Using Process Writing Approach (PWA) to Teach Writing Descriptive Text

Fitri Novia, Eva Saptarina


The research aim was to find out whether or not there was a significant difference in students' writing performance from descriptive passage among learners who practiced using the Process Writing Approach and those who were not. The design of that research used quasi-experimental. Participants were selected from X TKJ 3 being the experimental group and X TKJ 2 being the control group. Instruments of this study used a written test. There were five topics about the descriptive text in which students chose one of the issues. A paired sample t-test and independent-sample t-test were used to investigate the data. The outcome acquired from the paired sample t-test confirmed that students' writing achievement increased in the descriptive text after using the process writing approach. Independent-samples t-test analysis revealed that pvalue  (0.008) was lower than άvalu (0.05). Further analysis indicated a significant difference in students' writing performance from a descriptive passage within learners who practiced using the Process Writing Approach.


process writing approach; writing; descriptive text

Full Text:



Abas, I. H., & Abd Aziz, N. H. (2018). Model of the writing process and strategies of EFL proficient student writers: A case study of Indonesian learners. Pertanika Journal of Social Sciences and Humanities, 26(3).

Agesta, S. (2016). Process genre approach: Breaking students’ barriers in writing. International Conference on Education, 811–817.

Akinwamide, T. K. (2012). The influence of process approach on English as second language students’ performances in essay writing. English Language Teaching, 5(3), 16–29.

Alshakhi, A. (2018). Revisiting the writing assessment process at a Saudi English language institute: Problems and solutions. English Language Teaching, 12(1), 176.

Amalia, Q., Anasy, Z., & Dewi, R. (2019). The effect of using process approach on students’ writing of descriptive text. ICEMS 2019, 1–8.

Anggeriyanti, W. (2017). The correlation between students’ reading habit and their writing skill. Proceedings International Conference on Teaching and Education (ICoTE), 1, 205–214.

Avcı, Ö. (2018). EFL learners ’ insight into process oriented approach : In depth analysis of students perceptions on L2 writing skills , habits and Strategies. International Journal of Research in Teaching, Learning, Creativity & Technology (IJRTL), 1(1), 1–25.

Dokchandra, D. (2018). The effects of process writing approach on performance of an overcrowded EFL writing class at a University in Thailand. KnE Social Sciences, 3(4), 161–173.

Farooq, M. S., Uzair-Ul-Hassan, M., & Wahid, S. (2012). Opinion of second language learners about writing difficulties in English language. South Asian Studies, 27(1), 183.

Fitriani, F., Nur, R. H., Bustamin, B., Ali, S. M., & Nurisman, N. (2019). Improving students’ descriptive text writing by using writing in the here and now strategy at the tenth grade students of vocational high school. International Journal for Educational and Vocational Studies, 1(6), 632–636.

Haerazi, & Irawan, L. A. (2019). Practicing genre-based language teaching model to improve students’ achievement of writing skills. International Journal of English Teaching and Applied Linguistics, 4(1), 9–18.

Harlena, D. (2019). Collaborative writing strategy for teaching writing descriptive text. International Journal Of Scientific & Technology Research, 8(10), 3316–3318.

Hartono, H., Anwar, C., & Murtiningrum, A. (2019). Corrective feedbacks and grammar teaching in a situated teaching context of process-based writing. Register Journal, 12(1), 28.

Husna, L. (2013). An analysis of students’ writing skill in descriptive text at grade X1 IPA of MAN 2 Padang. Journal Ilmiah Pendidikan Scholastic, 1(1), 16–28.

Irawansyah, I. (2016). Genre based approach: A way to enhance studentsâ writing ability. English Education: Jurnal Tadris Bahasa Inggris IAIN Raden Intan, 9(1), 74–88.

Jalaluddin, I. (2019). Process approach in teaching of ESL writing: Teacher’s assistance and its practicality in real classroom. Journal of Research, Policy & Practice of Teachers & Teacher Education, 9(2), 66–78.

Kirana, E., Syarif, H., & Anwar, D. (2018). Students’ writing ability in descriptive texts and their problems of using appropriate adjective in SMP. International Conferences on Education, Social Sciences and Technology, 508–513.

Nabhan, S. (2016). The process approach to improve students’ writing ability in English Education Department University of PGRI Adi Buana Surabaya. Jembatan Merah, Jurnal Pengajaran Bahasa Dan Sastra, 13(June), 1–15.

Pour-Mohammadi, M., Abidin, M. J. Z., & Fong, C. L. (2012). The effect of process writing practice on the writing quality of form one students: A case study. Asian Social Science, 8(3), 88–99.

Qomariah, S. S., & Permana, D. (2016). Process based approach towards students’ creativity in writing English paragraph. Indonesian Journal of English Language Teaching and Applied Linguistics, 1(1), 37–47.

Regala-Flores, E., & Lopez, M. (2019). Self-reported summarizing and paraphrasing difficulties in L2 writing contexts: Some pedagogical interventions. Indonesian Journal of Applied Linguistics, 9(2), 286–296.

Setyowati, L. & Q. M. (2017). The eight graders writing attitude toward EFL writing in indonesian context. International Journal of Languages’ Education, 5(3), 422–433.

Sheir, A., Zahran, F., & Koura, A. (2015). The effectiveness of process writing approach in developing EFL writing performance of ESP college students. Educations Sciences Journal, 1–23.

Susanti, R. T., & Novia, F. (2016). Using POWER strategy to teach writing skill. Language and Education Journal, 1(2), 65–72.

Umamah, A., & Cahyono, B. Y. (2020). Indonesian university students’ self-regulated writing (SRW) strategies in writing expository essays. Indonesian Journal of Applied Linguistics, 10(1), 25–35.

Wulandari, E. R. (2014). Process approach to improve students’ writing skill for English major students. Media Prestasi Jurnal Ilmiah STKIP PGRI NGAWI, 13(1), 42–48.

Xu, X., & Li, X. (2018). Teaching academic writing through a process-genre approach: A pedagogical exploration of an EAP program in China. TESL-EJ, 22(2).


Copyright (c) 2021 Linguists : Journal Of Linguistics and Language Teaching

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Linguists : Journal Of Linguistics and Language Teaching

Program Studi Tadris Bahasa Inggris, Gedung C.4.2
Fakultas Tarbiyah dan Tadris
UIN Fatmawati Sukarno Bengkulu
Jl.Raden Fatah, Pagar Dewa Kota Bengkulu, Bengkulu, Indonesia
Telp. (0736)51171,51172,51276 Fax.(0736) 51172
Website :
Email : 




Related image