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references which use term Process Approach. In his book entitled Practical English Language Teaching
, Nunan uses the term Process Approach. He says that the activities in the Process Approach encourage the students to learn writing
which is more than creating final product. It is more on learning of series of skills leading to the product Nunan, 2003: 96. In this study, the writer used the term
Process-Based Approach.
b. Techniques in Teaching Writing to EFL Students Using Process-Based
Approach
In order to create effective language learning, teachers should organize activities that help students to achieve the learning goals. There are some steps in
the Process-Based Approach. They are Planning, Drafting, Having Feedback, Revising, and Proofreading and Editing. Those steps are not discussed in this part.
They are discussed in the part of theory of Process-Based Approach. In the first step which is Planning, students are expected to find ideas of what
will they write. The step of planning becomes the basis of the writing. Because of the importance of finding ideas, it is important to create some techniques which
help students to find the ideas. Nunan 2003; 97 mentions some of the techniques which can be used to help the students in finding ideas. Those techniques are
brainstorming, word mapping, and quick writing. The followings are the techniques which are used in designing materials.
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1 Brainstorming
According to Nunan 2003: 96, brainstorming is a technique in which the students list all the ideas they can think of related to a topic, either in writing or
aloud, quickly or without much planning. If there is no topic is given, the students can brainstorm any possible topic. It can be done individually or in pairs or groups
of students. From the lists of the brainstormed ideas or topics, students can choose those they are most interested in.
2 Word Mapping
The idea of word mapping is the same as clustering. In his book, Nunan 2003: 96 says that in word mapping, the students begin with an idea in the center
of a blank paper. They then think of related ideas and draw relationships with a series of boxes, circles and arrows. In clustering, Meyers 2004: 6 says that
students write the subject in the middle of the page and circle it. Then the students write related ideas around the circle as they occur to the students. Then circle
those ideas and connect them to the subject circle. These ideas are like branches.
3 Quick Writing
According to Nunan 2003: 97, in quick writing, students begin with a topic. They write rapidly about the topic. The teacher limits the time for students to
write 10 to 15 minutes. The teacher also instructs the students not to erase or cross out the text, keep writing without stopping and just let the idea come out
without concerning the spelling, grammar, or punctuation. Then the students
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identify the result of their quick writing by underlining them. These ideas are then used in the first draft of their essay.
4 Guided Discussion
The discussion can be done by the students with their peers or the teachers. This activity helps the students to explore their knowledge about some issues. It is
expected that the students can finally draw their own idea based on the discussion. While the students have their discussion, the teacher monitors the process.
The designed materials were conducted based on the Process-Based Approach. It became the basis of all designing materials in this study. The
techniques that were used to design the materials were brainstorming, word mapping, quick writing and guided discussion. Those techniques are used to
design the writing instructional materials using the Process-Based Approach for SMP especially in helping students to find the idea of what they are going to
write.
3. The Theory of the Process-Based Approach
