ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2017

  

THE USE OF TASK BASED LEARNING TO IMPROVE

STUDENTS’ WRITING SKILLS

(A Classroom Action Research of the Eleventh Grade Students of MA

Utsmaniyyah Ngroto, Grobogan in the Academic Year of 2017/2018)

  

A GRADUATING PAPER

  Submitted to the Board of Examiner as a Partial Fulfillment of the requirements for the degree of Sarjana Pendidikan (S. Pd.) English Education Department of Teacher Training and Education faculty

  State Institute for Islamic Studies (IAIN) Salatiga By:

  Eva Nuryani (11313073)

  

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

  

2017

  

MOTTO

ِ إ اًرْسُي ِرْسُعْلا َعَم َّن

  ﴿ ٦ ﴾ اًرْسُي ِرْسُعْلا َعَم َّنِإَف ﴿ ٥ ﴾

“For indeed, with hardship (will be) ease. Indeed, with hardship (will be) ease.”

  

(Al-Insyirah: 5-6)

“Education is not learning of fact, but the training of the mind to think”

“Never give up on what you really want to do. The person with big dream is

more powerful than the one with all facts”

(Albert Einstein)

  

DEDICATION

  This graduating paper is dedicated to: 1.

  My lord, Allah SWT…Thank to Allah for gives me guidance and strength in my life, especially to finish this graduating paper.

  2. My beloved parent, my mother (Maspiyah) and my father (Wur Sriyanto) who always prays guide and motivate me to become better person.

  3. My big family that supported for my education and finishing this graduating paper

  4. My honorable consultant (Mrs. Maslihatul Umami, M.A) who always gives me suggestion and patience throughout my graduating paper. Thank you very much!

  5. Thank you for all lecturers of Education faculty State Institute for Islamic Studies (IAIN) Salatiga, who always teach me brilliantly, give me the best advice. I will never forgetting to you.

  6. Thank you for my struggle friends Agustina Ridho Utami, Aning Sulistyaningsih, Dwi Ratnasari, Istifarini, Puji Ningsih, 7. All of my friends who could not be mentioned one by one. Thank you guys!

  ACKNOWLEDGEMENTS

  Bismillahirrohmanirrohim, In the name of Allah, the most gracious and merciful, the king of universe and space. Thank you to Allah because the researcher can complete this graduating paper as one of requirement to finish the study in English Department of States for Institute Islamic Studies Salatiga.

  This graduating paper would not have been completed without support, guidance and help from individual and institution. Therefore, I would like to express special thanks to: 1.

  Dr. Rahmad Haryadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.

  2. Suwardi, M. Pd, as a Dean of Teacher Training and Education Faculty 3.

  Nor Malihah, Ph. D. as the Head of English Language Teaching Department of State Institute for Islamic Studies (IAIN) Salatiga.

  4. Maslihatul Umami, M. A. as counselor who has bring up, espoused, and given the researcher advices, suggestion and recommendations for this graduating paper from beginning until the end. Thank you for patience and care.

  5. All the lecturers in the English Language Teaching Department who have given much knowledge, the researcher deeply thank you all.

  6. My beloved family, thanks for your spirit and patient.

  7. All of staff who have helped the writer in processing of graduating paper administration.

  

ABSTRACT

  Nuryani, Eva. 2017. “The Use of Task Based Learning to Improve Students Writing Skills .” graduating paper. Teacher Training and Education Faculty. English Education Department. State Institute for Islamic Studies Salatiga.

