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Examining the Skill in Writing Descriptive Text Among Indonesian Learners of English: The Effects of Task-Based Language Teaching (TBLT).

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Title: Examining the Skill in Writing Descriptive Text Among Indonesian Learners of English: The Effects of Task-Based Language Teaching (TBLT).
Authors: Kaharuddin1, Mardiana1, Ahmad, Djuwairiah1, Sari, Amini Indah1
Source: Journal of Language Teaching & Research. Jan2022, Vol. 13 Issue 1, p46-57. 12p.
Subject Terms: *English teachers, *Classroom environment, *Teaching methods, *Learning strategies, Indonesians
Abstract: This study aims to examine the learners' skills in writing English descriptive text by employing The Explanatory-Sequential (QUAN-QUAL) research method. The data collection instruments were Writing Tests and Interview. The written tests were given in the form of pre and post-test to reveal the effect of Task-Based Language Teaching (TBLT) on improving the learners' English writing skills. Interviews were held to confirm factors affecting the students' skills in writing English descriptive texts. 27 learners of MA Madani Alauddin Pao-Pao, Gowa were purposively selected to participate in this study. The results reveal two things namely: The first, there is a statistically significant difference between mean scores of the experimental group (64.85) and the control group (55.03) in the test result after the treatment (post-test). The value according to Student's t-test confirms it: t = 5,846; p < 0,001. This result supports the effectiveness of employing Task-Based Language Teaching (TBLT) as a method in teaching English writing skills. The second, the interviews indicate that there are 5 determinants affecting the learners' skills in writing English descriptive texts, i.e. Learners' Interest, Teacher's Strategy, Teacher's Media, Classroom Environment, and Learners' Learning Strategy. Our results revealed that using TBLT has led to significant increases in the students' skill in writing descriptive texts. We believe, our findings could have a profound impact on the way English writing is taught around the world. Therefore, English language teachers should provide more opportunities to learn this method to enable them apply it in their English pedagogy. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Examining the Skill in Writing Descriptive Text Among Indonesian Learners of English: The Effects of Task-Based Language Teaching (TBLT).
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  Label: Abstract
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  Data: This study aims to examine the learners&#39; skills in writing English descriptive text by employing The Explanatory-Sequential (QUAN-QUAL) research method. The data collection instruments were Writing Tests and Interview. The written tests were given in the form of pre and post-test to reveal the effect of Task-Based Language Teaching (TBLT) on improving the learners&#39; English writing skills. Interviews were held to confirm factors affecting the students&#39; skills in writing English descriptive texts. 27 learners of MA Madani Alauddin Pao-Pao, Gowa were purposively selected to participate in this study. The results reveal two things namely: The first, there is a statistically significant difference between mean scores of the experimental group (64.85) and the control group (55.03) in the test result after the treatment (post-test). The value according to Student&#39;s t-test confirms it: t = 5,846; p &lt; 0,001. This result supports the effectiveness of employing Task-Based Language Teaching (TBLT) as a method in teaching English writing skills. The second, the interviews indicate that there are 5 determinants affecting the learners&#39; skills in writing English descriptive texts, i.e. Learners&#39; Interest, Teacher&#39;s Strategy, Teacher&#39;s Media, Classroom Environment, and Learners&#39; Learning Strategy. Our results revealed that using TBLT has led to significant increases in the students&#39; skill in writing descriptive texts. We believe, our findings could have a profound impact on the way English writing is taught around the world. Therefore, English language teachers should provide more opportunities to learn this method to enable them apply it in their English pedagogy. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Journal of Language Teaching &amp; Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Value: 10.17507/jltr.1301.06
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        Text: English
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      – SubjectFull: English teachers
        Type: general
      – SubjectFull: Classroom environment
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Indonesians
        Type: general
    Titles:
      – TitleFull: Examining the Skill in Writing Descriptive Text Among Indonesian Learners of English: The Effects of Task-Based Language Teaching (TBLT).
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            NameFull: Kaharuddin
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            NameFull: Mardiana
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            NameFull: Ahmad, Djuwairiah
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              M: 01
              Text: Jan2022
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              Y: 2022
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