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2001: 334. These two approaches are related, as the process approach has emerged as the critic for the product-focused approach. The theory of these two approaches is
present in this study since the theory is closely related to the use of peer feedback in writing activity. The brief discussion of product-focused and process approach is
presented below.
a. Product-focused Approach
The theory of product-focused approach is considered traditional. For many years, the teaching writing in ESLEFL classroom had been synonymous with the
teaching of grammar or sentence structure Richards, 1992: 106. In accordance with Nunan 1999: 272, the product-focused approach is regarded as the writing
approach which puts emphasis on the final product that is coherent, free-error text. In line with this argument, Harmer, as cited in Pujikurniawati 2004: 11, states that this
approach possesses an interest in the aim of a task and in the end of product. The similar statement is presented by Cohen 1990: 105, who states that the product-
focused approach is mostly concerned with the finalfinished product of the writing. There are some requirements, given by Brown 2001: 335, underlying the
expected final product of the writing product-focused approach. The first requirement is that the student’s writing should meet certain standard of prescribed
English rhetorical style. Hence, the writing instructional program mostly puts emphasis on the patterns and forms of organization used in different kinds of written
texts Richards, 1992: 106. It assumes, then, that the objective of teaching writing based on the product-focused approach is to have the students master certain kinds of
written texts they will have in educational, institutional, andor personal contexts.
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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
