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to include the entire process of writing-invention, drafting, feedback, revision- and
not just product” Nunan, 2003; 89. Therefore, the focus of the learning to write
now is not on the product but process. Learning to write is more than creating a final product. It is the learning of a series of skills leading to that product.
According to Cohen 1990; 105, “The Process-Based Approach puts emphasis on an incubation period in which the written piece taken shape.” It
means that the Process-Based Approach is one of the approaches for writing which emphasizes activities that are long-term. This approach helps students to
process the writing products step by step. It allows students to learn about writing process rather than just finishing the writing product quickly. According to Nunan
2003; 97, there are some steps in the Process-Based Approach which help students in processing their writing.
a. The Steps of Writing Using the Process-Based Approach
The following are the explanation of the steps.
1 Planning Pre-writing
Pre-writing activity is any activity which prepares the students before they write. The activities should be able to encourage students to write. Richards
2002; 316 says that pre-writing activity should stimulates thoughts for getting started. He also says that pre-writing activity moves the students away from
having to face a blank page toward generating tentative ideas and gathering information for writing. In this step students are expected to find the idea of what
they write.
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There are some techniques which the teacher may choose in helping students to find their idea. Nunan 2003; 97 states some of the techniques which can be
used in this step. Those techniques are brainstorming, word mapping, quick writing. Those techniques are discussed in the previous part which is techniques
in Process-Based Approach.
2 Drafting
After the students find the idea in the step of Planning, they are asked to start their writing. This writing is not considered as the final result of writing. It will
become the draft of writing which will be revised in the next step. Here, the students focus on the fluency of writing and the development of the idea; not
necessarily on the grammatical accuracy.
3 Feedback
After the draft is finished, the students ask for feedback. The feedback can be given by the teacher and students. When the students are having peer feedback,
the teacher must monitor the classroom activity. It aims to control the students’ activity and make sure that the students’ feedback is not misleading. The feedback
can be in form of only comments or even correctionsuggestion. Nunan 2003; 98 writes in his book that if peer commentary is used, it is best to use some kind of
structured feedback form. The following is the example of feedback form:
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Figure 2.4 Example of Feedback Form
4 Revising
After the students receive feedback, they begin to revise their writing. In his book, Nunan 2003; 98 quotes Sommers’ statement 1980 that in this step, the
students spend time for the reorganization, developing ideas, and so forth, as separate from editing for grammar and spelling.
5 Proofreading and Editing
Nunan 2003; 98 said before the final draft is turned in for evaluation, students should, of course, read for mistakes in spelling, grammar, punctuation,
and so forth. Nunan adds that in this step, the teacher should not correct a students’ draft by supplying all the correct form of words, punctuation, and so
forth. It is better for students to do proofreading and editing themselves or with their peer.
Peer Comment written by______________ for______________ Read your partner’s paper. Answer these questions
1. Is the introduction effective? Explain your answer
2. What is the author’s main idea? Restate it here:
3. Does the writer support that idea with evidence? What is that
evidence? 4.
What evidence is missing, or incomplete? 5.
What question do you have about this writing? 6.
Is the conclusion effective? How would you improve it? 7.
Do you notice any grammar or word choice errors? Underline them
Give this sheet back to your partner, and then discuss your answers.
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The following model is the model of writing instruction in the Process-Based Approach according to Harmer 2007; 326.
Figure 2.5 The Model of Writing Instruction in the Process-Based Approach
The writing process is done through some steps. Those steps may be done recursive. It means that the writer may loop backwards and move forwards
between the steps. Even when the writers think that they have come into the final version, they may still go back and re-plan or re-visit the previous step.
b. Learner’s Role
