CHAPTER III FINDINGS AND DISCUSSIONS
B. Discussions
After analyzing the writing tasks developed in the English textbook entitled Buku Interaktif Bahasa Inggris for the tenth-grade student of senior high school which is suitable criteria for writing tasks as suggested by Paul Nation, the researcher finds that the textbook provides 15 criteria of writing tasks and 12 do not provide in the textbook. The writing tasks found in the textbook are as follows: First, Experience Tasks. The English textbook entitled Buku Interaktif Bahasa Inggris provided 3 types from 5 types of Experience tasks; as follows: Draw and write (There is 1 writing task activity provided about draw and write in the textbook. Through draw
and write the students freedom to capture as many ideas from picture and thought as possible and write everything that comes into their mind which allow the writing to flow wherever their minds lead them). Linked skill (There are 7 writing task activities provided about linked skills in the textbook. Linked skill is the most common. According to Paul Nation, this task can give the students a very large amount of content and language experience to draw on). Partial writing (There is 1 writing task activity provided about partial writing. This kind of task can improve students’
reliability and in achieving new vocabulary).
Second, Shared Tasks. This textbook provided 4 types from 5 types of the shared task; as follows: Reproduction exercise (There is 1 writing task activity provided about reproduction exercise. Reproduction exercises can improve student’s ability in writing because according to instruction the students must listen or read and retell without looking at the original).
Group-class composition (There are 2 writing task activities provided about group-class composition. This task can improve student’s ability in writing because based on instruction the students discussed in groups and then write a composition as a group). Group composition (There are 3 writing task activities provided about group composition. Group composition is the most common. In group-composition, the students worked in pairs and had an opportunity to discuss their grammatical choices took longer to complete the tasks, but produced more accurate written texts than those working alone47. In this task work in group or pairs can improve the student’s skill in writing because based on instruction the students discussed in group and then write a composition as a group. This task almost as group class composition). Writing with a secretary (There is 1 writing task provided about writing with a secretary.
According to Paul, this task work in pairs and can improve the student’s ability writing with one member of the pair has primary responsibility for the content and the other has to produce the written form48).
47 Ana Fernandez Dobao, “Collaborative Writing Tasks in the L2 Classroom: Comparing Group, Pair, and Individual Work,” Journal of Second Language Writing 21, no. 1 (2012): 40–58.
48 Ian SP Nation, Teaching ESL/EFL Reading and Writing (Routledge, 2008).
Third, Guided Tasks. This textbook provided 7 types from 16 types of guided task; as follow: Look and write (There are 3 writing task provided about look and write. Look and write tasks can improve students’
ability in writing where this task shows a picture and the students write a sentence to describe what they see). Answer the question (There are 10 writing tasks provided to answer the question. In this task, the students answer the questions and add extra ideas and details if they can. According to Raimes, answer the question task can improve student’s ability in writing and understanding the structure of every sentence because it requires students to answer the questions using appropriate tenses and suitable words49). Correction (There is 1 writing task provided about correction. In this task students can improve skill writing because based on instruction the students look for mistakes in form and correct them).
Complete the sentence (There are 14 writing tasks provided about completing the sentence. Complete the sentence is the most common, According to Nation, this task can improve the student’s ability in writing because according to instruction the students must put correct words or sentences with the correct form in the empty spaces. So, these types can be used to practice the student's tense, verb groups, singular/plural, pronouns, question, etc). Back-writing (There are 2 writing tasks provided about back-writing. This task can improve the student’s ability in writing because according to instruction the students must understand the text and they copy some of the keywords). Substitution (There are 2 writing tasks provided about the substitution. This task can improve the student’s ability in writing because according to instruction the students replace words or sentences. According to Paul, the substitution gives the learners the chance to practice making correct sentences and to see different words that can be in each place in the sentence50). Change the sentence (There is 1 writing task provided about change the sentence. This task can improve the
49 Kiki Try Okta Audina And Lia Novita, “An Analysis Of Writing Task Activities Used In An Efl Textbook Entitled Bupena English For The Eleventh Grade Senior High School Based On Raimes Theory And Basic Competency Of 2013 Curriculum,” EEAL Journal (English Education And Applied Linguistics Journal) 2, No. 1 (2019): 49–53.
