PROJECT BASED TASK TO IMPROVE THE ENGLISH DEPARTMENT STUDENTS‘ MASTERY IN CRITICAL WRITING

Ribut Surjowati, Bekti Wirawati

Abstract


The paper is aimed at describing the students‘ writing improvement in the EFL classroom after the implementation of Project Based Task (PBT) was done in writing class of the fourth semester students in FBS-UWKS. For them, writing is difficult and complicated subject, they almost had no idea of what and how to write, which were caused by their lack of motivation and information of how and what they are writing. This research is classroom action research (CAR) and the fourth semester students of UWKS were the subjects. Before PBT was implemented, 25% students got 70. It was due to their lack of motivation and anthusiam so that they had no idea of how to write the essay correctly. However, after PBT was implemented, the students‘ anthusiatic was increasing in writing. It is because they were involved in the learning process and designing their own challenging task. There were two cycles implemented and the students‘ writing score was improving significantly in the first cycle and in the second cycle, 81% students‘s passed success indicator. In conclusion, this PBT is a teaching technique which can improve the students‘ writing mastery

Keywords


Project Based task, Argumentative, Essay, classroom action research

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