Incorporating Feedback and Process Approach to Promote Students’ Writing Skills in EFL Context

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Rita Handayani, Yumna Rasyid, Ninuk Lustyantie


Many studies have proved the effectiveness of either the process approach or feedback on students’ writing achievement. Most earlier studies used feedback primarily to improve students’ grammatical and writingaccuracy. However, studies focusing on feedback on students’ writing are hard to figure hardThis study attempts to fill this gap.  This study used a process approach and feedback focusing on the content and organization of students' writing. Purposive sampling was used to select 35 second-semester students from Sultan Ageng Tirtayasa University's English study program. This study method was action research, which was carried out in three cycles.Questionnaires, observations, and writing tests were used to collect data.A detailed assessment rubric criterion and an assessment of writing results given by two interrater were used to determine the validity and reliability of the data. According to the findings of this study, the combination of a process approach and feedback has a significant impact on improving students' skills in writing effective paragraphs.The average pre-cycle test score of 56.80 increased to 68.84 in cycle one, 77.37 in cycle two, and 85.65 in cycle three. The suggestionis that combining a process approach with feedback was beneficial in improving student skills in writing effective paragraphs.

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