THE IMPLEMENTATION OF CONTENT-BASED APPROACH IN IMPROVING ACADEMIC WRITING SKILLS OF EFL STUDENTS

Abstract

This study aimed at investigating the benefits of the implementation of Content-Based Approach (CBA) in academic writing of EFL settings. Therefore, the approach was implemented in writing class in which 35 students participated as the respondents of the study. They were treated with CBA and their essays were then analyzed to examine the effects of the implementation of the approach on their writing products. Besides, this study investigated further the grammatical errors made by the students as reflected on their essays. The findings of this study proved that CBA is beneficial to improve students’ writing skills even though the students still produced grammatical errors.

Full text

LiNGUA Vol. 9, No. 2, Desember 2014 – ISSN 1693-4725
THE IMPLEMENTATION OF CONTENT-BASED APPROACH IN IMPROVING ACADEMIC
WRITING SKILLS OF EFL STUDENTS
Dwi Fita Heriyawati, Teguh Sulistyo, Agus Sholeh
dwifitaheriyawati@yahoo.com
Kanjuruhan University of Malang
Alamat Korespondensi: Jl. S. Supriadi No. 48 Malang-Indonesia
Abstract: This study aimed at investigating the benefits of the implementation of
Content-Based Approach (CBA) in academic writing of EFL settings. Therefore, the
approach was implemented in writing class in which 35 students participated as the
respondents of the study. They were treated with CBA and their essays were then
analyzed to examine the effects of the implementation of the approach on their writing
products. Besides, this study investigated further the grammatical errors made by the
students as reflected on their essays. The findings of this study proved that CBA is
beneficial to improve students’ writing skills even though the students still produced
grammatical errors.
Keywords: academic writing, content-based approach
INTRODUCTION
Academic writing classes are mainly
considered as the most complicated activities
to accomplish by EFL students. Commonly, the
students’ problems in writing appear because
the students are not familiar with the theme
and topic given by the lecturer. Unfortunately,
the students do not understand some
background knowledge related to the topic
that they should write. Furthermore, writing
an essay in English is not a part of their
culture because most of the students prefer to
express their ideas in spoken forms rather
than in written ones. Most of them believe that
writing is a demanding task dealing with the
content of the paragraphs, organization,
mechanism, diction, and complex grammatical
rules.
Writing activities should not focus on
products but process of writing. The activities
of writing begin by brainstorming to get the
ideas of writing which should be explained in
written form (Allen, 1998, p. 16). Thus writing
process is an essential ingredient in taking,
retaining, and expressing information.
English Department at Kanjuruhan
University of Malang offers writing courses
from the second semester to the fifth
semester. The writing courses include Writing
1 to Writing 4 which starts from the very basic
of writing to the complicated ones. The
lecturers of writing always train the students
to write well in English, but the students still
get confused to start their writing. In this case,
they have to learn about sentences,
paraphrase, summary, topic sentence,
paragraph and body of the paragraph and also
outline of the paragraph. Besides, the students
also learn some genres of texts such as
descriptive, narrative, expository, and
argumentative texts.
Unfortunately, many students are not
good enough at writing. For example, they
cannot write a simple composition in writing
class. They are still influenced with their own
first language. The students consider that
writing is one of the most difficult language
skills because they are demanded to express
their ideas in written English appropriately.
This phenomenon is caused by many factors,
and one of them is the way the lecturers teach

