THE IMPLEMENTATION OF TBLT TO ENHANCE STUDENTS’ WRITING ACHIEVEMENT

Abstrak The researcher encountered several problems in understanding writing in SMPN 1 Siman. Such as, students think that writing is a boring activity. The students feel that English is difficult to learn. The objective of this research study is to find out the implementation of task-based language teaching strategies (TBLT) to enhance writing achievement at SMPN 1 Siman in the academic year of 2019/2020. The subject of this research was the students of eighth grade of SMPN 1 Siman in academic year of 2019/2020, which is consisted 24 students. This classroom action research was conducted in two cycles. The researcher used three research instruments. They were observation checklist, questionnaire, and test. Based on the result of this research, the implementation of TBLT to enhance students’ writing achievement at SMPN 1 Siman. The result of observation checklist showed that the students became active during teaching learning process. It was seen from the result of observation checklist cycle 1 was 72% in cycle 2 was 80%. The result of questionnaire showed that the students more get motivation with this strategy. It was seen from the resullt in cycle 1 was 66,7% and the cycle 22 was 75,1%. The test in cycle 1 showed that there were 68.8% who got low score under basic minimum standard was 75. Then in cycle 2, who reached the minimum score based from KKM was 77,8% the researcher conclude that the result from observation, questionnaiire, and thest in cycle 2 is better than cycle 1. It meant that the study had been succesful by using TBLT strategy. Finnaly, the researcher give suggestion for English teachers, students, and further researcher can use TBLT (task-based language teaching) strategy as alternative strategy in teaching writing. The next researcher can develop this strategy by using various media to get the better result in teaching learning process.


INTRODUCTION
English has four skills, they are reading, writing, listening, and speaking.
English reading and writing skills are considered as two most important skills in learning and teaching process for both EFL atudents and teachers (Rad and Jafari (2013: 87). There are various reasons for this difficulty. First of all, the students do not have any challenges in their first languange, so they do not have any reading skill in their mother language. Another difficulty may be the students may not like the method used in their reading and writing class. They have it very boring to read due to traditional methods such as Angga Ari S., The Implementation of TBLT to Enhance Students' Writing Achievement read and answer comprehension questions or using conventional writing strategies (Rad and Jafari (2013: 87).
Writing skill is important for the students all over the world specially in indonesian school. Indirectly, writing skill will the students also actively to read and listen, students catch the words from what teachers says and what has been read.
Hammer (in Masitoh and Suprijadi, 2015: 39) said that writing encourage students to focus on accurate language use and because they think as they write, it will provoke language development as they resolve problems which the writing puts into their minds. The researcher used task to improve students writing skills.
After that researcher gave a task to students for active in writing. So that, the students can improve the skill in writing. Generally speaking, they all have 3 principle phrases in common which reflect the chronology of a task-based lesson: a) pre-task: It concerns the various activities that teacher and students can undertake before they start the task, b) during-task: It centers around the task itself and various instructional option, and c) post-task: It involves procedures for following up on the task performance.
The purpose is to prepare the students to perform the task in ways that will promote acquisition. To know it is very important to present a task in a way that motivates learners. These are some alternatives which can be tackled procedures in on the 4 ways below: 1) Jurmas: Jurnal Mahasiswa Universitas Muhammadiyah Ponorogo 4(1)(2020): 38-46 40 supporting students in performing a task similiar to the task they will perform in the during task phase of the lesson, 2) asking students to observe a model of how to perform the task, 3) engaging students to non-task activities designed to prepare them to perform the task, and 4) strategic planning of the main performance.

RESEARCH METODOLOGY
In this research, the researcher will  Khasinah (2013: 109), the research is started by planning for an action. Then the plan is implemented as an action in classroom and the actions is then observed.
The reflection is done to analyze the data obtained during the action. At the first meeting, the researcher came to the class. After that, the researcher introduced himself in front of the class, then he asked students how they were doing and asked the lesson at that time "what is our lesson now?" students answered "English". After that, the researcher checked the attendence list by calling out the names of students one by one. Next step, researcher asked "What is the material would be learned?". The students answered "The material is about asking and giving opinion". The researcher used the task based language teaching method, he gave task to students and he Angga Ari S., The Implementation of TBLT to Enhance Students' Writing Achievement asked students to understand the materila and work on the task given. The task was related to the material of "asking and giving opnion".
Before entering into the material that students will learn, researcher gave After the researchers analyzed the results of this study in cycle 1, the results of the tests in this cycle did not meet the criteria and some students were still confused about how to make an opinion.
Beside that, the lack of study habit with the researcher made them less confident.
In cycle 2, students began to be braver and more active than in cycle 1, so that their interest and enthusiasm increased and researcher tried to teach more fun so that students enjoy learning with this