IMPROVING STUDENTS’ ACHIEVEMENT ON WRITING
ANECDOTE THROUGH TASK
–
BASED LANGUAGE
INSTRUCTION
A THESIS
Submitted In Partial Fulfillment Of The Requirements For The Degree Of Sarjana Pendidikan
By
IMELDA D BR GIRSANG
REG. NO. 05310725
ENGLISH LITERATURE AND DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
DECLARATION
Except where appropriately acknowledgement, this thesis is my own work, has
been expressed in my own words and has not previously been submitted for
assessment.
I understand that this paper may be screened electronically, or otherwise for
plagiarism.
Medan, August 2012
ACKNOWLEDGEMENTS
Praise to my Lord, Jesus Christ, for his blessing in finishing this thesis. The writer would never been able to finish her thesis without the guidance and the help of several individuals who in one way or another contributed and extended their valuable assistance in the preparation and completion this thesis. Therefore in this occasion she would extend her sincere and special thanks to:
Prof. Dr. Ibnu Hajar, M.Si., the Head of State University of Medan
Dr. Isda Pramuniati, M.Hum, as the Dean of Languages and Arts
Faculty of State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd.., as the Head of English Department,
as her academic and thesis advisor for her excellent guidance, caring, patience and providing her with an excellent atmosphere for doing this research and Dra. Rahmah, M.Hum., both as the Head and the Secretary of English Department and also to Dra. Masitowarni
Siregar, M.Ed., as the Head of English Education Department.
Mrs. Keriahen Br Sinuhaji, as the Headmistress of SMA Swasta
Masehi Berastagi, for providing her a comfortable atmosphere for doing the research.
All lectures throughout her academic years at the State University of Medan who had shared their knowledge.
Her father, the Late M. Girsang, her unbeatable mother, K. Br Marmata, her brother, Ricky J. Girsang, her sister, Icca Maria Br Girsang and her big family. They were always there cheering her up
and stood by me through the good and bad times.
ABSTRACT
Imelda D. Br Girsang 05310725. Improving Students’ Achievement on
Writing Anecdote through Task – Based Language Instruction. A Thesis, English Department, Faculty of Languages and Arts, State University of Medan. 2012
TABLE OF CONTENT
E.The Significance of the Study ... 6
CHAPTER II REVIEW OF LITERATURE ... 7
A. Theoretical Framework ... 7
1. The Definition of Approach, Method And Techniques ... 7
2. Task – Based Language Instruction as An Approach ... 9
3. The Principles of Task – Based Language Instruction ... 12
4. Writing ... 14
5. Genres of Writing ... 17
6. Anecdote ... 23
7. Example Of Anecdote ... 25
B. Conceptual Framework ... 28
CHAPTER III RESEARCH METHODOLOGY ... 30
A. Research Method ... 30
B. Subject of the Study ... 31
C. The Instrument for Collecting Data ... 31
D. The Procedure of The Research ... 32
E. The Scoring of Writing Data ... 33
F. Techniques of Analyzing Data ... 35
d. Interview ... 38
B. Data Analysis ... 38
1. The Analysis of Quantitative Data ... 38
2. The Analysis of Qualitative Data ... 43
a. Questionnaire ... 43
b. Diary Notes ... 43
c. Observation Sheet ... 44
d. Interview ... 44
C. Research Findings and Discussion ... 45
CHAPTER V CONCLUSION AND SUGGESTION ... 48
A. Conclusion ... 48
B. Suggestion ... 48
REFERENCES ... 50
LIST OF APPENDIXES
Appendix 1 Classroom Observation ………52
Appendix 2 Students Attitude Observation Sheet ………..53
Appendix 3 Instrument of Observation of Teaching Learning Process...54
Appendix 4 Recapitulation of Questionnaire ………..56
Appendix 5a Interview Sheet for Students ………...57
Appendix 6 Diary Notes ……….59
LIST OF FIGURES
LIST OF TABLES
Table 2.1 Language Features of Anecdote’s Example………...27 Table 3.1 Hughey et al Five Component Scoring Scales ………...33 Table 4.1 Score of Students from Pre – Test until Post – Test ………...36 Table 4.2 The Mean of Five Component Scales in Scoring Writing ……….40
LIST OF CHARTS
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Language plays a very important role in human life. Hornby (1987:473)
states that languages is human and a non-distinctive method of communicating
ideas, feelings, and desires by means of a system of sounds and sound symbols.
The definition implies that humans need language as a mean of communication to
express their ideas, feelings, and desires to others.
The need of mastering a language especially English is urgent. English
becomes the first international language widely spoken by millions of people from
different countries. English is also used as a foreign language in which it has
instrumental characteristics used for certain purposes such as for transferring
knowledge of science and technology, getting a job, going abroad, and so on. It
shows that mastering English is urgent. As a result, in Indonesia, English even has
been taught since kindergarten level up to senior high level.
According to Harris (1969:9), language includes the four skills namely
listening, speaking, reading, and writing as language skills. The four skills are
very closely related to learn a language.
Fromkin (1990:342) states that writing is one of the basic tools of
civilization. Without it, the world could not exist. It implies that the spoken
language is not the important one, but the written form of language has a very
2
quoted by Bruce Sadler, stated that academic progress in school depends on
students’ ability to write fluently. Furthermore, writing is the principal medium by
which teachers evaluate performance (Christenson, Thurlow, Ysseldyke, &
McVicar, 1989; Graham & Harris, 1988). Also Randall S. Hansen, Ph.D and
Katherine Hansen, Ph.D in their article stated that writing skills can be the ticket
to better college grades and greater academic achievement. From the explanation,
it can be concluded that the need of mastering writing is unquestionable.
