THE USE OF TASK-BASED LANGUAGE TEACHING IN TEACHING

WRITING

A THESIS
Submitted for Partial Fulfilment of the Requirements for acquiring
Undergraduate Degree in English Education

By:
Mukhammad Sabiq Arief
Std. ID Numb: 114060098

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHING AND EDUCATIONAL SCIENCES
UNIVERSITY OF SWADAYA GUNUNG JATI
CIREBON
2018
 TITLE SHEET
Title : The Use of Task-Based Language Teaching in Teaching Writing
Name : Mukhammad Sabiq Arief
NPM : 114060098

This Thesis has been approved by

Supervisor I,

Misdi, S.Pd., M.Pd.

NIDN. 0426027802

Supervisor II,

Yuna Mumpuni Rahayu, S.Pd., M. M.Pd.

NIDN. 0403067007

Head of the English Education Department

Ratna Andhika M., S.Pd.,M.Hum

NIDN. 0410078402

I
 APPROVAL SHEET

THE USE OF TASK-BASED LANGUAGE TEACHING IN TEACHING

WRITING

Arranged by
Mukhammad Sabiq Arief
Std. ID Num. 114060098

This paper has been approved by

Supervisor I,

Misdi, S.Pd., M.Pd.

NIDN. 0426027802

Supervisor II,

Yuna Mumpuni Rahayu, S.Pd., M. M.Pd.

NIDN. 0403067007

Acknowledged by

Dean of Faculty of Teaching and Head of English

Education Sciences, Education Department,

Prof. Dr. H. Abdul Rozak, M.Pd. Ratna Andhika M., S.Pd.,M.Hum

NIDN. 003065802 NIDN. 0410078402

II
 REVISION OF PAPER
(LEMBAR PERSETUJUAN PERBAIKAN)
UNDERGRADUATE DEGREE

Name : Mukhammad Sabiq Arief

Register Number : 114060098
Title of the Paper :

“THE USE OF TASK-BASED LANGUAGE TEACHING IN TEACHING

WRITING”
Has been revised, approved by the examiners along with the supervisors and
allowed to be multiplied (printed)

No. Discussants Signature

1. Prof. Dr. H. Abdul Rozak, M.Pd.

2. Misdi, S.Pd., M.Pd.

3. Devi Mulatsih, M.Hum.

Cirebon, December 2018

Acknowledged by

Supervisor I, Supervisor II,

Misdi, S.Pd.,M.Pd Yuna Mumpuni Rahayu, S.Pd.,M.M.Pd.

NIDN. 0426027802 NIDN. 0402057205

III
 MATRIX OF PAPER REVISION
UNDERGRADUATE PROGRAM (S1)
UNIVERSITY OF SWADAYA GUNUNG JATI

NAME : Mukhammad Sabiq Arief

NPM : 114060098
DEPARTMENT : English Education
THESIS TITLE : The Use of Task-Based Language Teaching in
Teaching Writing

Suggestion and
No. Name of Examiners Revision Signature
Correction
They Have
Prof. Dr. H. Abdul Rozak,
1.  Revise the tittle been
M.Pd.
Revised
They Have
2. Misdi, S.Pd., M.Pd.  Revise the tittle been
Revised

 Revise the tittle They Have

3. Devi Mulatsih, M.Hum.  Revise been
Ungrammatical
Errors Revised

Cirebon, December 2018

Acknowledged by,
Supervisor I

Misdi, S.Pd.,M.Pd
NIDN. 0426027802

IV
 STATEMENT OF AUTHENTICITY

I hereby certify that a thesis entitled “THE USE OF TASK-BASED LANGUAGE

TEACHING IN TEACHING WRITING” and its contents is truly original work of
my own. I do not plagiarize. All quotations are made according to ethnics of the
scientific community. If in the future, elements of the plagiarism are found, I will
be responsible and willing to accept sanctions under the rules of conduct of the
Swadaya Gunung Jati University.

Cirebon, December 2018

The Researcher

Mukhammad Sabiq Arief

V
 PREFACE
First of all, the researcher would like to express his praise and great thank
to Allah SWT. Because of Allah’s Blessing and Guidance, the researcher has been
able to finish this thesis completely. This thesis entitled “The Use of Task-Based
Language Teaching in Teaching Writing” is submitted to fulfill one of the
requirements to obtain Bachelor of Education at the English Education
Department of Swadaya Gunung Jati University Cirebon.
The researcher realizes that this thesis is still far from being perfect, either
in the arrangement or in the content. Therefore, any critics and suggestions will be
accepted. Finally, the researcher hopes that this thesis will be useful for all readers
in particular and for the readers in general.

Cirebon, December 2018

Mukhammad Sabiq Arief

VI
 ACKNOWLEDGEMENT
Alhamdulillah hi rabbilalamin.
The researcher would like to express the highest gratitude to Allah SWT
for his blessing, love, opportunities, health, and mercy in completing this research.
Shalawat and salam are always be with our messenger of Allah SWT, prophet
Muhammad SAW and upon his household, family, companions, and all those who
follow him until the day of judgment. Aamiin.
In arranging this undergraduate thesis, a lot of people have provided
motivations, advices, supports, and even remark that had helped. In this valuable
chance, the researcher aims to express gratitude and appreciation for all of
them,more specifically for these following people:

1. Dr. H. Mukarto Siswoyo, Drs., M.Si. Rector of Swadaya Gunung Jati

University Cirebon;
2. Prof. Dr. H. Abdul Rozak, M.Pd. Dean of Faculty of Teaching and
Educational Sciences of Swadaya Gunung Jati University Cirebon
3. Ratna Andhika M. S.Pd.,M.Hum. Head of English Department of Swadaya
Gunung Jati University Cirebon
4. Misdi, S.Pd.,M.Pd. and Yuna Mumpuni Rahayu, S.Pd.,M.M.Pd.. as the
supervisor, who has patiently and kindly given him guidance, encouragement,
corrections to finish this work;
5. All the lecturers of English Education Department of Swadaya GunungJati
University, especially Utut Kurniati, S.S.M.A. for giving their knowledge,
experiences, guidance, advices, and supports during this study;
6. My beloved parents and family, Mamah, Papah, who have given the biggest
supports and pray to finish this research;
7. My beloved NIDIYA NOVANSA thank you for all your loves, happiness,
supports, suggestions, partner everything in my life;
8. HML: Gilang, Haji Salim, Imong, Asep, Sabiq, Dije, Aziz, Wisnu, Yoga,
Vale, Raka, Sahrial, Adit, Pak Khasan, Vivi, Yuyun, Uvi, Mute, Paul, Iik,

VIII
 Ummi, Vinna, Anggi, and Botak, my Hang out Friend, for accompanying me
shared stories, jokes, and laughs for about 4 years;
9. My classmates of Class C, Especially Gilang, Humed, Rizky, thank you for all
your loves, happiness, supports, suggestions, and the days we shared together.
10. My team of PPL SMK Gracika and KKN Babakan Losari Lor, you are the
reason that I have reached this stage;
The researcher hopes that Allah SWT will always bless them with His
mercy. The researcher realized that this thesis is far from being perfect, therefore
it is a pleasure to receive a lot of suggestions and critics from the reader for
valuable improvement.

Cirebon, December 2018

Mukhammad Sabiq Arief

VIII
 MOTTO AND DEDICATIONS

“If people think your dreams are crazy… Good. Stay That way”
“This is what I love to do and it doesn’t matter what you say. I’m going to keep doing what I
love.” –Leticia Bufoni and Colin Kaepernick-
Nike – Just Do It

The researcher dedicated this paper to:

 Allah SWT who has given me his mercies and blessing, therefore I can finish this
research;
 My parents, Mr. H. Zaenal Arifin and Mrs. Hj. Sumaenah. Thank you so much for all the
motivations, love, pray, and supporting me financially;
 My beloved NIDIYA NOVANSA thank you for all your loves, happiness, supports,
suggestions, partner everything in my life;
 My best Friends HML, PPL SMK GRACIKA, KKN Babakan Losari Lor
 My class C especially Gilang, Humed, Rizky;
 My earnest supervisors Misdi, S.Pd.,M.Pd., and Yuna Mupuni Rahayu S.Pd.,M. M.Pd.,
who made me as the better person;
 Other people who could not be mentioned one by one;
 And the Last for my future everything about the future, reality, life choices, occupation,
luck, future wife, and death.

X
ENGLISH DEPARTMENT FACULTY OF TEACHING AND
EDUCATIONAL SCIENCES

A Thesis, 2018
Mukhammad Sabiq Arief
Std. ID Num. 114060098
Sabiq.a10@gmail.com

The Use of Task-Based Language Teaching in Teaching Writing

ABSTRACT
Writing is one of language skill besides another three skills (listening, reading,
and speaking). When someone cannot share the ideas by speaking, he or she can
use a written form to communicate with others. And then Task-Based Language
Learning and Teaching has make the students to be actively involved in the
learning process, Task-based language teaching, also known as task-based
instruction, focuses on the use of authentic language and on asking students to
do meaningful tasks using the target language. Therefore, this research is aimed
to find out difference in students writing using task based language teaching and
do not using task based language teaching. To analyze the data, an analysis
method by McMillan, J. H., & Schumacher, S. (2006) Data of this research was
collected by analyze student writing using task based language teaching in
narrative text. Divide into 2 samples: class experiment and control. The test will
be distributed to the sample when the writer does the research. In conducting the
research, the researcher used quasi experimental research. Based on the
calculation, it can be seen that the value of t account is higher than t table (3.29 t
account > 2.00 t table ) finally the researcher stated that the alternative hypothesis
(Ha) is accepted. It can be concluded that using task based language teaching
was effective in students writing using task based language teaching in junior
high school.
Keyword: Students Writing, Task Based Language teaching, Narrative
Writing

XI
 TABLE OF CONTENT
COVER
TITLLE SHEET ........................................................................................ I
APPROVAL SHEET ................................................................................. II
REVISION OF PAPER ............................................................................. III
MATRIX PAPER OF REVISION .......................................................... IV
STATEMENT OF AUTHENTICITY ...................................................... V
PREFACE ................................................................................................... VI
ACKNOWLEDGEMENT SHEET .......................................................... VII
ACKNOWLEDGEMENT ......................................................................... VIII
MOTTO AND DEDICATION .................................................................. X
ABSTRACT ................................................................................................. XI
TABLE OF CONTENT ............................................................................. XII
CHAPTER I: INTRODUCTION
A. Background of the Study .................................................................. 1
B. Scope and Limitation ........................................................................ 2
C. Question of Research ....................................................................... 2
D. The Aim of Research ........................................................................ 3
E. The Significance of the Study ........................................................... 3
F. Definition of Key Terms ................................................................... 3
CHAPTER II: LITERARY REVIEW
A. Previous Study .................................................................................. 4
B. Task Based Language Teaching ....................................................... 5
1. Definition of Task ....................................................................... 5
2. Definition of Task Based Language Teaching ............................ 8
3. Principle of Task Based Language Teaching .............................. 9
4. Basic Foundation for Task Based Language Teaching ............... 11
5. Approaches to Task Based Language Teaching ......................... 13
6. Benefit of Task Based Language Teaching ................................ 14
7. The Effect of Task Based Language Teaching ........................... 14
C. Students Writing ............................................................................... 15

XII
 1. The definition of writing. ............................................................... 15
2. The importance of writing. ............................................................. 16
3. The component of writing. ............................................................. 17
4. The process of writing.................................................................... 18
5. The task of the teacher in writing. .................................................. 19
6. The problem of writing. ................................................................. 20
B. Narrative Text ................................................................................... 21
1. Type of narrative text ..................................................................... 21
2. Generic structure of narrative text.................................................. 22
3. Narrative Writing. .......................................................................... 23
C. Rationale and Hypothesis ..................................................................... 23
CHAPTER III: RESEARCH METHODOLOGY
A. Research Method............................................................................... 24
B. Research Design ................................................................................ 24
C. Population and Sample...................................................................... 25
D. Technique of Collecting Data .......................................................... 25
E. Instrument of Collecting Data ........................................................... 26
F. Technique of Analysis Data .............................................................. 27
G. Schedule of Research ........................................................................ 29
CHAPTER IV: FINDING AND DISCUSSION
A. The Data Description ........................................................................ 31
B. The Data Analysis ................................................................................ 35
C. Hypothesis Testing ............................................................................... 45
D. Data Analysis Observation ................................................................... 45
E. Discussion and Research Finding ........................................................ 51
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion......................................................................................... 54
B. Suggestion ......................................................................................... 55
REFERENCES
APPENDIXES
CURRICULUM VITAE

XIII
 CHAPTER I
INTRODUCTION

A. Background of Research

Writing is one of language skill besides another three skills (listening,

reading, and speaking). When someone cannot share the ideas by speaking,
he or she can use a written form to communicate with others. There are some
definitions about writing based on the some experts. Ghaiith (2002:1) states
that writing is a complex process that allows writers to explore thoughts and
ideas, and make them visible and concrete. Writing encourages thinking and
learning. It motives communication and makes thought available for
reflection when thought is written down, ideas can be examined,
reconsidered, added to, rearranged, and changed.