50Nation, Teaching ESL/EFL Reading and Writing, 2008.
student’s ability in writing because according to instruction the students are given some sentences and are asked rewrite them making certain changes).
Fourth, Independent Task. There are 16 writing tasks provided about independent tasks. Independent tasks require the students to work alone. According to Paul, learners can work successfully on independent tasks when they have developed some proficiency in the language and when they have command of helpful strategies.
From the data above, First, this textbook provided 3 types of experience tasks. 1 writing task from draw and write; 7 writing tasks from linked skill; and 1 writing task from partial writing.
Second, this textbook provided 4 types of shared tasks. 1 writing task from the reproduction exercise; 2 writing tasks from group-class composition; 3 writing tasks from group composition; and 1 writing task from writing with a secretary.
Third, this textbook provided 7 types of guided tasks. 3 writing tasks from look and write; 10 writing tasks from answering the question; 1 writing task from correction; 14 writing tasks from completing the sentence; 2 writing tasks from back-writing; 2 writing tasks from substitution; and 1 writing task from changing the sentence. And the last criterion suggested by Paul Nation is Independent task, there are 16 writing tasks from independent tasks.
CHAPTER IV
FINDINGS AND DISCUSION
This part answer the second research question “Do the writing tasks in English textbook entitled Buku Interaktif Bahasa Inggris for the Tenth Grade Students of Senior High School meet the criteria of writing task as suggested by Paul Nation theory. Using a content analysis technique, this study examines the relevance of the Buku Interaktif Bahasa Inggris textbook for the Tenth Grade in the writing part based on Paul Nation. This section described the compability of writing tasks in Buku Interaktif Bahasa Inggris textbook for the Tenth Grade in the writing part based on Paul Nation theory.
A. FINDINGS
Compability of Writing Tasks Provided in Buku Interaktif Bahasa Inggris Textbook with criteria of Writing Task as suggested by Paul Nation.
1. Based on four types of task, the results as followed:
The data findings of the writing task represented in Buku Interaktif Bahasa Inggris for senior high school grade X published by Intan Pariwara can be seen in the following table, from 65 writing task provided in Buku Interaktif Bahasa Inggris textbook, 9 tasks categorize in experience task with percentage 13,85%, 7 tasks categorize in shared task with percentage 10,77% , 33 tasks categorize in guided task with percentage 50,77%, and 16 tasks categorize in independent task with percentage 24,61%. The symbols in analyzing the types of writing task according to Paul Nation:
E : Experience Task S : Shared Task G : Guided Task I : Independent Task
The result of writing task provided in the textbook can be seen in the following table:
Table 4.1
The Result of Writing Task Provided in the Textbook
Writing Task Provided Suggested by Paul Nation
E S G I
Amount 9 7 33 16
Total 65
Percentage 13,85% 10,77% 50,77% 24,61%
Based on the table above, the total number of writing tasks found in the textbook are 65 items. There are 9 tasks categorize in experience task with percentage 13,85%, 7 tasks categorize in shared task with percentage 10,77%, 33 tasks categorize in guided task with percentage 50,77%, and 16 tasks categorize in independent task with percentage 24,61%.
2. Based on the domain contained in four types of writing tasks are as follow:
Based on the domains contained in four types of writing task provided in Buku Interaktif Bahasa Inggris textbook are as:
Table 4.2
The Result of Writing Task Provided in the Textbook
Based on the table above, there are four kinds of writing tasks suggested by Paul Nations theory experience task, shared task, guided task and independent task. The first, there are 9 task from experience task provided in this textbook. 1 task from “draw and write types with the percentage 1,54%, 7 task from “linked skill” with the percentage 10,77%, and the last from experience task is 1 task from “”partial writing” with percentage 1,54%.
Experience Tasks Shared Tasks Guided Tasks Independent Tasks
Series 1 1.54% 1.54% 4.61% 24.61%
Series 2 10.77% 3.08% 15.38%
Series 3 1.54% 4.61% 1.54%
Series 4 1.54% 21.54%
Series 5 3.08%
Series 6 3.08%
Series 7 1.54%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
Series 1 Series 2 Series 3 Series 4 Series 5 Series 6 Series 7
There are 7 writing tasks from shared task provided in this textbook suggested Paul Nation’s theory, 1 task from “reproduction excercise” types with percentage 1,54%, 2 task form “group-class composition” with the percentage 3,08%, 3 task from “group composition” with the percentage 4,61%, 1 task from “writing with a secretary” with the percentage 1,54%.
