Isnawati, Ida (2010) Improving the English writing skill of the third semester English Department students of STAIN Tulungagung using task-based language teaching / Ida Isnawati. Masters thesis, Universitas Negeri Malang.
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ABSTRACT Isnawati Ida. 2010. Improving the English Writing Skill of the Third Semester English Department Students of STAIN Tulungagung Using Task-Based Language Teaching. Thesis. Graduate Program in English Language Education State University of Malang. Advisors (1) Dr. Arwijati W. Murdibjono M.Pd. DipTESL. (2) Fachrurrazy M.A. Ph.D. Key Words Task-Based Language Teaching Writing Skill This study was designed to improve the students writing skills using Task-Based Language Teaching. It was conducted since the students had difficulties in writing especially in generating ideas for their writing. Task-Based Language Teaching was selected because it was believed to be effective in making the students actively involved in pre-writing activities of gathering the information for their writing and in other stages which in turn leads to the improvement of the students writing skill. The research problems formulated for this study were How can Task-Based Language Teaching improve the English writing skill of the English Department students of STAIN Tulungagung and How can Task-Based Language Teaching increase the involvement of the English Department students of STAIN Tulungagung in writing class The design of the study was Classroom Action Research involving a collaborative teacher in the teaching learning process and in observation. The subjects of the study were the third semester English Department students taking Writing III. This study focused on writing problem/solution essay. Two criteria of success were determined namely students are able to make good improvement in their writing and the students are involved actively in learning writing. In order to collect data for the first criteria problem solving task was applied in writing class and the students essays were scored with a scoring guide. For the second criteria observation sheet and field notes were used to determine the students involvement in doing the writing task. The findings show that after applying Task-Based Language Teaching for two cycles in this study the two criteria of success were achieved. The students made improvement in their writing. It was indicated by the increase of the mean score of students essays from 58.8 in preliminary study 69.5 in Cycle I and finally 72.9 in Cycle II. The percentage of students who got equal or higher than 70 for their essays also increased from only 14 % in preliminary study 60 % in Cycle I to 81 % in Cycle II. The students involvement in the writing process improved too. It was shown by the percentage of the students participation in every stage of Task-Based Language Teaching. In Cycle I only 60% of the students were actively involved in all stages of Task-Based Language Teaching while there was 78% of the students doing so in Cycle II. In conclusion Task-Based Language Teaching by following three stages of pre- during and post tasks/language focus implemented in this study was effective in improving the students writing skill. The pre-task stage involved the teacher s effort in convincing the students about the importance of doing problem solving task and the teacher s explanation about the procedures of making problem/solution essay and showing the model of problem/solution essay as the final product of problem solving task. The during-task stage included the exposure to a problem a brief explanation about the given problem by the teacher group formation group discussion class discussion and writing draft individually by the students. Outside the classroom the students were required to get more information for their final solutions. They could read magazines or newspapers browse internet or interview some people. At the post-stage activity peer editing and revising were followed by language focus led by the teacher showing model essay for the second time and essay submission. It is recommended for other writing teachers to implement Task-based Language Teaching in writing class. The students of writing class were also suggested to apply such technique independently for the improvement of their writing skills. Since only problem solving task was applied in this study it was necessary for future researchers to implement other kinds of tasks such as listing and classifying story telling and decision making in writing class. Finally because this study only involved one rater in scoring the students essays future researchers need to verify it by having similar research involving more than one rater.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 23 Jun 2010 04:29 |
| Last Modified: | 09 Sep 2010 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58453 |
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