THE USE OF TASK-BASED LANGUAGE TEACHING IN TEACHING WRITING.

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Malasari,2013

The Use Of Task-Based Language Teaching In Teaching Writing

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE USE OF TASK-BASED LANGUAGE TEACHING IN TEACHING

WRITING

A Research Paper

Submitted as a Partial Fulfillment of the Requirements of

Bachelor’s

Degree in English Education Study Program

By Malasari (0902452)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND FINE ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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Malasari,2013

The Use Of Task-Based Language Teaching In Teaching Writing

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THE USE OF TASK-BASED

LANGUAGE TEACHING IN

TEACHING WRITING

Oleh Malasari

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia Oktober 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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Malasari,2013

The Use Of Task-Based Language Teaching In Teaching Writing

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu PAGE OF APPROVAL

THE USE OF TASK-BASED LANGUAGE TEACHING IN TEACHING WRITING

A Research Paper

By: Malasari

0902452

Approved by

First Supervisor Second Supervisor

Sudarsono M.I., M.A. Fazri Nur Yusuf, S.Pd., M.Pd. NIP. 196607051994031004 NIP. 197308162003121002

Head of Department of English Education Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001

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Malasari,2013

The Use Of Task-Based Language Teaching In Teaching Writing

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THE USE OF TASK-BASED LANGUAGE TEACHING IN TEACHING WRITING

Malasari (0902452)

Abstract: This study focuses on the use of task-based language teaching in teaching writing hortatory exposition text in one senior high school in Bandung. Moreover, it investigates how the sequence of tasks can give benefits for both teacher and students and students’ responses toward the learning process. This study was conducted since students need to be able to write well as the means of literacy skill (Priyatmojo, 2011) of English for communicative purposes (Paltridge, 2001). Moreover, research showed that writing is the most difficult skill to acquire compared to other skills (Brown, 2004; Priyatmojo, 2011). Then, it was discovered that the use of TBLT is appropriate for teaching writing (Ruso, 2007; Robinson, 2008; Cao, 2012; Rad & Jafari, 2013). A case study was used in this study and the data were collected through observation, interview, and written documents to gain relevant data. The data from the instruments were analyzed qualitatively. The results of this study were in line with the previous findings from the studies conducted by Ruso (2007), Cao (2012), and Rad & Jafari (2013); that task is beneficial for teaching aids, since it gives benefits for both students and teacher. The research findings of this study discovered some benefits of the use of TBLT as follows: (1) task helps teacher to teach at ease; (2) task helps teacher in managing

the class; (3) task tends to create students’ high participation; (4) task enhances students’ interest; (5) task presents enjoyable learning

activities; and (6) task makes students easily focus on the learning.

Key words: task-based language teaching, task, teaching writing, hortatory exposition

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Malasari,2013

The Use Of Task-Based Language Teaching In Teaching Writing

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Abstrak: Studi ini terfokus pada isu mengenai task-based language teaching (TBLT) dalam pengajaran kemampuan menulis teks

hortatory exposition di salah satu Sekolah Menengah Atas di Bandung. Studi ini menginvestigasi bagaimana pemberian task dapat memberikan keuntungan kepada guru dan siswa, juga bagaimana respon siswa terhadap pembelajaran menggunakan TBLT. Studi ini dilaksanakan karena pertimbangan siswa diharapkan mampu untuk menulis dengan baik sebagai bentuk keterampilan keaksaraan (Priyatmojo, 2011) dan juga menggunakannya untuk tujuan komunikasi (Paltridge, 2001). Selain itu, berdasarkan studi literatur, kemampuan menulis masih dianggap sebagai kemampuan yang sulit untuk dikuasai dibandingkan kemampuan bahasa lainnya (Heaton, 1995; Brown, 2004; Priyatmojo, 2011). Selain itu, studi sebelumnya telah menemukan bahwa penggunaan TBLT dalam pengajaran menulis itu cocok (Ellis, 2003; Ruso, 2007; Robinson, 2008; Cao, 2012; Rad & Jafari, 2013). Studi kasus digunakan sebagai desain penelitian studi ini, dan data dikumpulkan dengan menggunakan tiga instrumen: observasi, tanya-jawab, dan dokumen tertulis untuk mendapatkan data yang relevan. Data yang didapat dari tiga instrumen ini selanjutnya dianalisis secara kualitatif. Hasil dari studi ini sejalan dengan penemuan-penemuan dari studi-studi sebelumnya yang dilaksanakan oleh Ellis (2003), Ruso (2007), Cao (2012), and Rad & Jafari (2013); bahwa task bermanfaat untuk digunakan sebagai media mengajar karena memberikan manfaat baik bagi guru maupun siswa. Studi ini menemukan beberapa manfaat yang didapat seperti: (1) task

