Improving Students Competence in Writing Job Search Document through Group Work in Task-Based Language Teaching

Sasongko Politeknik Negeri Semarang Abstract: This research is an attempt to provide new evident for the influence of group-work in Task-Based Language Teaching (TBLT) on the improvement of students writing competence, especially in writing job search document. The study is to find out the influence of group-work in TBLT on improving the students competence in writing job search document and to identify the problems arising during the process in the classroom activities. The research is carried out under an Action Research (AR); as it is done in the classroom, this action research is called a classroom action research. This research was conducted in three cycles and the indicators of successful research are: 1) minimum passing grade is 80 and 2) 80% students (the research subject) are classified as active students. In order to determine the effectiveness of group work in task-based language teaching, a set of one-sample t-test was conducted in cycle 1, cycle 2 and cycle 3. And to describe the students activity during the teaching process, a descriptive analysis using excel table was conducted in cycle 1, cycle 2 and cycle 3. Furthermore, in order to comment on the hypothesis proposed, a set of simple regression analysis was also conducted in cycle 1, cycle 2 and cycle 3. The result shows the Students Activity(X) influences positively and significantly in improving the Students Writing Competence Score(Y) at the level of .05. Key words: Task-Based Language Teaching (TBLT), group work, Classroom Action Research

INTRODUCTION
In order to provide real life experiences, Semarang State Polytechnic (Politeknik Negeri Semarang or Polines for short) which is conducting vocation higher education commits to improve the quality and the competence of the graduates. One of the graduate competences is mastering English. In Polines, English is taught for 3 to 4 semesters depending on each Study Program policy. In Electronics Study Program, English is taught in 4 semesters beginning from semester 3 to semester 6. In semester 6, the last English material topic in Electronic Study Program Syllabus is writing job search documents. The teaching of writing job search documents is aimed at providing the graduates of Electronics Study Program with real life competence so that this will help them to write the job document appropriately. In the job search documents lesson they have to study writing job application letter/cover letter and writing resume. Although job search document is an important English material for the sixth semester students, it does not attract the students attention. Actually, they find some problems in learning English especially in writing. The reality shows a lot of students still find problems to express clear ideas, even though it is just to describe a simple expression such as describing their study objectives, their skills or their academic activities. The second, when they can express their ideas, most of their sentences are grammatically incorrect. Their sentence structure is bad. The third, some Ragam Jurnal Pengembangan Humaniora Vol. 11 No. 1, April 2011

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students still make spelling mistakes some words are not spelled correctly. The last, they find problems to write both simple sentences and complex sentences correctly. Also their sentences are not well organized. Based on the result of preliminary investigation in writing job search document, class TE-3A and TE-3B had average score above the passing grade score: 80. In class TE-3A, 21 out of 22 students had scores equal to or above the passing grade score (95.45% passed). In class TE-3B, 19 out of 23 students had scores equal to or above the passing grade score 82.60% passed). In class TE-3C 11 out of 23 students had scores equal to or above the passing grade score and in class TE-3D, 7 out of 19 students had scores equal to or above the passing grade score. Over all there are 33.33% students (29 out of 87 students) did not pass the subject of writing job search document. This means only 66.66% students (59 students) passed the subject. By referring to the researchers class-observation, it was found that the students had low motivation in joining writing class and low responsibility in completing the task. The lack of students motivation could be seen in the way they came to the class; nearly all students came late to the class about 20 to 30 minutes and when they were in the class, they still discussed their Final Project. The lack of students responsibility could be seen in the way they completed the task given. For example, some of them were copying the other students task, some of them did not do the lecturers feedback and when they found problems in completing the task given/set, they did not take an initiative to ask the lecturer any questions. Since most of the students still found problems in expressing their ideas and had no motivation to do the task, the writer in teaching writing job search document should find a suitable and effective teaching technique. There are many techniques in teaching writing English as a second or foreign language. The most important thing that is the technique used, it should be able to increase the students motivation so that they can write well and writing becomes interesting. The teaching technique should also provide a clear objective that states what the learner will do at the end of the lesson. One of the techniques is group work through task-based teaching. Here the researcher chooses group work technique, because in the group the students can work collaboratively. They can share brainstorming on the idea together. Brown (2001: 178) states: there are some advantages of group work for English language classroom. They are: generate student interactive, increase student motivation, and promote learner responsibility. An emphasis on teaching and learning process by communicating through interaction in the target language, task is also defined as a teaching technique that uses activities or the real world to teach aspects of language. Richards and Rogers in Hatip (2005) state that: Specific tasks can be designed to facilitate the use and the learning of particular aspects of language as they provide a vehicle for presentation of appropriate target language samples. They can also be used channel learners toward particular aspects of language. In addition, Nunan said that: Task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language (1989). In brief, it can be said that the implementation of group work in the task-based instruction/teaching can be used to help the students to learn and bring the learners toward particular aspect of language in English classroom. The activity in task-based language teaching is different from the researcher used to do, in which the students receive knowledge only from the teacher in the classroom. In this case, the focus is on the language itself rather than on information which is carried out by the language. The teachers goal is to see that students learn the vocabulary and grammatical rules and patterns of the target language rather than to use the language for daily communicative interaction. As a result, the students feel bored and unwilling to do the task in the classroom.

