Assessing Five Genre Writing Task-Based Practice On the Second-Year Diploma 3 IT Students’ IELTS Writing Test-like Essay
Abstract: This paper assessed
the results of five genre writing task-based practice in the second-year Diploma 3 IT students’ skills for writing an
IELTS writing test-like essay. The problem of the study was to explore how the
five genre writing practice impacted the students’ ability to discuss their
opinion academically. The particular objective of this study was to inquire if
the task-based learning enabled the students to ponder ideas and express
opinions into well-defined, coherent and written explanations in compliance
with good IELTS essay standard. The study was conducted in a quantitative
method in which the students’ grades of a class test given after completing the
tasks were analyzed based on the IELTS Task 2 Writing Band Descriptors and
modified IELTS Reading Task Band Score Converter. The results showed the
task-based learning method instructing the students to yield five basic essay
genres from Narrative to Argumentative needed to be only focused on
Argumentative genre writing task practice if the learning objective was toequip
the students to produce an IELTS typical essay in good quality, for the
students’ essay writing gradesrevealed an unsatisfactory prediction band score,
only 4.5 from a scale of 0 to 9. In particular, they should take more intensive
drills in organizing unbiased but persuasive explanations, providing supporting
examples for their personal views, picking proper transition markers for the
text coherence and being aware of fragment and run-on sentences, Subject and
Verb disagreement, Use of Tenses and Redundancy.
Author: Rumondang Miranda
Marsaulina
Journal Code: jppendidikangg160058
