Comparative Study on Process Approach and Product Approach in Teaching Writing Skill: The Case of Ginir Preparatory School

Abstract

Purpose: The purpose of the this study was to find the possible difference among Ginir preparatory school grade 11 EFL learner's writing ability in terms of two writing approaches of product and process approach. Methodology: The participants of the study were 90 grade 11 students who are comprehensively selected. The researcher divided research participants into two groups of 45 students through taking their intact class. Both groups were exposed to the two different approaches. The first group was exposed to the product approach of teaching writing skills and the second group to the process approach of teaching writing skills. In order to compare the effectiveness of two different writing approaches, the researcher gave two identical post-tests (cause-effect and procedural) to both groups. Findings: The finding revealed that Process approach of teaching writing skills was proven to be effective approach to improve grade 11 students writing skills in Ginir preparatory school. Unique Contribution to Theory, Practice and Policy: Based on this finding the researcher recommended to all grade 11 English as foreign language teachers to adopt process approach of teaching writing skills to improve their students writing performances.