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By using group work in the task-based teaching, the sixth semester students of Electronics Program Study are expected to join the English class enthusiastically since in task-based language teaching they should do the task in a group work. The group task is intended to challenge the students to do the best by involving all the group members knowledge and experiences because the members of each group usually want their group to be the best. Considering the facts of the students writing ability and the students attention in learning English are not satisfactory, and to contribute to the solving of this problem, the researcher conducted this study to examine the use of group work in order to improve students competence in writing job search document through group work in task-based language teaching. Furthermore, the study is also used to create a different atmosphere in the classroom by designing the lesson-plan based on TBLT so that the students feel more interested in learning English especially in writing and prevent the students from being bored in doing tasks given. When the result is positive, it is hoped that group work in taskbased teaching can be chosen as the suitable and enjoyable alternative technique in teaching English, especially in writing job search document. In order to clarify the problem statement, this study attempted to answer the following questions: a. b. To what extent does group work in Task-Based Language Teaching influence the students competence in writing job search document? What problems arise when group work in Task-Based Language Teaching is being conducted in classroom activities?

REVIEW OF RELATED LITERATURE

a. Effective Teaching by Using Group Work inTBLT

In order to teach writing effectively, a teacher has to be careful in choosing the teaching technique. It is important to know that the results of the teaching and learning process are determined not only by the teachers and the students competence, but also the technique used. Consequently, the teacher has to pay more attention to the teaching technique in order to get a good result in teaching writing. There are many kinds of teaching technique that can be used in teaching writing. But, the technique must be suitable with the purpose of teaching and make writing lesson something interesting. Therefore, the technique used must be communicative, stimulate students active learning, improving their ideas, knowledge and skills and of course, the technique should be attractive and interesting for the students. One of the techniques which is suitable, is group work in task-based teaching. By the use of group work in task-based teaching, the students will be communicative and active to improve their knowledge and skills. This technique is very interesting because it is conducted by natural teaching process. Ellis (2003: 16) states that task is an activity which can engage productive or receptive, oral or written skills, and also various cognitive processes. Task is an activity which requires learners to use language, with emphasis on meaning, to attain an objective (Bygate, Sekhan and Swain: 2001 in Ellis, 2003:4). Lee (2000), in Ellis (2003), states: A task is (1) a classroom activity or exercise that has: (a) an objective obtainable only by interaction among participants, (b) a mechanism for structuring and sequencing interaction, and (c) a focus on meaning exchange; (2) a language learning endeavor that requires learners to comprehend, manipulate, and/or produce the target language as they perform some set of work plans. The performance of the task itself is a worthwhile activity and ensures that students have used their English. They will practice or use listening, speaking, reading and writing. If they write or report in English, this is a bonus (Hill and Lewis, 1997:36). The activity shows that task- based teaching brings the student into natural teaching and stimulates Ragam Jurnal Pengembangan Humaniora Vol. 11 No. 1, April 2011

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the student to practice their language skills especially writing. As a result, the ability of writing of the students will increase well. In addition, in order to actively engage students in practice the task given, Douglas Brown (1994: 177) suggests using small group to maintain linguistic interaction in the classroom. There are a number of advantages of group work for English language classroom: 1). it generates interactive language, 2). it offers an embracing affective climate, 3) it promotes learner responsibility and autonomy, and 4) it is a step toward individualizing instruction. From the theory described above, it can be summed up that the application of group work in the task-based instruction/teaching can be used to help the students to learn and bring the student into natural teaching and stimulates the student to practice their language skills in English classroom. It can be said that group work in task-based instruction is teaching language using tasks as the stimulus to use the target language in natural context. And the group work is used to give solution when students are unwilling to do the task given. Since students in the group want their team to do well, they tutor each other to make sure that any member of the group could answer or do the task for all of them and explain their teams report. b. TBLT Framework

