Product vs process approach: effectiveness in teaching narrative essays
The importance of the four (4) English language skills are the foundational basis of total language competency as a whole, these being reading, writing, listening, and speaking. Writing is arguably the hardest to master of the four (4) skills, especially narrative writing as it requires mastery of g...
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| Format: | Final Year Project / Dissertation / Thesis |
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2023
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| Online Access: | http://eprints.utar.edu.my/6167/ http://eprints.utar.edu.my/6167/1/2006185_FYP_Lashanth_Kularajah.pdf |
| _version_ | 1848886606930378752 |
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| author | Lashanth, Kularajah |
| author_facet | Lashanth, Kularajah |
| author_sort | Lashanth, Kularajah |
| building | UTAR Institutional Repository |
| collection | Online Access |
| description | The importance of the four (4) English language skills are the foundational basis of total language competency as a whole, these being reading, writing, listening, and speaking. Writing is arguably the hardest to master of the four (4) skills, especially narrative writing as it requires mastery of grammatical and creative aspects of the language. The product and process approaches are the two most commonly used approaches to teaching narrative writing. However, it is unclear as to which of the two approaches are more effective in teaching narrative writing. The objective of this research is to examine the effectiveness of using the product and process approach to teach writing narrative essays. To test this, a group of 20 students from SMK Malim Nawar, Kampar were given two sets of tests containing narrative writing tasks. One required the use of the product approach while the other used the process approach, as the students were given two treatment phases which they were taught using each approach respectively. Their essays were then marked according to a grading rubric containing five (5) essential language components in narrative writing. The scores for the first and second test were then collected and analysed to determine which approach produced the higher marks. The overall scores from the second test which used the process approach were higher when compared to the scored from the second test which used the product approach. Three (3) out of the five (5) language components based on the grading rubric were higher in the second test than the first test, while the other two (2) components were higher in the first test. The findings determined that the process approach was generally more effective at teaching narrative writing than the process approach. Additionally, the findings also displayed that each approach had their respective benefits in different language components when writing narrative essays. |
| first_indexed | 2025-11-15T19:41:10Z |
| format | Final Year Project / Dissertation / Thesis |
| id | utar-6167 |
| institution | Universiti Tunku Abdul Rahman |
| institution_category | Local University |
| last_indexed | 2025-11-15T19:41:10Z |
| publishDate | 2023 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | utar-61672023-12-20T08:56:36Z Product vs process approach: effectiveness in teaching narrative essays Lashanth, Kularajah L Education (General) LB Theory and practice of education PE English The importance of the four (4) English language skills are the foundational basis of total language competency as a whole, these being reading, writing, listening, and speaking. Writing is arguably the hardest to master of the four (4) skills, especially narrative writing as it requires mastery of grammatical and creative aspects of the language. The product and process approaches are the two most commonly used approaches to teaching narrative writing. However, it is unclear as to which of the two approaches are more effective in teaching narrative writing. The objective of this research is to examine the effectiveness of using the product and process approach to teach writing narrative essays. To test this, a group of 20 students from SMK Malim Nawar, Kampar were given two sets of tests containing narrative writing tasks. One required the use of the product approach while the other used the process approach, as the students were given two treatment phases which they were taught using each approach respectively. Their essays were then marked according to a grading rubric containing five (5) essential language components in narrative writing. The scores for the first and second test were then collected and analysed to determine which approach produced the higher marks. The overall scores from the second test which used the process approach were higher when compared to the scored from the second test which used the product approach. Three (3) out of the five (5) language components based on the grading rubric were higher in the second test than the first test, while the other two (2) components were higher in the first test. The findings determined that the process approach was generally more effective at teaching narrative writing than the process approach. Additionally, the findings also displayed that each approach had their respective benefits in different language components when writing narrative essays. 2023-06 Final Year Project / Dissertation / Thesis NonPeerReviewed application/pdf http://eprints.utar.edu.my/6167/1/2006185_FYP_Lashanth_Kularajah.pdf Lashanth, Kularajah (2023) Product vs process approach: effectiveness in teaching narrative essays. Final Year Project, UTAR. http://eprints.utar.edu.my/6167/ |
| spellingShingle | L Education (General) LB Theory and practice of education PE English Lashanth, Kularajah Product vs process approach: effectiveness in teaching narrative essays |
| title | Product vs process approach: effectiveness in teaching narrative essays |
| title_full | Product vs process approach: effectiveness in teaching narrative essays |
| title_fullStr | Product vs process approach: effectiveness in teaching narrative essays |
| title_full_unstemmed | Product vs process approach: effectiveness in teaching narrative essays |
| title_short | Product vs process approach: effectiveness in teaching narrative essays |
| title_sort | product vs process approach: effectiveness in teaching narrative essays |
| topic | L Education (General) LB Theory and practice of education PE English |
| url | http://eprints.utar.edu.my/6167/ http://eprints.utar.edu.my/6167/1/2006185_FYP_Lashanth_Kularajah.pdf |