TEACHER'S EXPERIENCE OF TASK-BASED LEARNING IN TEACHING WRITING BY USING DESCRIPTIVE TEXT

Ariani, Nida Syafitri (2024) TEACHER'S EXPERIENCE OF TASK-BASED LEARNING IN TEACHING WRITING BY USING DESCRIPTIVE TEXT. Diploma thesis, Universitas Islam Kalimantan MAB.

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Abstract

The aim of this study is to examine the incorporation of task-based learning by teachers when instructing Islamic high school students in the composition of descriptive texts. The composition of written texts, particularly in the form of descriptive prose, continues to present a significant challenge for students. This study examines the pedagogical strategies employed by teachers in task-based learning, delineates the sequential steps involved, and assesses the writing proficiency of students in composing descriptive texts. A qualitative approach is employed in this research, with data gathered through teacher interviews. The analysis of the data will entail categorisation, data presentation, and the drawing of conclusive findings. The focus of this study is an English teacher. The findings of the study demonstrate that there are significant deficiencies in the implementation of task-based learning, with notable shortcomings in various aspects. One of the causes is the lack of time dedicated to completing tasks. Furthermore, the use of the native language by students in place of the desired language represents a significant obstacle to the effectiveness of task-based learning. In light of the aforementioned findings, a series of recommendations have been put forth. It is recommended that English teachers design tasks that do not require a significant amount of time in order to accommodate task-based learning within a single meeting. Furthermore, students must actively engage in using the target language, as the implementation of task-based learning is intended to facilitate the achievement of the objectives associated with this approach.

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