Nunan (2003:88) states that writing is the mental work of inventing

ideas, thinking about how to express them, and organizing them into
statements and paragraphs that will be clear to reader.

Task-Based Language Learning and Teaching has make the students to

be actively involved in the learning process (Ellis, 2003; Leaver & Willis,
2004) It is a well-established pedagogy that includes the following
characteristics: major focus on authentic and real-world tasks, choice of
linguistic resources by learners, and a clearly defined non-linguistic outcome.
Richards & Schmidt (2010) said Task, it is an activity designed to help
achieve a particular learning goal. It is used to assess the students skill to
achieve the objective of learning process.

Task-based Language Teaching focuses on learners using language

naturally in pairs or group work, allowing them to share ideas (Nunan, 2004).
It encourages them to be actively involved in the learning process.

1
 Narrative is one type of text can make student understand about story
legends, fables and etc. According to Langan (2005: 191) narration is
commonly called as storytelling, whether we are relating a single story or
several stories related to ones. Through narration, we make a statement clear
by relating in detail something that has happened to us. In the story we tell,
we present the details in which they happened. They are series of events that
happened to a character (human, animal, plant or thing).

Zaimar and Harahap (2009:47) point out that a narrative text is signed
by the chronological use of time. In relation to the types of narrative there are
many types of narrative. They can be imaginary, factual or a combination of
both. They may include fairy stories, mysteries, science fiction, romances,
horror stories, adventure stories, fables, myths and legends, historical
narratives, ballads, slice of life, and personal experiences. in the case of the
generic structure or rhetorical structure of narrative there are some structures.
The structure in traditional narrative the focus of the text is on a series of
actions: orientation, complication and resolution.
B. Scope and Limitation
1. Scope
The scope of this research is to know students writing in Narrative text
Written in task based language teaching.
2. Limitation
The limitation of this research is students writing in Narrative text Written in
task based language teaching.
C. Question of the research
Based on the background of the study, the writer would like to propose
two research questions in this study:
1. Is there any difference in student writing using task based language
teaching and not using task based language teaching?
2. What are the difficulties found in classroom learning using task based
language teaching and not using task based language teaching?

2
D. The aim of the research
Based on the research study formulates above, the objectives of the study are:
1. To know how students understand about student writing in narrative text
using and not using task based learning
2. To know the difficulties classroom learning in student writing using and
not using task based learning
E. The Significance of the Research
The writer expects that the result of this study will provide benefits for
the readers. There are some benefits that the readers will obtain from this
study:
1. For the writer
The result can really help the writer to know whether Students
knowledge about student writing in narrative text.
2. For the students
The students will know about student writing in narrative text and will
get experience about legend story or the other story in narrative text.
3. For the English teachers
The teacher can develop their teaching about students writing in narrative
text.
F. Definition of Key Terms
1. Task Based Language and Teaching
Task-Based Language Learning and Teaching has received sustained
attention from teachers and researchers for over thirty years (Ellis, 2003;
Leaver & Willis, 2004). It is a well-established pedagogy that includes the
following characteristics: major focus on authentic and real-world tasks,
choice of linguistic resources by learners, and a clearly defined non-
linguistic outcome (Ellis, 2003).
2. Students Writing
Nunan (2003:88) states that writing is the mental work of inventing
ideas, thinking about how to express them, and organizing them into
statements and paragraphs that will be clear to reader.

3
 CHAPTER II
LITERARY REVIEW

In this chapter, the writer describes some literature review according to some
experts and international journal in the previous study.
A. Previous studies
Some researchers conducted the study using from Widiasari (2016),
English Education Study Program Language And Arts Education Department
teacher Training And Education Faculty University Of Lampung. “Improving
Students’ Writing Narrative Text Through Dialogue Journals At Sma Al-
Kautsar Grade X”. Based on Harmer (2004), writing (as one of the four skills
of listening, speaking, reading, and writing) has always formed part of
syllabus in the teaching of English. However, it can be used for a variety of
purposes, ranging from being merely a ‘backup’ for grammar teaching to a
major syllabus that stands in its own right, where mastering the ability to
write effectively is seen as a key objective for learners.
Harmer (2004) States writing is a process that occurs over a period of
time. It refers to an action of delivering or expressing ideas and feeling
through written forms. It is one of skills with high complexity. Different
writers could produce different kinds of writing. There are some aspects of
writing such as content, organization, language use, vocabulary and
mechanics.
Another researcher comes from Saraç (2018) with the tittle “Completing
the Task Procedure or Focusing on Form: Contextualizing Grammar
Instruction via Task-Based Teaching”. In this study, it was aimed to compare
two distinct methodologies of grammar instruction: task-based and form-
focused teaching. Within the application procedure, which lasted for one
academic term, two groups of tertiary level learners were exposed to the same
sequence of target structures, extensive writing activities and evaluation
criteria. Nevertheless, these two groups differed only in the in-class teaching
procedures, which were task-based in one group and formal and explicit in

4
 the other one. According to the results, the experimental group who had task-
based instruction on contextual grammar outperformed the group of learners
who received formal grammar instruction.
Another researcher comes from Johari (2018), University Malaysia
Sabah Labuan International Campus, Malaysia. With the tittle “The Effects of
Task-Based Process Writing Approach on the Academic Writing Skills
among Second Language Tertiary Learners”. In this study, academic writing
skill is considered an essential skill for academic success and a requirement
for many occupations and professions. However, it is a skill that a number of
second language tertiary students find most difficult to acquire and only a few
of them fully master it. This study, therefore, embarks on the theory that task-
based approach together with the exposure of process writing would have a
significant influence on the development of students‟ academic writing skills.
In this study students were made to work in groups on real-life tasks which
relate to their field of study or future employment. In the midst of pursuing
the group project, the students will have to write their group proposal and
individual writing assignment. This will be the stage where the process
writing techniques are put into practice. This paper will illustrate an eclectic
pedagogic intervention in the teaching of academic writing skills to second
language tertiary students.
B. Task-Based Language Teaching
1. Definition of Task

Task-based language teaching, also known as task-based instruction,

focuses on the use of authentic language and on asking students to do
meaningful tasks using the target language. Such tasks can include visiting
a doctor, conducting an interview, or calling customer service for help.

Task based language teaching focuses on communication and

conveying message. It gives secondary importance to the forms used
(Ellis, 2009).“A task is an activity which requires learners to use language,
with emphasis on meaning, to attain an objective”. (Bygate, Skehan &

5
Swain, 2001, as cited in Ellis, (2009, pg 5).A task is said to be a classroom
activity which is objective and interactive. Which aims at comprehension
and production of target language as the learners perform some set of work
plans (Lee, 2000, as cited by Ellis 2009). Tasks involve learners in
‘comprehending, manipulating, producing or interpreting in the target
language’ (Nunan,1989 as cited in Ellis 2003 pg7).

Tasks involve cognitive processes such as selecting, reasoning,

classifying, sequencing information, and transforming information from
one form of representation to another” (Ellis,2009 pg 7). Task based
learning therefore aims at developing the cognitive as well as the
communicative skills of language learners.

Long (1985:89) defines task as “a piece of work undertaken for

oneself or for others, freely or for some reward”. Breen (1987:23)
comprehends task as “a range of work plans”. Nunan (1989:10) states that
task is “a piece of classroom work which involves learners in
comprehending, producing or interacting in the target language while their
attention is principally focused on meaning rather than form”. Willis, J.
(1996: 53) stresses that task is “a goal-oriented activity in which learners
use language to achieve a real outcome”. Skehan (1998:95) lists features
of “task” as: (1) meaning is primary; (2) there is some sort of relationship
to comparable real-world activities; (3) task completion has some priority;
(4) the assessment of tasks is in terms of outcome.

Ellis (2003) gives the meaning of task as a “work plan” that requires
learners’ cognitive processes via the inclusion of Skehan’s four criteria.
Despite being various by nature, these definitions of task have some
common points. A classroom task is an activity having a particular goal
and it contains communicative language use in the process. Because task
has a certain relationship with the extra linguistic world, it goes beyond the
common classroom exercise. The type of discourse emerging from task is

6
aimed to be similar to the one that emerges naturally in the real world
(Ellis, 2000).

Richards & Schmidt (2010) said Task, it is an activity designed to

help achieve a particular learning goal. It is used to assess the students
skill to achieve the objective of learning process.

Willis (1996: 23) states that tasks are activities where the target
language is used by the learner for a communicative purpose (goal) in
order to achieve outcome. While Nunan (2004: 4) argues that a task is a
piece of classroom work that involves learners in comprehending,
manipulating, producing or interacting in the target language while their
attention is focused on mobilizing their grammatical knowledge in order to
express meaning, and in which the intention is to convey meaning rather
than to manipulate form. Ellis (2003: 16) in Nunan (2004: 3-4) defines a
task in the following way: A task is a work plan that requires learners to
process language pragmatically in order to achieve an outcome that can be
evaluated in terms of whether the correct or appropriate propositional
content has been conveyed. To this end, it requires them to give primary
attention to meaning and to make use of their own linguistic resources,
although the design of the task may predispose them to choose particular
forms. Further, Branden (2006: 4) argues that a task is an activity in which
a person engages in order to attain an objective, and which necessitates the
use of language. Richards, et al. (1986: 289) in Nunan (2004: 2) states that
task is an activity or action which is carried out as the result of processing
or understanding language (i.e. as a response).

Long (1985: 89) in Nunan (2004: 2) defines a task in the following

way: a piece of work undertaken for oneself or for others, freely or for
some reward. Thus examples of tasks include painting a fence, dressing a
child, filling out a form, buying a pair of shoes, making an airline
reservation, borrowing a library book, taking a driving test, typing a letter,

7
 weighing a patient, sorting letters, making a hotel reservation, writing a
cheque, finding a street destination and helping someone across a road.

2. Definition of task based language teaching

Richards & Rodgers (2001) considered TBLT as a kind of approach

which emphasizes ‘task’ as the central point for either planning or
instruction in language teaching. Similarly, Ellis (2003) asserted that
TBLT allows ‘task’ to be the key role in language teaching. In more detail,
he explained that ‘task’ is a set of “workplan” that is intended to engage
the learner in meaning-focused language use” (Ellis, 2003, p. 5).
Following this, Harmer (2007) argued that ‘task’ is extremely crucial for
performance. It is believed that by focusing on task completion, the
learners are likely to learn language function along with its structure. A
further elaboration is presented by Nunan (2004) who stated that task in
TBLT is “a piece of classroom work that involves learners in
comprehending, manipulating, producing or interacting in the target
language” (Nunan, 2004, p. 4).

