The main purpose of this research was to investigate the students' writing skills at SMA N 1 Punggur Central Lampung, which was found in writing descriptive text and to know how far the task-based teaching method could help the students' learning process. It is titled "The use of task-based instructional method to increase students' writing skills in descriptive text at tenth grade in SMA N 1 Punggur Central Lampung".
Background of The Study
It means that task-based instruction can be used for teaching, motivating and increasing students' writing skills in descriptive text. Therefore, the writer will use Task-Based Instruction as a method to increase students' writing skills in descriptive text.
Problem Identification
Based on the table above, it can be deduced that the score of writing skill in descriptive text of 30 students is 30% students are included in complete categories for the minimum score > 75 and 70%. From the data above, the author concludes that the students still have problems with writing skills especially in descriptive text.
Problem Limitation
Problem Formulation
Objective and Benefits of The Study 1. Objective of Study
Benefits of Study
Douglas Brown said that writing is sometimes used as a mode of production to teach, reinforce or test grammatical concept.1. Writing is an activity of using language in written form consisting of a sentence or clause or even just a phrase to express thoughts to the reader in a written form so that it is easily understood by readers. will become
Planning
Drafting
Editing (Reflecting or Revising)
Final Version
Second, writing to explain means to describe the topic that was not clear, make it more understandable, using examples or other facts.10 In other words, a writer takes what is unclear and makes it clear. . Lastly, writing to entertain others means someone who makes good use of language and established forms to express his/her point of view.12 It is writing to entertain and give the reader something to enjoy.
Descriptive
Based on the above explanation, the writer can conclude that the purpose of writing is to give information from the written to the reader and convey the message or information accurately, effectively and correctly. To achieve the goal, the writer must be able to clearly convey her ideals or thoughts in the written language so that it can be understood by the reader.
Argumentative
Narration
Exposition
Next, Luu Trong Tuan said that writing skill is considered to be difficult for EFL students in language learning. 20Yadollah Alidoost, "The effect of picture story in the creation of textual coherence in the narrative genre", "Theory and principle in linguistic studies, vol. 4, no. 2 February (2009)", page 359.
The Generic Structure Descriptive Text
Descriptive text is the text that is always around us when we have to describe something or someone. 26. In conclusion, descriptive text is the meaningful part of a paragraph that describes something or event determined through process.
The Scoring Rubric of Descriptive Text
33 Kris Van Den Branden, "Task-based Language Education: From Theory to Practice", (New York: Cambridge University Press, 2006), Page 9. 34 Keivan Seyyedi, "Task-based Instruction", (Malaysia: School of Educational Studies Universiti Sains Malaysia), ISSN Vol.
Types of Task Based Instruction
Opinion gap is activity that involves identifying and articulating a personal preference, feeling or attitude in response to a given situation. One example is story completion; another participates in the discussion of a social issue.
The Principles of Task Based Instruction
This means that the information presented must be clearly related to the existing knowledge that the learner already possesses. It means that the learner must be able to understand most of what the speaker (or writer) is saying if acquisition is to occur.
The Stage of Task Based Instruction
In second language learning environments, students work together on a language learning task or work together to achieve the goal through communicative use of the target language. Especially in the latter case, if the learning tasks are designed to require active and genuine communicative interaction between students in the target language, this has numerous benefits for performance.
The Role of Task Based Instruction
Classroom activities should be designed so that students have the opportunity to observe how language is used in communication. They may need to develop the skills of inferring from linguistic and contextual clues, seeking clarification and consulting with other learners.
The Advantages and Disadvantages of Task Based Instruction Advantages and Disadvantages of Task Based Instruction can
Indeed, if students lack these qualities, task-based learning can be difficult to implement42. 41 “Task Based Learning”, (GD for Uddanelseog Kultur, Programmer for Live Long Learning), page 4. 3) Time constraints will force learners to use language that is easily accessible rather than trying to create language in real time .
Action Hypothesis
There may be minimal concern for accuracy and no incentive for learners to extend their existing language system43.
The Operational Definition Variables
Independent Variable
Dependent Variable
Setting of the Research
Subject of the Research
The Research Procedure
The teacher notes the names of students who are actively involved in the learning process (authentic assessment). i) Ask a representative from each group to read theirs to the class. After the observation process is carried out, the writer and the teacher do a reflection to evaluate the teaching learning process and the improvement of the students' descriptive text writing.
Cycle II
After the end of the first cycle, the teacher evaluates how this method is successful in the learning process in the classroom. The teacher asks the student about their past activities and the teacher writes on the board “what did you do last morning. The teacher notes in his/her data the name of the students who answer the teacher's question.
The Data Collecting Technique
- Test
- Observation
- Documentation
- Field Note
In this step, the writer will compare the pre-test and post-test result. In this pre-test the writer applies an objective test in the form of an essay report text. In the post-test, the writer applies an objective test in the form of an essay report text.
The Data Analysis Technique
Field Note is an observational tool used in CAR to record what happens during an observation, including a description of place, people, objects, actions, activities, events, goals, times, and feelings. In this study, the author uses field notes to record student activity during the learning process in report form.
Indicator of Succes
Description of Research
Description of Research Setting
Description of Research Result’s Data
Based on the table above, it can be seen that the average of students' core in pre-test is 56.02. Based on the results of students' descriptive text pre-test score, it could be deduced that there were only 26.48% or 9 students for the score below the interval of > 75 who complete the Minimum Standard Criteria (MSC) at least 75. while 73.52% or 25 students for the score below the interval of < 75 did not pass the Minimum Standart criteria (MSC) of less than 75. Furthermore, the researcher made an observation sheet consisting of a list of students' name, list of the students' activities and list of teacher.
