THE USE OF TASK-BASED LANGUAGE TEACHING IN TEACHING HORTATORY EXPOSITION WRITING AT THE ELEVENTH GRADE OF MA DAAR AL ILMI

Kategori : TA | Tugas Akhir
Sub Kategori : KS | Skripsi
Bidang Utama : KS01 | Bidang Pendidikan
Bidang Keilmuan : KS0105 | Pendidikan Bahasa Inggris
Kontributor:NAURY AMILIA QISTI
Tanggal Posting:29 Juni 2016
Tahun Dokumen : 2016

The inquiries of this research were to describe the practical use of TaskBased Language Teaching approach in teaching hortatory exposition writing and to find out the improvement of students’ hortatory exposition writing skill after Task-Based Language Teaching approach has been applied. This research used a classroom action research methodology which involved the students of class XI–I Science of MA Daar Al Ilmi as the participants of the research. The present research applied Task-based Language Teaching framework suggested by Willis (1996:52) with reasoning and opinion gap task types proposed by Prabhu (1987) within three meetings in two cycles. The qualitative data were collected through observation and documentation and the results suggested that Task-Based Language Teaching approach has created high participation and triggered the students to be more interested in learning and less anxious once they conducted writing activity, especially in writing hortatory exposition text. Furthermore, the quantitative data were collected through students’ test and the results revealed that students’ average score of post-test I improved to 71,96 from their pre-test average score which was 50,36 and their average score of post-test II improved to 84,82. To sum up, Task-based Language Teaching approach can be used as an alternative approach to improve students’ hortatory exposition writing skill.  

 

Keyword: writing, hortatory exposition text, Task-Based Language Teaching approach, classroom action research.

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