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136 | The Implementation of Content-Based Approach in Improving Academic Writing Skills of EFL Students
writing classes. They tend to focus on finishing
the materials and ignore the results and they
may also focus on one aspect only, such as the
grammatical structure, so the students get less
attention in the writing class (Wahyuni, 2003,
p. 17). The lecturers have a very pivotal role
not only to teach in the class but also to make
some important decisions, such as selecting
appropriate methods, materials, and media
that will be used in teaching in the class.
While, the students have their own proficiency
levels and learning styles that affect their
comprehension to grasp the materials.
A deep investigation conducted in a
writing class for the fourth semester students
of English Department at Kanjuruhan
University of Malang found out that the
students got difficulties to develop their ideas
into a good argumentative essay. In addition,
they did not have sufficient background
knowledge about the topic given by the
lecturer.
Based on the students’ difficulty in
developing their idea in a good essay, this
research aims to help the students improve
their skills to write and develop their ideas
and knowledge into a good essay through
content-based academic writing.
The Essence of Content-Based
Approach (CBA)
In order to help the students solve
their problems in writing, it is essential to
employ CBA as one of the appropriate
approaches in writing. CBA in academic
writing emphasizes on the development of
strategies for information compilation,
synthesis, interpretation, and evaluation, as
well as the correlation between information
and existing experiences (Suppawan &
Chuchart, 2010, p. 88-89). Moreover, CBA also
aims to help students improve their
communication skills, critical thinking skill,
academic reading capability, and writing
skills.
The basis for CBA to teaching writing
skill is the concept of Second Language
Acquisition (Krashen, 1985). The concept
maintains that, in order to learn a language
well, one must also learn context in which
language is conventionally used to attain the
language and the course simultaneously. It
focuses more on the “meaning” than the
“format” of the language as the ability to
understand the language would motivate the
learners to continue with learning. The main
purpose is the students are able to
communicate in the target language; they will
be able to understand the contents; and
subsequently see improvement in their
writing skill (Suppawan & Chuchart, 2010, p.
88-89).
It is also in line with Shih (1986), who
states that CBA in academic writing is
connected to the study of specific academic
subject matter which is viewed as a means of
promoting understanding of the content. In
addition, Suppawan and Chuchart (2010)
argue that CBA emphasizes the development
of strategies for information compilation,
synthesis, interpretation and evaluation, as
well as the correlation of new information and
existing experiences. In this case the lecturer
can employ the treatment of matter of form
including organization, grammar, and
mechanism.
The CBA in academic writing can be an
effective means to develop the requisite skills
because it deals with writing in a manner
similar (or identical) to how writing is
assigned, prepared for, and reacted to in real
academic courses. In this method, the
implementation to teaching writing still
follows the four stages of teaching writing;
prewriting, writing the first draft, revising,
and publishing (Shih, 1986). In this approach,
the contexts of the various contents are
transformed into language learning tool. The
instructional activities revolve around writing
from sources, with integration of reading,
listening, and content discussion.
CBA in teaching-learning process of the
second language (L2) settings emphasize
more on the importance of mastering the
contents of the materials rather than on the
philosophy of the language itself. Accordingly,
CBA merely focuses on the contents which
automatically will lead the students to acquire
L2 or the target language. Basically, students
in general will learn effectively if they are
motivated since the materials are challenging
and contextual. Thus lecturers or teachers are
strongly suggested to activate students to
discuss the topics of their essays to facilitate
students to be more active in the classroom.
The implementation of CBA, hopefully, enables
students to be more effective language
learners and help them to acquire their
writing skills since they realize the challenges

