Enhancing The Tenth Grade Students’ Writing Achievement by Using Task-Based Language Teaching (TBLT) Approach at MAN 1 Jember
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This research employed classroom action research design which aimed to improve the tenth grade students‟ writing achievement by using Task-Based Language Teaching Approach. Based on preliminary study done at MAN 1 Jember, it was found that the students had problems in writing; lack of vocabulary and grammatical knowledge that leaded them to have low score. Task-Based Language Teaching is an approach which had been paid attentively by worldwide expertise since past two decades. It is believed as the approach which uses a series of tasks as the core of teaching learning and can explore either spoken or written language production of EFL/ESL learners. The previous research results showed Task-Based Language Teaching had en effect on helping students in English writing. In addition, the area of implementation is in Asia whose most of the countries use English as either a foreign or second language. This research was conducted in MAN 1 Jember whose participants were from a science class of the tenth grade. There were 3 science classes in MAN 1 and one class was chosen purposively based on the problem in writing. X-IPA 1 that had 34 students was chosen since it had the lowest mean score among the other classes. This score was collected in the preliminary study before the implementation from the English teacher. In improving the students‟ writing achievement, this research proposed two research questions; 1) how can TBLT improve the tenth grade students‟ writing achievement? and 2) how can the phases of TBLT help the tenth grade students in writing a descriptive paragraph?. The first question was to describe the quantitative result of the progress of the students‟ achievement in writing a descriptive paragraph and the second question was to describe the contribution of TBLT phases in assisting the students in writing a descriptive paragraph. There were three data collection method which were applied to collect data; namely writing test, observation, and questionnaire. The data were obtained from writing test that were analyzed by using a formula that could show the percentage of the students who achieved the criteria of success. This research is categorized successful if at least 60% students get score ≥72 in the writing test. The data of observation were obtained from the field note during the teaching learning process to collect the contribution of TBLT phases in assisting the students in writing a descriptive paragraph. The questionnaires were distributed to collect students‟ personal opinion about the application of TBLT during the teaching learning of writing. The result showed that there was improvement of the students‟ writing achievement. In Cycle 1, the students‟ mean score was 75.9 which had 61.7% of the students succeed in achieving target score (≥72), so that Cycle 1 was categorized as succeed. In Cycle 2, the improvement of the students‟ mean score was 82.4 which had 84.8% of the students succeed in achieving target score (≥72). The result of observation showed that the pre-task helped the students to generate ideas while involving in the topic, the task cycle helped them to write a descriptive paragraph and gave them opportunity to communicate actively, and the language focus helped them to associate their knowledge of language use and what they had done and also helped them to increase the awareness of language use. Meanwhile, the results of questionnaires showed that TBLT phases helped 85% of the students in writing descriptive paragraph. Besides, as much as 73.5% of students chose language focus phase out of other two phases as the most helpful phase in TBLT. Based on the mentioned result, it can be concluded that Task-Based Language Teaching enhanced the tenth grade science class students‟ achievement in writing descriptive paragraph.