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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
In the Process-Based Approach, the students have important role in the beginning of the writing process. Before they work on the writing, students have
to actively find their idea about what they want to write. It becomes essential because in writing, everything comes from students’ mind. Therefore, it needs the
students’ participation. However, students will not work alone in brainstorming their idea; teacher will help them to do it.
Planning Drafting
Final version?
Editing
Final version
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In the writing process, there is a process in which students have to share their work with their peer. After having draft of their writing, students have to share
their work with peer. It aims to get some revisions. Since it is a process, the revision has to be done many times. Here, students become Peer Revisers of
other’s writing. They share and make suggestions for improvement. It can be asking part which is not clear, looking for better words, and talking about how to
make better work.
c. Teacher’s Role
In this approach, teacher has a role as the organizer. Teachers are demanded to be creative in creating conducive learning atmosphere. Since the focus of this
approach is on the process, teachers have to be able to choose the appropriate class activities which support the process-based learning. Activities like
brainstorming, drafting, giving feedback, facilitating peer responses are very familiar in the Process-Based Approach. Teacher’s intervention is important at the
point of correction. Response is important in assisting learners to move through the stages of writing process. Various means of giving feedback might be used by
teacher; for example teacher-students conferences, peer response, etc. As stated in his book, Harmer 2004; 41 argues that the teacher’s job is
motivating and provoking. When writing, students sometimes lose for words or get stuck with their idea. This, teacher help the students to overcome this problem.
Teacher can prepare any suggestions before conducting the class so when the students find any difficulties, the teachers can directly help them.
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d. The Role of Instructional Materials
