speak with hesitation. Speak with hesitation. Not confidence in any
conversation. Usually grope for words. 10
Pronunciation Errors in pronunciation are quite rare.
25 Errors never interfere with understanding.
20 Errors in pronunciation sometimes occur.
15 Errors in pronunciation are frequent.
10
d. Assessing Writing
The tasks that can be used by the teachers to assess writing are varied. Those include
imitative writing
tasks in hand writing letters, words, and punctuation, spelling tasks, etc.,
intensive controlled writing
dictation and dicto-comp, grammatical transformation tasks, picture-cued tasks, vocabulary
assessment tasks, ordering tasks, short-answer and sentence completion tasks,
responsive and extensive writing
paraphrasing, guided question and answer, paragraph construction tasks, etc..
The scoring rubric can be used in defining the score for assessing writing. The example of scoring rubric for writing adapted from Brown and
Bailey 1984, in Brown, 2004: 244-245 is presented in a table below.
Table 2.5: Scoring Rubric for Writing. Aspects
Description Score
Content Can follow the assigned topic. The ideas
developed thoroughly. 25
Can follow the assigned topic but some points are missed. Ideas could be more fully
developed. 20
The development of the ideas is incomplete. Sometimes off the topic.
15 The ideas incomplete. Cannot consider the
topic carefully. 10
Grammar Advance proficiency in English grammar.
Some grammar problems don’t influence communication.
25
continued
continued
Some grammar problems are apparent and have negative effect on communication.
20 Grammar
problems interfere
with communication of the writer’s ideas. Difficult
to read sentences. 15
Severe grammar problem interfere greatly with the message. Reader can’t understand
what the writer was trying to say. 10
Style and
quality of
expression Attempts variety, good vocabulary, not
wordy. 25
Some vocabulary misused. Maybe too wordy. 20
Poor expression of ideas. Problems in vocabulary.
15 Inappropriate use of vocabulary. No sentence
variety. 10
Mechanic and spelling
Correct use of punctuation, capital letter, and spelling.
25 Some problems with punctuation and capital
letter. Occasional spelling errors. 20
Punctuation errors interfere with ideas. Spelling problems distract readers.
15 Severe spelling problems. Errors in sentence
punctuation and obvious in capital missing. 10
B. Relevant Studies
Supporting the literature review above, there are some researchers who have conducted the similar studies some years ago. The first is Nazenin Ruso 2007
who conducted a research under the title
The Influence of Task-based Learning on EFL Classrooms
. The second is Etika Putri Istiqomah 2014 who conducted a research under the title
Developing English for Tenth Grade Students of
Boga
Department at SMK 4 Yogyakarta.
The Ruso’s finding states that task-based learning TBL or task-based language teaching TBLT
is helpful to increase the students’ motivation and learning. TBL or
TBLT encourages students’ practice opportunities in using the target language in the lessons as a result of presenting various tasks. In the light of
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