Research Objectives Research Benefits

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2.1.1 Eclectic Approach As A Synthesis of Process-based and Genre-based

Writing The initial theory of Eclectic Approach comes from Brown 2001. He stated that the teachers could apply the approach that could accomodate the learners’ need. The Eclectic Approach is considered the most efficient and effective approach as it can cover the disadvantages of using one approach only Min, 2009. This new approach may combine one or more approaches, as long as it accommodates the need of the students Petrilli, 2011. In addition, the approach can be applied in all language skills Larsen-Freeman, 2000. Furthermore, it gives other benefits, such as fun, enjoyable and innovative learning Kumar, 2013. Genre and process based writing are parts of Eclectic Approach in writing. Process writing has several identifiable stages: pre-writing, outlining, drafting, revising, editing and submitting Sundem, 2007. Murray 1972 provides the definition of each stage. Pre-writing takes place before the writing itself happens. It allows the writer to pick a specific topic, audience, and form of writing. Drafting or referred as “writing” by Murray 1972 is the fast-paced process where the writer could know how much he or she knows. It produces a rough draft of what the writer actually wants to write. The last stages, revising and editing, are simplified into one term: rewriting. In this process, the writer will “research, rethink, redesign and rewrite” Murray, 1972: p.5 the draft. These four steps allow the students to independently and creatively write and examine their own writing Tiedt, 1989. 11 Another part of the Eclectic Approach is genre-based writing; it holds the idea that writing serves a purpose and the language is used as a media to achieve this purpose Hyland, 2003. The purpose of the writing may vary: to get things done, to tell a story, to describe something, etcetera. The writer here uses texts as the media to convey certain information, to make relation with his or her readers, and to achieve the purpose of the text itself. By combining these two approaches, the students will set the purpose of their writing and also go through several steps in order to achive the goal. In the classroom, the Eclectic Approach encourages learner-centered activities Richards Rodgers, 2001. Furthermore, Richards and Rodgers also suggest specific roles of the teachers and learners in the class. For the learners, they have a lot of opportunities to respond to the topic of discussion. In addition, they may also get the information from the other students, not only from the teachers. Still from Richards and Rodgers 2001, as the students are expected to be active Brown, 2001, the teachers then have to be creative in choosing the materials that would be given to the students. The hardest job is combining the strengths from different activities into an activity that will encourage students to learn independently Jackson, 2011. After understanding the nature of the Eclectic Approach, the researcher needs to design the learning materials that will help the students to understand the materials Petrilli, 2011. This new material is called Group of Activities for In-depth Learning GAIL.