membantu guru mengajar dengan mudah, (2) task membantu guru mengendalikan kelas, (3) task cenderung menumbuhkan partisipasi yang tinggi dari siswa, (4) task meningkatkan ketertarikan siswa terhadap pelajaran; (5) task memberikan kegiatan belajar mengajar yang menyenangkan, dan (6) task membuat siswa lebih mudah fokus terhadap materi pembelajaran yang diberikan.

Kata kunci: task-based language taching, task, mengajar menulis, hortatory exposition

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Malasari,2013

The Use Of Task-Based Language Teaching In Teaching Writing

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS

Declarative ... i

Preface ... ii

Acknowledgements ... iii

Abstract ... iv

Table of Contents ... v

List of Tables ... vii

List of Figures ... viii

List of Appendices ... ix

CHAPTER I : INTRODUCTION ... 1

1.1 Background ... 1

1.2 Statements of Problems ... 3

1.3 Aims of Study ... 3

1.4 Significance of Study ... 4

1.5 Organization of Paper ... 4

CHAPTER II : TEORETICAL FOUNDATION ... 6

2.1 Writing Process and Teaching of Writing ... 6

2.2 Task-Based Language Teaching: Features and Functions ... 8

2.2.1 Task ... 8

2.2.2 Principles of Task-Based Language Teaching ... 9

2.3 Hortatory Exposition Text ... 15

2.4 Findings on Related Studies ... 18

CHAPTER III : METHODOLOGY ... 21

3.1 Site and Respondents ... 21

3.2 Research Design ... 21

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3.4 Data Collection ... 23

3.4.1 Classroom Observation ... 24

3.4.2 Written Documents ... 26

3.4.3 Interview ... 27

3.5 Data Analysis ... 28

3.5.1 Data Analysis of Observation ... 28

3.5.2 Data Analysis of Written Documents ... 28

3.5.3 Data Analysis of Interview ... 29

3.6 Research Procedures ... 30

3.6.1 Teacher’s Activity before the Program ... 30

3.6.2 Teacher and Students’ Activities: Implementing the Lesson ... 31

CHAPTER IV : FINDINGS AND DISCUSSION ... 35

4.1 Findings ... 35

4.1.1 Benefits ... 35

4.1.1.1 Teacher’s Benefits ... 35

4.1.1.2 Students’ Benefits ... 41

4.1.2 Students’ Responses ... 51

4.2 Discussion ... 55

CHAPTER V : CONCLUSIONS AND DISCUSSION ... 58

5.1 Conclusions ... 58

5.2 Recommendations ... 59

REFERENCES ... x

APPENDICES

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Malasari,2013

The Use Of Task-Based Language Teaching In Teaching Writing

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I

INTRODUCTION

This chapter presents an introduction of the research paper that describes the background of the research, statements of problem, aims of study, and significance of the study. In addition, the organization of this research paper is also presented at the end of the chapter.

1.1 Background

Recognizing English as an International language implies the high demand for students to acquire it. It is proven by the fact that English subject has been given since Elementary level and even the kindergarten level in some schools. In line with that, students are expected to acquire the four basic skills of language; those are listening, reading, speaking, and writing. As English language learners, it is necessary to master the skills especially writing skill. Being able to write well in English means that the students are literate (Priyatmojo, 2011). Moreover, literacy means that the students can use their language for communicative purposes (Paltridge, 2001, p. 4).

