Measuring the Effectiveness of Process Writing Approach to Improve EFL Students’ Writing Proficiency via Normalized Gain

Abstract

The process writing approach introduces structured strategies to enhance students' writing skills through planned and reflective stages. In an educational context, this approach not only facilitates the development of writing skills but also encourages students to become critical and reflective writers. This study aimed to assess the effectiveness of the process writing approach in enhancing writing proficiency among EFL (English as a Foreign Language) university students, using Normalized Gain (N-Gain) as a measurement tool. The study involved the participation of 17 university students as sample. The methodology utilized calculated N-Gain scores across two cycles of instruction to evaluate students' progress from pre-test to post-test assessments. The results indicate a significant improvement in students' writing abilities following the implementation of the process writing approach. In Cycle 2, N-Gain scores generally fell within the medium category, reflecting consistent progress across the student cohort and surpassing the outcomes observed in Cycle 1. The observed advancements suggest that foundational learning from Cycle 1 contributed to intensified and cumulative gains in Cycle 2. The study underscores the potential universal effectiveness of the process writing approach across varying levels of student comprehension. Future research should delve deeper into the specific teaching materials customized for process writing approach utilized in Cycle 2 to optimize learning outcomes for all students.