Task-based language teaching has been widely used for language classroom. Using tasks as main activities, task-based materials was developed particularly for writing class. This article is intended to present the study of effectiveness of task-based materials in improving writing class for university. To accommodate the research purposes, mixed method approach was carried out by using quasi experimental research and content analysis of sentence complexity. The respondents were 210 students from writing classes as experiment and control with writing test as instrument. The results of data analysis showed that there were significant differences of writing skill to those who taught using developed task-based materials. Despite the fact that the score did not significantly differ on the aspect of writing mechanics, a developed task-based material has been proved to improve students’ writing skill in the aspect of format, content, organization and grammar. Moreover, the levels of lexical complexity and accuracy from the students whose materials use task-based design are higher than those who do not use it. Then, it can be drawn a conclusion that the use of developed task-based materials brings significant effects toward writing performance.
<p>Penelitian ini bertujuan untuk menemukan (1) Aspek kohesi gramatikal dalam kumpulan cerpen konvensi karya A. Mustofa Bisri dan (2) Aspek kohesi leksikal dalam kumpulan cerpen konvensi karya A. Mustofa Bisri. Teknik pengumpulan data yang digunakan adalah simak bebas libat cakap dan catat<em>.</em> Teknik analisis data yang digunakan dalam penelitian ini adalah teknik agih dengan teknik dasar bagi unsur langsung (BUL) dan teknik lanjutan yang digunakan adalah teknik lesap dan teknik ganti. Setelah melakukan penelitian, peneliti menemukan beberapa temuan, sebagai berikut; (1) Kohesi gramatikal dalam penelitian ini ditemukan 109 data dengan rincian sebagai berikut; aspek pengacuan sebanyak 99 data atau 91%, konjungsi sebanyak 8 data atau 7%, ellipsis sebanyak 2 data atau 2%, dan subtitusi 0 data atau 0%. Sedangkan (2) Kohesi leksikal ditemukan 26 data dengan rincian sebagai berikut; aspek repetisi 6 data atau 23%, sinonim sebanyak 6 data atau 23%, antonim 6 data atau 23%, ekuivalensi sebanayak 4 data atau 15%. hiponimi sebanyak 2 data atau 8%, dan kolokasi sebanyak 2 data atau 8%. Masing-masing aspek dari kohesi, baik kohesi gramatikal maupun kohesi leksikal ini memiliki peran dalam pembentukan teks dalam wacana, sehingga wacana dapat tersusun secara koheren.</p><p><strong>Kata Kunci</strong> : Kohesi Gramatikal, Kohesi Leksikal, Cerpen<em></em></p><p><em> </em></p><p> </p>
This present study intended to develop the first draft syllabus for writing course in English Education major. Particularly in teaching writing as foreign language, syllabus became one of the key factors for teachers before and while delivering the lesson. The research was carried out by initial steps of research and development approach (R and D). The respondents were the students from writing classes, writing lecturers, and the stakeholders in one university in Jakarta. In collecting data, the instruments were the questionnaire and in-depth interview. After analyzing the data from need analysis descriptively, the researchers have modeled a developed layout of the syllabus for writing class. The syllabus is developed in a set
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