  Consultant: Maslihatul Umami, M.A Key Words: Task Based Learning, Improvment, Writing Skills. The researcher conducts the study to increase students’ writing skills through TBL (Task Based Learning). The subject of this research consists of 20 students in XI IPS class. The objectives of this research are (1) to find out whether the implementation of Task Based Learning can improve the students’ writing skills. (2) to find out how far the use of Task Based Learning can improve students’ writing skills or not. The methodology of the research is Classroom Action Research. The techniques of the data analysis is quantitative research especially statistical study. The researcher uses two cycles. Each cycle consists of planning, acting, observing and reflecting. The data are collected through observation, interview, documentation, and test. The result shows that the implementation of TBL to improve students’ writing skills is really successful. It can be seen from the number of students who pass the passing grade in cycle 1 and cycle 2. The passing grade is 70. The number of students who pass the passing grade in the pre-test of cycle 1 is 5% and of the post test is 25%. While the pre-test of cycle 2 is 45 % and of the post test is 75 %. The improveme nt of students’ writing skills using Task Based Learning is really significant improvement. It can be seen from the T-tes the cycle 1 and the cycle 2 is higher than the t-table. The t-table is 2,09. At the first cycle, the mean of the post-test (54,5) is higher than the mean of the pre- test (41). while the T-test is 4.63. In the second cycle, the mean of post-test (74,5) is higher than the mean of pre-test (69,05). The result of the T-test is 3,981. The data shows that the result of the T-test in cycle 1 and cycle 2 is higher than the t- table. It means that Task Based Learning improves the students’ writing skills at the eleventh grade students’ of MA Utsmaniyyah Ngroto Gubug in the academic year of

  2017/2018.

  TABLE OF CONTENTS

  TITLE ................................................................................................................................. i DECLARATION .............................................................................................................. ii ATTENTIVE CONCELOR NOTES ............................................................................... iii CERTIVICATION PAGE ............................................................................................... iv MOTTO ............................................................................................................................ v DEDICATION ................................................................................................................. vi ACKNOWLEDMENT .................................................................................................... vii ABSTRACT ..................................................................................................................... ix TABLE OF CONTENTS .................................................................................................. x LIST OF THE TABLES ................................................................................................ xiii

  CHAPTER I: INTRODUCTION A. Background of the Study .......................................................................................... 1 B. Statement of Problem ............................................................................................... 3 C. The Objective of the Study ...................................................................................... 3 D. Benefits of the Study ................................................................................................ 4 E. Limitation of the Problems ...................................................................................... 5 F. Definition of Key Term ............................................................................................ 5 G. The Outline of the Study .......................................................................................... 6 CHAPTER II: THEORITICAL FRAMEWORK A. Previous Research Result ......................................................................................... 7

  B.

  Literature Review ................................................................................................... 10 1.

  Task Based Learning ........................................................................................... 10 a.

  Definition of Task Based Learning ............................................................. 10 b. Task Based Learning Methodology ............................................................. 13 c. Teacher Rules in Task Based Learning ....................................................... 14 d. The Advantages of Task Based Learning .................................................... 15 2. Writing Skill ........................................................................................................ 16 a.

  Definition of Writing ................................................................................... 16 b. Genres of Text ............................................................................................. 19 c. The Writing Process .................................................................................... 21 d. Teacher Roles in Teaching Writing ............................................................. 22 e. Scoring of Writing ....................................................................................... 23

  CHAPTER III: METHOD OF RESEARCH A. Research Setting ..................................................................................................... 26 1. General Situation of MA Utsmaniyyah............................................................ 26 2. The Schedule of Research ................................................................................ 27 3. The Subject of Research................................................................................... 28 B. Method of Research ............................................................................................... 29 C. Procedure of Research............................................................................................ 30 D. Technique of Collecting Data ................................................................................ 34 E. Technique of Data Analysis ................................................................................... 36

  CHAPTER IV: RESEARCH IMPLEMENTATION AND ANALYSIS A. Research Implementation ....................................................................................... 40 B. Statistical Analysis ............................................................................................... 60 C. Analysis and Discussion ........................................................................................ 75 1. Analysis ............................................................................................................ 75 2. Discussions ...................................................................................................... 76 CHAPTER V: CLOSURE A. Conclusions ............................................................................................................ 79 B. Suggestions ............................................................................................................ 81 1. Teacher ........................................................................................................... 81 2. Students .......................................................................................................... 81 3. Other Researcher ............................................................................................ 82 REFFERENCES APPENDICES CURRICULUM VITAE

