THE EFFECTIVENESS OF USING TASK BASED LANGUAGE

TEACHING TOWARDS STUDENTS’ WRITING

(A Pre-Experimental Research to the Eight Grade Students of SMP Suster

Pontianak in the Academic Year of 2017/2018)

LAPORAN SEMINAR

Oleh:

LAURA

NIM: 321410027

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

FAKULTAS PENDIDIKAN BAHASA DAN SENI

INSTITUT KEGURUAN DAN ILMU PENDIDIKAN
PERSATUAN GURU REPUBLIK INDONESIA
PONTIANAK
2018
 THE EFFECTIVENESS OF USING TASK BASED LANGUAGE
TEACHING TOWARDS STUDENTS’ WRITING

(A Pre-Experimental Research to the Eight Grade Students of SMP Suster

Pontianak in the Academic Year of 2017/2018)

SEMINAR REPORT

By:

LAURA

NIM: 321410027

Approved by:

First Supervisor Second Supervisor

Tri Kurniawati, M.Pd Dian Shinta Sari, M.Pd

NPP.202 2010 092 NPP. 202 2010 002

Legalized by:

Head of English Study Program

Citra Kusumaningsih, M.Pd

NPP. 202 2010 094
 SEMINAR REPORT

A. Name : Laura
B. Students Number : 321410027
C. Faculty : Language and Art Education
D. Study Program : English Department
E. Title : THE EFFECTIVENESS OF USING TASK
BASED LANGUAGE TEACHING TOWARDS
STUDENTS’ WRITING (A Pre-Experimental
Research to the Eight Grade Students of SMP
Suster Pontianak in the Academic Year of
2017/2018)
F. Day/ Date : Tuesday, June 5th 2018
G. Time : 08.00 A.M
H. Assessor : Secretary of English Department
I. Moderator : Dian Shinta Sari, M.Pd
J. Note Taker : Arum Choirunnisa
K. Examiners : 1. Senny Wiyanti, M.Pd
2. Sahrawi, M.Pd
L. Opposers : 1. Elis Puspita Teodora
2. Monika asih
 SEMINAR REPORT

The result of the seminar examination which has done according to the
schedule with the result of questions and suggestions given by the examiners from
the lecturers’ side, the opposers from students’ discussion side and supervisors are
as follows:

A. The Opposers from Students Side

1. Elis Puspita Teodora
a. Questions
1) How do you know the class are homogeneous?
2) How do you overcome the disadvantages of this method?
2. Monika Asih
a. Questions
1) Why do you choose this method?
2) How do you decide which eight grade as your sample?

B. The Examiners from Lecturers Side

1. Senny Wiyanti, M.Pd
a. Questions
1) What is the definition of pre-experimental research?
2) Please explain the procedures of TBLT method?
3) What is your tool?
4) Please explain your research design?
5) What are the aspects of writing?
6) How do you analyze your data?
7) How do you find the score?
8) How do you count the individual score, mean score and standard
deviation?
 b. Suggestions
1) You have to put the general or common issues in writing not the
problem at the school.
2) You have to check your grammar when you use passive voice and
you should not combine conjuction between noun and verb
because they are not parallel.
3) You missing word here. Please do not make quotation is like
“..............prediction.....” because if you the reader not the
researcher you will not understand what it means.
4) In research variable and point of independent and dependent
variable you the definition which is said by experts first and then
the indipendent and dependent variable of this research.
5) Be careful for diction!
6) Add the aspect of writing based on other aspect in order to
compare it!

2. Sahrawi, M.Pd
a. Questions
1) Do you have any kind of TBLT book and jurnal?
2) How many books do you have related to your method?
3) How do you implement the TBLT method in the classroom?
Explain!
4) is TBLT method or technique? Who said it?
5) What kind of text do you use?
6) How many meetings do you give the treatment?
7) Will you choose the topic or just free topic?
8) How will you score the students work?
 b. Suggestions

1) Try to find out up to date references!

2) Make the point to overcome the disadvantagaes of TBLT method in
specific is like overcome of each point!
3) Avoid of using possesive pronoun!

CONCLUSION

This research can go further with several corrections of improvement. The

researcher has to add previous study in the background of the research. The
researcher has to construct lesson plan more detail and clear. The researcher will
pay more attention of the tenses and the grammar that be used in this research
design. Due to the corrections from both of the examiners, the researcher knew
what to do and how to do. Thank you for all the suggestions that given by the
examiners and also the supervisors. Hopefully this research design will be the
guidance for the researcher to implement the research.