In order to make an optimum condition in applying TBLT, the researcher proposes a brief framework which is used during the lesson as follows. To design the TBLT lesson plan, the researcher adopted TBLT model of Willis: Pre-Task: The lecturer makes sure that the students/learners understand what TO DO and what NOT TO DO in writing job search document: resume and cover letter. Task: The students/learners work in group of three or four to write a resume and a cover letter based on job vacancy given by using job sheet guideline. The lecturer monitors the students activities, encourages all attempts at completing the task and does not correct the mistakes. Planning: The lecturer tells students/learners that a spokesperson from each group will be asked to report the result of their tasks to the class. Students/learners are given time to help the spokesperson to plan the report. Report: The spokespersons of two or three of the groups deliver their reports. The other groups listen and make notes comparing the report with their own results by using the resume and cover letter checklist. The lecturer leads discussion which will include contribution from groups, especially which did not get time to report, and the students comment on the content of the reports, and gives language advises. Analysis: The lecturer gives feedback with regard to language use in writing resume and cover letter. The students/learners examine their task and may revise their task using the lecturer feedback. Practice: The lecturer asks the students/learners to do their individual task, a similar task with different job vacancy advertisement.

RESEARCH METHOD
a. Research Design

This research was carried out under an Action Research (AR) method. This research was a kind of reflective research by doing certain action in order to fix and improve the practice of teaching and learning process. The essentials of action research design are considered by Elliott (in Hopkins, 1993) as the following characteristic cycle: Initially an exploratory stance is adopted, where an understanding of a problem is developed and plans are made for some form of intervention strategy. Then the intervention is carried out. During and around the time of the intervention, pertinent observations are collected in various forms. The new interventional strategies are carried

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Improving Students Competence in Writing Job Search Document through Group Work in Task-Based Language Teaching (Sasongko)

out, and the cyclic process repeats, continuing until a sufficient understanding of the problem is achieved. The cyclical AR is intended to foster deeper understanding of a given situation, starting with conceptualizing and particularizing the problem and moving through several interventions and evaluations. b. Research Procedure

In the procedure of action research, there were six steps that had to be followed. Each cycle was begun from identifying the problem until revising the plan. The procedure conducted in each cycle was as follows: Identifying the problems In this step the researcher collected some data related with the students ability in writing, especially the problems of the graduate students in writing job application letter. Nunan (1992:19) said this step is call initiation. After initiating the problem the researcher had preliminary investigation. Planning the action In this step the researcher determined the research subject and schedule, designed lesson plan, prepared students hand-out, research instrument: students writing task and students activity observation sheet/form and finally decided the indicator of success: in this research the indicators of success were: 1) minimum passing grade: 80 and 2) 80% of all students classified as active students. Implementing the action After the students handout and lesson plan were made, they were used to teach writing job search document to the subject research, in this case class TE-3D, grouping the class of three to four students to do the task given. Observing the action In this step the researcher used students activity observation sheet/form to observe the students activity during the lesson of writing job search document. Then, the researcher put the observation data in the table of students activity observation. Reflecting the result of the action Reflection of the result was reflecting all results of all instruments of data collection; they were students writing task and students observation sheet. All the results were analyzed whether they met the success indicators or not: when the result was successful the action was stopped and when the result is unsuccessful the second cycle was conducted. Revising the plan All of the analysis result of the first cycle was used to revise lesson plan and teaching process in the implementation actions, and then the revised lesson plan was used to teach in the second cycle. c. Data Collecting Instrument

The researcher collected two kinds of data. The first is quantitative data and the second is qualitative data. The quantitative data refers to the students writing job search document score which is submitted after the lesson. And the qualitative data deals with the process of conducting the lesson in the classroom, especially the students activities during the process of the lesson. The instruments are as follows:

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1)

2)

Students Writing Competence Score Sheet and Scoring Guide. The Students Writing Competence Score Sheet contains the student competence score and the Scoring Guide contains writing aspects which are evaluated: content, organization, vocabulary, language and mechanics and the range of the score. Non-Writing instrument. Students activity observation sheet/form and the observation guide. These instruments were used to observe all the students activity during the process of the lesson.

d.

