The Development of English Writing Ability Using Tasks of Undergraduate Students at Kalasin University

Abstract

The purposes of this research were to study and compare the English writing ability using tasks of the English program second-year students before and after the intervention and to study the students’ attitudes towards teaching English writing using Tasks. The sample consisted of 20 first-year students of English program at Kalasin University, taking 10101225 English for Secretarial and Office Work in the first semester of the academic year 2019. They were selected by purposive sampling. The design of this research was a one group pretest-posttest design. The research instruments included 8 lesson plans, an English writing ability test, and an attitude questionnaire. The experiment lasted 8 weeks, 3 hours a week, or 24 hours for all. The mean, standard deviation, percentage, and t-test for Dependent Samples were employed to analyze the data. The findings were: 1) the students’ pretest and posttest mean scores on English writing ability were 24.65 or 32.87 percent and 62.45 or 83.27 percent respectively. The posttest score was significantly higher than that of the pretest; and 2) the students’ attitudes towards teaching English writing ability using tasks was at a very good level.