Seen from the characteristic, TBLT has some features that make it
easier to be identified. To begin with, it is important to notice that the
notion of TBLT is derived from communicative approach. This idea was
established and developed as a response to teacher dominated as well as
form-oriented practice in English teaching (Van den Branden, 2006).

Moreover, learner centered style is a recognizable feature in TBLT

(Richards & Rodgers, 2001; Ellis, 2003; Nunan, 2004; Hismanoglu &
Hismanoglu, 2011). Since the ‘task’ becomes the tool for teaching,
learners are really exposed to social activities including collaboration,
critical thinking, and problem solving.

Oxford (1994) says that task-based teaching and learning is an

exciting field that offers great richness if explored by teachers in their dual

8
 roles as instructors and action researchers. Task-based Language Teaching
provides many advantages in teaching English as a Foreign Language
(TEFL) because it offers language experience in the classroom.

Task-based Language Teaching focuses on learners using language

naturally in pairs or group work, allowing them to share ideas (Nunan,
2004). It encourages them to be actively involved in the learning process.

Willis (1998) writes that the Task-based Language Teaching

framework combined with tasks and texts provides learners with rich
exposure to language plus opportunities to use it themselves.

3. Principles of task based language teaching

Nunan (2004, 35-38) in his theory establishes seven principles that are
the basic foundations of the instructional sequence of tasks.
a. Scaffolding
The teacher or the researcher should provide a supporting
framework or material within which the learning can take place. At the
beginning of learning process, the learners are not expected to produce
their own new language forms. The teacher should know when to
remove the framework so that the learner can do it independently. If he
removes it earlier before the learners are ready, the entire process will
be collapsed.
b. Task dependency
In this frame work the learners first engage themselves in the
receptive and slowly they should move on to productive tasks. In other
words, within one lesson, one task should move on to develop further
tasks, and the tasks should be built upon the ones that are already over.
c. Recycling
The learners usually will not reach the goal of learning one hundred
percentage as soon they encounter a particular item for the first time.
They require a course of time to develop and also they need to do it in

9
 repeated exercises before they achieve it. This recycling allows them to
remember and recall what they learnt so far and it provides
opportunities to do particular language items after some intervals.
d. Active Learning
It is believed that learners do learn truly when they involve
themselves actively when they do something by themselves. It is called
as experiential learning where the tasks provide them the experience of
doing it. The learners should be allowed to participate in various
opportunities to engage themselves and have a lot of practice. This kind
of practice removes their inhibitions and they will be doing the work
rather than the teachers unlike traditional classrooms.
e. Integration
If the learners do the activities in an active way that is not adequate
for their learning. They should be aware of what they learnt or the
language forms they are learning and they should be able to relate them
to communicative function and their meaning. Actually they should be
provided with key factors regarding how to integrate their items of
language and how to operate them.
f. Reproduction to Creation
Usually, the learners learn and produce what they are given as
models. In a way, they will be successful in attaining it. But they should
not stop there by simply reproducing what they have seen or heard.
They should be encouraged to create new ways to use the linguistic
forms or items. They are allowed to move from the level of
reproduction to creation of their own ways.
g. Reflection
The learners should not stop producing linguistic forms on their
own but they have to go forward to assess their learning process. They
should reflect how they have done it and they should be given
opportunity to assess their learning by feedback questions.

10
4. Basic foundation for task based language teaching

The basic foundation for TBLT is identifying and defining what are
real world tasks and pedagogical tasks. Everyday life events and situations
are known as real world tasks Few examples are: collecting new
information, writing an article, interviewing and booking. David Nunan
describes the three macro functions which Michael Halliday defined.
‘three macro functions.’ Halliday describes that “people do three things
with language. Firstly language is used to exchange goods and services.
This is transactional or service macro function. Secondly language is used
to socialize with others. This is interpersonal or social macro function and
thirdly language is used for enjoyment. This is aesthetic macro
function”.(1985,19) In order to make the learners involve in learning
situations it is required to change the real world tasks into pedagogical
tasks. They are arranged in a sequence or series from practice to final
active one. David Nunan (12) says:

a. Rehearsal rationale is a pedagogical task. For example, the task was to

write a resume and exchange it with his partner. Then the student has to
find suitable choices from the advertisement column in the newspaper
and compare the choices with the partner. The task is designed in such a
way that it gives practice to do the activities of the real world such as
how to apply for a job, attend the interview etc. Apart from the
activities the students will be given a lot of input from the teacher as to
how to tackle such situations in real life. Except a few, other activities
or tasks are related to real life. Activities such as problem solving,
interviews, simulations, enacting or roleplays are very interesting and
motivating to the students. But the main objectives of the tasks is not to
give drilling in behavioural practice outside, rather to make their
learning skills use the language in all situations. In this kind of
activation tasks, students move from simply memorized and

11
 reproducing language items to use the language skills by applying the
known familiar words and expressions to the given contexts.

b. Pedagogical task is ‘activation rationale’ Krashen describes, ”The task-

based language teaching aims at communicative involvement in
pedagogical tasks and second language acquisition. Language
acquisition is a sub conscious process in which the conscious teaching
of grammar is unnecessary”. Krashen says that “language is best taught
when it is being used to transmit messages, not when it is explicitly
taught for conscious learning” (Krashen and Terrell 1983:55). From this
it is evident that exercises or activities based on form are not only
important but also the natural way of learning should initiate a learner
to learn. Form-based work in TBLT is presented as skills which are
known as ‘enabling skills’.

As the name indicates the enabling skills are created to enable the
language skills to enhance the knowledge which will provide facilities
which will result in genuine communication, According to David
Nunan, framework (2004:22) of enabling skills are divided into two
kinds; 1. Language exercises. 2. Communicative activities
(Kumaravadivelu, 1991, 1993) Language exercises have many shapes
and forms. They focus on lexical, phonological or grammatical systems.
David Nunan lists the language exercises both lexical and grammatical
forms. 1. Language exercises: lexical focus. A. “Complete word map
with jobs from the list. Computer Programmer, Doctor, Marketing
Manager, Executive manager, HR Manager, Design Engineer, Director,
flight attendant, supervisor, engineer, sales person, professor, sales
manager, security guard and word processor.

12
5. Approaches to task based language teaching
Skehan (2003) states that Task Based Language Teaching emphasizes
the central role of meaning in language use.

There are three main approaches to TBLT, which are Long’s (1985),
Skehan’s (1998), and Ellis’s (2003). The table below taken from Ellis
(2009) categorizes these three approaches to TBLT according to five
characteristics: (1) the provision of opportunities for natural language use;
(2) learner-centredness; (3) focus-on-form; (4) the kind of task; and (5) the
rejection of traditional approaches to language teaching (e.g. PPP).

Differences in the three approaches are also noticeable with respect to

(3) (i.e. Ellis does not view group work as a crucial characteristic), (4) (i.e.
While Skehan favours just unfocused tasks, Long and Ellis also view a
role for focused tasks), and (5) (While Long and Skehan regard traditional
structural teaching as theoretically unsupportable, Ellis views it as
complementary to TBLT) (Ellis, 2009).

The TBLT approach toward language teaching has emerged in

response to some constraints of the traditional PPP approach. It means that
language learning is a developmental process enhancing communication
and social interaction rather than a product internalized by practicing
language items, and that learners master the target language more
effectively when being exposing to meaningful task-based activities in a
natural way. TBLT is characterized by the following features (Nunan,
1991):

13
 1) An emphasis on learning to communicate through interaction in
the target language
2) The introduction of authentic texts into the learning situation
3) The provision of opportunities for learners to focus, not only on
language, but also on the learning process itself
4) An enhancement of the learner’s own personal experiences as
important contributing elements to classroom learning 5). An
attempt to link classroom language learning with language
activation outside the classroom
6. Benefits of task-based language teaching
Task-based language teaching provides many benefits to aid foreign
language learning. Ellis (2009) lists these benefits as follows:
a) TBLT provides the opportunity for ‘natural’ learning within the
classroom context.
b) It stresses meaning over form; however, it can also emphasize
learning form.
c) It offers learners a fertile input of target language.
d) It is intrinsically motivating.
e) It is consistent with a learner-focused educational philosophy but
also gives permission for teacher input and guidance.
f) It contributes to the improvement of communicative fluency while
not disregarding accuracy.
g) It can be deployed together with a more traditional approach.
7. The Effect of Task Based Language Teaching
Based on the constructivist theory of learning and communicative
language teaching methodology, the task-based viewpoint of language
teaching has emerged in response to some constraints of the traditional
PPP approach, denoted by the process of presentation, practice, and
performance (Ellis, 2003; Long & Crookes, 1991).
Tasks based language teaching uses the real world task. This means
that using tasks on target language, e.g. booking a hotel after reading many

14
 brochures of many hotels, filling in the form of opening bank account, and
soon. In order to design tasks using target language, this is needed the real
sources of tasks. It is supposed that by using the real sources, the real
world tasks can be implemented in classroom and learners can implement
when they use them in the real world. Source of tasks is also called input.
C. Student Writing
Based on Harmer (2004), writing (as one of the four skills of listening,
speaking, reading, and writing) has always formed part of syllabus in the
teaching of English. However, it can be used for a variety of purposes,
ranging from being merely a ‘backup’ for grammar teaching to a major
syllabus that stands in its own right, where mastering the ability to write
effectively is seen as a key objective for learners.
1. The Definition of writing
Communication can be done in two ways: in oral and written
form. When someone cannot share the ideas by speaking, he or she
can use a written form to communicate with others. There are some
definitions about writing based on the some experts. Gaith (2002:1)
states that writing is a complex process that allows writers to explore
thoughts and ideas, and make them visible and concrete. Writing
encourages thinking and learning. It motives communication and
makes thought available for reflection when thought is written down,
ideas can be examined, reconsidered, added to, rearranged, and
changed.
Writing is a way of thinking and learning. It gives a unique
opportunity to explore ideas and acquire information. Writing is one
of four skills of English that have to be mastered by the English
learners. There are several ideas about definition of writing in general.
Nurgiyantoro (2001) defined a writing activity is the latest skills
mastered by the students after listening, speaking, and reading skills.

15
 Nunan (2003:88) states that writing is the mental work of
inventing ideas, thinking about how to express them, and organizing
them into statements and paragraphs that will be clear to reader.
Based on experts’ opinion mentioned previously, the researcher
concludes that writing is a process to think deeply and to convey the
message to the reader by producing a sequence of sentences arranged
in particular order and linked together in certain ways.
2. The importance of Writing
Writing is the complex process it means that in writing students
have to consider many things to build a good writing result. Harmer
(2004: 31-33) states that there are many advantages of learning
writing. They are as follows:
a. Writing is often not time-bound in the way conversation is it means
that students have longer time to think than in speaking activity.
They can check their grammar patterns.
b. Writing encourage students to focus on accurate language use
because they think as they write; it may provoke development well
as they resolve problems which writing puts in their mind.
c. Writing is often used as a means of reinforcing language that has
been thought. They use writing skill to make a note about what
they have learn while learning process happens.
d. Writing is frequently useful as preparation for some other activity.
e. Writing can also, of course, be used as integral part of larger
activity where the focus is on something else such as language
practice, acting out, or speaking. As the example, the teacher asks
the students to make a short dialogue which they will then act out.
f. Writing is also use in questionnaire type activity. Writing is
important to face questionnaire test. In the examination, students
are asked their answer in the form of written. From the explanation
above the writer can conclude that writing skills is very important

16
 to be learn. Writing helps us in solving and improving other skills
in learning language.
3. The Component of Writing
The stock of Vocabulary, grammar and comprehend how to make
a correct sentence must be considered to make a good writing. The
students’ writing score will be evaluated by the scoring system. The
aspects of scoring are organization, content, grammar, vocabulary, and
mechanic (Nurgiyantoro, 2001:48). To make it clear, the researcher
will explain each aspect.
a. Organization
It means how the students organize their idea. Whether each
paragraph is organize well or not. The organization of the text is
fluent in expressing, reveal clearly ideas, good organization, logic
sequence, and cohesive.
b. Content
The content refers to the topic and its explanation, discussion,
evaluation and conclusion. It should be clear, specific, and relevant.
The good content had to fulfill the criteria such as full of
information, substantive make a clear thesis development and
relevant with the problem.
c. Language
The students use effective complex sentence construction and make
only few faults in the using of grammar.
d. Vocabulary
If the students could choose the correct words as it is function and
master informing words.
e. Mechanic
Paragraph is a combination of some sentences which needs good
spelling and punctuation. If the use of punctuation is not
appropriate, the paragraph will be unreadable. So the students
should be mastered in writing good paragraph.