However, both students and the teachers still think that writing is one of the four skills in English that is considered as the most difficult skill compared to other skills (Proyatmojo, 2011). Teaching writing for EFL classrooms is a challenge to do. There are many difficulties in which both teachers and students face in producing good composition if writing.

Furthermore, there are at least five problems faced by the teachers and students in writing activities for EFL classrooms. First, teachers feel difficult to make the students comprehend the writing materials. Second, when it comes to writing, students need to meet some conditions so that they can write well (Priyatmojo, 2011). Third, the students also think that writing needs some times rather than just speak out their thoughts (Beare, 2012). Fourth, “students have

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difficulties in translating their native language to the target language, in producing ideas, and organizing them systematically” (Priyatmojo, 2011). Fifth, the students suggest that writing session in the class is boring in which they do not have any interest to writing session.

Therefore, the implementation of new approach like Task-Based Language Teaching is appropriate in teaching writing because the sequence of task makes the class atmosphere becomes exciting (Rad & Jafari, 2013). The task triggers the students to actively participate in the teaching and learning process (Cao, 2012). The sequence of task carries different purposes that will lead students to the stages of writing (Singer, 2004). In line with this research, the writing stages taken by the students are prewriting, writing, and post-writing through task-based language teaching.

Regarding the strengths of Task-Based Language Teaching stated above, it is needed to implement Task-Based Language Teaching as the alternative approach to teach writing in order to improve students’ ability especially in writing hortatory exposition text as the focus of the study since it is important to learn since it tries to persuade the readers about some particular things (Gerot & Wignell, 1994) yet there is still limited research which focuses on students’ writing of hortatory exposition text.. Task-Based Language Teaching is one of approaches that let students practice and perform the language naturally (Rad & Jafari, 2013). It evokes students’ interest and motivation concerning the sequence of task being given through the teaching and learning process (Nunan, 2004; Rad & Jafari, 2013) as well as breaking down the affective barriers such as shyness and fear during the learning process (Krashen, 1985 as cited in Troike, 2006).

Some studies have explored the possibility of using Task-Based Language Teaching in teaching writing. One of the studies has confirmed that it could be applied to engage students in producing the language actively (Rad & Jafari, 2013). Moreover, the implementation of Task-Based Language Teaching

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The Use Of Task-Based Language Teaching In Teaching Writing

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helps students to understand the way to write a text, to memorize new vocabulary items, and to develop grammatical structures.

Hence, departing from the explanation above, the present study intends to investigate the benefits gained by the teacher and students through the implementation of Task-Based Language Teaching. In addition, it analyzes students’ responses toward the implementation of Task-Based Language Teaching in students’ writing process and products.

1.2 Statements of Problems

The subject of this research is students from grade XI and teacher teaching in grade XI who are studying hortatory exposition text in second semester. It is in line with SKKD and the curriculum. While the object of the study is to find out the writing process using Task-Based Language Teaching and the benefits for both students and teacher. Therefore, to guide the study to focus, several questions are proposed:

1. What are the benefits of Task-Based Language Teaching in teaching writing hortatory exposition text?

2. What are the students’ responses towards the implementation of Task-Based Language Teaching (TBLT) in teaching writing hortatory exposition text?

1.3 Aims of Study

Departing from the previous sub chapter, this study is aimed at finding out:

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1. The benefits gained by the teacher and the students. The benefits gained by the teacher are focused on classroom benefits while the benefits gained by the students are focused on writing aspects and writing strategy benefits.

2. The students’ responses towards the implementation of Task-Based Language Teaching (TBLT) in teaching writing hortatory exposition text.

1.4 Significance of the Study

The result of this study is expected to contribute and give some informative inputs in teaching and learning English as a foreign language. Dealing with practice, the findings are hopefully able to give information in practical method relate to the use of Task-Based Language Teaching in teaching writing specifically hortatory exposition text. Dealing with theory, the findings are hopefully able to enrich literature on teacher’s method in teaching writing hortatory exposition text.