  LIST OF TABLES

Table 2.1 Rubric scoring of writing .......................................................................... 23Table 3.1 The schedule of research ........................................................................... 27Table 3.2 List of XI IPS class ................................................................................... 28

  Table 3.3 Kemmis and MC Taggart’s model ............................................................ 31

  Table 4.1 Teacher’s observation checklist cycle 1.................................................... 47

  Table 4.2 Students’ observation Checklist cycle 1 ................................................... 49

  Table 4.3 Teacher’s observation checklist cycle 2.................................................... 56

  Table 4.4 Students’ observation Checklist cycle 2 ................................................... 58

  Table 4.5 The students’ score in pre-test cycle 1 ...................................................... 60

Table 4.6 Count of passing grade pre-test cycle 1 .................................................... 62

  Table 4.7 The students’ score in post-test cycle 1 .................................................... 63

Table 4.8 Count of passing grade post-test cycle 1 ................................................... 64Table 4.9 Difference square of pre and post-test score in cycle 1 ............................ 65

  Table 4.10 The students’ score in pre-test cycle 2 .................................................... 69

Table 4.11 Count of passing grade pre-test cycle 2 .................................................. 70

  Table 4.12 The students’ score in post-test cycle 2 .................................................. 71

Table 4.13 Count of passing grade post-test cycle 2 ................................................. 72Table 4.14 Difference square of pre and post-test score in cycle 2 .......................... 73

CHAPTER I INTRODUCTION A. Background of the Study Language is a system or tool of communication. Communication means

  act or process using words, sounds, signs or behaviour to express information or to express your ideas, thoughts, feelings to someone else. According to Sapir (1921, p. 8), language is a purely human and non instinctive method of communicating ideas, emotions, and desires by means of a system of voluntarily produced symbol. It means that people use it to communicate each other, to share their ideas and to deliver the messages from the writer or speaker to the reader or listener. According to Ahmed, R. Z & Bidin, S. J (2016) English language has emerged as the most important and widely used language all over the world, so it is required to learn English everywhere in all continents. In it fact that English has become international language. It is familiar for people around the world.

  Almost all of countries use it to communicate each other. Most of people learn English to communicate and socialize with others in the world. English has four basic skills; they are writing, speaking, reading and listening. In this section, the researcher focuses on writing skill, because the researcher thinks that writing skill is the most important skill among the others. According to Tillema, M (2012, p.1) writing is one of the most important skills for educational success, but also one of the most complex skill to be mastered.

  Writing is difficult to learn, because writing is a productive skill, so students who are learning writing have to learn how to find ideas, and express them into writing. However, writing should be learn. Writing has advantages, such as it helps developing students’ crusial thinking, it gives information to the reader.

  Effective writing skills demand knowledge, discipline, effort and organization (Mahmoud, 1992, p. 11). It means that good writing demand of their knowledge and experience. Writing habit is good for students in expressing their ideas and make them creative in writing paragraph.

  The researcher observes in MA Utsmaniyyah Ngroto Grobogan. The researcher meet one of the English teacher named Mr. Edi Christanto, S.Pd. and interview him. In that interview, the researcher asks some questions to the teacher related to students’ writing skill. From that interview, the researcher finds some students’ difficulties in writing. The students are lack of vocabularies. They do not know how to make an appropriate grammar work, and they have less understanding with the contexts so these become the major problem for students. These problems causes students can not write paragraphs well.

  Based on the condition above, the researcher tries to apply Task Based Learning to improve students’ writing skill. Task Based Learning is activities that require the use of target language in order to complete a writing task. In Task Based Learning, the students are learning by doing. The lesson is focused on the task. Therefore, the researcher picks the title with “The Use of Task

  Based Learning to Improve Students’ Writing Skills (A Classroom Action Research of the Eleventh Grade Students of MA Utsmaniyyah Ngroto, Grobogan in the Academic Year of 2017/2018).” B. Statement of Problems

  Based on the research above, this research is aimed at giving answer on the following problems:

  1. Can the implementation of Task Based Learning improve students’ writing skills for the eleventh grade students of MA Utsmaniyyah Ngroto, Grobogan in the academic year of 2017/2018? 2. How significant is the use of Task Based Learning to improve students’ writing skills for the eleventh grade students of MA Utsmaniyyah Ngroto,

  Grobogan in the academic year of 2017/2018? C.