LiNGUA Vol. 9, No. 2, Desember 2014 – ISSN 1693-4725
Dwi Fita Heriyawati, Teguh Sulistyo, Agus Sholeh | 137
and benefits of mastering an L2 or target
language better.
METHOD
Participants
The participants of this study were 35
fourth semester students majoring in English
at Kanjuruhan University, Malang. The
research design was implemented to examine
the improvement of the students’ writing
ability and students’ difficulties in writing an
essay. The students were taking Writing 3
course focusing on argumentative essay and
they were treated with CBA.
Instruments
The measuring instruments employed
in this study consisted of pre-test, post-test,
interview, and observation. Since scoring in
writing products is very subjective, this
research applied analytical scoring rubrics for
students writing adapted from Cohen’s
analytical scoring of writing assessment. The
scoring rubric which measured content
(30%), organization (30%), vocabulary
(20%), grammar (15%), and mechanics (5%)
was used by two raters when scoring
students’ essays. The scores given by the two
raters were then totaled and divided by two as
the final score of each student. Pearson
Product Moment Correlation SPSS 18 is used
to analyze inter-rater reliability level. In
addition, interview and observation were
conducted to find out other supporting data
related to the implementation of CBA in the
writing class.
Procedure
The implementation of CBA was
conducted in seven meetings, each of which
consisted of 100 minutes. The first two
meetings were employed to investigate the
problems dealing with writing faced by the
students and to take the first score of the
students (pre-test). Meanwhile, the other five
meetings were used to implement CBA.
The implementation of CBA focused on
the activities of reading and discussion on the
contents of the topic to write. Also, CBA was
done through process of writing consisting of
pre-writing, drafting, revising, and writing
final draft activities. The students merely read
texts dealing with the topic of their writing,
namely “Corruption in Indonesia and its
impacts” before they wrote their essay. The
main text they read was “The effects of
corruption” (See Appendix 1). In addition,
they discussed anything related to the topic
which was intended to enrich students’
schemata. After obtaining enough schemata,
they started writing the first rough draft. Then
they revised the draft by themselves and
exchanged the draft with their friends in order
to do proof reading and to get comments or
suggestion to make the draft better. The last
step to do was writing the final draft before
submitting it to the lecturer.
Then the last meeting was intended to provide
the lecturer’s comments and to find out the
students’ opinion about the implementation of
CBA through follow-up interview.
Results and Analysis
The final product of the students, in
the form of an essay, showed that they made
progress, especially dealing with content even
though they still produced grammatical
errors. As a whole, there was statistically
significant difference between the scores of
pre-test and post-test. Somehow, among the
five components of writing, the components of
mechanics did not indicate significant
difference between pre-test and post-test.
Then the results and analysis of the study are
described in details in the following
discussion.
The mean score of pre-test was 71.4
and that of post-test was 75.76 (scaling scores
from 0 to 100). Table 1 shows the statistical
computation on the scores of pre-test and
post-test.
Table 1. The Results of Statistical Computation on Pre-test and Post-Test Scores
Paired Samples Statistics
Me
an
N
Std.
Deviation
Std. Error
Mean
P
air 1
VAR-
pre
75.
7571
35
6.5117
2
1.10068

LiNGUA Vol. 9, No. 2, Desember 2014 – ISSN 1693-4725
138 | The Implementation of Content-Based Approach in Improving Academic Writing Skills of EFL Students
Me
an
N
Std.
Deviation
Std. Error
Mean
P
air 1
VAR-
pre
75.
7571
35
6.5117
2
1.10068
VAR-
post
71.
4286
35
5.9323
9
1.00276
Paired Samples Test
Paired Differences
T
D
f
Sig. (2-
tailed)
M
ean
Std
.
Deviatio
n
Std
. Error
Mean
95%
Confidence
Interval of the
Difference
Lo
wer
Up
per
P
air 1
VAR-pre
–VAR-post
4
.3285
7
3.4
5973
.58
480
3.1
4011
5.5
1703
7
.402
3
4
.000
Paired Sample T-test was used to
measure the difference between the mean
score of pre-test and that of post-test. Since
the real probability .000 is lower than .05 at 5
% level of significance, it means that there is a
significant difference between the two means.
It implies that CBA is beneficial to improve
students’ academic writing skills.
Meanwhile, Table 2 shows the mean
scores of the students both in pre-test and
post-test dealing with content of the essay.
Based on the inter-rater system, it was found
out that there is improvement of the students’
mean score. The mean score of the content of
the essay in pre-test was 22.97 and 24.63 was
the mean score of post-test (scaling scores
from 0 to 30).
Table 2. The Result of Statistical Computation on the Content of the Essay
Paired Samples Statistics
Mea
n
N
Std.
Deviation
Std. Error Mean
P
air 1
VARp
ost
24.6
286
35
2.52442
.42670
VARp
re
22.9
714
35
2.43124
.41095
Paired Samples Test
Paired Differences
t
d
f
Si
g. (2-
tailed)
M
ean
St
d.
Deviatio
n
St
d. Error
Mean
95%
Confidence
Interval of the
Difference
Lo
wer
Up
per
P
air 1
VAR00
003 -
VAR00004
1
.6571
4
1.
52803
.25
828
1.1
3225
2.1
8204
6
.416
3
4
.0
00
Paired Sample T-test was used to
measure the difference between the mean

