Abstract

English education in ASEAN has shown various approaches and techniques in the way they help providing the students to develop their English knowledge. To fulfill the need, this research was aimed at finding out the implementation of the integrated approach of writing in English for Foreign Language (EFL) context. The approach was set by adjusting three different approaches namely, product, process, and genre approach. There were 20 freshmen students of a private university in Indonesia who became the participants of this study. By implementing classroom action research, the study was carried out during the first half second semester. It consisted of two cycles and each cycle covered four steps: plan, observe, act, and reflect. The data were obtained from the observation during the implementation of the actions as the qualitative data and the students’ writing scores of the post and pre test as the quantitative data. The result of this study showed that the use of integrated approach for collaborative writing is effective to improve students’ writing skills. From the data obtained, it showed that the students were able to create positive relationship when they worked collaboratively in groups. They were also offered the opportunity to give and receive immediate feedback on language used on their writings. Thus, the teaching-learning process became more interesting and the students enjoyed the writing process. The improvement was also found in the writing aspects namely, content, organization, vocabulary, language use, and mechanics.  As a result, the students could perform better writing on their texts.

Keywords: English for Foreign Language (EFL) context, integrated approach. collaborative writing.