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1. The Condition before the Research
The condition before the research was identified in the pre – research stage. The pre – research was held to gain base – line data of the
research. The result of the pre – research activity can be seen in Table 4.2.
a. Problem
1 Identification of the Problem
The researcher conducted the classroom observation, interview, and discussion, in order to recognize the problems in the
field. The result of the identification step can be seen in the following table.
Table 4.2 Field Problems No.
PROBLEMS CODE
1. Students feel that they did not have enough writing
ability. D
2. Students feel that they did not have enough self –
confidence to write in English. D
3. Students feel that they did not have enough
vocabulary to write in English. D
4. Students feel that they got difficulties in finding an
appropriate word suitable with the topics. D
5. Students feel that they got difficulties in using of
appropriate tenses based on the situation. D
6. Students feel that they got difficulties in using of
D
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correct verbs infinitive, past, and past participle. 7.
Students feel that they got difficulties in using correct spelling and punctuation.
D
8. Students feel that they got difficulties in arranging a
good paragraph suitable with the topic. D
9. Students feel that they got difficulties in making a
good organization. D
10. Students feel that they got difficulties in exploring their ideas.
D
11. Students feel that they did not have enough writing
activities. TM
12. Students feel that they did not have motivation to
write in English. TM
13. Students feel that they did not have opportunities to
learn to write in English. TM
14. Students feel that they did not have enough writing
tasks and exercises. TM
15. Students feel that they had few examples to write in
English. TM
16. Students feel that they did not have enough
variation in their writing. TM
17. Students feel that they did not have enough media
used in their writing activities. TM
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18. Students feel that they did not have enough
opportunity and freedom to make some creations in their writing.
TM
19. Students feel that they did not have enough revision
and correction on their mistakes when they practiced to write in English.
TM
20. Students feel that their teacher did not give real
situation as theme in the writing activities. TM
21. Students feel that the teacher was still not optimal
in writing class. TM
22. Students feel that the teacher still had no effort to
make the students active in writing class. TM
Note: D = difficulties in writing
TM = teaching method From the statements above, the researcher found that the
difficulties commonly come from the inside factors of the students themselves. They did not have enough writing ability and self -
confidence to write. Their difficulties are in some aspects of writing, such as finding an appropriate word suitable with the topics, using of
appropriate tenses based on the situation, using of correct verbs infinitive, past, and past participle, using correct spelling and
punctuation, arranging a good paragraph suitable with the topic,
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making a good organization, and exploring their ideas. The researcher also found that the rest of the problems were in the teaching method.
The application of some important tasks in Task – Based Language Teaching TBLT was believed to be able to improve the writing
ability of the students.
2 Determining the Problems and Causes
The next step done by the researcher was determining the problems and causes through the result of the questionnaires,
observation, interview, and discussion. The results of determining the problems and causes are presented in the following table.
Table 4.3 The Problems No.
PROBLEMS CODE
1. Students feel that they did not have enough writing
ability. S
2. Students feel that they did not have enough
vocabulary to write in English. S
3. Students feel that they got difficulties in finding an
appropriate word suitable with the topics. S
4. Students feel that they got difficulties in using of
appropriate tenses based on the situation. S
5. Students feel that they got difficulties in using of
correct verbs infinitive, past, and past participle. S
6. Students feel that they got difficulties in using correct
S
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spelling and punctuation. 7.
Students feel that they got difficulties in arranging a good paragraph suitable with the topic.
S
8. Students feel that they got difficulties in making a
good organization. S
9. Students feel that they got difficulties in exploring
their ideas. S
10. Students feel that they did not have enough motivation to write in English.
F
Table 4.4 The Causes No.
