THE USE OF TASK-BASED LEARNING MODEL TO IMPROVE STUDENTS WRITING SKILL OF THE IX GRADE AT MTS FATHUS SALAFI JEMBER

Riyadi, Ayyuf (2026) THE USE OF TASK-BASED LEARNING MODEL TO IMPROVE STUDENTS WRITING SKILL OF THE IX GRADE AT MTS FATHUS SALAFI JEMBER. Undergraduate thesis, UIN KHAS JEMBER.

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Abstract

Ayyuf Riyadi, 2026: The Use of Task-Based Learning Model to Improve Students Writing Skill of The IX Grade at MTS Fathus Salafi Jember
Keywords: writing skill, task-based learning, ninth grade students
Writing is one of the important skills in English learning because it enables students to express ideas, thoughts, and information through written language. Based on preliminary study, many students still experience difficulties in generating ideas, organizing paragraphs, using appropriate vocabulary, and applying grammar correctly in descriptive writing. As a result, out of 32 students, only 4 students (14%) were able to achieve the minimum passing grade, while 28 students (86%) failed to meet the required standard. Task-Based Learning (TBLT) is a learning model that encourages students to actively complete meaningful tasks through discussion, collaboration, and real communication activities so that students can develop their ideas more easily in the writing process. In addition, the use of pre-writing activities can help students generate ideas and organize their thoughts before starting to write.
The problem of this research was formulated as follows: “How is the use of task-based learning model to improve students’ writing skill of the IX graders at MTs Fathus Salafi Jember?” Based on the research problem, the objective of this study was to investigate how the use of task-based learning model is able to improve students’ writing skill of the IX graders at MTs Fathus Salafi Jember.
This study employed Classroom Action Research (CAR) using the model proposed by Kemmis and McTaggart, which consisted of planning, action, observation, and reflection. The research was conducted in two cycles involving 32 ninth-grade students of MTs Fathus Salafi. The primary data of this research were obtained from the students’ writing tests, while observation, interview, and document review were used as secondary data to support the research findings. The students’ writing was assessed based on five aspects: content, organization, vocabulary, grammar, and mechanics. The results of the writing tests were then compared with the criteria of success, in which at least 70% of the students were expected to achieve the minimum passing grade.
The research was conducted in two cycles to improve the students’ writing skill through the implementation of Task-Based Learning. In Cycle I, the percentage of students who achieved the minimum passing grade increased to 44% with the mean score of 68.43. However, the result had not yet achieved the criteria of success, which required at least 70% of the students to reach the minimum passing grade. Therefore, the research was continued to Cycle II. In Cycle II, 23 students (72%) successfully achieved the minimum passing grade with the mean score of 71.96, indicating that the criteria of success had been achieved. By implementing Task-Based Learning, the students showed improvement in their ability to organize and develop ideas in descriptive writing.

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