THE IMPLEMENTATION OF TASK BASED TEACHING ON WRITING

NARRATIVE TEXT TO THE EIGHT GRADE STUDENTS

RESEARCH PROPOSAL

By:
FIRDAUS INTAN SATARI
NIM. 210913043

FACULTY OF EDUCATION
ENGLISH EDUCATION DEPARTMENT
THE STATE ISLAMIC INSTITUTE (IAIN) OF PONOROGO
2018
A. Title

THE IMPLEMENTATION OF TASK BASED TEACHING ON

B. Background of the Study

taught in schools as a compulsory subject. English is widely used in many

situations, for example business, entertainment, community, social media, and

education. The use of English language as an international language becomes

the reason why people learn English language. The importance of learning

English becomes one of the significant reason why English language is

included as a lesson in the curriculum in Indonesia.

English is taught in Junior High School from first year to the third year,

and one of its goals is to develop oral and written communication competence

in the four language skills namely listening, speaking, reading and writing.

Among those four skills, writing is the most difficult skill to learn and to

master, because writing is an active or productive skill so that students who are

learning writing have to learn how to find ideas, and express them into writing.

Richards and Renandya (2002: 30) state that “There is no doubt that writing is

the most difficult skill for L2 learners to master. The difficulty lies not only in

generating and organizing ideas, but also in translating these ideas into

readable texts.” In line with these idea, Brown (2004: 218) states as follows:

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 “We also fully understand the difficulty of learning to write “well” in any
language, even in our own native language. Every educated child in
developed countries learns the rudiments of writing in his or her native
language, but very view learn to express themselves clearly with logical,
well-developed organization that accomplishes an intended purpose.”

According to the basic competence in the junior high school curriculum, in

learning writing, students are expected to write some texts for example letters,

short messages, greeting cards, monologs such as descriptive, recount,

narrative, procedure and report texts.

In fact, most students hardly ever follow the writing stages in their

writings. They often copied texts from the students who were good at English

subject. Sometimes they just rearranged jumbled sentences given by the

teacher or taken from the textbooks. The facts above frequently happen in

many schools. Based on the observation in MTs Al Hikam Madiun at class

VIII, it seemed that the students were rarely taught to write in English. They

just did the assignment and discussed the answers together. When the students

were asked to write, they were reluctant to write even a very simple text, and

the products of their writings were far from the expectation. Actually students

were expected to be able to write a good text with good content and coherence,

but in fact, they could not do it well. Students did not have any ideas to write.

In other words, they had blank minds when they were asked to write a text, for

example a narrative text.

Writing in Junior High School has several rules actually. Those rules are

based on Core Competences and Basic Competences of English (curriculum of

English) for Junior High School. In this case, the curriculum that is used in

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MTs Al Hakim Madiun. Students in junior high school should be able to write

or produce narrative text. It is not something attractive and fun for them to

write narrative text although narrative text have purpose to entertain the reader.

They know many stories related to narrative text but when they have to

produce their own narrative text, they face many difficulties. Many students

cannot get and generate their own idea. Some students have idea but cannot

express it in their own sentences. They also have difficulties in arranging the

idea into good order to form a good narrative text. They also lack of

vocabularies related to the idea that they want to write.

The teacher usually asks the students to write narrative text as many as

they can but they do need to know how to make their students write as many as

they can. This fact encourage the research to focus on helping the students

developing their writing narrative text ability. Writing narrative text requires

more attention in detail. There are complex rules in writing that cannot be

ignored. When students write something, they have to pay more attention in

word spelling, punctuation marks, dictions, grammar, purpose of their writing,

and idea of their writing itself. However, the researcher finds that it is difficult

for students to generate narrative text based on their idea. They are confused

about how they will write their idea and arrange it into good narrative text. It

happens because usually they are only given examples of narrative text. After

that they should write or produce their own narrative text with limited

guidance. It is the main problem that the researcher wants to try to solve by

conducting this research.

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 Based on the issues above, the researcher offers to apply Task Based

Teaching approach when teaching students in writing narrative texts.

According to Anthony (in Richards and Rodgers, 2007: 19) approach is the

level at which assumptions and beliefs about language and language learning

are described. In developing supplementary writing materials, the application

of Task-Based Teaching is the most suitable approach to use, because it has

appropriate principles in teaching writing. According to Nunan (2004: 1), “the

principles of Task-Based Teaching use a need-approach in content selection,

use some authentic texts, focus on the target language, and use the students’

personal experience to enhance the students’ ability.” Richards (2006: 23)

states that Task-Based Teaching is an approach which is based on

communicative competence by using interactive tasks in language instruction.

The core of developing materials by using Task-Based Instruction emphasizes

the learning materials by using tasks as the primary unit that is used.