Acting
Then, at the end of this meeting, the researcher administered a post-test in cycle 1. Based on the result of students' descriptive text writing after test I scoring, it could be concluded that 50% or 17 students for a score between the interval >75 Meet the minimum standard criteria (MSC) at least, while 50% or 17 students for a score between interval <75 did not meet the minimum standard criteria (MSC) or less than 75. This meant that the posttest result Based on the performance indicator I was failed.
Observing
From the above table, in the cycle it could be known that the planning of the teaching activity done is good, but there are some criteria that are not done maximally by the teacher. Based on the above result, it can be concluded that the learning process of Cycle I was not successful because there was no percentage more than 60%.
Reflection
The comparison between score after test I in cycle I and score after test II in cycle II. The comparison of students' descriptive text score after test I and score after test II in cycle II. From the above table it could be seen that the score of the students in post-test II varied because there was an improvement from the mean score in post-test I 67.80 became 78.24 in post-test II.
Interpretation
- The Result of Pre-Test
- The Result of Cycle I
- The Result of Cycle II
- Comparison of Score in Pre-Test, Post-Test I in cycle I, and Post- Test II in Cycle II
- The Result of Students’ Learning Activities in Cycle I and Cycle II The students‟ learning activities data was gotten from the whole The students‟ learning activities data was gotten from the whole
Based on the result of students' score in pretest and posttest I, there was an improvement from the students' result score. Comparison of score in pre-test, post-test I in cycle I and post-test II in cycle II. The Comparison of Students' Pre-test, Post-test I score in Cycle I and Post-test II score in Cycle II.
Discussion
It was noticed that the average grade and the total score of the students who passed the test from the pretest, posttest I and posttest II increased. Specifically, there is a positive and significant increase in the use of the task-based teaching method on students' writing skills in descriptive text after treatment. The fact showed that there was a change in the number of students who achieved a lower grade.
Conclusion
Students have fun with this method, because in the procedure this method can make a group and they can do homework. In teaching English, especially in writing descriptive text, the teacher should provide some techniques to make students interested and pay attention so that they do not get bored to grasp the material. After the interest of the students, the material given by the teacher would be more easily understood by the students.
Suggestion
Douglas Brown, »Teaching by Principles an Interactive Approach to Language Pedagogy«, New York: Addison Wealey Longman, 2001. Kris Van Den Branden, »Jezikovno izobraževanje na podlagi nalog: od teorije do prakse«, New York: Cambridge University Press, 2006. Crimmon, »Writing with Purpose«, New York: Houghton Miffin, 1983 McNiff, Jean Whitehead, Action Research: Principles and Practice, London in.
APPENDICES
Kompetensi Inti (KI)
Kompetensi Dasar dan Indikator
- Mempertanyakan (questioning)
- Mengeksplorasi
- Mengasosiasi
- Mengkomunikasikan
Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Secara berkelompok, siswa membaca teks deskriptif lain dari sumber yang berbeda dengan lafal, tekanan, dan intonasi yang benar. Siswa secara berpasangan menemukan ide pokok, informasi rinci dan informasi tertentu serta ciri sosial dari teks deskriptif yang dibaca/didengar.
Materi Pembelajaran 1. Fungsi Sosial
- Struktur Teks
- Unsur Kebahasaan
Siswa membuat laporan penilaian diri tertulis tentang pengalaman mereka dalam ... mendeskripsikan tempat wisata dan bangunan menyebutkan dukungan dan keterbatasan yang dialami.
Metode Pembelajaran Taks-Based-Instruction
Kegiatan Pembelajaran
- Kegiatan Pendahuluan (10 Menit) a. Apersepsi
- Kegiatan Inti (70 Menit) a. Mengamati (Observing)
- Kegiatan Penutup (10 Menit)
Siswa memperhatikan/menonton beberapa contoh teks/film tentang gambar orang, tempat wisata dan bangunan bersejarah. Di bawah bimbingan dan bimbingan guru, siswa mempertanyakan perbedaan antara berbagai teks deskriptif dalam bahasa Inggris, perbedaan antara teks dalam bahasa Inggris dan bahasa Indonesia, antara lain. Dalam kerja kelompok terbimbing, siswa menganalisis dengan membandingkan berbagai teks yang menggambarkan orang, tempat wisata, bangunan bersejarah terkenal dengan fokus pada struktur teks dan unsur linguistik.
Alat dan Sumber Belajar 1. Alat Pembelajaran
- Sumber Pembelajaran
Teknik Penilaian
Kompetensi Inti (KI)
- Kompetensi Dasar dan Indikator
Sekolah : SMAN 1 Punggur Mata Pelajaran : Bahasa Inggris kelas/semester : X (sepuluh)/ 1 (satu) Materi pokok : deskriptif (tertulis). Analisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal sesuai dengan konteks penggunaannya. Siswa mendapatkan umpan balik dari guru dan teman tentang semua yang mereka lakukan dalam kerja kelompok.
Materi Pembelajaran 5. Fungsi Sosial
- Struktur Teks
- Unsur Kebahasaan
Metode Pembelajaran Taks-Based-Instruction
Kegiatan Pembelajaran
- Kegiatan Pendahuluan (10 Menit) c. Apersepsi
- Kegiatan Inti (70 Menit) f. Mengamati (Observing)
- Kegiatan Penutup (10 Menit)
Secara berkelompok, siswa mendeskripsikan tempat wisata lainnya dalam rangka memberikan informasi yang wajar terkait tujuan yang ingin dicapai dengan model yang dipelajari.
Alat dan Sumber Belajar 3. Alat Pembelajaran
- Sumber Pembelajaran
Teknik Penilaian
The teacher gives more explanation to the students when they feel confused about the assignment.