1.5 Organization of Paper

The research paper will be organized as follows: 1. Chapter I (Introduction)

This chapter introduces the brief content of the research paper including background of the study, statements of problems, aims of study, research method, and organization of the paper.

2. Chapter II

This chapter deals with the theoretical foundation which is related to the research problem.

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This chapter elaborates the research method that has been introduced in Chapter I. It also describes the steps and procedures of the research.

4. Chapter IV

This chapter presents the collected data, the way the data is analyzed and its findings. Moreover, it also presents discussions related to the research paper.

5. Chapter V

The last chapter of this research paper consists of two parts. The first part is conclusions of the research. The second part is recommendations which explain the implications of the research toward the future researcher as well as other parties.

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Malasari,2013

The Use Of Task-Based Language Teaching In Teaching Writing

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the method of this study. It presents the site and respondents, research design, clarification of terms, data collection, instruments, data analysis, and research procedures.

3.1 Site and Respondents

The participants of this study were fifteen XI grade students in a public senior high school in Bandung. They were chosen as their writing skills are in need to improve.

The study took fifteen students as the participant, thus their written works were analyzed. The students were chosen from higher achiever students, middle achiever students, and low achiever students. They were categorized based on their writing scores administered at the beginning of their class session.

3.2 Research Design

This study examined the quality of relationship between the implementation of Task-Based Language Teaching and students‟ improvement in writing ability. Therefore, case study was used as the research design in this study. The reason of using this method was based on the research questions and the purpose of this study that is to get an in-depth understanding of how Task-Based Language Teaching impacts students‟ writing ability through the analysis of the classroom benefits, writing aspects benefits, and writing strategy benefits, and also to reveal their responses during the writing learning with this approach.

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A case study is used to examine a single instance, a phenomenon, or a single unit of human activity (Merriam, 1998, p. 27; Gillham, 2000, p. 1) which has boundaries (Stake, 1995, p. 2) that exists in particular place and time (Gillham, 2000, p. 1). Moreover, Gillham (2000, p. 1-2) suggests that a case study is used to investigate the phenomenon to answer specific research questions that seeks different kinds of evidence in order to get the best possible answer of the research questions. Different kinds of evidence are collected aims to get a sufficient valid data collections (ibid).

In the present study, it is a research design used to examine the benefits gained through the use of task-based language teaching in teaching writing hortatory exposition text at one formal high school in Bandung by taking fifteen students as the participants. Moreover, it also examines the students‟ responses toward the implementation of task-based language teaching in students‟ writing process and products.

3.3 Clarification of Terms

To avoid misunderstanding on this study, some terms need to be described:

1. Task according to the Merriam-Webster dictionary, task is a piece of work given for someone. In the other side, task is defined as activity carried out in the classroom which has particular goals (Van den Branden, 2006, p. 4; Ellis, 2003, p. 3; Nunan, 2004, p. 4), for meaning-focused rather than form-focused (Ellis, 2003, p. 3; Nunan, 2004, p. 4), and every task should be independent and integrated for each other (Nunan, 2004, p. 4). However, in terms of this study, tasks refer to the sequence of tasks in the form of classroom activity accomplished by the students in order to attain the goal which is to write the hortatory exposition text.

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2. Task-Based Language Teaching is a teaching approach in which communication is involved in the pedagogical task brought to the class (Nunan, 2004). In this study, Task-Based Language Teaching refers to the approach in the teaching writing hortatory exposition text in which task is used as the main unit in the teaching and learning session.

3. Hortatory exposition text. As elaborated before in chapter II, the topic of hortatory exposition text in this study comes up from students in which the teacher stimulates the students by giving some examples and exercises in the form of task.

3.4 Data Collection Method

The data were collected through three instruments; observation, written documents, and interviews. The written documents consist of lesson plans, students‟ writing works, and writing assessment.

The research was conducted along the regular schedule in the school. The data were collected in three weeks, from 15th May 2013 to 29th May 2013. During the research, the researcher acted as the teacher. Table 3.1 shows the schedule of the research.