17
4. The Process of Writing
In writing there are some important things that the researcher has
to notice when the researcher will make writing. According to Harmer
(2004:4-5) states that process of writing has four elements. Those are
planning, drafting, editing, and final version.
a. Planning
The writer has to think about three main issues:
1) The purpose of their writing skill since this will influence
(among other things) not only the type of the text they wish to
produce, but also the language they use, and the information
they choose to include.
2) The audience they are writing for, since this will influence not
only the shape of the writing (how it is laid out, how the
paragraph are structured, etc), but also the choice of language.
3) The content structure of the piece that is how best of sequence
the fact, ideas, or arguments which they have deiced or included.
b. Drafting
One can refer to the first version of piece of writing as a draft.
A number of drafts may produce on the way to the final version.
c. Editing (reflecting and revising)
After writers produce a draft, then they usually read what the
results of the draft is in order to see where it works and where it
does not. Perhaps, the order of the information is not clear.
Perhaps, the way something is written is ambiguous or confusing.
Reflecting and revising are often helped by other readers (or
editor) who moment and make suggestion. Another reader’s
reaction to a piece of writing will help the author to make
appropriate revision.
d. Final report
After the writer edits their draft, it may be different from the
original plan and the first draft because they make the changers

18
 which they consider to be necessary. However, in the final version,
the writer in now ready to send written text to intended audience.
One might decide to represent these stages in the following ways:
Planning….Drafting….Editing….Final draft
Based on the description above, it can be concluded that in
producing the final draft which can be served to the readers, it need
some steps such as; planning, drafting, and editing.
5. The Task of the Teacher in Writing
Success of writing for the students is not far away from the roles
of the teachers in the classroom. The teacher has some task in writing
class.
According to Hammer (2004: 41-42), there are some of teacher’s
task; those are as follows:
Demonstrating
Teacher should make the students aware of writing conventions
and genre in each type of writing and pay attention to features of
writing.
a) Motivating and Provoking
Teacher has no help to the help the students by motivating or
provoking them in order to have ideas when the students are lost
for words, especially in creative writing tasks.
b) Supporting
Students need a lot of help and comfortable feeling when they
write; therefore, when the students are writing in class, teacher is
need to be extremely supportive, always available (except during
exam writing of course), and be ready to help students to solve the
problems and overcome the difficulties.
c) Responding
Reaction to student’s written work can be in form of responding.
When responding, there are suggestion for its improvement, and
there is no grading of student’s work.

19
 d) Evaluating
The teacher can know the real condition of the student’s ability
when she or he evaluates the students writing result. Evaluation can
also use as consideration for teacher to create a better teaching and
learning process.
Those are description about the teacher’s task in writing classroom
activities. Hopefully by obeying the tasks, namely demonstrating,
motivating and provoking, supporting, responding, and evaluating,
it can make the students have more ability in writing.
6. The Problem of Writing
According to Nurgiantoro (2001: 298-299), there are some
problems faced by students in learning writing. Those are follows:
a) Organizing idea
The students usually face problem in writing process such as how
to organize the idea into sentences. In writing composition,
students will put their ideas and thoughts to be developed become a
good written. It will be better if we start the writing process by
choosing theme first before we write the composition. After that we
can make an outline to help us in arranging the sentences or
paragraphs.
b) Lack of Vocabulary
Vocabularies become complex problem especially in writing. Lack
of vocabulary makes students often write uncommunicative
sentence. Besides that, they often choose incorrect words in their
composition.
c) Grammar Accuracy
Grammar becomes very important aspect in writing. A draft will be
said a good draft if grammar which is used is correct.

20
D. Narrative text
Type of text:
Descriptive Text
Describe a place or thing using facts. Begin with an introductory
statement. Systematically describes different aspects of the subject may
end with a concluding statement.
Recount Text
Retell events which have already happened in time order. Begins with
an background information who, when, where. Describes the series of
events in time order may end with a personal comment
Procedure Text
Give instructions on how to make or do something. Begins with a
statement of goal (could be the title). Lists materials needed in order of
use. Give a series of steps (instructions) in order.
Narrative Text
Narrative Text is the text that tells something imaginative or something
that is just a fantasy and the goal is only to entertain the reader.

1. Type of Narrative
Narrative Text has a core story that usually only in the form of the
author's imagination or a real incident that was captured by the author
or even a combination of both. In various sources Narrative Text can
be found in the form: fables (Stories about animals behave like
humans pictured), fairy stories (The story is fantastic, full of
wonders), mysteries, science fiction, romance horror stories, legends,
historical narratives, personal experience (personal experiences
written), ballads (ballads, which can be a touching story readers
usually in the form of a love story that is not up).

21
2. Generic Structure of Narrative Text
On the Narrative Text, its structure is as follows:
a. Orientation
Namely the introduction of the form: a story about what
(what is the story about), who the actors in the story (who is the
participant), of the story (where is the place setting) and the
story when it happened (when is the time setting).
b. Complication or Problem
In this paragraph which became the core of the narrative t
ext. Without any problems, this text is only one form of
exposure to events that followed with another event. Problems
that arise can be distinguished :
1) Natural Conflict Namely the problems that arise because of the
perpetrator stories dealing with the forces of nature.
2) Social Conflict Namely the problems that arise because the
perpetrators were facing each other. They met at the same time
with different interests.
3) Psychological Conflict Namely the problems that arise when
dealing with the perpetrators of the story itself. The
contradiction between the good and bad, between greed and
tolerance.
c. Resolution
That problem can be solved. In Narrative text, any problems that
appear to be no solution, can be closed with a happy ending
(happy ending) or not slightly ended tragically, the sad (sad
ending).
d. Re-Orientation (Just for Optional).
a) Linguistic Feature Narrative Text
b) Using sentence patterns Simple Past Tense
c) Usually begins with the adverb of time (Adverbs of Time).
Such as : long time ago, once, one, once upon a time.

22
 3. Narrative Writing
According to Langan (2005: 191),narration is commonly
called as storytelling, whether we are relating a single story or
several stories related to ones. Through narration, we make a
statement clear by relating in detail something that has happened to
us. In the story we tell, we present the details in which they
happened. They are series of events that happened to a character
(human, animal, plant or thing).
Zaimar and Harahap (2009:47) point out that a narrative text is
signed by the chronological use of time. In relation to the types of
narrative there are many types of narrative. They can be imaginary,
factual or a combination of both. They may include fairy stories,
mysteries, science fiction, romances, horror stories, adventure
stories, fables, myths and legends, historical narratives, ballads,
slice of life, and personal experiences. in the case of the generic
structure or rhetorical structure of narrative there are some
structures. The structure in traditional narrative the focus of the
text is on a series of actions: orientation, complication and
resolution.

E. Rationale and Hypothesis

The writer assumes that students understand in students writing with
narrative text the researcher who has done the similar research. Because of
that reasons, the writer formulates hypotheses. Hypothesis is temporary
answer for a research to prevent the ambiguity of the result. The
hypothesis consists:

Ho : Task Based Language Teaching is not effective in students

writing narrative text.
Ha : Task Based Language Teaching is effective in students writing
narrative text.

23
 CHAPTER III

RESEARCH METHODOLOGY

This chapter, the writer talks about the method and the procedure to answer the
problem of this research. Methodology is a specific set of procedure of
researching. It explains the design, population, sample, and technique for
collecting data.

A. Research Method
Research method is very important role to determine the success of a
research. The aim of the research method is to achieve the purpose of the
study by using an accurate method. The writer used quantitative method
because the purpose of this study is to know Student writing using task based
language teaching in narrative text. Creswell (2014) stated that research
methods involve the forms of data collection, analysis, and interpretation that
researchers propose for their studies.
Creswell (2014) defined that quantitative method for a research proposal
or study, with specific focus on survey and experimental designs.
Experimental design procedures also need to be identified. This discussion
involves indicating the overall experiment type, citing reasons for the design,
and advancing a visual model to help the reader understand the procedures.
B. Research Design
Research Design of this study is the quasi experimental design. With
control class and experimental class. In quasi experimental design it was
conducted in three steps, such as pretest, treatment and posttest.
The writer used quasi experimental because the writer wanted to know a)
Is there any difference class students writing using task based learning and not
using task based learning? b) What are the difficulties found in classroom
learning? To answer all of the questions, the writer analyze students about
student writing using task based language teaching in narrative text divide into
2 classes of SMP Bani Ali Palimanan Barat. The first class is experiment,
second is class control.

24
C. Population and Sample
The population of this study is the students of the 8th grade of Junior High
School, SMP Bani Ali Palimanan Barat. The writer used two classes of the 8th
grade consist of 20 students of SMP Bani Ali Palimanan Barat. The first class
is for the experiment class, and the second class is control class.
D. Technique of Collecting Data
Collecting data is the most important step in conducting the research, the
function of data collecting is to determine the result of the research. Data of
this research were collected by analyze students writing using task based
language teaching in narrative text. Divide into 2 samples: class experiment
and control. The test distributed to the sample when the writer does the
research.
In collecting quantitative data, the subjective test conducted by the writer
in order to measure students ability.
1) Test
a. Pre-Test
McMillan and Schumacer’s describes “pre-test is used to
assess the effect of experiment (e.g. a test) before the treatment is
given”. The pre-test was given to the experimental and control
class. It was given before the teacher gave the treatment to find out
the students’ scores in learning reading comprehension.
b. Post-Test
McMillan and Schumacer’s describes “post-test is usually used
on the same instrument after the treatment has been given”. The
post-tes was carried out after the treatment of teaching reading
comprehension by using task-based language teaching for the
experimental class. The tes was given to both the the experimental
and control class.

25
 2) Observation
According to Fraenkel and Wallen (2012: 446) explains that in
non-participant observation, the researcher observed what people do,
listens to what they say, but not participates in their activities.
E. Instrument of Collecting Data
1. Assessment Writing
There are some aspects taken into consideration in writing. According
to (Nurgiyantoro, 2001:48) there are five aspects of writing. They are:
1) Content
It is defined as the substance of writing in which it can be
identified from the topic sentence and main idea.
2) Organization
It refers to the coherence of the text. It deals with how the writer
arranges the ideas so that those will run smoothly within the
paragraphs.
3) Grammar/Language Use
It deals with the grammatical forms of the text. The use of
grammatical form constructs a well formed sentence.
4) Vocabulary
It refers to the selection of appropriate words for the content. It
can be identified by looking at the word choices or diction in order to
deliver the ideas to the reader.
5) Mechanics
It deals with the graphic conventional of the language. The
identification can be from its spelling, punctuation, capitalization, and
others within the paragraph or text.
From those explanations, it could be concluded that writing is a
process that occurs over a period of time. It refers to an action of
delivering or expressing ideas and feeling through written forms. It is
one of skills with high complexity. Different writers could produce

26
 different kinds of writing. There are some aspects of writing such as
content, organization, language use, vocabulary and mechanics.
2. Observation
According to Fraenkel and Wallen (2012: 446) explains that in non-
participant observation, the researcher observed what people do, listens to
what they say, but not participates in their activities. The observation sheet
based on Hammer (2004) writing process. There was Planning- Drafting-
Editing.