LiNGUA Vol. 9, No. 2, Desember 2014 – ISSN 1693-4725
Dwi Fita Heriyawati, Teguh Sulistyo, Agus Sholeh | 139
score of pre-test and that of post-test dealing
with the content of the essay. Since the real
probability .000 is lower than .05 at 5 % level
of significance, it means that there is a
significant difference between the two means.
It means that CBA is beneficial to improve
students’ academic writing skills dealing with
the content of the essay.
Then Table 3 provides the results of
the statistical computation dealing with the
difference between the two means of scores
related to the organization of the essay. Based
on the inter-rater system, it was found out
that there is improvement of the students’
mean score. The mean score of the
organization of the essay in pre-test was 21.49
and 23.04 was the mean score of post-test
(scaling scores from 0 to 30).
Table 3. The Result of Statistical Computation on the Organization of the Essay
Paired Samples Statistics
Mea
n
N
Std.
Deviation
Std.
Error Mean
P
air 1
VARp
ost
23.0
429
35
3.18861
.53897
VARp
re
21.4
857
35
2.76928
.46809
Paired Samples Test
Paired Differences
T
d
f
Sig
. (2-
tailed)
M
ean
Std
.
Deviatio
n
Std
. Error
Mean
95%
Confidence
Interval of the
Difference
Lo
wer
Up
per
P
air 1
VAR000
05 -
VAR00006
1
.5571
4
1.8
1404
.30
663
.93
400
2.1
8029
5
.078
3
4
.0
00
Paired Sample T-test was used to
measure the difference between the mean
score of pre-test and that of post-test dealing
with the organization of the essay. Since the
real probability .000 is lower than .05 at 5 %
level of significance, it means that there is a
significant difference between the two means.
It means that CBA is beneficial to improve
students’ academic writing skills dealing with
the organization of the essay.
Table 4 provides the results of the
statistical computation dealing with the
difference between the two means of scores
related to the vocabulary of the essay. Based
on the inter-rater system, it was found out
that there is improvement of the students’
mean score. The mean score of the vocabulary
of the essay in pre-test was 15.57 and 16.20
was the mean score of post-test (scaling
scores from 0 to 20).
Table 4. The Result of Statistical Computation on the Vocabulary of the Essay
Paired Samples Statistics
Mea
n
N
Std.
Deviation
Std.
Error Mean
P
air 1
VARp
ost
16.2
000
35
1.70725
.28858
VARp
re
15.5
714
35
1.70269
.28781

LiNGUA Vol. 9, No. 2, Desember 2014 – ISSN 1693-4725
140 | The Implementation of Content-Based Approach in Improving Academic Writing Skills of EFL Students
Paired Samples Test
Pair 1
VAR00005 -
VAR00006
Paired Differences
t
D
f
Sig.
(2-tailed)
M
ean
Std.
Deviation
Std.
Error
Mean
95%
Confidence Interval
of the Difference
Lo
wer
Up
per
P
air 1
VAR000
07 - VAR00008
.
62857
.94
979
.16
054
.30
231
.95
484
3
.915
3
4
.00
0
Paired Sample T-test was used to
measure the difference between the mean
score of pre-test and that of post-test dealing
with the vocabulary of the essay. Since the real
probability .000 is lower than .05 at 5 % level
of significance, it means that there is a
significant difference between the two means.
It means that CBA is beneficial to improve
students’ academic writing skills dealing with
the vocabulary of the essay.
Table 5 provides the results of the statistical
computation dealing with the difference
between the two means of scores related to
the grammar of the essay. Based on the inter-
rater system, it was found out that there is
improvement of the students’ mean score. The
mean score of the grammar of the essay in
pre-test was 7.57 and 7.96 was the mean score
of post-test (scaling scores from 0 to 15).
Table 5. The Result of Statistical Computation on the Grammar of the Essay
Paired Samples Statistics
Mea
n
N
Std.
Deviation
Std.
Error Mean
P
air 1
VARp
ost
7.95
71
35
.68996
.11663
VARp
re
7.57
14
35
.81478
.13772
Paired Samples Test
Paired Differences
t
d
f
Sig
. (2-
tailed)
M
ean
Std
.
Deviatio
n
Std.
Error
Mean
95%
Confidence Interval
of the Difference
Lo
wer
Up
per
P
air 1
VAR000
09 -
VAR00010
.
38571
.70
800
.11
967
.14
251
.62
892
3
.223
3
4
.00
3
Paired Sample T-test was used to
measure the difference between the mean
score of pre-test and that of post-test dealing
with the grammar of the essay. Since the real
probability .003 is lower than .05 at 5 % level
of significance, it means that there is a
significant difference between the two means.
It means that CBA is beneficial to improve
students’ academic writing skills dealing with
the grammar of the essay.
Table 6 provides the results of the statistical
computation dealing with the difference
between the two means of scores related to
the mechanics of the essay. Based on the inter-
rater system, it was found out that there is
improvement of the students’ mean score. The
mean score of the grammar of the essay in