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Table 3.1 The Schedule of the Research

No. Activities

Week

1 2 3 4

1. Preliminary observation √

2. Meeting one (Pre-writing) √

3. Meeting two (Pre-writing) √

4. Meeting third (Draft 1) √

5. Meeting four (Draft 2) √

6. Interviews √

The instruments used for the data collection are described below:

3.4.1 Classroom Observation

In this study, a classroom observation was carried out to find out the phenomena happened during the implementation of Task-Based Language Teaching approach in the writing class of hortatory exposition text.

Classroom observation was used because the data gained from observation is descriptive rather than evaluative, focuses on behavior rather than on the person, emphasizes sharing information rather than giving advice (Bergquist and Phillip, 1981) which suits the aims of this study. It was carried out in two stages: preliminary observation and participant observation during the

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research. Preliminary observation was conducted to gain data about the difficulties faced by the students in learning writing and the method of writing they used to get. Thus, the data was used as the guideline to develop the use of Task-Based Language Teaching in teaching writing hortatory exposition text. The second type of observation during the study is participant observation by directly taking part in the research. Those observation were attained using observation sheets to observe writing situations as presented below

Table 3.2. Observed Writing Situations

ACTIVITIES YES NO

PRE-WRITING

The students were engaged in the activity.

The students participated actively in the activity.

The students understood and use the target language with ease.

WRITING

The students understood the writing instruction.

The students faced some difficulties on accomplishing the task.

The students solved the problem.

The students were able to work in group or in pair.

POST-WRITING

The students comprehended the material.

The students are able to transfer the material.

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Besides observation sheets, teacher field notes were also used during participant observation. These observation instruments presented real-life teaching situations and reflections. Furthermore, students‟ responses were also observed during the observation. It was analyzed by categorizing the observation sheet and teacher field notes (see Appendix C) into codes. The observation of students‟ response sheet (see Appendix E) was used to present the data. The sheet includes the detail explanation of activities, tasks, and students‟ responses. Each response from the students was presented by evidence happened in the class. The categorization of students‟ responses was based on following criteria (see Appendix E).

Table 3.3. Observed Students‟ Responses

Writing Progress Procedure Students’ Responses

Prewriting

Enth = Enthusiastic

Att = Attractive

Re = Reluctant

Writing

Dis = Distracted

Sile = Silent

Post-writing

Conf = Confused

(+) AS = Longer Attention Span

(-) AS = Shorter Attention Span

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Written document is also one of the instruments which were used to gather the data in order to answer the research questions. The written documents are in the forms of (1) lesson plans and tasks implemented in the activity, (2) observation sheets and teacher‟s field notes, and (3) students‟ writing works and the assessment.

The lesson plans and tasks which are implemented during the program (see Appendix A) were analyzed to further determine the class activities during the observation. Observation sheets were analyzed to see the students‟ responses during the learning session, while the teacher field notes (see Appendix C) were also analyzed to see teacher‟s perception toward the lesson in the class. The field notes are very useful on qualitative research (Patton, 1990) to comprehend the content analysis from the study of implementing Task-Based Language Teaching approach in teaching writing hortatory exposition text. Lastly, students‟ writing works and its assessment (see Appendix D) were used to see how the tasks developed their writing.

3.4.3 Interviews

The interview was administered to get deeper information about the implication of task during the writing process. The group interview was conducted to gain more insight from the students. Group interview gives a convenient situation to the students as well as to accumulate the individual knowledge (Brown et al, 1989, p. 40 as cited in Patton, 1990). Therefore, the group interview is more beneficial for the study to get more information regarding the personal experience from the participants

The interview was applied to all participants by using the interview guidelines which consists of ten open questions (see Appendix B). The interview was conducted in Bahasa Indonesia to make them easier to answer the question and to avoid the misconception and misunderstanding. The interview was done in

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an informal situation to make the students comfortable to answer the questions. Patton (1990) suggests that informal conversational interview as the most open-ended approach to interviewing since it is highly responsive to individual differences and situational changes.