F. Technique of Analyze Data

In this study, Quantitative data collected from the pre-test and post-test
on Student writing. The findings and analysis from the experimental research
which has been conducted in this research Therefore, the researcher took two
class as the sample for experiment class and control class. In conducting the
research, the researcher used quasi experimental research, and observation
based on Hammer, writing process, Planning- Drafting- Editing.
The data collected from test were analyzed by T-test stattistic formula
proposed by McMillan and Schumacer’s (2001) as follow:

X 1 ̶ X 2
t=
S
X 1∙ X 2

Note:
t : the t test statistic
X 1 : mean of one group
X 2 : mean of the second group
S
X 1∙ X 2 : standard error of the difference in means

27
 To calculate the data the researcher used formula aplication, they are:

a. Discover mean from experimental and control class

X =Σ X1
N
X =Σ X2
N
b. Found df = N-1
c. Corresponding degree of freedom (df) = N1 + N2 - 2
d. Calculate S :

2 2
∑𝑋 + ∑𝑋
S= √ 1 2
𝑑𝑓1 + 𝑑𝑓2

e. calculate 𝑠𝑋̅1 − 𝑋̅2

f. found taccount
t account = X1- X2
Σ X1-X2
g. found ttable
t table = (1-½a)
h. comparing taccount and ttable
In answering the second research question, the writer used the formula from
Hammer, writing process, Planning- Drafting- Editing (2004).
Table 3.1
Observation Sheet
Stage Activities Yes No Evidence
Planning The students were
motivated in the activity.
The students were involved
in the class discussion
about story.
The students participated
actively in the activity.
The students

28
 comprehended the target
language with case.
The students were
interested about narrative
text.
Drafting The students understood
the students writing
instructions.
The students used task
based language teaching in
their writing.
The students wrote the
narrative text
enthusiastically.
The students discuss the
writing with their friends.
Editing The students edited their
writing.

(Based on Hamer (2004) writing process)

G. Schedule of Research
The place of the research is in SMP Bani Ali Palimanan Barat. In
conducting the research, the researcher used quasi experimental research.
Therefore, the researcher took two class as the sample for experiment class
and control class. The researcher only gave treatment in experimental class.
The researcher chooses 8A as experimental class and 8B as control class. In
addition to find out the data, the teacher had to do teaching in the class and
learning process.
In conducting this research, there are some steps that were taken to make
the researcher run well. The first step was conducted the pre-test on
September 12th, 2018 for the experimental class and control class on

29
September 15th, 2018. There are 20 students in experimental class and 20
students in control class. They had to do pre-test individually, after it was
done the researcher conducted the second step, it was conducted the
treatments, the first treatment was conducted on September 17 th, 2018 and the
second treatment was conducted on September 22 nd 2018. For the
experimental group, the researcher taught the students by using Task based
language teaching. For the control group the researcher taught with
conventional method. Then for the post test is was conducted on September
29nd, 2018.
In teaching learning process the researcher focused on students writing
skill which the material used about narrative text. The researcher collected the
data from several test. The data were collected from writing test and
observation.

30
 CHAPTER IV

DISCUSSION AND RESEARCH FINDING

This chapater present the findings and analysis from the experimintal research
which has been conducted in this research. Task based language teaching was
used to teach writing ability of students of SMP Bani Ali Palimanan Barat. This
chapter discusses the research procedure, finding and discussion. The results are
included of the data description, data analysis, hypothesis testing, discussion and
research findings.

A. DATA DESCRIPTION
1. Result of pre-test and post-test
The researcher gave pre test and post test to the both of class,
experimental and control class. Pre test was given before the researcher
gave the treatment on the other side post test was given after the treatment.
The result of pre test and post test achieved by students in table below.
Tabel 4.1

The Result of Pre Test and Post Test in Experiment Class

No. Name Pre-test(X) Post-test(Y)

1 s-1 40 75
2 s-2 45 82
3 s-3 40 75
4 s-4 50 75
5 s-5 65 80
6 s-6 70 85
7 s-7 50 70
8 s-8 55 89
9 s-9 50 78
10 s-10 55 80
11 s-11 35 75

31
12 s-12 60 80
13 s-13 65 85
14 s-14 60 90
15 s-15 55 87
16 s-16 60 85
17 s-17 65 89
18 s-18 40 79
19 s-19 70 85
20 s-20 65 80

Tabel 4.2

The Result of Pre Test and Post Test in Control Class

No. Name Pre-test(X) Post-test(Y)

1 s-1 35 45
2 s-2 45 60
3 s-3 50 55
4 s-4 30 40
5 s-5 50 60
6 s-6 30 50
7 s-7 45 70
8 s-8 35 40
9 s-9 35 70
10 s-10 25 40
11 s-11 30 45
12 s-12 35 39
13 s-13 30 30
14 s-14 45 40
15 s-15 40 45
16 s-16 45 50

32
 17 s-17 35 40
18 s-18 30 30
19 s-19 30 40
20 s-20 50 60

2. Observation
The classroom observation was conducted two times. The observation
sheet based on Hammer writing process, there were Planning- Drafting-
Editing. The classroom observation was conducted two times, each
meeting took 80 minutes. The type of observation in this study was non-
participant observation. Fraenkel and Wallen (2012: 446) explains that in
non-participant observation, the researcher observed what people do,
listens to what they say, but not participates in their activities. In this
study, English teacher in SMP Bani Ali Palimanan Barat took part as
observer who observed implementation media in teaching narrative
writing. The observation sheet are shown below:
Table 4.3
Observation Sheet
Stage Activities Yes No Evidence
Planning The students were √ They were
motivated in the activity. interested
using video
story about
narrative
based media
The students were involved √ They asked
in the class discussion and discuss
about story. each other in
their group or
with other
group.

33
 The students participated √ They were
actively in the activity. active in
questioning
when they
were gather in
group
The students √ Appropriate
comprehended the target with
language with case. procedure of
constructing
text (generic
structure).
The students were √ Got
interested about narrative difficulties in
text. writing using
task based
language
teaching
Drafting The students understood √ Got guidance
the students writing from
instructions. researcher.
The students used task √ they make a
based language teaching in personal letter
their writing. about learning
in class
The students wrote the √ Easiness in
narrative text managing and
enthusiastically. constructing
idea in
writing.

34
 The students discuss the √ In group, they
writing with their friends. shared idea
and draft of
their text
Editing The students edited their √ Students were
writing. edited the text
about
structure of
narrative text.

(Based on Hamer (2004) writing process)

B. THE DATA ANALYSIS

1. The Data Analysis of Test
The data collected from test was analyzed by T-test statistics formula
proposed McMillan and Schumacer’s (2001: 617) as follow:
X 1 ̶ X 2
t=
S X 1∙ X 2

Where:

t : the t-test statistics

X 1 : mean of one group

X 2 : mean of second group

S
X 1∙ X 2 : standard error of the difference in means

The researcher gave pre test and post test to the both of class,
experimental and control class. Pre test was given before the researcher
gave the treatment on the other side post test was given after the treatment.
The result of pre test and post test achieved by students in table below.

35
 Tabel 4.4

The Result of Pre Test and Post Test in Experiment Class

No. Name Pre-test(X) Post-test(Y)

1 s-1 40 75
2 s-2 45 82
3 s-3 40 75
4 s-4 50 75
5 s-5 65 80
6 s-6 70 85
7 s-7 50 70
8 s-8 55 89
9 s-9 50 78
10 s-10 55 80
11 s-11 35 75
12 s-12 60 80
13 s-13 65 85
14 s-14 60 90
15 s-15 55 87
16 s-16 60 85
17 s-17 65 89
18 s-18 40 79
19 s-19 70 85
20 s-20 65 80
N=20 1,095 1,624
After looking the table above the overall result of the lowest score of pre
test in experimental class is 35, there was on student got the score namely S-
11. The other student got the score from 40 to 65.

36
 The high score the pre test is 70. There is one student from 30 students
namely S-6 and S-19. It means that the students can write batter about
collaborative technique in descriptive text. Based on the distribution of the
data on the table in can be concluded into the following:

N (total of the students) =20

∑ Pre test ( total mean of pre test in experimental class) =1095

∑ Post test (total mean of post test in experimental class) =1624

Tabel 4.5

The Result of Pre Test and Post Test in Control Class

No. Name Pre-test(X) Post-test(Y)

1 s-1 35 45
2 s-2 45 60
3 s-3 50 55
4 s-4 30 40
5 s-5 50 60
6 s-6 30 50
7 s-7 45 70
8 s-8 35 40
9 s-9 35 70
10 s-10 25 40
11 s-11 30 45
12 s-12 35 39
13 s-13 30 30
14 s-14 45 40
15 s-15 40 45
16 s-16 45 50
17 s-17 35 40

37
 18 s-18 30 30
19 s-19 30 40
20 s-20 50 60
N=20 750 949

After looking the table above the overall result of the lowest score of pre
test in experimental class is 25, there was on student got the score namely S-
10. The other student got the score 30 from to 45.

The high score the pre test is 50. There is one student from 20 students
namely S-3, S-5 and S-20. It means that the students can write batter about
collaborative technique in descriptive text. Based on the distribution of the
data on the table in can be concluded into the following:

N (total of the students) =20

∑ Pre test ( total mean of pre test in experimental class) =750

∑ Post test (total mean of post test in experimental class) =949

a. Procedures of Data Analysis

After the students did the pre-test, teaching learning process and
post test, the researcher analyzed the data of the results by applying the
following procedures:

1) Tabulating the gain scores of pre test and post test in experimental and
control class.
Tabel 4.6
Data Experimental Class

No. Name Pre-test(X) Post-test(Y) Gain Y-X

1 s-1 40 75 35
2 s-2 45 82 37

38
 3 s-3 40 75 35
4 s-4 50 75 25
5 s-5 65 80 15
6 s-6 70 85 15
7 s-7 50 70 20
8 s-8 55 89 34
9 s-9 50 78 18
10 s-10 55 80 25
11 s-11 35 75 40
12 s-12 60 80 20
13 s-13 65 85 20
14 s-14 60 90 30
15 s-15 55 87 32
16 s-16 60 85 25
17 s-17 65 89 24
18 s-18 40 79 39
19 s-19 70 85 15
20 s-20 65 80 15
N=20 1095 1624 519

Based on the distribution of the data, it can be concluded into the following:

N : 20

Σ Pre test : 1095

Σ Post test : 1624

Gain Σ X1 : 519

In which:

N : Total of the students in Experimental Class

39
 Σ Pre test : Total mean of Pre Test in Experimental Class

Σ Post test : Total mean of Post Test in Experimentsal Class

Gain Σ X1 : Total of Gain between Pre Test and Post Test in

Exsperimental Class.

Tabel 4.7

Data Control Class

No. Name Pre-test(X) Post-test(Y) Gain Y-X

1 s-1 35 45 10
2 s-2 45 60 15
3 s-3 50 55 5
4 s-4 30 40 10
5 s-5 50 60 10
6 s-6 30 50 20
7 s-7 45 70 25
8 s-8 35 40 5
9 s-9 35 70 35
10 s-10 25 40 15
11 s-11 30 45 15
12 s-12 35 39 4
13 s-13 30 30 0
14 s-14 45 40 -5
15 s-15 40 45 5
16 s-16 45 50 5
17 s-17 35 40 5
18 s-18 30 30 0
19 s-19 30 40 10
20 s-20 50 60 10

40
 N=20 750 949 199

Based on the distribution of the data, it can be concluded into the following:

N : 20

Σ Pre test : 750

Σ Post test : 949

Gain Σ X1 : 199

In which:

N : Total of the students in Experimental Class

Σ Pre test : Total mean of Pre Test in Experimental Class

Σ Post test : Total mean of Post Test in Experimentsal Class

Gain Σ X1 : Total of Gain between Pre Test and Post Test in

Exsperimental Class.