CAUSES CODE
1. Students feel that they did not have opportunities to
practice to write in English. S
2. Students feel that they did not have enough self –
confidence to write in English. S
3. Students feel that they were afraid of making
mistakes. S
4. Students feel that they did not have enough writing
tasks and exercises. S
5. Students feel that they did not have enough examples
to write in English. S
6. Students feel that they did not have enough writing
S
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activities. 7. Students feel that the teacher had no variation in the
writing because unsuitable teaching method. S
8. Students feel that they did not have enough media
used in the writing activities. U
9. Students feel that they did not have opportunity and
freedom to make some creations in their writing. S
10. Students feel that they did not have enough revision and correction of their mistakes when they practiced
to write in English. F
11 Students feel that the teacher did not give real situation as theme in the writing activities.
F
12. Students feel that the teacher was still not optimal in writing class.
U
13. Students feel stress, afraid, and strained because the teacher still had no effort to make the students active.
S
Note: S = Serious
F = Fair U = Not Serious
The category used in determining the problems and causes is based on options: serious, fair and not serious.
Based on the categories above, the researcher found that there were some problems that should be overcome. The serious problems
were commonly about the lack of writing ability, the difficulties in
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finding an appropriate word suitable with the topics, the difficulties in exploring their ideas, the use of appropriate tenses based on the
situation, the use of correct verbs infinitive, past, and past participle, the use correct spelling and punctuation, the arrangement of a good
paragraph suitable with the topic, and the difficulties in making a good organization.
The researcher found that there were causes of those problems, namely the students were afraid of making mistakes, did not have
opportunities to practice to write in English, did not have enough self – confidence to write in English, did not have enough writing tasks
and exercises, did not have enough examples to write in English, did not have enough writing activities, and did not have opportunity and
freedom to make some creations in their writing. The other causes were from the teacher. The teacher had no variation in writing because
unsuitable method, did not give real situation as theme, did not give enough exercises, was still not optimal in writing class, and still had
no effort to make the students active, so the class situation became uncomfortable because they felt stress, afraid, and strained.
By recognizing the problems and the causes, the researcher then made a plan to solve them. Those serious problems would be
overcome by giving TBLT in writing class. While in the fair problems, the researcher considered modifying the method with the
one to overcome the serious problems optimally.
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The researcher gave the pre – test to the students of X TKJ 1 to know the students’ writing ability. The writing test was composed
based on the material for the tenth year students of SMKN 2 Sragen. In order to have more objective result of the scores, the students’
writings were scored by two persons, the researcher and her collaborator.
From the result of the pre – test, it can be seen that the students’ writing ability was low. The mean score was 51.18, the
highest score was 69, and the lowest score was 26. Referring to Kriteria Kelulusan Minimal KKM of class tenth which is 67; there
were only 2 students or 6 who passed the passing grade while the class’s target is 75 of the students should achieve the minimal score,
67. Based on the analytic scale for rating composition task Brown
Bailey, 1984, pp. 39-41 in Brown 2004: 244 – 245, the descriptions of the scores are as follows:
Organization = 20
5 x 4 Content
= 30 5 x 6
Grammar = 25
5 x 5 Mechanic
= 5 5 x 1
Vocabulary = 20
5 x 4 So, the total scores are 100. In more detail, the students’ scores for
each aspect of writing from each scorer in the pre – test are as follow:
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1. Form the first scorer. a. Organization: the mean score was 10.30, the highest score was
20, and the lowest score was 4. b. Content: the mean score was 13.09, the highest score was 24,
and the lowest score was 6. c. Syntax grammar: the mean score was 13.94, the highest score
was 25, and the lowest score was 5. d. Mechanics: the mean score was 2.97, the highest score was 5,
and the lowest score was 1. e. Vocabulary: the mean score was 10.18, the highest score was
16, and the lowest score was 4. 2. Form the second scorer.
a. Organization: the mean score was 10.79, the highest score was 16, and the lowest was 4.
b. Content: the mean score was 12.73, the highest score was 18, and the lowest score was 6.
c. Syntax grammar: the mean score was 13.94, the highest score was 20, and the lowest score was 5.
d. Mechanics: the mean score was 3.15, the highest score was 5, and the lowest score was 2.
e. Vocabulary: the mean score was 10.79, the highest score was 16, and the lowest score was 4.
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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
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