commit to user caused by their lack of vocabulary, their lack of understanding in writing’s
aspects, and their lack of practice in writing. After the implementation of TBLT, the situation was changed. The students could make a better composition using
the appropriate word choosing vocabulary, correct grammatical patterns syntax, using correct mechanics, using good logical developing ideas content,
and using good organization. Another finding of the research showed that there was an improvement of
the students’ ability to express their ideas. After the implementation of TBLT, the students could express their ideas clearly using appropriate vocabularies and
grammatical forms. The research finding also found the improvement of the students’ writing
ability viewed from the improvement of students’ level of writing from cycle to cycle and the reduction of the students who did not pass the passing grade. The
passing grade KKM Kriteria Kelulusan Minimal of the tenth year students in SMKN 2 Sragen was 67. From the 33 students in Class X TKJ 1, the students who
did not pass the passing grade in the pre – test were 31 students, in Cycle 1 were 21 students, in Cycle 2 were 11 students, and in Cycle 3 were 4 students. So, there
were 29 students or 87 achieved score above or equal to 67. This means that the class’s target, 75 of the students’ passing KKM, had been achieved. Even
though there were still some students who did not pass the passing grade, but from the improvement of the writing scores from cycle to cycle, it can be concluded
that the implementation of TBLT in teaching writing can improve the students’ writing ability.
b. Improvement of the teacher’s effort.
Another finding in this research was dealing with the teacher. As a teacher, she improved in many points. First, she improved in designing and developing
teaching materials, such as using interesting pictures or video and preparing work sheets that were suitable for the teaching purpose. Second, she became more
familiar with her students. She noticed her students’ potentials and problems in
commit to user writing. Therefore, she could find a suitable way of teaching writing to her
students. Third, she appreciated her students better than before the implementation of TBLT.
c. Improvement of the class situation.
The findings of the teaching and learning process showed that there was a change of the class situation before and after TBLT was implemented in the
writing class. The teaching and learning process using TBLT was more alive. Most of the activities were students – centered. The teacher applied various
interesting activities. The activities were conducted individually, in pairs and in groups.
The students showed high participations in the writing class. They were eager to do the tasks with high spirit. They were not afraid of making mistakes,
because the class was enjoyable to the students. The teacher tolerated the students with various levels of abilities. The pair and group work were colored by the
students’ laugh. It showed the eagerness of the students in learning writing in a relax situation.
d. The Strengths and the Weaknesses of Using Task – Based Language
Teaching TBLT. The strengths:
- TBLT could improve the students’ writing ability in vocabulary, mechanics,
syntax grammar, content, and organization. The improvement of each writing aspect from the first and second scorer can be seen in Table 4.10 and
4.11. -
TBLT could develop the students’ ability in expressing ideas. -
Working in group increased the students’ participation in writing class. -
TBLT could encourage the students to write. -
TBLT made the class situation more alive. -
TBLT could improve the teacher’s effort to make the challenging tasks to the students.
commit to user -
TBLT could reduce the teacher’s domination in writing class. -
The accuracy in writing could be achieved by giving more portions to vocabulary building and language focus.
The weaknesses:
- It took more time in the writing class.
- The discussion in group work still lack control from the teacher.
- The challenge of task needs to be increased.
e. Another finding: students’ responses toward the action