3.5 Data Analysis

The data from observation, interview, and written documents then were analyzed. The analysis of each instrument will be presented in a form of descriptive explanation. The data gained from the three instruments were cross-checked using triangulation to enhance research reliability and validity (Vidovich, 2003). In line with the statement, Denzin (1970) in Patton (1990) suggests that triangulation is useful to overcome the intrinsic bias that comes from single-method, single-observe, and single-theory studies.

3.5.1 Observation

In analyzing the data, videos were used to get deeper comprehension of the class activities, especially the writing activities. It was also used to capture the real situation in the class, and to support the data from observation sheets and teacher field notes. Then, the video was played back for times. Some notes were written based on the students‟ behavior (see Appendix C). After that, those notes were interpreted into categories (see Appendix E) to address the research questions. The results of analysis will be described comprehensively with the literature in Chapter 4.

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To fully understand the situation from any aspects, lesson plans and tasks implemented (Appendix A), observation sheets and teacher field notes (Appendix C), and students‟ writing works and its assessment (Appendix D) were used to get richer data.

In analyzing the lesson plan, the lesson activities were the basis to see the sequences between each activity to support students‟ writing process. By doing this, it can be seen how the effect of task implemented in students‟ writing process of hortatory exposition text was.

Teacher field notes were very useful to acquire teacher‟s standpoint in carrying out the lesson plan. Moreover, teacher field notes also acquire what should be evaluated and improved from the lesson. To fully understand the field notes, having read for several times, it was categorized into several aspects related to the research question (see Appendix E). Then the findings were paired with relevant theories.

The last written document was students‟ writing works. It was analyze to grasp how well the tasks developed students‟ writing works. After that, the analysis of students‟ works was written and assessed based on criteria from writing assessment rubric adapted from Jacob (1981 as cited in Weigle 2002). The rubric contains five aspects of writing; content, organization, language use, vocabulary, and mechanics.

The data gained from this instrument is very informative to support the data from the group interview. As a final point, those data were associated with appropriate literature which is presented in the next chapter.

3.5.3 Data Analysis of Interviews

The interview was analyzed using transcript-based analysis which was analyzed alongside the field notes made by the interviewer (Onwuegbuzie et al,

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2009). The data gained from the group interview were recorded using voice-recorder. To analyze the data, firstly, the interview was transcribed. After that, the data was interpreted into some main issues based on the research questions: the use of tasks and students‟ responses. The final step was by linking those data to proper literature, which is presented in the next chapter.

Furthermore, there is no framework to analyze the group interview data (Onwuegbuzie et al, 2009). Therefore, this study used classical content analysis technique to analyze the data more deeply. This technique lets the data to be divided into several chunks, coded, then grouped into each topic (Onwuegbuzie et al, 2009). In addition, if there were any imitative response during the interview, the amounts of verbal or nonverbal response from the students related to the interview were counted and noted.

The results of data analysis from observation, written documents, and interview were triangulated. Those data then were compared and were matched to see the relationships. By triangulating the data, the events or facts of case study have been supported by more than single source of evidence (Yin, 2003). Triangulation strengthens the reliability and the internal validity especially in terms of using multiple methods of data collection and analysis (Merriam, 1998).

3.6 Research Procedures

The explanation of how the implementation of the task-based language teaching during the program is explained below.

3.6.1 Teacher’s Activity before the Program

Before the research was begun, the researcher, the teacher prepared the lesson by following points proposed by Paul (2003):

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The general target of the lesson was to provide the students with a writing space that they can express their ideas through written products in English. Furthermore, it was intended to give stimulus to the students in order to keep them engaged in the writing activity conducted. At the end of the program, the teacher would like to find out the students‟ development in following writing aspects: content, organization, vocabulary, language use, and mechanics; and how the tasks given influenced their writing process.

b) The equipment and lesson material that will be needed

Since the main equipment of the lesson was task, the teacher provided various kinds of tasks in order to achieve the lesson objectives. The forms of tasks depending on the topic that was given in each meeting and the lesson objectives (see Appendix A). The tasks were usually in the form of worksheet and games.

