The Effect of Process-Based Approach on EFL Students’ Writing Skills

Abstract

This study investigates the impact of the Process-Based Approach (PBA) on the writing skills of eighth-grade EFL students at a public junior high school in Karawang, Indonesia. Although previous studies have demonstrated the effectiveness of process writing, limited evidence exists regarding its implementation among Indonesian lower secondary EFL learners. Therefore, this study aims to address this gap by examining the effectiveness of the Process-Based Approach in improving students' writing performance. The study employed an explanatory sequential mixed-methods design, combining quantitative pre-test and post-test data with qualitative classroom observations. The intervention was conducted over four writing sessions involving pre-writing, drafting, revising, editing, and publishing activities, emphasizing teacher feedback, peer collaboration, and student reflection. The findings revealed significant improvements in students' writing performance, with the overall mean score increasing from 63.4 to 78.2. The most substantial improvements were found in organization and content, indicating that the Process-Based Approach effectively enhanced students' writing skills. These findings suggest that PBA can serve as an effective instructional strategy for improving EFL writing instruction in junior high schools.