   Objective of the Study

  The general purposes of the study is to know the degree of Task Based Learning that is suitable with class condition. The specific objectives of this study are:

  1. To find out whether the implementation of Task Based Learning can improve the students’ writing skills for the eleventh grade students of MA Utsmaniyyah Ngroto, Grobogan in the academic year of 2017/2018.

  2. To find out how far the use of Task Based Learning can improve students’ writing skills for the eleventh grade students of MA Utsmaniyyah Ngroto, Grobogan in the academic year of 2017/2018.

D. Benefit of the Study

  The result of this research is expected to give benefit for: 1. For the Teacher

  The expeceted of this research is help the teacher enrich about approach of teaching English particularly in writing skill and to solve the problem of students. This research not only gives additional contribution for English teacher to develop language teaching, but also the teachers are able to improve the quality of teaching learning process.

  2. For the Students For the students, this research can be used to solve their problems in writing, so they can improve their writing ability.

  3. For the Researcher This research is hoped to be able to give a new knowledge for the researcher in order to make a better research in teaching and learning cases.

  Furthermore, it will help the further researcher to solve the students’ and teachers’ problem which similar with this research.

  E. Limitation of the Problems This research will be conducted at MA Utsmaniyyah Ngroto, Grobogan.

  The population of this research is the eleventh grade students of MA Utsmaniyyah Ngroto, Grobogan in the academic year of 2017/2018. The topic must be limited in order to investigate and solve the problems more accurately, clearly and correctly. Therefore, this research only focuses on improving students’ writing skills by using Task Based Learning, especially in Report Text.

  F. Definitions of Key Term

  There are key terms of this research: 1. Task-Based Learning

  According to Alsagheer A & A Hasan (2014, p. 254) Task-Based Learning is an instruction in the field of language acquisition and learning. It focuses on the students doing meaningful task using target language.

  2. Improvement Improve means become or make better, meanwhile improvement is process of becoming or making better (Oxford dictionary 2011, p. 222). It explains the students writing skill will be better if they use Task-Based Learning.

  3. Writing Skills According to Sitepu, A. S. R., & Siregar, M. (2014, p. 2) Writing is written communication which must have something on it, it is information.

G. The Outline of the Study

  In order to make systematic research, the researcher organizes this research into five chapters, they are as follows: Chapter I is Introduction. It contains of background of study, research questions, objectives of study, significant of study, limitation of problems, the definition of key term, previous research and the outline of the study. Chapter II is Theoretical Framework. It contains of previous research result and literature review. Literature review consists of the underlying theories that include the definition of Task Based Learning and writing skill. Chapter III is Method of Research. It contains of the setting of research, the method of research, procedure of research, technigues of collecting data and the data analysis.

  Chapter IV is Research Implementation and Analysis. It contains of the implementation of using Task Based Learning to improve students’ writing skills. It also contains the significant improvement of using Task Based Learning to improve students’ writing skills. Chapter V is the Closure. It contains of conclusion and suggestion. After that, it is followed by references and appendixes.

CHAPTER II THEORITICAL FRAMEWORK In this chapter, the researcher presents Theoretical Framework. It is

  aimed to give relevant of the study. Therefore, this chapter describes some information involving: Previous Research Results and Literature Review.

A. Previous researches

  In order to improve the understanding this research, the researcher presents five relevant studies. The first research has been done by Ruso (1999) entitled “The Influence of Task Based Learning on EFL Classroom”. Increasing learners’ motivation and performance has always been primary concern of language teacher. The present study adopt in Action Research approach. A new approach, TBL, is applied to a traditional classroom situation with the aim of finding solution to certain problems such as poor learner motivation. 55 EFL students from two English classrooms and the researcher, a Turkish teacher, participated in the study. In this study, learner’s opinions about TBL are investigated through different data collection. Method: as a questionnaire, diaries and semi structural interviews. The finding of the study reveals that implementing of TBL approach in EFL classes creates variety for the students. Moreover it enhances their learning, since TBL task encourage students involvement and leads to significant improvements regarding their language performance. The research participants suggest that they do not like teacher-directed lessons where they cannot find enough opportunities to express themselves in the target language.

