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

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.