THE EFFECT OF TASK BASED LEARNING STRATEGY ON STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT.

THE EFFECT OF TASK BASED LEARNING STRATEGY

ON

STUDENTS’ ACHIEVEMENT IN

WRITING

NARRATIVE TEXT

A THESIS

Submitted to the English Department Faculty of Language and Arts State University of Medan in Partial Fulfillment of The requirements for the degree of

Sarjana pendidikan

By:

AFSYAH TRI MIDA SARI

Registration Number: 2102121001

ENGLISH EDUCATION AND LITERATURE DEPARTMENT

FACULTY OF LANGUANGES AND ARTS

ii

ACKNOWLEDGEMENTS

First and foremost, the writer would like to express her deepest thanks to the almighty God, Allah SWT for the non-stop blessings during her lifetime, for all wonderful people with whom she lives a life full of happiness and warmth, for the generous chance to complete her study, and the guidance so that she finally could finish her thesis.

This thesis is submitted to the English Department, faculty of Language and arts, State university of Medan as a partial fulfillment of the requirements for taking the degree of Sarjana Pendidikan. The writer believes that this thesis is far from being perfect, however , this is the best work she has ever made.

In completing this thesis, there were many people had given their help directly and indirectly. The writer would like to express her sincere gratitude and appreciation to those wonderful people:

 Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University

of Medan

 Dr. Isda Pramuniati, M. Hum., the Dean of Faculty of Language and

Arts

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and her writer’s Consultant, for her patient guidance, immense knowledge, excellent advice, and constructive comments during completing this thesis.

 Dra. Masitowarni Siregar, M.Ed., the Head of English Education

Program.

 Prof. Dr. Lince Sihombing M.Pd, Drs. Elia Masa Gintings

M. Hum, and Drs. Bachtiar M.P.d, her Thesis Reviewers and Thesis

examiners who gave comment, Suggestions and advice to the writer.

 Dra. Rahmah M.Hum., her Supportive Motivator. For being a great

lecturer with a great lecturing, for encourage her to be creative, for the indirect motivation and the exciting experience for one academic year.

 Kurnia Hendra Putra, S.E, M.Si., Mam Eis., Pak Pantas and Mam Ola for the administrative help in requirements process.

 Drs. K. Lumbantoruan, M.Pd., the Headmaster of SMA N 11

iii

research, and all students of SMA N 11 Medan for helping her in Collecting the data of her research.

 Her beloved parents, Alm. Sunarno and Misnahwati, for their constant spiritual, mental, moral and material support, encouragement, motivations, patience, caring, love, the days and nights prays; her dearest brothers and sister; Eko Roshandy, Dwi Halil Roshidy, and

Sri Wahyuni, her nephews; Syifa Oktaviani, Helmi Nur Hanif and Alifa Sakinah, for sharing a totally unforgettable lifetime with her.  Her friends; Debbie Ivanalies Tampubolon, Dhian Ayumi Marbun,

Fandy Raymond Napitupulu, Freddy Simarmata, Nurlaila Amalia Harahap, Rizky Apriliyani Sitanggang S.Pd, and Yuni Khairina S.Pd, for the friendly friendship and attention during her academic

years.

 her boardinghouse friends; Rahma safitri S.PdI, Rika Dahliana S.

S.Pd, Zulia Ayunani S.PdI, Ramadayani Safitri S.PdI, Monika koriwati M S.Pd, Rismayani S.Pd, Puji Rahayu SPd, Rahma yuli S.PdI, Anggun Novita S.Pd, Junengsih M.Pd, kak Tini and Maya indah Puspita Sari

 Her beloved friends; Tri Ade Irma S.Kom and Clara Orlinawati

Silalahi S.Pd, thanks for supporting and advices.

 Her lovely classmates, DIK Reguler B 2010, for the wonderful four years she spent with them.

Overall, the writer hopes she can give a bit contribution to language education, especially major of English.

Medan

August 2014

i ABSTRACT

Tri Mida Sari, Afsyah. 2102121001. The effect of Task Based learning Strategy

on Students’ Achievement in writing narrative Text. A thesis. English

Department. Faculty of Languages and Arts, state University of medan, Medan: 2014.

This study deals with The Effect of Task Based Learning Strategy on Students’

achievement in Writing Narrative text. The strategy of this research was experimental research. The population of the research was nine parallel classes of the eleventh grade of SMA NEGERI 11 MEDAN totaling students 362 students. 20 percent of totaling students were taken out as the sample of experimental group and the control group by using random sampling technique. The data were collected by conducting an essay test of writing. The result of the test was analyzed statistically by applying the t-test formula. From the calculation, it was obtained that tobserved (3.529) higher

that ttable(1.993) at the level of significance (α = 0.05) and df = 72. It means that the

application of Task Based Learning Strategy on Students’ Achievement in writing

Narrative Text was effective because the result showed that students’ score were

higher after the treatment. In conclusion, it is acceptable that Task based learning Strategy gave a significance effect on students’ achievement in writing narrative story.

vi LIST OF TABLES

pages

Table 3.1 Research Design ... 27

Table 3.2 The Scenario of The Teaching Activities ... 32

CHAPTER I

INTRODUCTION

A. Background of the Study

Language was an important part of human existence and social process that

has many functions to perform the life of human beings. Language was an

instrument to convey information. It was used to express ideas, feeling, purposes,

thoughts, and opinions in written or oral way. Through language, we can share

and transfer knowledge, transmit message from one to another, and from

generation to the next generation. In short, almost all of human activities are

conducted through the use of language.