  The second research has been done by Charles. D. (2002) entitled “Implementing Task‐Based learning with young learners”. This article draws on qualitative classroom observation data from case studies of three EFL classes in Hong Kong primary schools. It analyses four themes relevant to the classroom implementation of task

  ‐based learning with young learners, namely, noise/indiscipline, the use of the mother tongue, the extent of pupil involvement, and the role of drawing or coloring activities. For each of these issues, strategies for classroom practice are discussed. It is suggested that the paper carries implications for teachers carrying out activities or tasks with young EFL learners in other contexts.

  The third research has been done by Murphy. J. (2003) entitled “Task‐based learning: the interaction between tasks and learners”.

  Recent research into task ‐based learning claims that manipulation of task characteristics and processing conditions can focus a learner's attention on the competing goals of accuracy, fluency, and complexity. However, it is also necessary to consider the ways in which learners interact with tasks within the classroom environment, and this small

  ‐scale study investigates the relationship between tasks and learners. The findings suggest that manipulation of task characteristics and conditions may not achieve the intended pedagogic outcomes, and that new ways are needed to focus learners' attention on form without sacrificing the meaning

  ‐driven principles of task ‐based learning. Teachers are in a unique position with regard to their understanding and knowledge of individual learners, and a closer partnership between teachers and researchers would be beneficial to support this process.

  The fourth research has been done by Septiarini (2011) entitled

  

“Improving Students’ Speaking skill Through Task-Based Learning by

using Creative Task of the Fifth Grade of MI Islamiyah Gumukrejo

Teras Boyolali in the Academic Year 2011/2012”. The students are

  enthusiastic and interested to take part in the classroom activities. The result of the analysis shows that students are able to pronoun the word well and their vocabulary is also increase.

  The last research has been done by Siska /11308096, entitled

  

“Improving Students Reading Ability by Using Task Based Learning

(TBL) for the Seventh Grade Students of SMPN I Boyolangu”. She says

  that, implementing task based learning improve students’ writing ability because the mean score of the students’ reading ability achieved the criteria of success. By implementing TBL, the researcher can make students feel enjoy, interested and enthusiastic. Based on observation which is filled by her collaborator, she concludes that the students can understand about reading, especially in descriptive text.

  However, the fifth researches above investigate the use of Task Based Learning. The first research investigates the influence of Task Based Learning on EFL (English as a foreign language) classroom. The second research investigates the implementation of Task Based Learning for young learners. The third research investigates of interaction between task and learners in Task Based Learning. The fourth research investigates the improvement of Task Based Learning in students’ speaking skill. The last research investigates the improvement students’ reading ability using Task Based Learning. In this research, the researcher uses Task Based Learning to improve students’ writing skill.

B. Literature Review 1. Task Based Learning a. Definition of Task Based Learning

  According to Soni, M. & Yadav, D. (2015) task based learning is an approach which offers students to actively engage in communication in order to achieve a goal or complete a task using language. According to Ganta, T. G. (2015, p. 2760) the prominence of Task Based Learning in the present day context is evident from the numerous publications made in the field of Task Based Learning and Teaching. Task based approach focuses on communication and conveying message.

  History of Task Based Learning goes to back to 1980s it emerged out of the Communicative Language Teaching project in India by Prabu, Prabu (1987) quoted by Ahmed, R. Z & Bidin, S. J (2016). According to Prabhu (1987) as quoted by Harmer (2001, p.

  86), he said that the idea of Task-Based Learning was greatly popularized by N Prabhu who, working with school in Bangalore, Southern India, speculated that students were just a likely to learn language if they were thinking about a non-linguistic problem than if they were concentrating on particular language form. Richards (2005, p. 29) as quoted by Littlewood (2007, p. 243) said that includes both task-based and control-based instruction as extension of the CLT movement but which take different routes to achieve the goal communicative language teaching- to develop learners’ communicative competence. It means that task based learning is extension of CLT.

