21
Malasari,2013 The Use Of Task-Based Language Teaching In Teaching Writing
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the method of this study. It presents the site and respondents, research design, clarification of terms, data collection, instruments,
data analysis, and research procedures.
3.1 Site and Respondents
The participants of this study were fifteen XI grade students in a public senior high school in Bandung. They were chosen as their writing skills are in
need to improve. The study took fifteen students as the participant, thus their written
works were analyzed. The students were chosen from higher achiever students, middle achiever students, and low achiever students. They were categorized based
on their writing scores administered at the beginning of their class session.
3.2 Research Design
This study examined the quality of relationship between the implementation of Task-
Based Language Teaching and students‟ improvement in writing ability. Therefore, case study was used as the research design in this study.
The reason of using this method was based on the research questions and the purpose of this study that is to get an in-depth understanding of how Task-Based
Language Teaching impacts students‟ writing ability through the analysis of the classroom benefits, writing aspects benefits, and writing strategy benefits, and
also to reveal their responses during the writing learning with this approach.
22
Malasari,2013 The Use Of Task-Based Language Teaching In Teaching Writing
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
A case study is used to examine a single instance, a phenomenon, or a single unit of human activity Merriam, 1998, p. 27; Gillham, 2000, p. 1 which
has boundaries Stake, 1995, p. 2 that exists in particular place and time Gillham, 2000, p. 1. Moreover, Gillham 2000, p. 1-2 suggests that a case study
is used to investigate the phenomenon to answer specific research questions that seeks different kinds of evidence in order to get the best possible answer of the
research questions. Different kinds of evidence are collected aims to get a sufficient valid data collections ibid.
In the present study, it is a research design used to examine the benefits gained through the use of task-based language teaching in teaching writing
hortatory exposition text at one formal high school in Bandung by taking fifteen students as the participants. Moreover, it also examine
s the students‟ responses toward the implementation of task-
based language teaching in students‟ writing process and products.
3.3 Clarification of Terms
