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The second requirement is that the writing should present accurate grammar. The student, then, are not allowed to make any mistakes in their writing. The last
requirement is that the student’s writing must be organized. These requirements bring a consequence for the teacher to evaluate the student’s writing based on the
model given. The evaluation is based on a set of criteria including content, organization, diction, grammar, and mechanical considerations like spelling and
punctuation Brown, 2001: 335. Apparently, the writing product-focused approach emphasizes on the quality
of the final product without noticing the stages that the students have to reach the final writing product. As a result, the students are discouraged to take their writing
assignment seriously as the focus of the writing product-focused approach is instant product and grade Cohen, 1992: 105. Instead of noticing the process of taking the
writing assignments, the students will just consider the grade that they will achieve.
b. Process Approach
Unlike the product-focused approach, the focus of the writing process in the process approach is on the steps included in drafting and redrafting a piece of writing
Nunan, 1999: 272. Similar to this, Cohen 1990: 105 states that writing refers to the process in which the final expected product comes after a series of time. Further,
Cohen adds that the students’ awareness of writing process is highly valued and for this reason, the student’s writing has usually gone through several series of peer
feedback and self-assessment before coming to teacher assessment. Another argument of this approach is coming from Sokolik 2003: 96, who considers writing
as a process that is more than creating a final product. She argues that writing
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process is a series of skills leading to that product. Based on the definitions above, the writing process approach can refer to the approach having the student reach the
final product through a considerable period of time. In other words, this approach provides more opportunities for the students to sharpen their writing skill.
In accordance with Murray, as cited in Richards 1999: 108, there are three stages in writing, namely pre-writing, drafting, and revising. Re-writing involves
finding, thinking, develop and organize a topic and ideas. Drafting includes getting the ideas onto paper in rough form. Revising involves evaluating what has been
written. In this stage, the students may make changes as necessary. However, these steps should not be linear to follow. The process of writing is supposed to be
recursive Nunan, 1999: 273. In line with this argument, Flower and Hayes, as cited in Cohen 1990: 106, claims that writing is seen as one continuous process which is
recursive in nature. It implies that the students can combine the stages instead of following them in strict sequence. Another opinion is given by Kroll as cited in
Sokolik 2003: 96. The “process approach” serves us today as an umbrella term for many
types of writing process… What the term captures is the fact that student writers engage in their writing tasks through a cyclical approach
rather than through a single-shot approach.
Following the steps in process writing, the students are believed to have several benefits of it. As Richards 1992: 110 points out, the students are given more
opportunities to develop their writings into the meaningful ones. Similar to this, Brown 2001: 336 also points out that following the stages of process writing is
beneficial for the students. He claims that this process has given the students more chance to think when they write. Further Brown 2001: 336 argues that giving more
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chance for the students to write and revise their drafts is crucial, as the students might be anxious when they have no chance to have revision on their writing.
c. Writing as both a Process and Product
