Process writing approach in enhancing high school students’ ESL writing competency

Abstract

This study was conducted to determine the impact of using process approach in writing narrative composition for Senior High School students who were taking Reading and Writing subject. It focused on determining students’ progress in writing narrative composition in terms of organization, coherence, appropriate language use, and mechanics. The study used quasi-experimental one-group pretest-posttest design wherein the respondents, who were chosen through total population sampling, underwent pre-test in which they were tasked to write narrative composition using traditional approach. Process writing approach was implemented with the use of activity manual as teaching- learning guide wherein the final output was evaluated as post-test of the study. Based on the findings, Senior High School students were not competent in writing narrative composition especially in terms of coherence, appropriate language use and mechanics using traditional approach. But with the use of process writing approach, the students were assessed to become proficient in four writing competencies. Thus, the study recommended the use of process writing approach as it was found effective in enhancing students’ competency in writing narrative composition.

Keywords

• english
• narrative composition
• process writing approach
• writing competency