Tabel 4.8

Data Experimental Class and Control Class

Subject Group 1 Subject Group 2

X1 X12 X2 X22
s-1 35 1225 s-1 10 100
s-2 37 1369 s-2 15 225
s-3 35 1225 s-3 5 25
s-4 25 625 s-4 10 100
s-5 15 225 s-5 10 100
s-6 15 225 s-6 20 400
s-7 20 400 s-7 25 625

41
 s-8 34 1156 s-8 5 25
s-9 18 324 s-9 35 1225
s-10 25 625 s-10 15 225
s-11 40 1600 s-11 15 225
s-12 20 400 s-12 4 16
s-13 20 400 s-13 0 0
s-14 30 900 s-14 -5 -25
s-15 32 1024 s-15 5 25
s-16 25 625 s-16 5 25
s-17 24 576 s-17 5 25
s-18 39 1521 s-18 0 0
s-19 15 225 s-19 10 100
s-20 15 225 s-20 10 100
519 14895 199 3541
Based on the distribution of the data in the table above, it can be concluded in
the following:

(a) Experimental Class (Group 1)

It is found that N is 20, Σ Pre test1095, Σ Post test 2350, Gain Σ X1 1624 ,
Gain Σ X12= 14895
(b) Control Class (Group 2)
It is found that N is 30, Σ Pre test750, Σ Post test 1373, Gain Σ X2 949,
Gain Σ X22= 3541
b. Formula Application
The next step is to calculate the data that the researcher got from the test,
they are:
1. Discover mean from experimental and control class
(a) Experimental Class
X =Σ X1= 519= 25,9
N 20
It shows experimental class’s mean is 25,9

42
 (b) Control Class
X =Σ X2 = 199= 9,95
N 20
It shows control class’s mean is 9,95
Based on calculating above, it shows that the value of mean
from experimental class is higher that the value of mean in control
class.
2. Found df (degree of freedom) = N-1
= 20-1= 19
3. Corresponding degree of freedom (df) = N1 + N2 – 2
= 20 + 20 – 2= 38

4. Calculate S :

2 2
∑𝑋 + ∑𝑋
S= √ 1 2
𝑑𝑓1 + 𝑑𝑓2

14895 + 3541
=√
19 + 19

18436
=√
38

= √485,1
= 22
The value of S (standard Error) is 22
5. Calculate ̅ − 𝑋̅2
𝑠 𝑋1

The next step is to calculate standard error of the difference in means.

(𝑠 𝑋̅1 − 𝑋̅2 )

1 1
̅ − 𝑋̅2 = 𝑆 √ +
𝑠 𝑋1
𝑋1 𝑋2

43
 1 1
= 22√ +
20 20

2
= 22√
40

= 22 √0,05

= 22 (0,22)

= 4,84

It shows that standard error of the differences in means is

4,84

6. Found taccount
The next step is to calculate taccount
t account = X1- X2
Σ X1-X2
= 25,9- 9,95
4,84
= 15,95
4,84
= 3,29
It show that t account is 3,29
7. Found t table
Next is to find the t table
The t account is 3,29 with df 38
Comparing t table and t account with t = 0.05 (1-½ a)
Significant of standard (a) = 5% = 0.05
t table = (1-½a)
= t (1-1/2 (0.05))
= t (1-0.025)
= 0.975

44
 With t 0.05 and df 38 so the value of t table is 2.00
8. Comparing taccountand t table
Critical value of (t) at 0.05 significant level from t account 3,29 so t table is
2.00, it means that t accountis higher than t table.
The researcher compared t accountand t table t tableis accept the hypothesis.
If t accountis higher than t table, it means that the hypothesis was accepted .
the result of post test from experimental class is higher than the result of
the postest in control class. Therefore the researcher concluded that using
Task Based Language teaching technique was effective to teach writing
toward tenth grades in SMP Bani Ali Palimanan Barat.
C. Hyphotesis Testing
From the data is shows:
t account = 3,29
t table = 2.00
in comparing t table and t account the researcher uses the criteria as follows:
If t account < t table = the alternative hypothesis (Ho) is rejected. Therefore the
alternative hypothesis (Ha) is accepted.
Based on the calculation above, it can be seen that the value of t account is
higher than t table (3.29 t account > 2.00 t table ) finally the reseaarcher stated
that the alternative hypothesis (Ha) is accepted.
It can be concluded that using task based language teaching was
effective in teaching writing in junior high school.
D. Data Analysis of Observation
In the research, the observation was used to know the students’ activity in
task based language teaching technique in teaching writing to the eight grade
students at junior high school. The Observation is one way to collect primary
data.
There are many situations in which observation is the most appropriate
method of data collection; for example, when you want to learn about the
interaction in a group, study the dietary patterns of a population, ascertain the

45
functions performed by a worker, or study the behaviour or personality traits
of an individual.
The classroom observation was conducted two times. The observation
sheet based on Hammer writing process, there were Planning- Drafting-
Editing. The classroom observation was conducted two times, each meeting
took 80 minutes. The type of observation in this study was non-participant
observation. Fraenkel and Wallen (2012: 446) explains that in non-participant
observation, the researcher observed what people do, listens to what they say,
but not participates in their activities. In this study, English teacher in SMP
Bani Ali Palimanan Barat took part as observer who observed implementation
media in teaching narrative writing. The observation are shown below:
A. Planning Stage
Planning was the first stage in the writing process. Planning stage
was about the activities of brainstorming ideas, motivations and
concept development. The teacher started the lesson by developing the
students understanding about narrative text and student writing. The
teacher also explained the characteristic of narrative text, including the
social function, the generic structure and the language features.
B. Drafting stage
In drafting stage, the students were asked to write the story based
on students writing. The teacher asked the students to use student
writing to make the story about narrative text in accordance with the
material like a social function, characteristic of narrative and generic
structure.
C. Editing stage
Editing stage included the activities when students shared their
writing with the teacher or their friends. This stage was also usually
used for students for discussing or editing their writing.
1) Planning
There were five activities appeared relates to planning process in
writing. The following tables display the result.

46
1. Increasing students motivation
Table 4.9
Student’s motivation during the activities
Activities 2nd 3rd
Yes No Evidence Yes No Evidence
The √ They were √ They found
students interested easiness when
were using video they wrote
motivated story about personal letter
in their narrative in narrative
activities based media text

The English teacher agreed student writing using task based for
the student motivation on writing in narrative text. Since the media
were relatively new and interesting for them.
2. Involving in the class discussion
Table 4.10
Student’s Involvement in discussion
Activities 2nd 3rd
Yes No Evidence Yes No Evidence
The students √ They asked √ They
were and discuss asked their
involved in each other friend.
the class in their
discussion group or
about the with other
story. group.

The Student’s actively sharing about their finding ideas from

the video could be seen from their treatment process. They discuss
and share the idea about the story in group discussion.

47
3. Creating Challenging Atmosphere
Table 4.11
Student’s participation during the activity
Activities 2nd 3rd
Yes No Evidence Yes No Evidence
The √ They were √ They were active
students active in in questioning
participated questioning when they were
actively in when they writing using task
the activity were gather based language
in group teaching.

In addition, various learning activities and visual media such

as narrative story video which were integrated during the teaching
learning process make the students enjoy the learning. Learning
process is in progress, the students must write their idea in piece of
paper based on the story.
4. Comprehending the Target Language
Table 4.12
Student’s Comprehension on the Target Language
Activities 2nd 3rd
Yes No Evidence Yes No Evidence
The students √ Appropriate √ Appropriate
comprehended with with
the target procedure of procedure of
language with constructing constructing
case. text. (genre) text (generic
structure).

The students improve knowledge about structure of narrative

text, to make their write about story in narrative text using task
based language teaching

48
 5. Obstacle in writing using task based language teaching
Table 4.13
Student’s interest in writing using task based language
teaching
Activities 2nd 3rd
Yes No Evidence Yes No Evidence
√ Got √ Because they
The students
difficulties were know
were
in writing and has
interested in
using task asked about
writing using
based writing using
task based
language task based
language
teaching language
teaching.
teaching.

All observers declared that the adaptation of writing using task

based language teaching was the major problem so that the time is
wasted because the researcher has to explain how to use task based
to each group active in learning process.

2) Drafting
There were three activities appeared relates to drafting process in writing.
The following tables display results.
1. Understanding writing instruction
Table 4.14
Student’s Understanding in writing process
Activities 2nd 3rd
Yes No Evidence Yes No Evidence
√ Got guidance √ Got guidance
The from from
students researcher. researcher.
understood
the writing
instructions.

49
 The teacher agreed that the students were understood the
writing instructions since the writing instruction was write clearly
and describe step by step in during writing process.

2. Inspiring Students to write

Table 4.15
Student’s Inspiration to write
Activities 2nd 3rd
Yes No Evidence Yes No Evidence
√ Easiness in √ Easiness in
The students
managing managing
write the
and and
narrative
constructin constructin
text
g idea in g idea in
enthusiastica
writing. writing.
lly.

The students enthusiastically in writing using task based

language teaching. Because they know how to manage develop and
constructing idea into text.
3. Discussing the writing
Table 4.16
Student’s Involvement in discussing the writing
Activities 2nd 3rd
Yes No Evidence Yes No Evidence
√ In group, √ Because it
The
they shared has entered
students
idea and draft to individual
discuss the
of their text task using
writing with
student
their friends
writing in
task based.

50
 The students actively sharing about their finding ideas from the
video could be seen from their treatment process. They discuss and
share the idea about the story in a group discussion.
3) Editing
There was one activities appeared relates to drafting process in writing.
The following tables display the results.
1. Students involving in editing process
Table 4.17
Student’s Involvement in editing the Writing
Activities 2nd 3rd
Yes No Evidence Yes No Evidence
√ Time √ Students
The
allocation has were edited
students
ended the text about
edited their
structure of
writing
narrative
text.

All observers noted that most of the students do the editing

process. The Students instructed edited that writing wrong in a text.
They discuss with a group for edited wrong in a text that they
made.
E. DISCUSSION AND RESEARCH FINDING
The research conducted to answer the two questions. All the questions had
been already answered. The result would be discussed in the following.
1. There any difference class in student writing using task based
language teaching and do not using task based language teaching
Task based language teaching focuses on communication and
conveying message. It gives secondary importance to the forms used
(Ellis, 2009). “A task is an activity which requires learners to use
language, with emphasis on meaning, to attain an objective”. (Bygate,

51
 Skehan & Swain, 2001, as cited in Ellis, (2009, pg 5). A task is said to be a
classroom activity which is objective and interactive.
The researcher gave pre test and post test to the both of class,
experimental and control class. Pre test was given before the researcher
gave the treatment on the other side post test was given after the treatment.
The data collected from test was analyzed by T-test statistics formula
proposed McMillan and Schumacer’s (2001: 617).
Meanwhile, This research was purposed also to discover whether task
based language teaching technique is help students’ in learning writing.
Based on the result that taccount is higher than ttable , 3,29 t account > 2.00 t

table , it could be concluded that the use task based language teaching
technique help students’ in learning writing. The result showed that the
score pre-test and post-test of the experimental class are significantly
different than the pre-test and post-test control class. The students’ in
experimental class improve after the treatment had been given. On other
words the alternative hypothesis is accepted.
Almost of the students were interested in learning writing process
used task based language teaching. They learn english in a new activity. It
was new very experience for them. Task based language teaching
technique make students felt confident learning writing. However, task
based language teaching technique can help students in learning writing
narrative text at junior high school.
2. There are difficulties found in classroom learning
The research is also purposed to find out the difficulties in classroom
learning writing through task based language teaching technique to the
eight grade students of SMP Bani Ali Palimanan Barat. According to
Fraenkel and Wallen (2012: 446) explains that in non-participant
observation, the researcher observed what people do, listens to what they
say, but not participates in their activities.
The students stated using task based language teaching in learning is
enjoyable than not using task based language in learning because the

52
students are actually have more fun working in a task to be classroom
activity which is objective and interactive. It makes the students well
motivated in learning writing process and task based language teaching
technique make the students confidence in expressing opinion and can
help them to understand because they will exchange their ideas, list the
problem and find the solution in learning narrative text.
In conclusion, the result from observation shows that almost students
have positive responses toward the student writing using task based
language teaching technique in teaching writing.