A previous research has been conducted previously by Widayanti (2011)

entitled Enhancing Student’s Writing Skill Through Task-Based Approach it

was found that by task-based approach, there was an understanding

improvement among students in writing a good news story based on journalism

rule and standards. Students’ motivation in creating a good news story

increased. The other previous research is by Hai-yan (2014) entitled The Task-

based Teaching of Writing to Big Classes in Chinese EFL Setting it was found

that the task-based approach is effective to teach big classes English writing, as

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 it deepens students’ understanding of the task-based approach and enhances

various aspects of writing.

Task-Based Teaching is a student-centered method in which the materials

come from the students’ real world activities. To ensure the effectiveness of

Task-Based Teaching development in writing materials, the outcome of Task-

Based Teaching is based on the assessment at the end of the language teaching.

Therefore, Task-Based Teaching is applicable for developing the writing

materials, because the content of the learning materials generates its own

language and creates an opportunity for the students’ language acquisition.

Based on the explanations, creating supplementary writing materials are

worth doing as an additional lesson besides the course book to enhance the

students’ writing ability. Therefore, this research also tries to help the teacher

to develop supplementary writing materials using Task-Based Teaching that

can be used in the teaching-learning process. To contribute new findings at

different level and grade of education, the researcher conduct a study about

“The Implementation of Task Based Teaching on Writing Narrative Text to

The Eighth Grade Students of MTs Al Hakim Madiun in the Schooling Year of

2018/2019.”

C. Limitations of Study

In this research, the researcher focuses on the process of teaching writing

that is enjoyable and interesting for students. By conducting that kind of

teaching and learning process, students would be stimulated to explore their

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 writing skill. Based on the background of study above, the following is the

limitations of this study.

1. This study focuses on student’s activity in the implementation of Task

Based Teaching in teaching writing narrative text and the advantages and

disadvantages of the implementation of Task Based Teaching in teaching

writing narrative text.

2. This study takes the eighth grade students of MTs Al Hakim Madiun in the

schooling year of 2018/2019 as the subject of research.

D. Problem Statements

Based on the limitations of study above, the following are the problem

statements of this study.

1. How is the implementation of Task Based Teaching in teaching writing

narrative text for eighth grade students of MTs Al Hakim Madiun in the

schooling year of 2018/2019?

2. What are the advantages and disadvantages of the implementation of Task

Based Teaching in teaching writing narrative text for eighth grade students

of MTs Al Hakim Madiun in the schooling year of 2018/2019?

E. Objectives of Study

Based on the problem statements, the objectives of this study are

identified as follows:

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 1. to describe the implementation of Task Based Teaching in teaching

writing narrative text for eighth grade students of MTs Al Hakim Madiun in

the schooling year of 2018/2019.

2. to find out the advantages and disadvantages of the implementation of

Task Based Teaching in teaching writing narrative text for eighth grade

students of MTs Al Hakim Madiun in the schooling year of 2018/2019.

F. Significances of Study

Related to the objectives of the study, this research is expected to give

contributions for the students, English teachers, and other researchers:

1. For the students, this research was expected to be a motivation to improve

their ability in writing. Besides, the teachers’ implementation of this study

can ease them in writing narrative texts, so that their ability in writing will

improve.

2. For the English teachers, this research is expected to be one input to

improve their teaching strategies especially in teaching writing.

3. For the other researchers, this research is expected to be one of references

for relevant researches.

G. Definition of Key Terms

This study involves a number of specific terms. The terms are defined as:

1. Task Based Teaching

Task-Based Teaching is an approach which is based on communicative

competence by using interactive tasks in language instruction. The core of

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 developing materials by using Task-Based Instruction emphasizes the

learning materials by using tasks as the primary unit that is used (Richards,

2006: 23).

2. Narrative Text

Anderson and Anderson (1997: 8) state that narrative text is a piece of text

which tells a story and in doing so entertains and informs the reader or

listener.

3. Teaching Writing

Harmer (2007: 86) states that writing is a process that what we write is often

heavily influenced by the constraints of genres, then these elements have to

be present in learning activities. Teaching writing is to teach English

language learners to written language by some to be spoken language put

into written form.

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THE IMPLEMENTOF CRISSCROSS GAME IN TEACHING SPEAKING
A RECOUNT TEXT TO THE EIGHT GRADE STUDENTS OF MTS AL
HIKAM MADIUN IN THE SCHOOLING YEAR OF 2018/2019
THE IMPLEMENTATION OF ADVANCE ORGANIZER MODEL IN
TEACHING READING TO THE EIGHT GRADE STUDENTS OF MTS
AL HIKAM MADIUN IN THE SCHOOLING YEAR OF 2018/2019