Most people tend to have the same opinion that writing skill is the most
difficult skill among the other skills. They consider that an ability in writing is a
talent that one either has or does not have. So do the students.
There are some reasons which make writing difficult. Those reasons can
be divided into linguistics factors and non-linguistics factors. The linguistics
factors are vocabulary, grammar, structure, orthography, and so on.
Non-linguistics factors are reading habit, motivation, knowledge of the world, and
learning strategies. Though, writing is not easy, it can be learned. Writing is
learned behavior that takes a long time to master. Writing ability takes study and
practice to develop this skill. One must note that writing is a process in which
practice must be exercised.
Based on the Educational Unit-Oriented Curriculum (Kurikulum Tingkat
Pendidikan), students are expected to be able to write simple paragraph of report,
recount, and news item. The curriculum highlights that the students have to be
3
Anecdote is a short little scene or story taken from a personal experience.
Anecdotes can be useful for setting the stage for speech or personal essay. An
anecdote often relays a story that can be used as a theme or lesson. Anecdotes are
usually true stories about real people. Sometimes humorous anecdotes are not
jokes, because their primary purpose is not simply to evoke laughter, but to reveal
a truth. Anecdotes are very, very short stories told to make a point. A writer or a
speaker hopes that associating their point with memorable story will make the
point memorable, too.
Since academic progress in school depends on the students’ ability to
write fluently, it is important to make the writing not only interesting but also
fascinating. The ability to represent themselves well on paper will help students to
get greater achievement. One of the best ways to make this happen is to use
anecdotes in their writing paper. But first of all, students must know what
anecdote is and what it purpose is. On the other hand, it is important that the
students must be able to build an anecdote first.
In reality, only a few students know anecdote and the primary purpose of
it. Based on the writer observation, from 10 students, 7 said that anecdote is a
funny story whose purpose is to entertain readers and the rest said “What is
anecdote?” This indicates that anecdote is not well-known by students which
predicted that their achievement on writing anecdote must be still low.
There are several relatively innovative language instruction approaches
4
Language Instruction (Brinton, Snow and Wesche, 1989), Text-Based Syllabus
Design (Feez, 1998), and Task-Based Language Instruction (Prabhu, 1987a;
Crookes and Gass, 1993; Willlis, 1996). Task- Based Language Instruction also
known as Task-Based Language Learning or Task-Based Language Teaching, or
Task- Based Instruction. This approach focuses on the use of authentic language
and on asking students to do meaningful task using the target language.
As Joko Priyana quoted Nunan, 1998; Markee, 1997 in his article ‘Task
-Based Language Instruction’, Task-Based Language Instruction can be described
as language course whose syllabus or teaching and learning activity are organized
around tasks. Assesment is primarily based on task outcome rather than on
accuracy of language forms. The syllabus is organized around tasks and what is
emphasizes is developing the leaner’s capabilities in applying, reinterpreting, and
adapting the knowledge of rules and conventions during communication by means
of underlying skills and abilities (Breen, 1984).
Task-Based Language Instruction is not just about getting learners to do
one task and then another task and then another but it is more complicated as
Willis makes it clear, by suggesting three basic stages, namely Pre-Task,
Task-Cycle and Language Focus
An important of Task-Based Language Instruction is that learners are
free to choose whatever language forms they wish to fulfill as well as they get the
task goals. So this approach can facilitate the teaching of writing to the students
5
the materials to the students’ real world but also can motivate the students to
apply their knowledge in their daily life.
From the explanation above, it concludes that Task-Based Language
Instruction is very important to be applied to improve students’ achievement in
writing, particularly anecdote writing. It will assist students in developing
knowledge about writing, especially write an anecdote. The use of the tasks as the
core of teaching learning will provide chances to the students to practice as well
as and are free to use whatever language that they master and given opportunity to
explore their understanding based on their capability. So in this study, the research
will be conducted to see how the application on Task-Based Language Instruction
can improve students’ achievement on writing anecdote.
B. The Problem of The Study
Based on the background of the study, the problem of the study is
formulated as follow:
“To what extent is students’ achievement on writing anecdote improved
by using Task-Based Language Instruction Approach?”
C. The Objective of the Study
The objective of the study is to investigate features of Task-Based
Language Instruction to be fulfilled to gain effective learning in writing anecdote.
D. The Scope of the Study
This study will focus on the application of Task-Based Language
6
this study is restricted to cover the area of Task-Based Language Instruction
Approach and anecdote writing.
E. The Significance of the Study
Findings of the study are expected to be useful for:
1. The teachers to improve their way of teaching writing especially
anecdote writing. It means that the improvement is to maximize the
students’ achievement to make a good writing.
2. The students to realize that the demand on writing is not only to be
able to write some words or sentences as they usually do, but also
share information and express themselves through some process of
thought that can be seen from their writings.
48
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it is concluded that Task – Based Language
Instruction approach can improve students’ achievement on writing anecdote text
for students class XI IPA 1 SMA Swasta Masehi Berastagi up to 83 and about 80
% of the students got score up to 75. Specifically, the improvement of students’
achievement was on the content component where students could write anecdote
text appropriate to its generic structure and language features. The improvement
was from 14, 8 to 24,4. It improves about 9,6 point. By applying Task – Based
Language Instruction approach, the teaching and learning process becomes more
enjoyable and interesting especially in writing anecdote.
B. Suggestion
The result of this study showed that the application of Task – Based
Language Instruction approach could improve students’ achievement on writing
anecdote. The following suggestions are offered to:
1. English teacher, it is better to use Task – Based Language Instruction
approach to make teaching and learning process more interesting and
lively. It is suggested to vary and suitable tasks for students to
49
2. College students or researchers who want to administer further
research, this research can be used as references. It is suggested for
50
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