Title:

Task-Based Learning: Gaining Students’ Engagement to Improve Students’ Competence in Writing Procedure Text

Author:

Mail Krismawarti Krismawarti(1)
Mail Arum Nisma Wulanjani(2*)

(1) SMPN 2 Magelang, Indonesia
(2) Universitas Tidar, Indonesia
(*) Corresponding Author
10.31002/metathesis.v4i1.2017| Abstract views : 146 | PDF views : 0

Abstract


Abstract

This study aims to improve the quality of English learning at SMPN 2 Magelang. It focuses in improving the students’ writing competence of procedure text through task-based learning. The method used in this study was a classroom action research. There were two cycles carried in this study which included four stages in each cycle, they were planning, acting, observing, and reflecting. The data in this study were collected through observation, test, and also questionnaire. From the result, it was revealed that there was an improvement in the students’ writing competence of procedure text. Meanwhile, 92% of the students show a positive response towards the learning process.

                

  

 


Keywords


Task-based learning, writing competence, procedure text

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References


Ellis, R. (1993). The Methodology of Task-Based Teaching.

Faizah, L. (n.d.). IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT THROUGH PICTURE WORD INDUCTIVE MODEL | Damanik | TRANSFORM Journal of English Language Teaching and Learning of FBS UNIMED. Retrieved November 10, 2019, from https://jurnal.unimed.ac.id/2012/index.php/jelt/article/view/925/732

Kafipour, R., Mahmoudi, E., & Khojasteh, L. (2018). The effect of task-based language teaching on analytic writing in EFL classrooms. Cogent Education, 5(1), 1–16. https://doi.org/10.1080/2331186X.2018.1496627

Karakurt, L. (2016). The Use of Task-Based Activities to Improve Listening and Speaking Skills in EFL Context. 13(6), 445–459. https://doi.org/10.17265/1539-8072/2016.06.003




DOI: http://dx.doi.org/10.31002/metathesis.v4i1.2017

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Metathesis: Journal of English Language, Literature, and Teaching is published by English Education Department, Faculty of Teacher Training and Education, Universitas Tidar, Magelang, Indonesia in collaboration with Asosiasi Program Studi Pendidikan Bahasa Inggris Se-Indonesia (APSPBI) 

ISSN: 2580-2712 (print) and 2580-2720 (online)

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