  Task based learning (TBL) also is called task based language teaching (TBLT). Based on Nunan (2003) as quoted by Littlewood (2007, p.

  243) in several countries, teacher already being urged to move on from earlier form of CLT (Communicative Language Teaching) and introduce task-based language teaching (also referred to as task based instruction or task- based learning, henceforth referred to here as TBLT).

  According to Willis (1996, p. 34) defines that task based learning is a goal-oriented communicative activity with a specific outcome, where the emphasis on exchanging meanings not producing specific language forms. It means that the task is a students’ activity which use language to achieve a specific outcome.

  Richard (1986: 289) quoted by Nunan (2004, p. 2) task becomes pedagogical task. The definition of pedagogical task: “Task is an activity or action which is carried out as the result of processing or understanding language (i.e. as a response). For example, drawing a map while listening to a tape, listening to an instruction and performing a command may be referred to as task. Task may or may not involve the production of language. A task usually requires the teacher to specify what will be regarded as successful completion of task. The use of variety of different kinds of task in language teaching is said to make language teaching more communicative since it provides a purpose for a classroom activity which goes beyond the practice of language for its own sake.”

  Based on definition above, the researcher concludes that Task Based Learning is an approach to teach language that is teaching and learning process based on “task”. Task is a piece of work that has been given to the students to know the students achievement. Task Based Learning is a study which learning by doing.

b. Task Based Learning Methodology

  According to Willis (1996, p. 38) frameworks for Task-Based Learning are:

  Pre-task Introduction to topic and task

  Teacher explores the topic with the class, highlights useful words and phrases, helps students understand task instruxtions and prepare. Students may hear a recording of other doing a similar task.

  Task Cycle Planning Task Report Students prepare Students do the

  Some group

  to report to the task, in pairs and

  present their whole class small group. report to the class

  (orally or in Teacher monitor

  or exchange writing) how they from a distance. written report and

  did the task, what complete result. they decided or discovered. According to Willis (1996, p. 40-41), there are some teacher roles in Task Based Learning, they are:

  1. Teacher as a facilitator The teacher is generally a facilitator. They have responsible to control the conditions for teaching and learning process.

  Usually, they help students to understand the lesson.

  2. The teacher is involved in setting task The teacher is involved in setting task up, ensuring that learners understand and get on with them, and drawing them to a close.

  3. The teacher as a controller Although the learners doing task independently, the teacher still has overall control and the power to stop everything is necessary.

  Language focus Analysis

  Students examine and discuss specific feature of the text or transcrip of the recording.

  Practice Teacher conducts practice of new words, phrase and patterns occuring in the data, either during or after the analysis.

c. Teacher Rules in Task Based Learning

4. Teacher act language guide

  The part the teacher plays during each component of the task framework also varies according to its aim. At the end of the framework, where the focus turns to language form, the teacher acts as language guide.

d. The Advantages of Task Based Learning

  According to Willis (1996, p.35) said that there are some advantages of TBL like:

  1. It gives learners confidence to try out whether language they know, or think they know, in the relative privacy of a pair or small group, without being wrong or of being corrected in front of the class.

  2. It gives learner experience of spontaneous interaction, which involves composing what they want to say in real time, formulating phrases and unit of meaning.

  3. It gives learner a change to benefit from noticing how to express similar meaning. Research show they are more likely to provide corrective feedback to each other (when encouraged to do so) than adopt each other’s errors.

  4. It engages learners in using language purposefully and co- operatively, concentrating on building meaning, and not just using language for display purposes.

  5. It make learner participate in a complete interaction, not just one- off sentences. Negotiating opening and closing, new stages of change of direction are their responsibility. It is likely that discourse skills such as these can only be acquired through interaction.

  6. It gives learners more changes to try out communication strategies like checking understanding, paraphrasing to get round an unknown word, reformulating other people’s ideas, and supplying words and phrase for other speaker.