From guided task there are 33 writing tasks provided in this textbook suggested Paul Nation’s theory. 3 tasks from “look and write” with the percentage 4,61%, 10 tasks from “answer the question” with the percentage 15,38%, 1 task from “correction” with the percentage 1,54%, 14 tasks from
“complete the sentence” with the percentage 21,54%, 2 from “back- writing” with the percentage 3,08%, 2 tasks from substitution with the percentage 3,08% , and the last from guided task is 1 task from “change the sentence” with the percentage 1,54%. The last from independent task 16 writing task with the percentage 24,61%.
Based on table above, the researcher shows the percentage whether the tasks provided in textbook are suitable with the criteria of writing task as suggested by Paul Nation. The researcher uses Arikunto’s schema of quality classification. Here, the percentage criteria of writing task as follows:
From the result of percentage above it can be concludes that from the 27 kinds of writing task as suggested by Paul Nation’s theory there are 15 kinds of writing task from the Buku Interaktif Bahasa Inggris textbook provide with the criteria of writing task suggested by Paul Nation’s theory with the percentage 55,55%. According to Arikunto it is categorized into
“sufficient” because the range of percentage is about 41% up to 60%. Thus result of writing task represented in Buku Interaktif Bahasa Inggris textbook classified into “sufficient” in developing writing skill for senior high school students.
B. DISCUSSION
The analysis of writing task represented in Buku Interaktif Bahasa Inggris textbook is based on criteria of writing task suggested by Nation. It is categorized into four types and several sub-types.
Nation states that four types of task are called experience task, shared task, guided task, and independent task.51 In addition, language use is related to writing skills. One way to improve knowledge and writing ability is by having students do homework.
Based the above explanation of Nation, the theory of him is relevant to be used as the basis for analyzing the types of writing tasks in the textbook Buku Interaktif Bahasa Inggris by Intan Pariwara publisher since the topics related to writing tasks in the experience task, shared task, guided task, and independent task.
The findings on writing task analysis in Buku Interaktif Bahasa Inggris textbook for senior high school grade X published by Intan Pariwara as suggested by Nation is categorized into four types they are, experience task, shared task, guided task and independent task.52 Furthermore, the four types of those writing tasks are categorized into subtypes they are draw and write, linked skills, partial writing, in terms of experience task; reproduction exercise, group class composition, group composition, writing with a secretary in terms of the shared task;
look and write, answer the question, correction, complete the sentence, back-writing, substitution table, change the sentence in term of the guided task; and independent task.
The findings on the compatibility between the writing task provided in Buku Interaktif Bahasa Inggris textbook grade X published by Intan Pariwara with the criteria of writing task types as suggested by Nation indicates that the writing task developed in Buku Interaktif Bahasa Inggris textbook are compatible with the criteria of writing task suggested by Nation. The researcher counts the total amounts of writing
51 Ian SP Nation, Teaching ESL/EFL Reading and Writing (Routledge, 2008).
52 Nation, Teaching ESL/EFL Reading and Writing, 2008.
tasks and gives percentages to determine the quality of writing task material in the textbook. The writing task in Buku Interaktif Bahasa Inggris textbook grade X appears 65 writing task. The finding shows that the types of writing tasks are dominated by guided tasks which appear 33 tasks categorized as guided tasks with a percentage of 50,77%. The rest do not frequently appear in Buku Interaktif Bahasa Inggris textbook grade X such as experience task which appears as 9 tasks with a percentage of 13,85%, 7 tasks categorize as a shared tasks with a percentage of 10,77%, and 16 tasks categorized in independent task with percentage 24,61%.
The findings on the analysis of experience tasks represented in the textbook Buku Interaktif Bahasa Inggris showed that there are many variations of experience tasks available in the textbook. The writing task provided in the textbook in terms of experience task is dominated by linked skills task which appears 7 tasks.Linked skills tasks are commonest kinds of fluency tasks. This task manages to be the final task in a series of activities that include speaking about, then listening to, and reading about particular material in the textbook.53 The instruction in this task can give the students a very large amount of content and language experience to draw on. Other types of writing tasks in terms of experience task provided in a textbook are draw and write appear 1 task and partial writing appear 1 task. The rest of the experience tasks do not appear in the textbook, such as ten perfect sentences, and setting your question.