Writing skill is one of the skills in language that should be mastered. To

master this skill, there are some types of writing that students should learn. One of

them was narrative writing. By considering this situation Departemen Pendidikan

Kebudayaan (2006:6) states that students must be able to express the meaning in

written text and simply essay which form recount, narrative and procedure in

daily life. In reality it seems that the students always face some difficulties when

they are asked to write.

A narrative is a story and narrative writing tells a story, when someone

says “let me tell you what happened to me today,” that person was beginning a

narrative. Miller (1987:77) says that narrative was a type of composition that

that narrative sometimes seem almost too easy. There was often little thinking

involved in telling a story.

Then based on the writer’s experience in teaching practice, it was not easy

for the students to write well in English especially in narrative. The students often

failed writing because they faced some factors : such as, (1) lack of attention to

the process of teaching learning (2) lack of motivation to work hard (3) lack of

time to improve the skill

these situation might have happened because the strategy was less suitable.

So the teacher should make variations and choose a suitable strategy in teaching

writing. For the purpose of Task Based learning (TBL) as one of alternative in

teaching learning process.

Task-based learning (TBL) was typically based on three stages. The first

of was the pre-task ( introduction to topic and task). The second was task cycle

(Task-Planning-Report) and third Language focus (Analysis and practice). An

important of Task Based Learning was that learners are free to choose whatever

language forms they is to fulfill as well as they get the task goals. So this strategy

can facilitate the teaching of writing to the students because Task Based Learning

does not only helps to the teacher to connect the materials to the students’ real

world but also can motivate the students to apply their knowledge in their daily

life.

In applying TBL strategy, the tasks are used as the core unit of planning

getting learners to do one task and then another but it was more complicated As

Willis makes it Clear, by suggesting there basic stages, namely:

1. Pre Task ( introduction to topic and Task)

2. Task cycle ( Task Planning-Report)

3. Language focus ( Analysis and practice)

An important of TBL was that learners are free to choose whatever

language forms they wish to fulfill as well as they get the task goals. So this

strategy can facilitate the teaching of writing to the students because TBL not only

helps the teacher to connect the materials to the students’ real world but also can

motivate the students to apply their knowledge in their daily life. Moreover,

through writing students will have an activity to show their process of thought

which later on allowing the teachers to control and regulate the process of writing.

From the explanation above, it means that TBL was very important to be

applied to increase students’ achievement in writing, particularly narrative

writing. So in this study, the writer wants to improve student’s narrative writing

by using TBL strategy.

B. Problem of the study

In relation to the background of the study, the problem of this study was

formulated as the following. “what are the features of Task Based learning

strategy to be fulfilled to gain effective learning in narrative writing?

is there any effect of task based learning strategy on students’ in writing narrative

C. Objectives of the study

The objective of the study was to investigate features of Task Based learning

to be fulfilled to gain effective in narrative writing.

D. Scope of the study

There are some types of writing that should be mastered by students they are

descriptive, narrative, argumentative, procedure etc. In this study the researcher

focuses on narrative text. To improve students’ narrative text writing, there are

some strategies that can be applied, and in this case the researcher applies Task

Based Learning strategy so this study was restricted to cover the area of the

students’ in writing narrative text.

E. Significance of the Study

Findings of the study are expected to be useful for

1. The teachers to improve his/her way of teaching writing especially

narrative writing. It means that the improvement was to maximize the

students’ achievement to make good writing.

2. The students to realize that the demand on writing was not only to enable

to write some words or sentences as they usually do, but also to share their

information through some process of thought that can be seen from their

40

were 3.529 with the degree of freedom (df) 72 at the level of significance

(0.05). the t-observed were higher than t-table 1.993 (α = 0.05) which implied that hypotesis were accepted.

B. Suggestion

Based on the conclusion, the suggestion can be stated as the

following:

1. It was suggested to the teachers to apply Task Based Learning

strategy on students’ achievement in writing narrative text because it

provides an opportunity for the students to work collaboratively and

creatively in writing, edit and revise their writing in order to practice

their grammar skill, and share idea among the members of group.

2. English teacher should try to apply Task-Based Learning strategy on

students’ achievement in writing narrative text. so that it can make the

learners able to write a better text, enhance academic achievement to

high, average, and low achiever, improve race relation and other

41

improve self-esteem, better attitudes toward the subject and toward

42

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