55 “yang pertama pasti nambah kosa kata baru, jadinya kosa katanya
bertambah jadi lebih banyak lagi, perbendaharaanya lebih banyak lagi, jadinya kalau bikin kalimat bisa lebih bervariasi kata-
katanya.” Respondent6 I learned new vocabularies; my vocabulary mastery was
improved, so when I arrange a sentence, it could be more varies.
l. The Opinion on the Opportunity to Share Information
The twelfth statement was about the opportunity to share information during the tasks completion. Twelve students stated that the tasks gave the
students opportunities to share information when the students completed the tasks. According to Nunan 2004, good learning tasks should create situations in which
students are required to interact and share information p. 169.
m. The Opinion on the Task Ability to Improve the Speaking Skill
Thirteen students stated that the tasks improved their speaking skill. This result signified that the tasks were able to improve both
the students’ vocabulary mastery and their productive skill, the speaking skill. According to Nunan 2004,
good learning tasks should integrate several skill areas, namely reading, writing, listening and speaking p. 169.
n. The Opinion on the Task Ability to Comprehend English Lesson
The fourteenth statement was about the tasks’ role to help the students to gain understanding on the English lesson. Fifteen students stated that the tasks
helped them to understand the English lesson. It was because the tasks were designed in accordance with the students’ need.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
The chapter presents conclusions and recommendations. The conclusions are derived from the findings of the research based on the research question
formulated in the first chapter. The recommendations are proposed to English teachers and the future researchers who are interested in similar research.
A. Conclusions
This research was conducted to investigate how Task-Based Learning TBL improved
the X3 students’ vocabulary mastery. The researcher applied Classroom Action Research CAR based on
Kemmis and McTaggart’s model Kemmis McTaggart, 1982, p. 11. The model has three phases of CAR;
namely planning, acting and observing, and reflecting. There were two cycles in this research. Each cycle was completed in one meeting.
In the first cycle, the noteworthy things were the number of the tasks and the time management. Six tasks which were in the first cycle affected the time
management. The tasks completion in the implementation of the first cycle spent longer time than the allocated time. As a result, the test duration time was reduced
so as the students were less focused on doing the test. Therefore, the class average test score decreased. The class average score before the implementation of the
first cycle was 72.03. In spite of seven students scored higher in the vocabulary
