Using Task-based Materials in Teaching Writing for EFL Classes in Indonesia

Abstract

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.

Task-Based Language Teaching; Potential Benefits and Possible Criticisms in Indonesian Contexts

“…Further, their writing products were of higher quality (Hakim, 2019). TBLT has successfully induced the Indonesian students to do more effort to write more complex writing products (Sundari et al, 2018). These positive results of the implementation of TBLT indicate that this method of English language has successfully induced the students' intrinsic motivation, marked by their increased efforts and desire, to achieve better performance in their language learning.…”

“…Task-based learning materials facilitated Indonesian students to improve their writing skills as well as their desire to deliver their thoughts through writing products (Yundayani & Ardiasih, 2021). It led the students to have better writing organisation, content, format, grammar, and higher level of lexical complexity and accuracy (Sundari et al, 2018). However, even though research studies have demonstrated the affordances of TBLT in accelerating the student's communicative competence including the four English macro skills, Swan (2005) claimed that TBLT gives very little attention to the grammatical features of language.…”

A Study on the Effects of Efl Teachers’ Use of the Big6 on Learners’ Argumentative Writing / Nghiên Cứu Về Ảnh Hưởng Của Việc Sử Dụng Big6 Của Giáo Viên Efl Đối Với Khả Năng Viết Luận Của Người Học

“…have been applied more and more in writing courses and proved to be more efficient than the older one. With the activities which mainly focus on seeking out the topic, promoting support for the claim, drawing up, modifying, and finally editing the essays to ensure an effective, error free writing output (Sundari, Febriyanti, & Saragih, 2018), task-based teaching has provided an effective EFL argumentative writing instruction for the learners.…”

English Language Learner Motivation in the Digital Technology Classroom

“…While the study was conducted in Iran and generalisability of the research is problematic, the main weakness of the research was the failure to address how information gaps could enhance writing ability. Addressing the specific Indonesian context, Sundari, Febriyanti and Saragih (2018) argue that writing is a complex matter for students, as it is not "a single entity; rather, it involves other aspects, such as mastery of grammar and vocabulary, the social context, and the targeted audience" (p. 275). Above all, it "requires a lot of effort, especially in foreign languages" and learners typically need higher levels of motivation".…”