Regarding the materials and tasks, the researcher chose the materials that were closely related to students‟ daily life. Moreover, the chosen tasks were conducted by considering the lesson objectives and the practicality in terms of time. After choosing the materials and deciding the tasks would be given, the researcher started to design the lesson plan (see Appendix A) and prepared the teaching media (tasks) which was made based on the lesson plan (also see Appendix A).

In the classroom activities, the teacher also used another media such as Power Point slides show and pictures to support the activity.

c) The activities that will be used

In general, the technique used in the teaching activity was three-phase technique, namely pre-activity, main activity, and post-activity. Specifically in writing teaching technique, the activity phases were based on the line: prewriting, writing, post-writing. Those phases used tasks as the main unit in the activity. The activity was begun with a review activity presented in the form of writing task to

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refresh the students‟ mind and to show them that the lesson related to the previous one.

In every meeting, the teacher conducted the prewriting, writing, and post-writing activities. The post-writing activity was conducted to see the students‟ comprehension about each meeting‟s material. Journal books were provided by the teacher for students to write their works which further became students‟ writing documentation. Students‟ works were compiled in order to see their development in writing by each meeting during the program.

3.6.2 Teacher and Students’ Activities: Implementing the Lesson

In implementing the lesson, the teacher used stages of writing proposed by Gebhard (1983 as cited in O‟Malley and Pierce, 1996) as follows. These stages were implemented to the all meetings, which falls into the following stages: 1. Prewriting includes motivation, discussion, and concept development. Firstly,

the teacher started the lesson by telling the students what they were going to learn as well as the goals of the lesson of each meeting. After that, the teacher provided games in order to raise students‟ enthusiasm. The games also were provided to introduce the students with the vocabularies they were going to find on the text, so they could comprehend the text well and would be at ease in the writing activity. The tasks provided in this stage were mostly ice breaking tasks or reviewing tasks. It was to give motivation and develop students‟ comprehension.

2. Writing includes the writing activity in classroom. The teacher did not provide writing activity at home to prevent the possibility of copying friend‟s work. This stage required the students to rewrite a text given and write freely about particular thing they were interested in. The topic of the texts written by the students mostly related to their daily life such as „The Negative Effects of Smoking for Students‟, „The Negative Effects of Having Girlfriend‟, etc.

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3. Post-writing includes activity when the students shared their writing with others and told to the class about the lesson‟s conclusion. This session was used usually for discussing and telling to the class about the lesson. It was to make sure that the students comprehended the materials well. Moreover, if there was still much time left, this session was used by some students to share their writing to their classmates.

The following is the summary table of the lesson conducted during the observations:

Table 4.1 Lesson Summary

Meeting Topic Lesson Objective Task

1 Welcome to the house of

hortatory exposition!

to write a hortatory exposition text (first writing) by choosing one out of three topics provided

 Game namely

“Run for You Life in Clockwise.

 Two worksheets

were provided.

2 Let‟s build the foundation!

to write an outline (1st draft) with particular topic that they decide and choose by themselves

 Pictures were used in the first task.  Three worksheets

were provided as the follow up of the previous task.

3 Let‟s start building the house!

to write the 2nd draft of their writing that is to elaborate the outline they made in the previous meeting

 Pictures were used in the first task.

 A worksheet

followed as the next activity.

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4 Welcome to our new house!

to write the final writing of hortatory exposition text

 Game namely

“Snatch and Get a Heart”.

 A worksheet

followed as the final activity.

Note :

The tasks implemented were based on the lesson objectives. See Appendix A for further details.

The tasks implemented in the teaching writing were interdependence to each other. It was conducted based on the following steps (Nunan, 2004, p. 126):

a) Processing (comprehension)

This step was carried out in the first meeting. The teacher introduced the material that was hortatory exposition text in the form of chained tasks. The initial task focused its purposes as the ice-breaking and motivated tasks. The teacher managed the task as kinesthetic task to keep the students feeling fresh since the class was conducted in afternoon.

This step focused on the comprehension achievement. It also used top-down method. Firstly, the teacher introduced the vocabularies that the students might find in the text provided for the first meeting. In this task, the students showed their enthusiasm and they became very attractive to know what they would get afterwards. After that, the students worked in pair to answer questions regarding the text in the form of worksheet. An analogy of house was used to ease the students comprehend the concept of hortatory exposition well (see Appendix A).