LiNGUA Vol. 9, No. 2, Desember 2014 – ISSN 1693-4725
Dwi Fita Heriyawati, Teguh Sulistyo, Agus Sholeh | 141
pre-test was 3.83 and 3.92 was the mean score of post-test (scaling scores from 0 to 5).
Table 6. The Result of Statistical Computation on the Mechanics of the Essay
Paired Samples Statistics
Mea
n
N
Std.
Deviation
Std.
Error Mean
P
air 1
VARp
ost
3.92
86
35
.43963
.07431
VARp
re
3.82
86
35
.45282
.07654
Paired Samples Test
Paired Differences
t
d
f
Sig.
(2-
tailed)
M
ean
Std.
Deviation
Std.
Error
Mean
95%
Confidence Interval
of the Difference
Lo
wer
Up
per
P
air 1
VAR000
11 -
VAR00012
.
10000
.43
386
.07
334
-
.04904
.24
904
1
.364
3
4
.18
2
Paired Sample T-test was used to
measure the difference between the mean
score of pre-test and that of post-test dealing
with the grammar of the essay. Since the real
probability .182 is higher than .05 at 5 % level
of significance, it means that there is no
significant difference between the two means.
It means that CBA is not beneficial enough to
improve students’ academic writing skills
dealing with the mechanics of the essay.
Meanwhile, the products of the
students showed that there were 142
grammatical errors made by the students. The
errors covered 49 misformation (35%), 41
omission (29%), 37 addition (26%), and 15
misordering (10%). Besides, the errors were
resulted from two sources: 122 (86%)
interlingual transfer and 20 (14%)
intralingual transfer.
DISCUSSION
To begin with, comparison between
the mean score of pre-test and post-test
indicated that the results of the study
statistically proved the positive effects of the
implementation of CBA on students’ writing
skills (see Table 1). It was also showed that
there was significant difference between the
mean scores of pre-test and post-test dealing
with the components of writing: content,
organization, vocabulary, and grammar. In
contrast, there was no significant difference
between the mean score of pre-test and post-
test related to mechanics.
CBA and Students’ Writing Skills
Based on the statistical analysis, the
implementation of CBA was able to facilitate
students to improve their writing skills as
reflected on the improvement of their writing
scores after being treated with CBA. These
findings were similar to those found by Pessoa
(2007) which concluded that there was a
significant correlation between students’
writing ability and the activities focusing on
content and language discussion. It shows that
discussion related to the topic enabled
students to enrich their background
knowledge before writing. Having sufficient
background knowledge or schemata, the
students are able to express their ideas since it
deals with content familiarity or knowledge
on the content of the essay.
Among the components of writing, it
was also found that there were four
components which statistically verified the
positive effect of CBA on writing skills. They
were content, organization, vocabulary, and
grammar. The improvement was resulted
from the activities of discussing the content of

