce their final version. Furthermore, Seow 2002:315 states that three other stages externally impose
on students by teachers during teaching writing: 1
Responding The responding stage is involved between drafting and revising. Teachers make
initial reaction to the students‟ draft. The responses can be in oral or written forms to students after they have produced their first draft then before they continue to revise.
2 Evaluating
In evaluating, the teacher can make criteria to evaluate. Then, these criteria should be known by students so that they could obey these criteria in producing their written
form. After that, the scoring made may be analytical that is based on specific aspects of
writing ability and holistic that is based on the global interpretation of the effectiveness of that piece of writing.
3 Post – Writing
The post- writing establishes any classroom activities that teachers and students do to the completed piece of writing. They can publish, share, read aloud, transform to
performance it in front of the class, and even stick it in the notice board. From the explanation above, the stage in writing process in teaching writing class can be drawn in
the schema below :
Figure 2.1 Stages in Writing Process
Nations 2009:114 mentions they are seven sub processes which are included in one probable of the writing process. They are considering the goals of the writer,
having a model of the reader, gathering ideas, organizing ideas, turning ideas into written text, reviewing what has been written, and editing. Based on the sub processes
mentioned, Nations also adds that teachers can give more attention to the effort of help and training to the students in any of the sub processes. Then, they also will have
awareness of sub processes that can help to identify their students‟ source of difficulty
during writing.
Planning Drafting
Responding Revising
Final Draft Draft
Evaluating Post
Writing
e. Micro and Macro Skills of Writing
Yale 2010 states that practice in writing will help students build reading skills. They can do this practice in the process of writing their own texts then analyse
the pieces which they read. Thus, they can apply their knowledge about the use of particular language better. According to Brown 2001: 342-243, he lists out some
micro and macro skills of writing. The micro skills consist of producing graphemes and orthographic patterns of English; producing writing at an efficient rate of speed to suit
the purpose; producing an acceptable core of words and use appropriate word order patterns; using grammatical system e.g., tense, agreement, and pluralisation, patterns,
and rules; expressing a particular meaning in different grammatical forms; next, using cohesive devices in written discourse.
Meanwhile, the macro skills consist of using the rhetorical forms and conventions of written discourse; accomplishing appropriately the communicative
functions of written text according to form and purpose; conveying links and connections between events and communicate such relations as main idea, supporting
idea, new information, given information, generalization, and exemplification; distinguishing between literal and implied meanings when writing; correctly conveying
culturally specific references in the context of the written text ; then, developing and using a battery of wr
iting strategies, such as accurately assessing the audience„s interpretation, using prewriting devices, writing with fluency in the first drafts, using
paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing. From the micro and macro skills mentioned above, teachers do