  7. It help learners gradually gain confidence as they find they can on co-operation with their follow students to achieve the goals of these task mainly through use of the target language.

2. Writing skill a. Definition of Writing In the language learning, students learn some of language skill.

  There are four language skills: speaking, writing, listening and reading. Writing is one skill in language learning. It uses to inform ideas or feeling to others in written form. In this study, the researcher tries to explain the definition of writing: There are a lot of definitions of writing. The first definition is taken from Paker, T & Eraslan, A. (2015, p. 1) writing is one of the most important skills to be developed for people learning a second language, and this is more emphasized in academic world.

  The second definition of writing is taken from Langan (2006, p. 13) a realistic attitude about writing must build on the idea that writing is a skill. It is a skill like driving, typing or cooking and like any skill, it can be learned.

  The last definition is taken from Eric Lenneberg, (as quoted by Brown, 2001, p. 334), he said that different from speaking in which people learn language through a natural process or human behavior as learning to ‘walk’, writing is a learned behavior as learning to ‘swim’, people need someone to teach them.

  It means that people learn to write if they are members of a literate society and usually if they teach students.

  The genres of writing this is slightly shorter, you should be aware of surprising multiplicity of options of written genres that second language learners need to acquire. (Brown, 2004, p. 219) 1.

  Academic writing Paper and general subject reports

  Essays, compositions Academically focused journals Short-answer test reports (e.g. lab reports) Thesis, dissertations 2. Job-related writing

  Messages (e.g. phone message) Letters/emails Memos (e.g. interoffice) Reports (e.g. job evaluations, project reports) Schedules, label, announcements Manuals 3. Personal writing

  Letters, email, greeting card, invitations Message, notes Calendar entries, shopping list, reminders Financial documents (e.g. checks, tax forms, loan applications) Forms, questionnaires, medical reports, immigration document, diaries, personal and journal Fiction (e.g. short stories, poetry)

b. Genres of Writing

  According to Law (2013, p. 2-30), there are some genre of text, they are:

  1. Narrative Narrative uses to entertain and engage the reader in an imaginative experience.

  2. Recount Recount tells the reader what happened and this may involve the author’s personal interpretation of events.

  3. Procedure Procedure is written text to explain how something is done, in a series of sequenced steps.

  4. Report Report is written to describe or classify the way things are or seem to be. The generic structures are general classification and description.

  5. Explanation Explanation is written to explain how something works or the process involved in actions, events or behavior.

  6. Persuasive Persuasive text is written to argue or persuade. Persuasive texts are organized with: proposition to be argued, arguments in logical order and reiteration.

  7. Descriptive Description is a type of text that describes a particular person, place or thing detail. The generic structures are identification and description.

  8. Analytical Exposition Analytical Exposition is text that uses to reveal the readers that something is the importance case. The generic structures are thesis, argument and reiteration or conclusion.

  9. Hortatory Exposition Analytical Exposition is a type of text that uses to persuade the readers that something should or should not be the case or be done. The generic structures are thesis, argument and recommendation.

  10. Procedure Procedure is a type of text that uses to help readers how to do or make something completely. The generic structures are goal or aim, material or equipments and steps or methods.

c. The Writing Process

  According to Rahayu and Prayitno (2015, p. 43) there are four main stages in the writing process, they are:

  1. Pre-writing Choose and narrow the topic to a particular aspect of the general one. For example if the topic is about environmental you can narrow it from the environmental pollution to the pollution of ocean and finally you can narrow it to the most specific topic.

  2. Planning Plan what to write, when to start, and how to end. Making planning is important because from this point you will decide your writing.

  3. Writing and revising draft As soon as you have planned, you directly execute writing with all the techniques that you have learnt then practice it. After writing the draft you have done, do not forget to revise it. Finally, writing process should be accomplished.

  4. Writing the final copy Writing the final version takes some time, hence it should be done very carefully. Then you are ready to hand in your lecturer afterward.

d. Teacher Roles in Teaching Writing

  According to Harmer (2001, p. 261), he said that the teacher needs usual process when the students are asked to write, the ones that are especially important are as follows: 1.