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142 | The Implementation of Content-Based Approach in Improving Academic Writing Skills of EFL Students
the essay before writing even though they still
produced grammatical errors. In addition,
being treated with CBA, the students also did
borrowings or adapted some words or
phrases from the texts they had read.
In contrast, there was one component
of writing which did not demonstrate
statistically significant values between the
mean score of pre-test and post-test dealing
with mechanics even though there was a small
improvement. It probably happened because
the improvement was too small to detect and
or the students were not careful enough when
writing. They did not pay attention on
punctuation and capitalization.
In language learning of English, as a
second or foreign language, CBA helps
students to improve their skills of writing as
stated by Early (1990) “this approach is
valuable in that it enables low English
proficiency students to work with academic
context and discourse.” In addition, Madrid
(2001) stated “those related to the context
and the natures of language instruction are
decisive. The effect and value of the language
used for classroom instruction is of
paramount importance.” Also, Shih (1986)
believes that “such instruction develops
thinking, researching, and writing skills
needed for academic writing tasks and does so
more realistically than does traditional
instruction that isolates rhetorical patterns
and stresses writing from personal
experience”.
Another research by Sulistyo (2014, p.
257) also proved that the activities of reading,
as the application of CBA, helped students
enrich their background knowledge but also
know a good text model. It means that
discussing content in writing activities was
really beneficial to enrich their schemata
related to the topic being written.
Grammatical Errors on Students’ Essay
Grammatical errors based on surface
category taxonomy which were produced by
the students were categorized into addition,
omission, misformation, and misordering.
Misformation category took the largest
percentage compared to the other categories.
The errors existed because of two different
sources: intralingual and interlingual
transfers. They had not mastered the English
grammar rules or they were still in the
developmental process of acquiring L2 rules.
Intralingual transfers originally come
from the facts that the students had not
acquired the complete rules of L2 or they were
still in the development process of acquiring
L2. It basically happens not only to ESL or EFL
students but also children of native speakers.
In contrast, interlingual transfers happen
because of the influence of L1 into L2. The
students brought along the rules of L1 into L2
resulting on the production of mixed
utterances. These two kinds of errors happen
to every person learning a certain language
naturally. Parodi (2007, p. 240) notes that it is
important to emphasize the fact that the
teaching practices currently in use do not
seem to lead to the expected levels of language
performance.
Meanwhile, the influence of L1 into L2
was also investigated by Hussein and
Mohammed (2011) which came up to a
conclusion that learners tended to compose
words and sentences in L1 at first and then
translate them into L2 thus making negative
transfers. Thus the influence of L1 into L2 or
vice versa happens because of a contact
between two different languages with
different rules.
CONCLUSIONS
The implementation of CBA in the
teaching of writing really helps the students in
improving their writing skills. The students
find it easier to compose their essay because
they got sufficient knowledge related to their
topic. Their writing content, organization, and
language use were improved significantly
because they had the good models through the
texts they read. In addition, these parts of
writing were not distracting their time to
write.
On the other hand, in the
implementation of CBA, the students got not
only the adequate knowledge related to the
content of the text but also the vocabulary use.
Overall, the students’ writing skills were
improved as it can be seen from the result of
the students writing test. It means that the
students really enjoyed and got the benefit in
the implementation of content-based
approach in the academic writing. Somehow,
it was not found statistically significant
influence of the students’ mechanics in

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Dwi Fita Heriyawati, Teguh Sulistyo, Agus Sholeh | 143
writing. It was probably caused by the
careless habits of students when writing
punctuation and capitalization. The result of
this research explains the useful strategy in
the teaching of academic writing and it
describes the implementation of the strategy.
This is supported by the result of the students
writing score and their opinion about the
implementation of this strategy in the
teaching of writing.
Overall the implementation of CBA was
conducted in several steps. The first step was
deciding topic and texts to be discussed. The
second step was reading some texts related to
the topic which would be written. Thirdly, the
lecturer discussed with the students the
importance of process of writing. The students
then wrote their draft and the teacher or
lecturer provided individualized help with
course-related writing.
Since this research was only small scale
classroom action research with the very
limited time to implement the research due to
content-based approach, the researcher
suggests other researchers to explore more
about the implementation of content-based
approach in large scale research, with other
various types of text, material to be explored,
and also with the adequate time to employ.
Future researchers can also implement
content-based approach as one of the
strategies for teaching other language skills. In
addition, lectures should know the students’
level of proficiency in writing, in order to help
the students solve their writing difficulties in
EFL classroom.
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Appendix 1. A Text on Corruption