53
 CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusions of the research based on the research
questions, findings and discussions which have been elaborated in the previous
chapter. In addition, suggestions are also recommended for the future research in
the related topic.

A. Conclusion
The objective of this study was intended to find out whether or not the use
of task based language teaching technique in teaching writing narrative text at
junior high school and to find out the difficulties in classroom learning of
students after learning to writing using task based language teaching technique.
Based on the research conducted at SMP Bani Ali Palimanan Barat to answer
the research question, the researcher concluded that the use of task based
language teaching technique in teaching writing of narrative text was applied
well. It could be seen from the data analyzes. As stated from the result and
discussion of the research, there were several conclusion that could be drawn
as follow:
1. To answer the first question that the result from the data analyzed show
that the Students writing using task based language teaching technique
was effective for students’ skill in teaching learning writing. From the
result of the calculate the data, it could be noticed that the value of >
which 3.29 > 2.00. It means that the was higher than .The other word,
task based language teaching technique in teaching writing skill was
effective for the students. Therefore, the researcher hypothesis is
accepted, that is the student writing using task based language teaching
technique is effective.
2. To answer the second question that the result from observation showed
that almost students have a positive responses of using task based
language teaching technique in learning writing. Task based language

54
 teaching technique was the technique that can make students more
interest with the material of writing narrative text. Task based language
teaching technique students are actually more fun, could attract students
attention and motivation in teaching and learning process. The use of task
based language teaching technique also made the atmosphere in the
classroom more relaxed and fun so that the students were interested in
writing the story as their idea into a narrative text. This way was quite
good to make them more confident.
B. Suggestion
Based on the conclusion above, the researcher likes to propose some
suggestions as follow:
1. For the Teachers
For the teacher it is suggested that they know the characteristics of
the students in order to serve better writing activities. Writing class
commonly seems uninteresting and boring for the students. Therefor,
the teachers should provide attractive and interesting media and
appropriate teaching technique using task based language teaching.
Teachers’ monotonous activities were boring them. The teachers could
apply task based language teaching technique as an option to teach
writing in order to improve the students’ writing skill.
2. For the students
The students should be accustomed to writing. They should
practice writing in routine in order to make their writing. In practicing
writing using task based language teaching technique, the students
should that they can optimalize their writing.
3. For the readers
The writer hopes this research can be helpful as one of the
references to other research. Therefore, the writer wishes there will be
other research which concerns the same research with different factors
which can be determine students writing using task based language
teaching.

55
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Widiasari, A, L. (2016). Improving Students’ Writing Narrative Text Through

Dialogue Journals At Sma Al-Kautsar Grade X. Education Faculty
University Of Lampung

Zaimar and Harahap, (2009). Telaah Wacana. Jakarta: The intercultural Institute.
 APPENDICES A
1. Letters of Administration and Research
 APPENDICES B
1. Lesson Plan
 LESSON PLAN FOR EXPERIMENT CLASS
JUNIOR HIGH SCHOOL 2018-2019

School Name : SMP Bani Ali Palimanan Barat

Subject : English
Class/Semester : VIII/ I
Main Material : Narrative Text
Alocation of time : 2x3 JP
Skills : Writing (Menulis)

A. Core Competence :
CC.1 : Appreciate and appreciate the teachings of the religion he adheres to
CC.2 : Appreciate and appreciate honesty, discipline, responsibility, caring
(tolerance, mutual cooperation), courteous, confident, in interacting effectively
with the social and natural environment within the range of their relationships
and existence.

CC.3 : Understanding knowledge (factual, conceptual, and procedural) based

on his curiosity about science, technology, art, culture related to phenomena
and visible events.

CC.4 : Trying, processing, and presenting in the concrete sphere (using,

deciphering, assembling, modifying, and making) and the abstract realm
(writing, reading, counting, drawing, and composing) according to what is
learned in school and other sources in the same perspective /theory.

B. Basic competence and indicators :

No Basic Competence Indicator

Grateful for the opportunity to  Identifying social functions,

learn English as the language text structures and linguistic
1.1
of international communication elements in the form of fable.
which is realized in the spirit  Understanding the meaning in
 of learning. narrative text is fable both
individually and in groups

Demonstrate polite and caring  Finding the main character and

behavior in conducting character in a fable narrative
interpersonal communication text along with related moral
with teachers and friends. messages.
 Describe generic structures and
2.1 the function of narrative text in
the form of fable
 Capturing the meaning of oral
and written narrative texts in
the form of short and simple
fables.

Demonstrate responsible,  Reading the narrative text in

caring, cooperative, and good shape in terms of
peaceful behavior in carrying intonation, pronunciation and
out functional communication. expression.
2.3
 Compile narrative text stories
in fable form according to the
correct text structure and
linguistic elements.

Understanding social • Writing text narrative with correct

functions, text structures, and use of uppercase and punctuation
linguistic elements of narrative letters
3.14
texts in the form of fables, in • Answering questions based on
accordance with the context of narrative texts with the correct
their use. linguistic structure.
C. Learning Objectives
Students are expected to:
1. Identify linguistic elements in narrative stories
2. Find main ideas, detailed information, and certain information
3. Give a message in the narrative story watched
4. Develop random paragraphs from the narrative text into the narrative
text that is good and true.
5. Make a narrative story based on the serial image given.
6. Search for narrative story videos from various sources.
7. Write down all elements of the narrative structure and moral messages in
narrative stories made by handwriting.
D. Learning Materials
 Social function
Obtain entertainment, entertain and teach noble values through stories
with animal characters, history, and others.
 Structure Text
1. Introducing characters, places, times of occurrence of stories
(orientation)
2. Provide an evaluation (evaluation) of the situation and conditions of
the occurrence of the story
3. Explaining the crisis that occurred to the main character
(complications)
4. Describe the end of the story, where the crisis ends (resolution)
happily or sadly
5. Give reasons or general comments (reorientation)
 Linguistic element
1. Simple Past tense, Simple Past Continouos Tense
2. Vocabulary: animal name, place, time and situation related to the
character
3. Adverb of time: first, next, then, after that, before, finally, etc
 4. Prepositional phrase: last time, one day, in the morning, the next
day, last
5. Speech, word pressure, intonation
6. Spelling and punctuation
7. Handwriting.
 Topic
Narrative Text (Legend)

Fungsi sosial :
Narative text is used to amuse, entertain and to deal with problematic
events which lead to a crisis or turning point of some kind, which in
turn finds a resolution.

Struktur teks :
Example of narative text:
Malin kundang
This is a story about Malin Kundang. He was a boy

orientation
from a very poor family who live with his mom. His
father is a sailor but he had already died.
Malin was a smart boy but a bit naughty. He always
chased a chicken and hit it with a broom, until one day
he slip off and hurt himself. The wound left a scar on his
hand.
When Malin grew up, he decided to go to city, so one
day he would become rich by the time he went back to
the village. Malin’s mother disagreed with his decision
because he was the only one she had.
But Malin had already made up his mind, his mother
had no other choice but to let her only child go.
Malin was travelling by the sea, so he came along with
one rich merchant. He was hoping to become one of his
crew and learn from that merchant.
 Malin went to anyplace wherever the winds took him.
Soon he will become a great succesful man.
Many years has passed since then, Malin has become a
rich merchant because of his hard work and marry the
most beautiful girl in the world and he had forgotten his
mother as well as the village.
On the other hand, Malin’s mother was getting older.
She missed her child so so much that she had always
complication wait for Malin’s return at the harbour everyday until
one day there was a merchant who stopped by the
village. She knew it was Malin the moment she saw him.
What makes her so sure is because of the scar on his
hand. But Malin deny her as his mother because
Malin’s felt ashame to his wife and the crew, then he
was gone.
Malin’s mother was really upset then she start to curse
resolution
him. On his journey Malin’s ship begin to shaking and
soon it turned into a stone until now.

Unsur Kebahasaan:
Language features of narative text:
- Using specific participants such as the name of person, place, etc.
- Using past tense
- Using adjective: beautiful, poor, wicked, old, etc.
- Using time connectives: since then, many years later, one day, etc.
- Using action verbs, verbal, and mental processes
- Direct and indirect speeches are often used

E. Approaches, models and methods

Approaches : Task Based Language teaching
Models : Discovery Learning
 Methods : Questions and answers, group discussions, assignments
F. Learning Activity
Meeting I (1 x 2 JP)
Alocation
NO. Activities Description Activities
of Time
1. Preliminary 1. Learners do greetings, smiles, 10 minute
greetings, and pray before class
hours
2. Check student attendance.
3. Students receive information on
competencies and learning goals
today
4. Students receive apperception
2. Core activities Observe 60 minute
1. The teacher provides material
simulation
2. The teacher gives examples of
narrative texts to students
3. The teacher shows a video
about narrative text (fable)
Reasoning

1. Students identify social

functions, text structures, and
linguistic elements of the text.
2. Students ask for material that
has not been understood related
to the characteristics and steps
of making narrative text.
3. Students seek from various
sources of information and
 characteristics to make narrative
text.

Communicate

1. Students are asked to make

planning in writing narrative
texts with a predetermined
theme.
2. Students Make Personal Letter
about learning activities in class
(Narrative Text).
3. Closing 1. Students are given the 10 minute
opportunity to ask questions
about material that is not yet
understood
2. The teacher helps answer the
questions asked by students
3. Students conclude the material
that has been studied.
4. Pray.

Pertemuan II (1 x 2 JP)
Alocation
NO. Activities Description Activities
of Time
1. Preliminary 1. Learners do greetings, smiles, 10 minute
greetings, and pray before class
hours
2. Check student attendance.
3. Students and teachers review the
 material that has been studied at
the previous meeting.
4. Giving out the learning
objectives at today's meeting
2. Core activities 60 minute
Data Collection (Collecting
Information)

1. The teacher explains a little

about the narrative text
2. Students are asked to analyze
the draft narrative text with a
predetermined theme
3. The teacher monitors during
writing and draft analysis
4. Students correct the structure
and linguistic elements of
Personal Letter (Narrative text).
5. Students collect their writing
3. Closing 1. Students are given the 10 minute
opportunity to ask questions
about material that is not yet
understood
2. The teacher helps answer the
questions asked by students
3. Students conclude the material
that has been studied.
4. Pray.

Pertemuan III (1 x 2 JP)

Alocation of
NO. Activities Description Activities
Time
1. Preliminary 1. Learners do greetings, smiles, 10 minute
greetings, and pray before
class hours
2. Check student attendance.
3. Students review material that
has been studied at the
previous meeting
4. Giving out the learning
objectives at today's meeting
2. Core activities 60 minute
Data Collection (Collecting
Information)

1. The teacher distributes

yesterday's work that has been
done by students and has been
given comments by the
teacher
2. Students with their group
mates are asked to re-read
their writing
3. Students with their group
pairs learn their mistakes in
writing narrative texts
4. Students are asked to write
and analyze the final draft.
5. The teacher asks students to
collect the results they have
done
3. Closing 6. Students are given the 10 inute
opportunity to ask questions
about material that is not yet
 understood
7. The teacher helps answer the
questions asked by students
8. Students conclude the material
that has been studied.
9. Pray.