Data Analysis Technique In order to describe the result of the classroom action research conducted, the researcher analyzed all raw data by applying statistic computer program: SPSS version 17.0 and Excel 2007. SPSS v.17 program was used to analyze the students writing competence score and to test the action hypothesis while Excel 2007 was used to analyze the data of students activity observation. 1) Students writing competence score analysis. To describe the students writing competence score, the research used statistic analysis technique: one sample t-test. And the score was classified as follows: Content Organization Vocabulary Language/Syntax Mechanics Total : 1 - 30 : 1 - 20 : 1 - 20 : 1 - 25 :1-5 : 100 (Brown 2004, 246)

2)

Students activity observation score analysis. To describe the students activity observation scores the researcher applied Likert Scale to value the students activities. Then, the scores were analyzed by using Excel table and the scores were classified as follows: 0 15 : 16 30 : 31 45 : 46 60 : 61 75 : inactive less active active enough active Highly active

3)

Action hypothesis analysis. To describe the action hypothesis, the research applied statistic analysis technique: Simple linear regression. The equation model was as follows: Y = a + b1X1 Dependent variable value (the students competence score) Independent value (the students activity score) Coefficient value of Y Regression coefficient value of X1

Y: X1: A: b1 :

Furthermore, to test the formula of null hypothesis H0: Students activity (X) does not influence significantly to the students competence score (Y) and the alternative hypothesis (H1): Students activity (X) influences significantly to the students competence score (Y), the researcher used statistic computer program: SPSS version 17.0 to analyze

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Improving Students Competence in Writing Job Search Document through Group Work in Task-Based Language Teaching (Sasongko)

the raw data. And when the result of data computation indicates linearity, it means the above analysis model/formula can be used to analyze the hypothesis proposed. There were two predictions of the simple linier regression formula above: The first one was that, when the value of X1 (the students activity) increased one unit, the value of Y (the students competence score) increased as much as the value of b1. The second one was as follows: when the value of X1 was equal to zero, the value of Y was equal to the value of a. (Evelyn Hatch, 1982: 225).

FINDINGS
To sum up all the findings in this research, the researcher highlighted the findings by using the following graph and tables. a. Overall Finding of Students Writing Competence Score (SWCS) The overall finding of SWCS was indicated by the following graph: Graph 4.4.1: The Graph of SWCS Overall Finding

Overall Finding of SWCS

Passing Grade Cycle 1 Cycle 2 Cycle 3 91,0952 80 84,7619 79,2381

students' writing competence score

The graph indicated that the gradual improvement of the students writing competence score in cycle1, cycle 2 and cycle 3. Besides the gradual improvement, the graph also showed the comparison of the mean score in each cycle with the passing grade score so it could be seen whether the mean score of each cycle was less or greater than the passing grade. And it was revealed that the average score of SWCS in cycle 1 was less than the passing grade score. It was 79.2381. b. Overall finding of Students Action Observation Score (SAOS)

The graph of SAOS showed the description of the students activity in cycle 1, cycle 2 and cycle 3. The Table of SAOS Overall Finding Cycle 1 2 3 Inactive 0 0 0 Less Active 0 0 0 Active Enough 4 0 0 Active 15 15 11 Highly Active 2 6 10

Active enough is described as: a) b) The students joined the group work with little cooperative The students discussed the task less intensive

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c) d) e)

The students proposed opinion but incomplete The students did the task completely by asking friend The students submitted the task late

Active indicates that: a) b) c) d) e) The students joined the group work cooperatively The students discuss the task intensively The students proposed opinion completely The students did the task completely by themselves The students submitted the task on time

Highly active implies that: a) b) c) d) e) c. The students joined the group work with highly cooperative The students discussed the task with highly intensive The students proposed opinion completely and systematically The students did the task completely and confidently The students submitted the task completely in time Overall findings of Action Hypothesis Analysis

The graph below showed the result of regression significant value in cycle 1, cycle 2 and cycle 3 in comparison with the selected significant value of .05. It shows all the significant value is fewer than the significance value of 0.05. The Table of Regression Sig. Value Overall Finding Reg. Sig. Val. Constnt. Sig SAOS Sig. d. Selected Sig. Val 0.05 0.05 Sig. Val C 1 0 0 Sig. Val C2 0 0 Sig. Val C3 0 0.005

Overall Problem Findings The overall problem findings were as follows:

Problem Findings in Cycle 1

Some of the students were not ready to join the class which was conducted by using TBLT, especially in task cycle. The table of students activity observation score indicated that: 1) 2) 3) 4) Four students were classified as work with friends but not intensive. Three students were classified as discuss the task but not intensive. One student was classified as submit the task incomplete. There were many students question asking about the examples of inside address in resume and cover letter. The examples of the inside address confused the students. The inside address was written by using English address. Besides that, the students asked for clarification on the education description in writing resume, especially major-minor program study as in Polines there is no major-minor program study. Some common errors were found in individual students task: a) Incomplete personal information (no phone number). b) Unbalance double heading address. c) Spelling, grammatical and punctuation errors. d) Overall spacing balance. e) No signature in cover letter. f) Proper noun capitalization errors. Improving Students Competence in Writing Job Search Document through Group Work in Task-Based Language Teaching (Sasongko)

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g) h) i)

Different date format in resume and cover letter. Allow a plenty of white space in writing resume Experience and activities did not describe by using action verbs.

Problem Findings in Cycle 2

By comparing the result of students activity observation score in cycle 1 and in cycle 2, there were no students got score 2. Based on the observation, the researcher found that clear explaining students of what they are expected to do and not to do by the end of the lesson has a positive effect on the students activities and the students writing competence score. However, there were some errors still found in the individual students task: a) b) c) Overall spacing balance Allow a plenty of white space in writing resume There were some grammatical errors.

Problem Findings in Cycle 3

In cycle 3, there were some grammatical errors still found in the individual students task. By reviewing the students activity observation score, the report phase really activated all the students in group to complete the task excellently. The score of students activity and students writing competence increased significantly.

CONCLUSION AND SUGGESTION

The conclusions and suggestions based on the findings of this research are as follows:

a. Conclusion
1) The students activity in group-work through task-based language teaching influenced the students writing competence score positively and significantly at level of .05. It was proved in cycle 1, cycle 2 and cycle 3 of this classroom action research. The unfamiliar examples of the teaching materials made the students confused and doubtful in applying the examples to the task given The students task common errors were very important to be explained to the students in pre-task phase of TBLT procedure in order to inform the students of what they were expected to do and not to do by the end of the lesson. The students task common errors had positive effect on the students writing production.

2) 3)

b. Suggestions
1) In light of the positive and significant influence of the students activity in group work through TBLT to the students writing competence score, the researcher suggests to teachers and lecturers of EFL to apply the principle and procedure of group work in TBLT in their writing class. Since the unfamiliar examples of teaching materials made the students confused and doubtful in applying the examples in their task, the researcher suggests teachers and lecturers of EFL to replace the examples to the familiar one. By considering the positive effect of the students task common errors on the students writing production, the researcher suggests teachers and lecturers of EFL to inform the students task common errors to achieve of what the students are expected to do by the end of the lesson.

2)

3)

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REFERENCES
Brown, H. Douglass. 2004. Language Assessment: principle and practice. New York: Pearson Education, Inc. Brown, H. Douglass. 1994. Principles of Language Learning and Teaching. New York: Prentice Hall. Brown, H. Douglass. 1994. Teaching by Principles (An Interactive Approach to Language Pedagogy). New York: Prentice Hall. Ellis, Rod. 2003. Task Based Language Learning and Teaching. Oxford. Oxford University Press. Hatch, Evelyn and Hossein Farhady. 1982. Research Design And Statistics For Applied Linguistics. Massachusetts: Newbury House Publishers, Inc. Hatip, Funda. 2005, Task-Based Language Learning. Available at http://www.yde.yildiz.edu. tr/uddo/belgeler/inca-FundaHatip-TBL.htm Hopkins.D. 1985. A teachers guide to classroom research. Philadelphia: Open University Press McCrimmon, James. 1984. Writing with a Purpose. Boston: Houghton Mifflin Company. Murray, Donald M. 2009. Teach Writing as a Process Not Product. Available at http:// prelimsandbeyond.wordpress.com/2009/01/10/murray/#comments Nunan, David. 1989. Task Based Language Teaching. Cambridge: Cambridge University Press. Richards and Rodgers. 2001. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. Stringer, Ernest T. 1999. Action Research. California: Sage Publication, Inc.. Wajnryb, Ruth. 1992. Classroom Observation Tasks. Cambridge: Cambridge University Press. Willis, Jane. 1996. Task-Based Learning: What Kind of Adventure? Aston University, UK. Publish in The Language Teacher, 2005. Available at http://www.teachingenglish.org. uk/blogs/janewillis

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