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e. Another finding: students’ responses toward the action
At the end of Cycle 3, she delivered questionnaires to the students to find out the students’ responses toward the implementation
of TBLT. The results of the questionnaires were one hundred per cent of the students agreed with learning writing through TBLT. The
reasons were because TBLT was fun, interesting, and exciting. TBLT made the lesson easier to understand, and TBLT could facilitate them
in learning writing. TBLT was also motivating. The activities encouraged the students to explore their ideas to write. The students
were curious to join the activities so they wanted to learn more. Dealing with the improvement of the writing ability, all
students felt that the implementation of TBLT improved their writing ability. TBLT improved their vocabularies. TBLT also made them
able to make a composition using correct grammar, mechanics, content, and organization. Before the implementation of TBLT the
students thought that they could not write. They only wrote few words in the writing sessions because they did not have any idea. After the
implementation of TBLT they thought that they could write in English. Some of the students said that writing was very easy.
All of the students felt that TBLT encouraged them to learn writing. The reasons were because TBLT was very exciting and fun.
The activities were enjoyable. The students found that writing was not something difficult, therefore they were eager to do the activity. The
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students found that pair and group work was very enjoyable. They could share knowledge and learn from the outstanding students in the
group. One point to notice was that the relax situation of TBLT really encouraged the students to write.
For all of the students, learning writing through TBLT was not a burden. Before the implementation of TBLT, the writing activity
was a big burden for the students, but now they do not feel it anymore. The enjoyment of the activities made the students completed the tasks
eagerly. Dealing with the necessity to continue applying TBLT in the
writing class, one hundred per cent of the students gave their supports. They wanted to have more activities using TBLT in the future. Now,
they realized that writing was not as difficult as they thought. They wanted to improve their writing ability; therefore TBLT must be
applied in the future. The data showed that there was a positive response from the students toward the implementation of TBLT.
2. Discussion.
The research which is applying action research to improve students’ writing ability brought satisfying result both in term of the
improvement of the students’ writing ability and the class situation. The research findings can be theorized in three major points as follows: 1 The
improvement of the students’ writing ability; 2 The improvement of the
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class situation, and the strengths of the implementation of TBLT. The discussion of the theories is presented in the following section.
a. The improvement of the students’ writing ability.
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