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The average of those two scores of organization was 10.55 53, content was 12.91 43, syntax grammar was 13.94 56,
mechanics was 3.06 61, and vocabulary was 10.49 52. Based on the result of the writing pre – test, the researcher
understood that writing was the serious problem to be solved because the class target of writing scores which should be at least 75 have
not been achieved yet. Most of the students still lack of writing ability. All of the components in their writing skill such as
organization, content, grammar syntax, mechanics, and vocabulary
were commonly still not good.
b. Planning
1 Determining the efforts of overcoming the field problems
The researcher made plans to hold necessary treatments and overcome the whole components in writing skill of the students. The
components of writing skill such as content, organization, grammar syntax, vocabulary, and mechanics were given intensively to improve
those skills. Writing is the hardest skill compared to the other English
skills. To improve the writing skills, the researcher has to be aware of each component of writing. In order to improve students’ good control
of content,
the good formation
organization, and correct mechanics; the researcher explained how to make a good composition by using
various tasks in Task – Based Language Teaching TBLT. In the
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language focus activities, the students focused on the phases that led them to make correct grammar and good sentence structure syntax.
To improve the vocabulary mastery, the material given was specified and focused on the theme in each meeting. The application of some
tasks would give them many chances to practice writing and to explore their ideas and vocabularies as many as possible based on the
material. Then the teacher corrected the students’ works on the appropriate times to encourage them to know their mistakes.
Those steps were given in each treatment in the cycles. In the teaching – learning process, to gain the students’ writing skill, the
steps were involved in the application of some tasks of Task – Based Language Teaching TBLT.
2 Planning the Observation.
When the field problem had been formulated and the efforts in overcoming the problems had been decided, the researcher and the
English teacher implemented Task – Based Language Teaching TBLT in Cycle 1.
The topic that was given in Cycle 1 was Describing Things. The topic was suitable with the syllabus of novice level of vocational
school. The researcher and her collaborator handled and observed the teaching – learning process.
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2. Research Implementation.
Having identified students’ problems in writing, the researcher chose Task – Based Language Teaching TBLT to be the solution of the
problems. Task – Based Language Teaching TBLT through Action Research which consisted of three cycles.
The result of the first Cycle became the consideration of the planning of the second Cycle. And the result of the second cycle became a
consideration in deciding and planning the third Cycle. Every cycle consisted of four meetings, three meeting were for presenting the material
and one meeting for a writing test. Every meeting lasted for ninety minutes. The overall of research implementation can be seen in Table 4.5.
Table 4.5 Overall Implementation of the Research
1. Problem : Students had low writing ability 2. Solution : Teaching writing through TBLT
3. Students : Tenth Grade 4. No of Cycle: 3
1. Cycle 1
Describing Things
Planning Giving tasks in each meeting pre – task, task, and
language focus, using pictures and real objects. Action
Meeting 1: What is it? What are they? Meeting 2: Describing the characteristics of the
objects Meeting 3: Describing the room
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Meeting 4: Post – test. Observation
Students : Many students were interested in the activity and group work, tried to write, tried to explore
their ideas but some students were still confused what should they do.
The teacher: The teacher prepared worksheet, did not give enough example of written model and grammar
discussion, gave too many translation of English words to students, lack of monitoring.
Classroom situation: Enjoyable, alive, most students were active to participate in the class activities.
Reflection +: There were various activities of vocabulary
building, the exploration of ideas was increased make students interested to write with logical development
of ideas suitable to the topic content. -: Lack of monitoring, lack discussion about
grammar, too many tasks to do in a single meeting, limited time because so much time to review the last
material basic English because the students forgot it, the students still had difficulties in organization,
syntax grammar, and mechanics of writing.
2. Cycle 2
Describing People
Planning Meeting 1: Vocabulary building using various tasks in
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TBLT. Meeting 2: Main tasks.
Meeting 3: Language focus by explaining, analyzing and practicing materials in tasks using TBLT.
Meeting 4: Post – test. Action
Meeting 1: Pre – task. Meeting 2: Task: Describe a person
Meeting 3: Language Focus by explaining, analyzing and practicing materials in tasks using TBLT.
Meeting 4: Post – test. Observation
Students : The students were more active. The teacher: The teacher was more innovative by
giving interesting picture and activity, giving enough tasks, grammar and vocabulary discussion.
Classroom situation: More alive, more fun and enjoyable because the topic was interesting.
Reflection +: Encourage the students to participate, keep giving
enjoyable task and interesting pictures, giving enough tasks, grammar, and vocabulary discussion.
- : Waste time for laughing and did not enough control of class, the students made many Indonesian
translation style, the students too often to look into their dictionary to translate the words, the evaluation
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could not be done right away, the students were still had difficulties in organization and mechanics.
3. Cycle 3
Describing Event
Planning Meeting 1: Vocabulary building using various tasks in
TBLT. Meeting 2: Main task.
Meeting 3: Language focus by explaining, analyzing and practicing materials in tasks using TBLT.
Meeting 4: Post – test. Action
Meeting 1: Pre – task. Meeting 2: Task: Describe the event
Meeting 3: Language focus by explaining, analyzing and practicing materials in tasks using TBLT.
Meeting 4: Post - test. Observation
Students: Their writing ability improved in exploring their ideas and using many aspects of writing such as
organization, content, syntax grammar, mechanics, and vocabulary.
The teacher: More innovative, gave clear explanation and motivation to the students.
Classroom situation: More alive and enjoyable in doing the tasks.
Reflection +: Improve writing ability in organization, content,
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grammar, mechanics, and vocabulary, encourage the students to explore their ideas, class situation was
more alive, the students were more active, Indonesian translation style was reduced.
-: the challenging of tasks need to be increased. Final Reflection
Writing ability increased in all aspects of writing from cycle to cycle, Indonesian translation style was
reduced, and the students were active in conducting the tasks.
Classroom situation: The students’ participation was increased in exploring their ideas, the teacher was
more innovative, and the teacher explored the students’ potentials in writing.
The implementations of the research in its cycles are described on the following section.
a. Cycle 1
