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vocabulary they learned during the implementation because they were able to complete the tasks.
b. The Willingness to Open the Dictionary
Figure 4.1 shows the result of the second statement of the students’ self assessment. Fourteen students or eighty two percent of the respondents agreed that
when they found the unknown vocabulary, they looked for the meaning in the dictionary. This result indicated that most students still utilized the direct
vocabulary learning. The students believed that it would be easier for them to learn new vocabulary by recognizing the meaning.
Figure 4.1 The Result of the Willingness to Open the Dictionary
c. The Ability to Share Information in English during Working in Pairs
Ten students or fifty nine percent of the respondents were able to share information in English when they completed the tasks in pairs. This result
indicated that the implementation of Task-Based Learning was successful in encouraging the students to communicate with their partners using the target
language. Thus, the students were able to share information in the pairs’
discussion.
82 18
Agree Disagree
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d. The Ability to Share Information during Working in Groups
Fourteen students were able to share information in English when they completed the tasks in groups. This result signaled that the students were more
active in sharing information in groups than in pairs. In the group work, if one member was less confident than the other members to deliver their opinions, this
student would receive encouragement from the other members.
e. The Ability to Ask the Teacher in English
Eleven students or sixty five percent of the respondents were able to ask the teacher about things they did not understand during the English lesson. This
result signified that the students were active during the implementation process. The students’ activeness fostered the interaction between the teacher and students,
and among students. As a result, the class atmosphere became lively and meaningful.
f. The Ability to Answer the Teacher’s Questions in English
Seven students or forty one percent of the respondents were able to answer the teacher’s questiosn in English. Meanwhile, ten students or fifty nine percent of
the respondents were not able to do so. It occurred because of the students ’
tendency to be afraid of making errors whereas if they did not make any errors, they probably would not learn anything.
g. The Ability to Give Reasons in English
Eight students or forty seven percent of the respondents were able to give the reason about their answer in English. Meanwhile, nine students or fifty three
percent of the respondents were not able to do it. It happened because the tasks
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did not consist of a problem solving task. As a result, the students did not get the opportunity to improve their ability on elaborating reasons.
h. The Ability to Give Suggestions in English
Thirteen students or seventy seven percent of the respondents assessed themselves that they were not able to give suggestions in group work. It
contrasted with the result of the forth statement of the students’ self assessment. It
occurred because there was one group member who was considered as the smart student by other members. As a result, those other members were not willing to
give suggestions because they thought that they were less confident in their ability.
i. The Ability to Help Other Students to Use English Vocabularies
There were ten students who did not help other students to use the English vocabulary when they communicated with the teacher. It happened because those
students intended to encourage other students who needed help to improve their vocabulary mastery. Therefore, students who needed help were required to often
communicate with the teacher to improve their vocabulary mastery.
j. The Ability to Explain Things Had been Done in English
Eleven students or sixty five percent of the respondents were not able to explain things they had done in English. According to Nunan 2004, the cause
was the students actually had achieved the theory or structural level, but they had not fully achieved the practice and the proficiency level p. 151. Therefore, the
students needed more opportunities to practice their vocabulary.
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