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are comfortable with in order to complete the task. The instructors may also present a model of the task by doing it by themselves or by presenting picture,
audio, or video to demonstrate the task. The task – cycle offers the chance to learners to use whatever
language they already know in order to carry out the task, and then to improve that language under teacher’s guidance, while are planning their
reports of the task. The language focus allows a closer study of some of the specific
features naturally occurring in the language used during the task cycle. By this point, the learners will have already worked with the language and
processed it for meaning, so they are ready to focus on the specific language forms that carry that meaning.
Based on the background above, the researcher believes that Task Based Language Teaching TBLT is an effective solution to overcome the
problems of students’ writing ability.
B. Limitation of the Problem
This research focuses on the implementation of Task – Based Language Teaching TBLT to overcome difficulties of the students in
writing ability. The writing ability in this research is limited to writing a descriptive text for vocational school students.
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C. Problem Statement
Based on the background above, the problems of this research are: 1. Can Task Based Language Teaching TBLT improve writing ability of
the students of Class X TKJ 1 SMKN 2 Sragen in the 20102011 Academic year?
2. What are the strengths and the weaknesses of the implementation of Task Based Language Teaching TBLT in improving writing ability of the
students of Class X TKJ 1 SMKN 2 Sragen in the 20102011 Academic year?
D. The Objectives of the Research
The objectives of the research are: 1. To find out whether the uses of Task – Based Language Teaching TBLT
can improve writing ability of the students of Class X TKJ 1 SMKN 2 Sragen in the 20102011 Academic year.
2. To identify the strengths and the weaknesses of the implementation of Task – Based Language Teaching TBLT in improving writing ability of
the students of Class X TKJ 1 SMKN 2 Sragen in the 20102011 Academic year.
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E. The Benefits of the Research
The research is beneficial for: 1. For the researcher.
The result of this research can be used as a starting point in improving the teaching and learning activity in the classroom.
2. For the students. The result of this research will improve students’ writing ability.
3. For English teachers. The result of this research can give an alternative for choosing a suitable
classroom technique in teaching English, especially in teaching writing for SMK students.
4. For other researchers. The result of this research can be used as a reference by others who
conduct further research about teaching and learning English, especially in the issue of teaching writing and Task – Based Language Teaching
TBLT.
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CHAPTER II REVIEW OF RELATED LITERATURE