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The tasks focused its purpose to facilitate students‟ needs to express their ideas through writing. The use of tasks was also to help students reach their learning goals and achievements specifically to be able to write hortatory exposition text. This step was also delivered to the students in the first meeting.

c) Interactive

In this step, the students started to write freely. They shared information about some problems that closely related to their life in small groups and some were in pairs (see Appendix A). They brainstormed the ideas by listing the problems and the causes why it happened (also see Appendix A). The teacher put the role as a facilitator and actively gave feedback to the students‟ works.

In the present study, the development of the task was based on Nunan‟s (2004) framework while in implementing the lesson; Gebhard‟s (1983) framework of writing stages was used.

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CONCLUSIONS AND RECOMMENDATIONS

This final chapter presents the conclusion that can be drawn from the data presentations and discussion from the previous chapter. This chapter is divided into two parts, the first one is conclusion and the second one is recommendations.

5. 1 Conclusions

This study is concerned with the use of task-based in teaching writing hortatory exposition text. The purpose of the study was to find out the benefits of the use of task-based language teaching in order to help students to write hortatory exposition text and to discover the students’ responses toward the implementation of task-based writing activity.

Based on the findings and discussions presented in the previous chapter, the study shows positive responses towards the implementation of task-based in teaching writing. This research comes up with some benefits related to the use of task-based in teaching writing: (1) task helps teacher to teach at ease; (2) task helps teacher to manage the class; (3) task tends to create students’ high participation; (4) task enhances students’ interest; (5) task presents enjoyable learning activities; and (6) task makes students easily focus on the learning.

Departing from the findings of this study, task-based language teaching shows the improvement of students’ writingthrough teacher’s role as a facilitator who helps students to correct their writing product by giving one-on-one feedback so that students feel at ease when they produce their own writing product. In addition, the sequential tasks enhance teacher’s practice in teaching writing in the classroom since task-based language teaching can develop teacher’s creativity in varying the activities. The tasks also make teacher control the class easily.

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increase classroom participation during the learning process that requires them to use the language communicatively for the tasks given.

Since task-based language teaching focuses on tasks, the enthusiasm of students was prominent in the learning process because they responded positively to the tasks and the learning process. Students also felt engaged in the lessons because teacher could prompt students to every step in the task-based language teaching. The writing product was significantly developed because through variations of writing strategies (free-writing and translating) and feedback, students could easily express their ideas in their writing draft and it is very important for both teacher and students to do in task-based language teaching.

Regarding to the positive findings and responses from teacher and students, the use of task-based language teaching improves students’ writing ability and practice. Nevertheless, teacher has to anticipate the tasks to be provided because they need to be developed in accordance with students’ needs and goals since the needs and the goals are varied.

5. 2 Recommendations

There are several recommendations that might be useful for the teacher and the further researcher. For teachers, it is recommended to provide more creative tasks in teaching writing and to involve the students in assessing their writing as a reflection for them. The tasks must be appropriate for the students’ needs and the lesson objectives. Moreover, the teacher should consider the variety of learners in order to engage as many as students in the class. The tasks may vary in terms of topic and forms. In addition, the teacher has to pay attention to the time allocation provided for each meeting in order to make an effective teaching learning process.

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For further research, the writing practice through task-based language teaching in EFL context, especially in Indonesia, is highly recommended to be used as it is expected to give contribution to writing strategies applied in the classroom to help teacher and students. Moreover, the use of sequential tasks develops teacher’s learning process in the classroom as well students’ writing practice. In addition, it is also recommended to use task-based language teaching for other text types since every text type has its own characteristics to be mastered by the students. The teaching of other language skills is also highly recommended to use task-based language teaching because the other skills offer specific development and abilities for the students that are very important to use the language meaningfully and contextually.

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The Use Of Task-Based Language Teaching In Teaching Writing

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increase classroom participation during the learning process that requires them to use the language communicatively for the tasks given.

5. 2 Recommendations

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