  Teacher as a Motivator One of our principle roles in writing task will be to motivate the students, creating the right conditions for the generations of ideas, persuading them of the usefulness of the activity and encouraging them to make as much effort on our part for longer process writing sequence.

  2. Teacher as a Resource In writing task, the teacher should be ready to supply information and language where necessary. The teacher needs to tell students in offering devices and suggestion to look their progresses.

  3. Feedback provider The teacher needs to give feedback on writing task. The teacher should correct the task and respond positively to the content of what the students have written.

e. Scoring of Writing

  Assessing writing product divided into five components, they are content, organization, grammar, vocabulary and mechanic (Brown 2007; as access on Monday 24

  th 2017.

TABLE 2.1 Scoring writing Rubric Aspect Score Performance Description Content

  4 The topic is complete and clear and the

  details are relating to the topic

• Topic 

  Details

  3 The topic is complete and clear but the

  details are most relating to the topic

  2 The topic is complete and clear but the

  details are not relating to the topic

  1 The topic is not clear and the details are not relating to the topic Organization

  4 General condition is complete and description are arranged with proper connectives

• General condition
• 3 General condition is almost complete and description are arranged with almost proper connective

  Description

  2 General condition is not complete and description are arranged with few misuse of connectives

  1 General condition is not complete and description are arranged with misuse of connectives

  Grammar

  4 Very few grammatical or agreement

• inaccuracies

  Use present tense

  3 Few grammatical or agreement inaccuracies but not affect on meaning

  2 Numerous grammatical or agreement inaccuracies

  1 Frequent grammatical or agreement inaccuracies Vocabulary

  4 Effective choice of words and word forms

  3 Few misuse of vocabularies, word form, but not change the meaning

  2 Limited range confusing words and word form

  1 Very poor knowledge of words, word form and not understandable Mechanics

  4 It uses correct spelling, punctuation and

• capitalization

  Spelling Punctuation

• 3

  It has occasional errors of spelling, Capitalization

• punctuations and capitalization

  2 It has frequent errors of spelling, punctuations and capitalization

  1 It is dominated by error of spelling, punctuation and capitalization

CHAPTER III METHOD OF RESEARCH A. Research Setting 1. General Situation of MA Utsmaniyyah The research is conducted at MA Utsmaniyyah Ngroto, Grobogan in

  the academic year 2017/2018. MA Utsmaniyyah is an Islamic senior high

  th school which consists of 3 grade of the students. There are 3 classes.

  Beside of the classroom, there are other room and facilities at MA Utsmaniyyah, like library, computer room, teachers’ room, headmaster room, toilet, parking area and field sport.

  Name of school : MA Utsmmaniyyah NSS : 131233150037 NPSN : 69894829 Address : Jl. Abdurrohman Ganjur NO. 01 Ngroto, Gubug, Grobogan, Jawa Tengah, Indonesia.

  Phone : 085740754780 E-mail : ma.utsmaniyyah@gmail.com Post Code : 58164

2. The schedule of research

  The schedule of research can be drawn in the table below: Table 3.1The schedule of research

  

No Date and Time Activities Place

  1 Friday Giving the letter MA

  th

  July 14 , 2017 Utsmaniyyah Ngroto

  2 Tuesday Interviewing English MA

  th

  July 17 , 2017 teacher and students Utsmaniyyah Ngroto

  2 Thursday Introducing and

  XI class MA

  th

  July 27 , 2017 conducting the pre- Utsmaniyyah test cycle 1 Ngroto.

  3 Monday Conducting treatment

  XI class MA

  st

  July 31 , 2017 and post-test cycle 1 Utsmaniyyah Ngroto

  4 Thursday Conducting pre-test

  XI class MA

  rd

  August 3 , 2017 cycle 2 Utsmaniyyah Ngroto

  5 Monday Conducting treatment XI class MA th

  August 7 , July 2017 and post-test cycle 2 Utsmaniyyah Ngroto 3.