G. Media, Learning Tools and Resources :

1. Media/learning tools : Power point
(narrative), videos, whiteboards, markers
2. Resources : Internet, youtube,
Teacher handbook “English In focus”.
H. Instrument
1. Instrument I : Problem Grid
Subjects : English KD. 3.14. Understanding the social
function, text structure, and linguistic
elements of narrative text in the form of
legend / fable, in accordance with the
context of its use.
Class/ semester :X/I Type of test : Writing

2. Instrument II : Question Item

No. Problem Description
Completing Sentence
Personal Letter
Fill in the blank

I. Assessment
1. Assessment of Attitude
a) Assessment Technique : Self-assessment.
b) Form of Self-Assessment Instrument : Self-Assessment
Sheet
No. Attitude Openne Tolera Discipli Honest Cooperation Respons
ss nce ne y ible
Name
1.
2.
3.
4.
5.

Information:
A = Always consistent
B = Consistent
C = start consistently
D = Less consistent
E = Very less

Knowledge:
a. Types / assessment techniques : Written tests, portfolios
b. Instrument form : Description
Reporting Guidelines:

1.
No Answer Score
1 Mention 1 character in the story 1
2 Mention 2 character in the story 2
3 Mention 3 character in the story 3
4 Mention 4 or more characters in the story 4
 2.
No Answer Score
1 Writing stories but spelling is wrong and without messages 1
in story
2 Write stories and messages incorrectly and spelling wrong 2
3 Write the story right but the message is wrong 3
4 Write stories and order correctly with true spelling 4
1. Portfolio Casting Guidelines
Subjects :
Duration of Time :
Name of students :
Class / semesters :
Criteria Ket.
No. KD writing content message Creativity
(1-10) (0-10) (0-10) (0-10)
1. Interpret simple
stories.
Assessment
Score max 1 :4
Score max 2 :4
Score max 3 :4
Score max 4 :4
Score max 5 (40: 10) : 4
Total Assessment = 20
Assessment Maximal = 20 X 5 = 100

LESSON PLAN FOR CONTROL CLASS

JUNIOR HIGH SCHOOL 2018-2019

School Name : SMP Bani Ali Palimanan Barat

Subject : English
Class/Semester : VIII/ I
Main Material : Narrative Text
Alocation of time : 2x3 JP
Skills : Writing (Menulis)

J. Core Competence :
CC.1 : Appreciate and appreciate the teachings of the religion he adheres to
CC.2 : Appreciate and appreciate honesty, discipline, responsibility, caring
(tolerance, mutual cooperation), courteous, confident, in interacting effectively
with the social and natural environment within the range of their relationships
and existence.

CC.3 : Understanding knowledge (factual, conceptual, and procedural) based

on his curiosity about science, technology, art, culture related to phenomena
and visible events.

CC.4 : Trying, processing, and presenting in the concrete sphere (using,

deciphering, assembling, modifying, and making) and the abstract realm
(writing, reading, counting, drawing, and composing) according to what is
learned in school and other sources in the same perspective /theory.

K. Basic competence and indicators :

No Basic Competence Indicator

Grateful for the opportunity to  Identifying social functions,

learn English as the language
of international communication
1.1 which is realized in the spirit 
of learning.
text structures and linguistic
elements in the form of fable.
Understanding the meaning in
narrative text is fable both
individually and in groups

Demonstrate polite and caring  Finding the main character and

2.1 behavior in conducting character in a fable narrative
interpersonal communication text along with related moral
 with teachers and friends. messages.
 Describe generic structures and
the function of narrative text in
the form of fable
 Capturing the meaning of oral
and written narrative texts in
the form of short and simple
fables.

Demonstrate responsible,  Reading the narrative text in

caring, cooperative, and good shape in terms of
peaceful behavior in carrying intonation, pronunciation and
out functional communication. expression.
2.3
 Compile narrative text stories
in fable form according to the
correct text structure and
linguistic elements.

Understanding social • Writing text narrative with correct

functions, text structures, and use of uppercase and punctuation
linguistic elements of narrative letters
3.14
texts in the form of fables, in • Answering questions based on
accordance with the context of narrative texts with the correct
their use. linguistic structure.

L. Learning Objectives
Students are expected to:
8. Identify linguistic elements in narrative stories
9. Find main ideas, detailed information, and certain information
10. Give a message in the narrative story watched
 11. Develop random paragraphs from the narrative text into the narrative
text that is good and true.
12. Make a narrative story based on the serial image given.
13. Search for narrative story videos from various sources.
14. Write down all elements of the narrative structure and moral messages in
narrative stories made by handwriting.
M. Learning Materials
 Social function
Obtain entertainment, entertain and teach noble values through stories
with animal characters, history, and others.
 Structure Text
6. Introducing characters, places, times of occurrence of stories
(orientation)
7. Provide an evaluation (evaluation) of the situation and conditions of
the occurrence of the story
8. Explaining the crisis that occurred to the main character
(complications)
9. Describe the end of the story, where the crisis ends (resolution)
happily or sadly
10. Give reasons or general comments (reorientation)
 Linguistic element
8. Simple Past tense, Simple Past Continouos Tense
9. Vocabulary: animal name, place, time and situation related to the
character
10. Adverb of time: first, next, then, after that, before, finally, etc
11. Prepositional phrase: last time, one day, in the morning, the next
day, last
12. Speech, word pressure, intonation
13. Spelling and punctuation
 14. Handwriting.
 Topic
 Narative text (Fable)
One The Rats and The Elephants
Once upon a time their lived a group of mice under a tree in peace.
However, a group of elephants crossing the jungle unknowingly
destroyed the homes of all the rats. Many of them were even
crushed to death.
Then taking of rats decided to approach the elephant's chief and
request him to guide his herd through another route. On hearing the
sad story, the elephant's king apologized and agreed to take another
route. And so the lives of the rats were saved.
One day elephant-hunters came to the jungle and trapped a group
of elephants in huge nets. Then the elephant king suddenly
remembered the king of the rats. He summoned on of the elephants
of his herd, which had not been trapped, to go seek help from the
king and told him about the trapped elephants.
The rat's king immediately took his entire group of rats and they
cut open the nets which had trapped the elephant's herd. The
elephant herd was totally set free. They danced with joy and thank
the rats.
N. Approaches, models and methods
Approaches : Scientific Approach
Models : Discovery Learning
Methods : Questions and answers, group discussions, assignments

O. Learning Activity
Meeting I (1 x 2 JP)
Alocation
NO. Activities Description Activities
of Time
1. Preliminary 5. Learners do greetings, smiles, 10 minute
greetings, and pray before class
hours
6. Check student attendance.
7. Students receive information on
competencies and learning goals
today
8. Students receive apperception
2. Core activities Observe 60 minute
4. The teacher provides material
5. The teacher provides material
simulation
6. The teacher gives examples of
narrative texts to students
Reasoning

3. Students identify social

functions, text structures, and
linguistic elements of the text of
the narrative
4. Students seek from various
sources of information and
characteristics of making
narrative texts
5. Students ask for material that
has not been understood related
to the characteristics of
narrative texts

Communicate

1. Students are asked to make

 planning in writing narrative
texts with a predetermined
theme
3. Closing 5. Students are given the 10 minute
opportunity to ask questions
about material that is not yet
understood
6. The teacher helps answer the
questions asked by students
7. Students conclude the material
that has been studied.
8. Pray.

Pertemuan II (1 x 2 JP)
Alocation
NO. Activities Description Activities
of Time
1. Preliminary 5. Learners do greetings, smiles, 10 minute
greetings, and pray before class
hours
6. Check student attendance.
7. Students and teachers review the
material that has been studied at
the previous meeting.
8. Giving out the learning
objectives at today's meeting
2. Core activities 60 minute
Data Collection (Collecting
Information)

6. The teacher explains a little

 about the narrative text
7. Students are asked to determine
their partners to form groups (in
pairs)
8. Students are asked to make a
draft narrative text with a
predetermined theme
9. Students A and B examine each
other's group's draft
10. A and B students give comments
and suggestions to each other
11. Students A and B receive advice
from their group friends and
revise their draft
12. Students collect their writing
3. Closing 5. Students are given the 10 minute
opportunity to ask questions
about material that is not yet
understood
6. The teacher helps answer the
questions asked by students
7. Students conclude the material
that has been studied.
8. Pray.

Pertemuan III (1 x 2 JP)

Alocation of
NO. Activities Description Activities
Time
1. Preliminary 5. Learners do greetings, smiles, 10 minute
greetings, and pray before
class hours
6. Check student attendance.
7. Students review material that
has been studied at the
previous meeting
8. Giving out the learning
objectives at today's meeting
2. Core activities 60 minute
Data Collection (Collecting
Information)

10. The teacher distributes

yesterday's work that has been
done by students and has been
given comments by the
teacher
11. Students with their group
mates are asked to re-read
their writing
12. Students with their group
pairs learn their mistakes in
writing narrative texts
13. Students are asked to write the
final draft
14. The teacher asks students to
collect the results they have
done

3. Closing 15. Students are given the 11 inute

opportunity to ask questions
 about material that is not yet
understood
16. The teacher helps answer the
questions asked by students
17. Students conclude the material
that has been studied.
18. Pray.

P. Media, Learning Tools and Resources :

3. Media/learning tools : Power point
(narrative), videos, whiteboards, markers
4. Resources : Internet, youtube,
Teacher handbook “English In focus”.
Q. Instrument
3. Instrument I : Problem Grid
Subjects : English KD. 3.14. Understanding the social
function, text structure, and linguistic
elements of narrative text in the form of
legend / fable, in accordance with the
context of its use.
Class/ semester :X/I Type of test : Writing

4. Instrument II : Question Item

No. Problem Description
Completing Sentence
Personal Letter
Fill in the blank

R. Assessment
2. Assessment of Attitude
 c) Assessment Technique : Self-assessment.
d) Form of Self-Assessment Instrument : Self-Assessment
Sheet

No. Attitude Openne Tolera Discipli Honest Cooperation Respons

ss nce ne y ible
Name
1.
2.
3.
4.
5.

Information:
A = Always consistent
B = Consistent
C = start consistently
D = Less consistent
E = Very less

Knowledge:
c. Types / assessment techniques : Written tests, portfolios
d. Instrument form : Description
Reporting Guidelines:
1.
No Answer Score
1 Mention 1 character in the story 1
2 Mention 2 character in the story 2
3 Mention 3 character in the story 3
4 Mention 4 or more characters in the story 4
 2.
No Answer Score
1 Writing stories but spelling is wrong and without messages 1
in story
2 Write stories and messages incorrectly and spelling wrong 2
3 Write the story right but the message is wrong 3
4 Write stories and order correctly with true spelling 4
2. Portfolio Casting Guidelines
Subjects :
Duration of Time :
Name of students :
Class / semesters :
Criteria Ket.
No. KD writing content message Creativity
(1-10) (0-10) (0-10) (0-10)
1. Interpret simple
stories.
Assessment
Score max 1 :4
Score max 2 :4
Score max 3 :4
Score max 4 :4
Score max 5 (40: 10) : 4
Total Assessment = 20
Assessment Maximal = 20 X 5 = 100

APPENDICES C
1. Pre- test
2. Treatment
3. Post-test
 APPENDICES D
1. Card of Thesis Tutoring
2. Documentation
3. Curriculum Vitae
Documentation
 CURRICULUM VITAE

The writer name Mukhammad Sabiq Arief. He

was born on September, 10th 1996. He is the
first child and only one from H. Zaenal Arifin
and Hj. Sumaenah. He lives in Kempek village,
Kecamatan Gempol, Kabupaten Cirebon. He
completed elementary educations in SDN 1
Kempek, Kec. Gempol, Cirebon. And then
continued to in MTSN Babakan Ciwaringin.
After that, he studied at SMA Negeri 1 Palimanan. On 2014, he is a student
of English Education Department in University of Swadaya Gunung Jati. He
could be contacted via email: sabiq.a10@gmail.com.