The findings on the analysis of shared tasks represented in the textbook in Buku Interaktif Bahasa Inggris showed that there are many variations of the shared task available in the textbook. The writing task provided in the textbook in term of shared task is dominated by group composition which appear 3 tasks. This task can improve student’s ability in writing because based on instruction the students discussed in
53 Nation.
groups or pairs. According to Ana in her journal54, the students who worked in pairs or groups had an opportunity to discuss their grammatical choices took longer to complete the task, but produced more accurate written texts than those working alone. Other types of writing task in term of the shared task provided in a textbook are reproduction exercise appear 1 task, group class composition appear 2 tasks, and writing with a secretary appear 1 task. The rest of the experience tasks do not appear in the textbook, such as blackboard composition.
The findings on the analysis of shared task represented in the textbook in Buku Interaktif Bahasa Inggris showed that there are many variations of guided task available in the textbook. The writing task provided in the textbook in term of guided task is dominated by complete the sentence which appear 14 tasks. According to Nation55, this task can improve the student’s ability writing because according to instruction the students must put correct words or sentence with the correct form in the empty spaces. So, this types can used to practice the students tense, verb groups, singular/plural, pronouns, question, etc.
Dominated number two is answer the question which appear 10 tasks.
Answer the question task can improve student’s ability in writing.
According to Raimes56, answer the question task can improve student’s ability in writing and understanding the structure of every sentence because it requires students to answer the questions using appropriate tense and suitable words. Other types of task in term of the guided task provided in the textbook are look and write which appear as 3 tasks, correction which appear as 1 task, back-writing which appear as 2 task, substitution table which appear as 2 task, and change the sentence which appear 1 task. The rest of the guided tasks do not appear in the textbook, such as translation, picture composition, delayed copying,
54 Dobao, “Collaborative Writing Tasks in the L2 Classroom.”
55 Nation, Teaching ESL/EFL Reading and Writing, 2008.
56 Audina And Novita, “An Analysis Of Writing Task Activities Used In An Efl Textbook Entitled Bupena English For The Eleventh Grade Senior High School Based On Raimes Theory And Basic Competency Of 2013 Curriculum.”
writing with grammar, putting the word in order, follow the model, what is it?, sentence combining, and marking guided writing.
The findings on the analysis of independent task represented in the textbook Buku Interaktif Bahasa Inggris showed there were 16 tasks. Independent tasks require the learners to work alone without any planned help. In this task do not involve this degree of control and learners may be faced with several kinds of difficulty in the same task.
From the 27 writing task suggested by Nation, only 15 criteria of writing tasks in the Buku Interaktif Bahasa Inggris textbook for grade X. The result of percentage criteria quality for writing tasks in the textbook is 55,55%. It indicates that the writing task provided in Buku Interaktif Bahasa Inggris textbook grade X is classified as “Sufficient”
quality in developing writing skills for senior high school students.
Considering the end result of the percentage criteria quality of writing tasks in the Buku Interaktif Bahasa Inggris textbook, there should be more variation types of writing tasks added in the future textbook. Writing task is an important things that must be learned and mastered by students in learning English. Working on the task is one manner to growth the student's writing skills. Nation mentions that one way to improve students’ writing skills is taking them to work on many variations of writing tasks that will through their present level of writing skill proficiency.57 The students can practice the tasks served in each chapter of the textbook, they can work on the task individually or in groups.
Moreover, Harmer explained that there are four reasons why the teacher teaches writing in English to the students they are, reinforcement, language development, learning style, and writing as a skill.58 The textbook of Buku Interaktif Bahasa Inggris contained several types of writing tasks. Those variations of writing tasks served as media in encouraging and arousing interest in the students in developing writing skills, especially in the English language.
57 Nation, Teaching ESL/EFL Reading and Writing, 2008.
58 Jeremy Harmer, “How to Teach English,” ELT Journal 62, no. 3 (2008): 313–16.